Get clear on what constitutes a successful outcome for the meeting or call. Are you looking for:
permission to move to the next step?
Decide who needs to be in the meeting to get what you want
Think about what you want: Who needs to be there so you can get what you need? Do you need to have a series of meetings to get it done?
If you need multiple meetings to get what you want, map out a campaign
Map out the series of calls / discussions and go through the process of creating desired outcomes, necessary attendees, and key talking points for each meeting.
Create an outline of key points
Create an outline of the topics you want to cover, and in the order you think makes the most sense (you can always reorder them on the fly).
Flag the most important topics - if you run short on time, make sure those get covered even if others get dropped.
Create some questions to help you flesh out the points
Being prepared with the right questions can make a huge difference. You don't want to try to listen and come up with your next question at the same time. Making up questions ahead of time takes some of the heat off of you.
Figure out if there is a way to "stack the deck" before the meeting
Preparing your participants with reading materials, having pre-meeting discussions to find out where their heads are (and maybe trying to influence their thinking) can make a huge difference.
You might also look for allies to help you make the case in your meeting.
Pre-think about your next steps
What will you do next if you "win" and get what you want?
What will you do if you "lose" or get stuck without getting to what you need?
Consider whether there is a "win-win" position you can support or champion
If you can come to a win-win outcome with the other parties involved, you may get there faster and have more support on the other side of the decision.
Some friends of mine at Thoughtbridge put me on to an approach for negotiation in which you seek to "expand the pie" when you negotiate. The premise is that everyone gets a bigger piece of the pie when you're successful in enlarging the beneficial outcomes in a negotiation. Cool philosophy.
What have you learned? I'd love to hear the tricks you've learned for more effective and productive meetings and calls. Bring 'em on!
and incorporated mobile learning (m-learning) maximizes effectiveness
of delivery, enhances access, and accommodates multiple learning
styles. ; Thus, m-learning, which encompasses content that can be
accessed (and gathered) with portable devicesincluding smartphones, mp3
players, iPods, video players (including DVD), personal digital
assistants (pda's), even cameras, recorders, books and tapes, is a
vital part of effective e-learning programs. ;
; ; M-learning enhances learning style preferences that thrive when
connections are made between the course content and concrete examples,
contexts, settings. ; The key is to design and deploy content so that
it resonates with the learner's experience as well as with current
Situated learning can be applied to m-learning by
asking students to listen to stories that deal with real-life
situations, then ask them to takenotes while in the field, take photos
or movies, record their thoughts on a voice recorder, which will be
used as the basis of writing.
Auditory Learning: ;
Listening to coursecontent via mp3 files or recording is not the same
as listening to a book on tape. ; What differentiates m-learning audio
content from a simply a book on tape is the way that learning
objectives, desired outcomes, and guided suggestions are incorporated.
; The audio content (lecture, etc.) is tied to learning objectives, and
sensory cues help reinforce points. ; Sensory cues can include audio,
music, even silence.
Telling a story is a good way to engage
learners' attention. ; The mind makes meaning through narratives
(archetypal or otherwise), and learners will begin to anticipate
One can engage affect and emotion by means of using
music, and also by relating stories that evoke the unconscious and
resonate with the learner's experiences and beliefs.
Visual Learning: ; By
including synched powerpoints, images that accompany a spoken text, or
movies, students are engaged, and they start to think of the content in
ways that engage more parts of their minds than simple text or audio.
The visual content will serve as memory markers and facilitate the
creation of schemata and organizing principles within the individuals'
minds. Time-Sequence Learning: ; ; Mobile learning
is extremely effective for individuals who organize knowledge around
time-sequences. ; The fact that the presentations (audio, video) are
time-linear allows learners to listen to them in order and to use each
unit or component as a scaffolding item. ;
learning, it is very important to design the modules so that they are
in ascending order of difficulty. ; Likewise, if you are a learner, be
sure to be aware of the proper sequence and to follow it. ; To break
out of the sequence is to be in peril of learning things out of order
and developing faulty schemata. ;
Remember that there is a
limit to one's working memory, and it is important to punctuate the
content with breaks and memory-markers (schema, tags, etc.).
Kinaesthetic Learning: ; While
listening and viewing, the student should not remain passive. ; To ask
students, particularly those whose preferences are kinaesthetic, to be
passive, is to invite disaster. ; Instead, ask the learner to engage in
physical activities -- taking notes, engaging in activities that
involve touching screens or interacting with the device, or, to be
involved in the world at large by doing a specific task.
; Ideal m-learning is structured, organized, and is of limited
duration. ; It takes a building block approach, but each is similar
enough in overall design to encourage the learner to feel comfortable
and to be able to participate in mastery learning. ; In essence, each
segment should include an introduction, main themes, topics, perhaps a
story that illustrates points, visual and auditory content and cues, a
synopsis, and a call for action.