Public Speaking for New Leaders [session 2]
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This presentation discusses effective presentation techniques. It covers establishing credibility and connection with the audience, delivering engaging content through instruction, illustration and interaction, using creativity such as different thinking styles, challenging the audience through various learning types, and facilitating change and influence. The presenter provides models for circles of influence and control, handling questions, aspects of content delivery, thinking hats, learning types, and the four Rs of change. The presentation advises reading the audience and avoiding ridicule, force, neglect of needs, and risky content.
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The document describes a toy manufacturer in the 1950s who capitalized on the overthrow of Fulgencio Batista in Cuba by creating and marketing a new product - fake beards depicting Fidel Castro. The manufacturer, Jack Noahson, took out $100,000 in insurance against potential allergy lawsuits as the beards were made from treated dog fur.Crime and Punishment final
Crime and Punishment finalDebasish Bhattacharjee
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The document describes the rules and format for two rounds of a quiz competition. Round 1 has 15 questions with infinite bouncing going clockwise. Round 2 also has 15 questions but goes anti-clockwise. Points are awarded for correct answers and deducted for incorrect answers.Origin of Species
Origin of SpeciesDebasish Bhattacharjee
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The document contains questions from a quiz with points awarded for correct answers. It includes questions about people, inventions, characters, television shows, songs, drinks, names, phrases, games, and movies. The questions provide context clues and details to identify important people, things, or ideas being referenced in each question.Similar to Public Speaking for New Leaders [session 2] (20)
Comparative Design thinking 
Comparative Design thinking Prof. Neeta Awasthy
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Comparison of Design thinking processes.
Comparison with Karmic Design Thinking.
Karmic Design Thinking.
Dieter Ram's Design Principle
The Arcturus IV projectInnovative schools, innovative students for isast
Innovative schools, innovative students for isastJonathan Martin
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This document provides suggestions for how schools and students can foster innovation. It recommends that schools 1) highlight and model innovative practices, 2) provide time and space for creativity, 3) encourage networking, 4) support collaboration, 5) promote interdisciplinary learning, 6) allow students to experiment and iterate on projects, 7) use hands-on learning and design thinking, and 8) measure and share student work. The document emphasizes that innovation should be a core value taught to students and embedded throughout the school culture.Innovative schools, innovative students for isast
Innovative schools, innovative students for isastJonathan Martin
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This document provides suggestions for how schools and students can foster innovation. It recommends that schools 1) highlight and model innovative practices, 2) provide time and space for creativity, 3) encourage networking, 4) support collaboration, 5) promote interdisciplinary learning, 6) allow students to experiment and iterate on projects, 7) use hands-on learning and design thinking, and 8) measure and share student work. The document emphasizes that innovation should be a core value taught to students and embedded throughout the school culture.Innovative schools, innovative students for nais new
Innovative schools, innovative students for nais newJonathan Martin
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The document discusses the importance of innovation in education. It provides several key points and strategies to promote innovation, including:
1. Leverage creativity by allowing students to draw their own maps rather than just following set paths.
2. Provide time, space, and opportunities for students to experiment through hands-on projects, collaboration, creating, and learning from trial and error.
3. Connect students through digital networks and cross-disciplinary learning to generate new ideas and make unexpected connections.Engaging the Disengaged Student in Algebra, Geometry, and Statistics
Engaging the Disengaged Student in Algebra, Geometry, and Statisticsbenyf001
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The document discusses strategies for engaging disengaged students in mathematics. It begins by asking whether mathematics education provides students knowledge or teaches them how to find it. The session objectives are to identify problems in math classrooms, discuss engagement strategies, and do activities in statistics, algebra and geometry. The challenges discussed include pacing, skills, assessment, retention, collaboration and problem solving. The presenter discusses key words like engagement, attainment, retention and critical thinking. Various strategies are proposed like matching student behaviors, modifying tasks to attainment levels, asking assessing versus advancing questions, and using videos to foster 21st century skills. It concludes with a closing task and quote.SPPT16
SPPT16hhsee
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Cooperative learning involves students working in teams to accomplish a common goal. It requires positive interdependence, where all members must cooperate to complete the task, and individual accountability, where each member is responsible for the final outcome. Problem-based learning is a student-centered approach where students work to understand and resolve problems. It uses problems as the focus for stimulating learning. When developing models, it is important to keep them simple when possible, validate models before using them, and recognize that models have limitations and are not a replacement for human decision makers.Creativity in school education
Creativity in school educationEduSkills OECD
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This presentation was given by David Waugh at the international conference Fostering creativity in children and young people through education and culture in Durham, United Kingdom on 4-5 September 2017.
