To achieve Step 9, individuals will show that they can use their tone, expression and gesture to engage listeners with what they are saying.
In Step 6, the concepts of tone, expression and gesture were introduced. This step goes much further than that by focusing on how to use tone, expression and gesture to speak engagingly.
The building blocks of this step are learning:
In school or college, there are many opportunities to speak or present to others. We may aim to interest and engage people in a subject we have studied and share our enthusiasm or we may aim to persuade others, for example, senior staff or student council. In each situation the use of tone, expression and gesture will need to be varied according to the message you are trying to impart and the reason for the talk. You may need to talk with passion and enthusiasm at about something you feel strongly about at a student council meeting, but calmly and respectfully in an assembly.
When speaking to colleagues,clients or customers, care is required to ensure you use a tone, expression and gesture to match the circumstances of the situation. Fun, vibrant and loud speech may be very engaging and interesting at lunch break with colleagues but a more measured approach or even a variety of approaches might be called for when presenting new ideas to management or potential clients.
The use of appropriate tone,expression or gestures can ensure the listener understands the meaning of your words and is totally engaged with the content. Friends who know you well will have an even greater understanding of your meaning and are likely to fully engage with the subject and possibly replicate your mood. However, with people less known to you, in shops, on public transport or at sports matches and concerts, there is a need to be more considered with your tone, expression and gestures if you are to engage the listener. The listener is more likely to disengage if any features are inappropriate for the purpose.
To best practise this step of Speaking, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
To teach this step:
This step lends itself well to reinforcement in the setting of a classroom. Learners can be reminded of how they might use their tone, expression and gesture before giving presentations or speaking in front of their peers.
Opportunities like presentations, assemblies, shows or other events can help learners practice using these elements to make their speaking as compelling as possible.
This step is best assessed through observation of a structured exercise. For example:
This step is relevant to people who use extended verbal communication to engage or persuade others in the course of their work.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step can be assessed through observation or asking customers or colleagues to supply feedback on an individual. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: