10 Phrases Great Speakers Never Say

ttp://www.inc.com/jeff-haden/10-things-speakers-should-never-say-th.html.

While it’s really hard to immediately win over a crowd, it’s really easy for a speaker to lose the room within the first few minutes of a presentation.

To make sure you don’t lose your audience, here’s Boris Veldhuijzen van Zanten, serial entrepreneur and founder of TwitterCounter and The Next Web, with ten things you should never say during your presentations:

1. “I’m jet-lagged/tired/hungover.”

Not sure where this comes from, but one in five presentations at any conference starts with an excuse: “They only invited me yesterday,” or, “I’m really tired from my trip,” or some other lame excuse the audience really doesn’t want to hear.

We, the audience, just want to see you give it your best. If you feel like crap and can’t give it your best, maybe you should have cancelled. Take a pill, drink an espresso and kill it!

2. “Can you hear me? Yes you can!”

This is how many people start their talks. They tap a microphone three times, shout, “Can you all hear me in the back?” and then smile apologetically when it becomes clear that, yes everybody can hear them, but no one raised their hand.

It isn’t your responsibility to check the audio. There are people for that. (And if there aren’t, test the volume ahead of time.)

But if you do speak into the microphone and get the impression it’s not working, just relax, count to three, and try again. If you still think the sound isn’t working, calmly walk to the edge of the stage and discreetly ask the moderator to check for you.

Throughout, smile at the audience and look confident. Assume everything works until proven otherwise, then stay calm and wait for a fix.

3. “I can’t see you because the lights are too bright.”

Yes, when you are on stage the lights are bright and hot and it will be difficult to see the audience. But they don’t have to know about all that.

Just stare into the dark, smile often, and act like you feel right at home. Feel free to walk into the audience if you want to see them up close.

And don’t cover your eyes to see people but politely ask the lights person to turn up the lights in the room if you want to count hands or ask the audience a question. Even better, talk to the lights people in advance so they know when you will ask them to raise the lights.

4. “I’ll get back to that later.”

If you happen to stumble on an audience eager to learn and interact, grab that chance and enjoy it. If someone has a question you will address in a later slide just skip to it right away.

If someone is brave enough to raise their hand and ask you a question, compliment them and invite the rest of the audience to do the same. Never delay anything.

5. “Can you read this?”

The common rule is to make the font size on your slides twice the size of the average age of the audience. Yes, that means that if you expect the audience to be 40 then on average you are stuck with a font size of 80 points.

You won’t be able to fit a lot of text on the slide, which is a good thing and brings us to the next point.

6. “Let me read this out loud for you.”

Never ever, ever, ever in a million years add so much text to a slide that people will spend time reading it. And if you do, make damn sure you don’t read it out loud for them.

The best way to lose your audience’s attention is to add text to a slide. Here’s what happens when you have more than four words on a slide: people start reading it. And what happens when start reading? They stop listening to you.

Only use short titles on slides, and memorize any text you want the audience to read. Or, if you must include an awesome three-sentence quote, announce that everyone should read the quote and then be quiet for six to ten seconds so they can actually read it.

7. “Shut off your phone/laptop/tablet.”

Once upon a time you could ask an audience to shut off their devices. Not anymore. Now people tweet the awesome quotes you produce or take notes on their iPads. Or they play solitaire or check Facebook.

You can ask for the audience to turn their phones to silent mode, but apart from that you just have to make sure that your talk is so incredibly inspiring they will close their laptops because they don’t want to miss a second.

Demanding attention doesn’t work. Earn attention instead.

8. “You don’t need to write anything down or take photos; the presentation will be online later.”

It is really cool that you will upload your presentation later. But if it’s a good presentation it won’t contain too many words (see point 4) and won’t be of much use to the audience.

For many people the act of writing is an easy way to memorize something they’ve heard. In short, allow people to do whatever they want during your presentations.

9. “Let me answer that question.”

Of course it is awesome if you answer a question right away, but you need to do something else first. Often the question from an audience member will be clear to you but not to the rest of the audience.

So please say, “I’ll repeat that question first so everybody can hear it,” and then answer it.

Plus, when you make a habit of repeating questions, that gives you a little more time to think of an awesome answer.

10. “I’ll keep it short.”

This is a promise no one keeps. But a lot of presentations start that way!

The audience really doesn’t care if you keep it short or not. They’ve invested their time and just want to be informed and inspired. So say, “This presentation is going to change your life,” or, “This presentation is scheduled to take 30 minutes, but I’ll do it in 25 minutes so you can go out and have a coffee earlier than expected.”

Then all you have to do is keep that promise, which brings me to the last point.

Bonus tip: “What, I’m out of time? But I have 23 more slides!”

If you come unprepared and need more time than allowed, you’ve screwed up. You must practice your presentation and make it fit within the allotted time.

Better yet, end five minutes early and ask if anyone has questions. If they don’t, invite them for a coffee to talk one-on-one. Giving an audience five minutes back earns their respect and gratitude. Taking an extra five annoys and alienates them.

Conclusion: come prepared, be yourself and be professional. The audience will love you for being clear, for being serious, and for not wasting their time

Alla Volodina York University

The Eight Archetypes of Leadership

http://blogs.hbr.org/2013/12/the-eight-archetypes-of-leadership/

Although the ghost of the Great Man still haunts leadership studies, most of us have recognized by now that successful organizations are the product of distributive, collective, and complementary leadership. The first step in putting together such a team is to identify each member of the team’s personality makeup and leadership style, so that strengths and competences can be matched to particular roles and challenges. Getting this match wrong can bring misery to all concerned and cause considerable damage.