Shirleyclarke powerpoint-2011
Shirleyclarke powerpoint-2011Kate Davies
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Here are 3 statements for children to independently determine the truth of:
1. There is a relationship between the circumference of a circle and its diameter.
2. Exercise leads to a healthy lifestyle.
3. Little Red Riding Hood was innocent!Session 5.5 bridging the research practice gap presentation
Session 5.5 bridging the research practice gap presentationAlec Coakley
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Presented By Dr Deirdre Curran, Treasa Kenny and Alec Coakley at the 22nd North West Dispute Resolution Conference in the University of Washington, Seattle, March 2016.Design Thinking
Design Thinkinglmittler
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This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.WLA 2015 Innovative Leadership Bootcamp: Idea Management
WLA 2015 Innovative Leadership Bootcamp: Idea ManagementChrista Werle
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Are staff empowered to share ideas for services and resources in your library? How are these ideas
captured and used? Learn how to put an Idea Management Process (IMP) in place! You'll gain a clear understanding of the IMP
concept and how it relates to innovation, the value of sharing specific goals within the IMP to make way for positive change,
and how to implement an IMP that empowers staff to lead from any position by sharing their ideas.Criticism as a tool for learning and when to use it...
Criticism as a tool for learning and when to use it...Donny Tusler
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This slide describes the different forms of Criticism, and Facilitation. These are crucial components towards building knowledge and are effectively manageable in an online distance education environment. This is beneficial to Instructional Designers and to Instructors at any educational institution.Creativity & Problem Solving 
Creativity & Problem Solving Kenny Cheah
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This document provides a summary of a presentation by Drs. Kenny Cheah, Siaw Yan Li, and Donnie Adams from the University of Malaya on strategic thinking and problem solving. It discusses four essential thinking skills, uses a case study to illustrate strategic thinking, and outlines several problem solving and decision making models. The document also includes examples to analyze and contact information for the three doctors. The summary is presented in 3 sentences or less:
The document summarizes a presentation on strategic thinking skills, uses a case study example, and outlines problem solving models, providing contact information for the three presenting doctors from the University of Malaya. It also includes analysis examples and interactive elements.EARCOS 2015 Emergent leadership -people, culture and collective intelligence
EARCOS 2015 Emergent leadership -people, culture and collective intelligenceChris Jansen
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#ELC15Bangkok What skills do leaders need to cultivate networks instead of manage hierarchies? @IdeacreationNZDesign thinking STLinSTL 2016
Design thinking STLinSTL 2016lmittler
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The document provides an overview of a design thinking workshop at MICDS. It discusses design thinking as both a process and a way of thinking. The workshop introduces participants to the design thinking process through examples of how it has been implemented at MICDS, including for projects in different academic departments. Participants then work through an abbreviated design thinking process to address a challenge of their choosing.A Leadership Survival Guide to Transformation - Aldo Rall & Andy Cooper - Agi...
A Leadership Survival Guide to Transformation - Aldo Rall & Andy Cooper - Agi...AgileNZ Conference
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Agile has become a source of disruption to organisations and leadership. Prevailing trends shows that organisations are de-layering and some are even decimating their hierarchies. This disruption driven by Agile and, more recently, DevOps and Agile Scaling, challenges tradition; there is a call for wider skill sets and controlled, sustainable transformations, pushing leadership and organisations into wider and often conflicting and ambiguous contexts.
