Senin, 16 Oktober 2017

How to Make a Great First Impression

The saying “You only have one chance to make a first impression” holds true in many situations, from job interviews to sales calls. How can you make sure that you start off on the right foot in any of these scenarios? What should you actually say? And what’s the best way to follow up?

What the Experts Say
First impressions matter so much because they happen fast, and they are stubborn, says Whitney Johnson, the author of Disrupt Yourself: Putting the Power of Disruptive Innovation to Work. “We make judgments [about other people] in a nanosecond.” And once that impression is formed, it’s “very, very hard to change it.” Simply put, your relationships and interactions will be a lot easier if you’re able to immediately start off strong. “You get the benefit of the doubt,” says Dorie Clark, the author of Reinventing You: Define Your Brand, Imagine Your Future. “So then if you ever say the wrong thing, make a mistake, or arrive at work late, the other person is more likely to assume the best.” A strong first impression, she says, “gives you more latitude to be human.” Here are some strategies to help ensure others see the best in you from the beginning.

Prepare talking points
Before meeting someone new — whether it’s a potential employer or a new client — do your homework. Know who you’re meeting, what he cares about, and what he might need from you. Your goal, says Johnson, is to “show that you understand the problem the other person is trying to solve and how your skills put you in a position to help.” Clark suggests preparing “two or three talking points that you feel are important and that you want to get across during the meeting.” These talking points will vary, depending on the situation, but in general they should showcase your knowledge, strategic planning abilities, and “grasp of the business.” Ideally the points will crop up “organically” during the course of your discussion, “but if you get to the end of the conversation, and they haven’t emerged say something like, ‘Before we leave, there are few things I want to make sure I mention.’”

Be aware of your body language
When meeting someone new, it’s normal to be nervous but you don’t want your anxiety to show. Your body language should be “confident and comfortable,” says Clark. That advice is easier preached than executed, of course, so Clark suggests, “using the methodology of power posing [before the meeting] to tamp down your cortisol levels.” Take long strides. Sit up straight. Walk with your chest held high. Even if this isn’t your natural way of being, you can assume simple poses that will increase your confidence. For particularly high-stakes meetings, it may also be worthwhile to videotape yourself ahead of time so you can see how the other person will view you, adds Johnson. Observing yourself in this way will help you identify how you can improve your delivery.

Play to your strengths
It’s useful to have a “trusted cabinet” of friends and colleagues who can help you understand “how you come across to the world,” says Clark. Ask them what they see as your “strengths, your winning traits, and the most likable things about you,” and then try to emphasize those things when you’re meeting someone new. Johnson suggests thinking about compliments you’ve received from coworkers and bosses. “You might dismiss compliments for things that come naturally to you — but in fact, those are the things that you’re best at” and what you should highlight when you’re trying to make a good impression. The next task is to translate those compliments to something measurable. If, for instance, colleagues say you are a great people manager, seek out metrics to support that idea. Perhaps your direct reports tend to get promoted faster or your team is more productive. “Don’t toot your own horn. Present evidence that toots it for you,” adds Clark.

Find something in common
Another way to build rapport is to, “find a bond or a point of commonality,” says Clark. The bond needn’t “be profound”— it could be that you “attended the same university, have kids the same age, or have read the same book recently.” The goal is to create a connection on a human level. Finding out what you have in common with the person might require a bit of detective work on your part. Look for clues about things like a devotion for a certain sports team, a love for a region of the world, or an admiration for a particular historical figure. “In this day and age, it’s perfectly normal to have researched someone on LinkedIn” which often provides conversational fodder, says Johnson. The point is, “don’t discount small talk. It’s often conversational gold.”

Engage and be engaging
“The most common mistake people make when trying to make a good impression is that they think they have to impress the other person with their vast knowledge,” says Clark. But the fact is, your aim is “not to wow and dazzle” but rather “to create a conversation that’s memorable” and engaging. So try to draw out the other person. And listen to what they have to say. “The better you make the other person feel, the more they’ll be inclined to have a positive impression of you,” says Clark. Keep in mind that people love to talk about themselves so ask thoughtful, open-ended questions such as, “What are you most excited about right now?” Doing so “allows you to tap into what the person is passionate about.” It could be a new assignment at work, upcoming travel, or a new product lineup. There’s also “a lot of power in having a very good conversation around your respective areas of expertise,” Johnson says. “The camaraderie develops naturally.”

Follow up
Even when the conversation is over, your job isn’t yet done. To ensure your first impression sticks, it’s wise to “write a personalized note of sincere appreciation,” says Johnson. The note ought to “recap the conversation” in a way that “shows you’ve thought about it or learned some new insight” from it. “If the person is on social media, convey that you want to connect,” she says. Share a blog that he has written on LinkedIn. Tweet an article that mentions him or his company. Read his book and send him a note about it. You want to show that your conversation had an impact on you while also “bringing yourself to the table.”

Principles to Remember
Do:
  • Plan ahead by preparing talking points to get across during your meeting
  • Gather feedback from trusted colleagues on your best traits and try to emphasize your strengths when you meet someone new
  • Ask questions and try to draw out the other person; the better you make them feel, the more likely they are to have a positive impression of you
Don’t:
  • Your body language should be relaxed, confident, and comfortable
  • Discount small talk. It can be a good way to uncover common bonds.
  • Instead present evidence that speaks to your domain expertise and managerial experience

Case Study #1: Do your homework on who you’re meeting and engage the person as a human
Mike Byers, executive chairman of DirectPath, an employee health care engagement and compliance company, says that when he’s meeting a prospective client for the first time, he takes the long view. “I think about building a relationship, not selling software,” he says. “I think, ‘I’m going to be with this person for a long time.’”
Mike recognizes that he’s in the meeting because the other person “has a business problem, and I have a potential solution,” but his main focus—at least at first—“is to get to know the other person as a human being and develop a relationship.”
He does this in a variety of ways. First, he does his homework on who he’s meeting prior to seeing the person face to face. Once, for instance, he had a sales call with a Nebraska-based HR executive who, Mike saw from his LinkedIn profile, was originally from the Boston area. “I walked into the meeting with Red Sox paraphernalia [as a gift],” he says. “His eyes lit up and he said, ‘You can’t get this stuff out here.’ It immediately disarmed him and made him more open.”
Second, he makes sure his body language is confident and relaxed. “And I always look people in the eye,” he says.
Third, Mike engages would-be clients in personal conversation. “People love talking about themselves,” he says, adding that it’s often more fun anyhow to “talk about people’s lives than about benefit administration platforms. “I say, ‘Tell me about yourself. What are your interests? How old are your kids?’ I try to create dialogue, not a sales pitch.”
A few years ago, for instance, he was in a meeting with “Mary,” a senior manager at a Fortune 10 company. “I mentioned that my son had just been accepted to law school and she told me that her niece was interested in applying. That helped create a bond,” he says.
“We spent half the meeting talking about law school—LSAT review classes, rankings, and career [prospects]—and the other half talking about my company’s technology.”
Mike ultimately made the sale and he and Mary have a strong professional relationship.

Case Study #2: Know what you’re good at and prepare a list of talking points
Before a recent job interview at a fashion retailer outside of Boston, Lane Sutton did a lot of prep work so that he’d make a good impression on the hiring managers. “I do not get nervous for interviews. I think of an interview as a conversation, just with more importance and with someone I have not met yet,” he says.
Friends and former colleagues have told Lane that he’s an “ideas man,” and he wanted to make sure that came across during his meetings. To prepare, Lane researched the job—a social media role for talent acquisition—by reviewing the company’s social media channels, its careers site, and its Glassdoor page. He then brainstormed a list of “creative and innovative ideas” for the company to grow and enhance its employer brand to attract talent. Those were his talking points. His goal was to show that he was eager to “go above and beyond what was in the job description.”
Lane also researched the interviewers and found that one of them was a graduate of his university. “I made a point to mention that at the beginning of the interview, and it broke the ice.”
Lane also tried to engage his interviewers by asking them about their career paths and histories at the company. “This question lets them talk about themselves beyond your basic interview questions,” he says.
During the interview, Lane made sure to bring up his list of ideas and recommended improvements. “To get my points across, I answered with a general answer to the question and a specific action example backed by data and numbers,” he says. “For instance, ‘At my last company, I increased website visits from Facebook by 100%.’”
He finds out next month if he got the job.




How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English?

The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required .
ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
The students' abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster.
The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.

The responsibility of the teacher

A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate student s progress.

Organizing Courses

You have to set learning goals and then transform them into an instructional program with the timing of activities. One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.

Setting Goals and Objectives

You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students achievement. Your knowledge of students' potential is central in designing a syllabus with realistic goals that takes into account the students' concern in the learning situation.

Creating a Learning Environment

Your skills for communication and mediation create the classroom atmosphere. Students acquire language when they have opportunities to use the language in interaction with other speakers. Being their teacher, you may be the only English speaking person available to students, and although your time with any of them is limited, you can structure effective communication skills in the classroom. In order to do so, in your interactions with students try to listen carefully to what they are saying and give your understanding or misunderstanding back at them through your replies. Good language learners are also great risk-takers , since they must make many errors in order to succeed: however, in ESP classes, they are handicapped because they are unable to use their native language competence to present themselves as well-informed adults. That s why the teacher should create an atmosphere in the language classroom which supports the students. Learners must be self-confident in order to communicate, and you have the responsibility to help build the learner's confidence.

Evaluating Students

The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn. You will serve as a source of information to the students about how they are progressing in their language learning.

The responsibility of the student

What is the role of the learner and what is the task he/she faces? The learners come to the ESP class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. They are in charge of developing English language skills to reflect their native-language knowledge and skills.

Interest for Learning

People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. In this view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies. The more learners pay attention to the meaning of the language they hear or read, the more they are successful; the more they have to focus on the linguistic input or isolated language structures, the less they are motivated to attend their classes.
The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In ESP, English should be presented not as a subject to be learned in isolation from real use, nor as a mechanical skill or habit to be developed. On the contrary, English should be presented in authentic contexts to make the learners acquainted with the particular ways in which the language is used in functions that they will need to perform in their fields of specialty or jobs.

Subject-Content Knowledge

Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English training as complementing this orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners can take advantage of what they already know about the subject matter to learn English.

Learning Strategies

Adults must work harder than children in order to learn a new language, but the learning skills they bring to the task permit them to learn faster and more efficiently. The skills they have already developed in using their native languages will make learning English easier. Although you will be working with students whose English will probably be quite limited, the language learning abilities of the adult in the ESP classroom are potentially immense. Educated adults are continually learning new language behavior in their native languages, since language learning continues naturally throughout our lives. They are constantly expanding vocabulary, becoming more fluent in their fields, and adjusting their linguistic behavior to new situations or new roles. ESP students can exploit these innate competencies in learning English.