I was once asked to facilitate in a group coaching intervention for the leadership team at the subsidiary of a large chemical company. A year before Kate (not her real name, the head of the subsidiary) had been moved from head office to take charge. At head office she had always been viewed as a person extremely insightful about personnel decisions. Given her talents in HR, she was seen a good candidate to sort out the mess in that particular subsidiary. It was a big leap in terms of promotion but Kate was given a chance.

Unfortunately, I quickly realized that her tenure had been a disaster. She may have been a good coach but didn’t have what it takes to create greater strategic focus and execute a turnaround. A great amount of money had been spent on consultants and on training a workforce that had no clearer idea at the end of 12 months what they were doing or why. What had dazzled the people at head office had been Kate’s coaching and communication skills. She was at sea, however, in a more operational role.

What can be done to prevent a situation like the one with Kate? There are a number of serious leadership questionnaires that are worlds away from the enneagrams and compatibility tests that litter the coaching circuit. Some of these try to identify certain recurring behavior patterns considered more or less effective in a leadership context. We have also tests to discover whether executives are people or task oriented, autocratic or democratic, transactional or transformational, and variations on all of these. These sorts of questionnaire may be a bit simplistic, but they can help point someone in the right direction on a career or organizational path.

My own approach to leadership assessment is based on observational studies of real leaders, mostly at the strategic apex of their organizations. My aim is to help them see and understand that their attitudes and interactions with people are the result of a complex confluence of their inner theater (including relationships with authority figures early in life), significant life experiences, examples set by other executives, and formal leadership training.

As these influences play out over time, one typically sees a number of recurring patterns of behavior that influence an individual’s effectiveness within an organization.  I think of these patterns as leadership “archetypes,” reflecting the various roles executives can play in organizations and it is a lack of fit between a leader’s archetype and the context in which he or she operates is a main cause of team and organizational dysfunctionality and executive failure.   The eight archetypes I have found to be most prominent are:

  • The strategist: leadership as a game of chess. These people are good at dealing with developments in the organization’s environment. They provide vision, strategic direction and outside-the-box thinking to create new organizational forms and generate future growth.
  • The change-catalyst: leadership as a turnaround activity. These executives love messy situations. They are masters at re-engineering and creating new organizational ‘‘blueprints.’’
  • The transactor: leadership as deal making. These executives are great dealmakers. Skilled at identifying and tackling new opportunities, they thrive on negotiations.
  • The builder: leadership as an entrepreneurial activity. These executives dream of creating something and have the talent and determination to make their dream come true.
  • The innovator: leadership as creative idea generation. These people are focused on the new. They possess a great capacity to solve extremely difficult problems.
  • The processor: leadership as an exercise in efficiency. These executives like organizations to be smoothly running, well-oiled machines. They are very effective at setting up the structures and systems needed to support an organization’s objectives.
  • The coach: leadership as a form of people development. These executives know how to get the best out of people, thus creating high performance cultures.
  • The communicator: leadership as stage management. These executives are great influencers, and have a considerable impact on their surroundings.

Working out which types of leaders you have on your team can work wonders for your effectiveness as a group.  It helps you to recognize how you and your colleagues can individually make their best contributions. This will in turn create a culture of mutual support and trust, reduce team stress and conflict, and make for more creative problem solving. It also informs your search for new additions to the team: what kinds of personality and skills are you missing?

Kate’s story had a happy ending. The group coaching session made it clear that the problem was not so much Kate’s lack of ability but rather that team lacked specific leadership qualities.  If the team incorporated an executive with a strategic outlook and who had turnaround skills and experience then Kate’s skills as a communicator and coach would be more effectively leveraged to resolve the subsidiary’s crisis. After talking to the head of talent management at head office we were able to identify exactly such a person, creating a more rounded team and helping Kate to fulfill her mandate.

80-Manfred-Kets-de-Vries

Manfred F.R. Kets de Vries is the Distinguished Professor of Leadership Development and Organizational Change at INSEAD in France, Singapore, and Abu Dhabi. His most recent book is The Hedgehog Effect: The Secrets of Building High Performance Teams(Wiley, 2011).

Alla Volodina York University

Study: Learning a musical instrument boosts language reading skills

http://www.pbs.org/newshour/rundown/learning-musical-instrument-improves-language-reading-skills/

Learning to sing or play a musical instrument can improve language and reading skills of disadvantaged children, according to a new study released Friday.

Nina Kraus, PhD, a neurobiologist at Northwestern University, found that musical training has an impact in strengthening neural functions as well as a connection with sound and reading of children in impoverished areas.

Her previous research focused on the impact of music lessons on children of the middle or upper class. This study, which is being presented to the American Psychological Association, included hundreds of students in Los Angeles and Chicago public schools with about 50 percent dropout rates.

“Research has shown that there are differences in the brains of children raised in impoverished environments that affect their ability to learn,” Kraus said in a press release from the APA. “While more affluent students do better in school than children from lower income backgrounds, we are finding that musical training can alter the nervous system to create a better learner and help offset this academic gap.”

In the study, half the subjects received regular group music lessons for five or more hours a week, while the other half had no musical training.

According to researchers, the reading skills of children with formal music training remained the same over a year long period, while the other students’ reading scores declined.

Another group of students, part of the Harmony Project, a music program for inner city kids, took part in band or choir practice every day after schools.

After two years, researchers found that students with musical training were faster and more precise in hearing speech in background noise, which Kraus connects to students having the ability to concentrate on a teacher’s voice in a noisy classroom.

Children in both groups had comparable IQs and reading ability at the start of the study.

Kraus conducted the study with Margaret Martin, founder of The Harmony Project, who was featured on the PBS NewsHour earlier this year talking about the benefits of musical training on young brains.

“We’re spending millions of dollars on drugs to help kids focus and here we have a non-pharmacologic intervention that thousands of disadvantaged kids devote themselves to in their non-school hours — that works,” Martin said.

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