About Aldo Rall & Andy Cooper:
Aldo has over 18 years experience in a range of industries including financial services, healthcare, IT, management consulting and education in Australia, New Zealand, South Africa and the UK. He's worked with a range of clients on Agile transformations as an Agile and Testing Coach. Aldo remains fascinated with continuous change in industry, which ensures there is always something new to learn, regardless of experience levels or qualifications. Over time, Aldo has honed his skills in the practical elements of developing working software but his greatest passion lies in the people dimension of the people-process-technology mix and how this translates into successful IT strategy, teams, projects and practitioners.
Andy Cooper is the Group Manager Global for Software Education. Andy is responsible for developing SoftEds training and consulting business outside of Australia and New Zealand and works with clients developing their agility around the world. Andy has a strong interest in Agility for Business as an Agile Marketer at CA Technologies and was a track lead on the Business Agility Track for the International Consortium for Agile (ICAgile). Andy has over 20 years' experience working for technology companies such as CA, Oracle and Informix in business and consulting roles and has managed and worked in teams spanning NZ, Australia, Asia and the US.Iuv
IuvPrabhal Mohandas
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The document discusses experiential learning and its benefits over conventional teaching methods. It notes that only 23-25% of management graduates are employable due to a focus on theoretical study rather than practical skills. Experiential learning involves learning through experience and reflection. A 3-day off-site experiential learning program is proposed that focuses on self-confidence, teamwork, and survival skills through activities in nature. This aims to develop skills like leadership, communication, and problem solving to increase student employability. The program is conducted by an experiential learning company that specializes in outdoor education and community involvement.MoM Lesson 1 Part 1 Chapter 4_Intercultural Communication.W23.pptx
MoM Lesson 1 Part 1 Chapter 4_Intercultural Communication.W23.pptxBretHart8
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This document discusses business communication and intercultural communication in the workplace. It begins by outlining key career competencies and skills employers seek, such as communication, problem-solving, and teamwork. It then discusses the importance of understanding different cultural norms and avoiding stereotypes. Several cultural dimensions are defined, such as individualism vs collectivism and high vs low power distance. The document provides strategies for developing cultural intelligence and inclusive communication. These include learning about other cultures, employing self-understanding, and using respectful language. Overall, the document emphasizes understanding diversity in the workplace.Portfolio, Ruta Ramanauskaite, 12212177
Portfolio, Ruta Ramanauskaite, 12212177Ruta Ramanauskaite
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The document analyzes 10 key leadership competencies including charisma, accessibility, creativity, emotional intelligence, negotiation, communication, and working with people. It provides 3 levels of analysis for each competency outlining their importance for effective leadership. Developing strengths in these competencies can help leaders improve decision making, relationships, and overall organizational performance.Social Networking: Traditional and Virtual
Social Networking: Traditional and VirtualAndrew Krzmarzick
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際際滷s from a presentation for the National Nuclear Security Administration's Summer Student Intern Program. Provides an overview of "Never Eat Alone" by Keith Ferrazzi and "Good in a Room" by Stephanie Palmer. Includes tips for applying these principles to LinkedIn and Twitter as well.Public Speaking for New Leaders [session 2]
- 1. Session 2 Presented by Mark McCrindle & Claire Madden
- 2. Anatomy of a Presentation Cruising the 6 Cs: 1. Credibility 3. Content 5. Challenge 2. Connection 4. Creativity 6. Change
- 3. Credibility & Influence The Circles: Circle of influence Circle of control Source: Covey Institute
- 4. Connection & Engagement Handling Questions: 3-step approach: 1. Acknowledge 2. Ask 3. Answer
- 5. Content Delivery The aspects of a presentation: Instruction Illustration Interaction
- 6. Creativity of Content The six thinking hats: 1. Green 4. Yellow 2. White 5. Black 3. Red 6. Blue Edward DeBono
- 7. Challenge & Engagement DRAFT learning types: Emotional Reflectors Feelers HOW (Process) Transferors Analysers Doers Rational Theoretical Practical WHAT (Content)
- 8. Change & Influence The 4 Rs: Real Relevant Responsive Relational
- 9. What not to do: The never evers Never ever ridicule Never ever force involvement Never ever neglect basic needs Never ever fail to read your audience Never ever use risky content (if in doubt- leave it out)
- 10. McCrindle Research Pty Ltd (02) 8824 3422 mccrindle.com.au mark@mccrindle.com.au