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Chapter 5 Connecting through Nonverbal Communication.

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Nonverbal Communication Training Module On Business Communication Edu Ppt

This PowerPoint training deck covers the concept of Nonverbal Communication. It includes significance and factors that impact nonverbal communication along with its types, such as facial expressions, gestures, proximity, touch, eye contact, and appearance. The PPT module also contains techniques to develop nonverbal communication effectively, key barriers to nonverbal communication, and tips for spotting nonverbal deception. Further, it covers mirroring, rapport building, and effective online business conversations using nonverbal communication. The PowerPoint deck also contains key takeaways, case studies, activities, discussion questions, MCQs, and memes to make the training session interactive. It also includes additional slides on about us, vision, mission, goal, 30-60-90 days plan, timeline, roadmap, training completion certificate, energizer activities, detailed client proposal, and training assessment form.

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Presenting Training Module on Nonverbal Communication. This deck contains 117 uniquely designed slides. Our PowerPoint experts have included all the necessary templates, designs, icons, graphs and other essential material. This deck is well crafted by extensive research. Slides consists of amazing visuals and appropriate content. These PPT slides can be instantly downloaded with just a click. Compatible with all screen types and monitors. Supports Google Slides. Premium Customer Support available. Suitable for use by managers, employees and organizations. These slides are easily customizable. You can edit the color, text, icon and font size to suit your requirement.

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Content of this Powerpoint Presentation

This slide provides information regarding the definition of nonverbal communication.

This slide illustrates the key difference between verbal and nonverbal communication. The multiple comparison factors used to differentiate are the usage of words, ease of understanding, structure, information distortion, feedback, documentary evidence, and physical presence.

This slide showcases the activity for nonverbal training. It also contains the questions to ask in nonverbal communication training session.

Instructor’s Notes:

·         Ask trainees to answer the questions in each section as per their comfort level

·         Guide them to answer the questions honestly without overthinking as there are no right or wrong answers

·         Once answered, ask them to calculate the score

·         If any question does not apply to them, ask them to mark it as N/A

·         Ask training attendees to answer the questions in each section as per their comfort level

This slide highlights the 7-38-55 Mehrabian Formula of communication indicating the significance of nonverbal communication.

This slide lists the significance of nonverbal communication at the workplace, such as supporting verbal communication, building trust and credibility, increasing workplace efficiency, overcoming cultural barriers, and communicating with persons with hearing disabilities.

Nonverbal communication is important due to following reasons:

·         Supports Verbal Communication: Nonverbal communication adds value to verbal communication with the use of gestures, facial expressions, eye contact, and posture. All of this non-verbal information when paired with the verbal communication adds punch and increases the effectiveness of the message

·         Builds Trust And Credibility: Nonverbal cues help gain trust and build credibility. In situations when the spoken word cannot be verified or the written note analyzed, non-verbal cues are critical

·         Increases Workplace Efficiency: Positive non-verbal cues boost employee satisfaction, resulting in decreased absenteeism and enhanced workplace efficiency

·         Overcome Cultural Barriers: In intercultural situations, nonverbal communication helps understand the undercurrent of the conveyed message by going beyond the literal meanings the spoken words

·         Communicate with Persons with Hearing Disabilities: At workplace, nonverbal communication makes it possible to communicate with employees having hearing disabilities

The purpose of this slide is to showcase a nonverbal meme to add humor to the business communication session.

This slide provides a snapshot of multiple facets of the nonverbal communication such as repetition, contradiction, substitution, complement, and accent.

The major roles played by nonverbal communication are as follows:

·         Repetition: Nonverbal communication helps strengthen the conveyed verbal message by repeating it

·         For example, when a person nods their head while saying yes, it leads to repetition

·         Contradiction: Nonverbal communication can reveal our actual feelings about a situation

·         For example, if a manager is asking an employee to come to office on Saturdays regularly for faster project completion. The employee may agree, but facial expressions may convey his reluctance

·         Substitution: Nonverbal cues can be used as a substitute for verbal communication in stressful/challenging work situations

·         Complement: Nonverbal signals can be used to complement the verbal message

·         For example, a manager's firm handshake with an employee after promoting him/her signals confidence and firm belief in the employee's ability

·         Accent: Nonverbal cues, if used appropriately, can emphasize the key part of the message

·         For example, when motivating the workforce, a leader pounds the lecture stand

This slide list down the directions for observation activity for the training session. It also explains the instructions that are essential for successful conduct of the activity.

This slide highlights the major types of nonverbal communication such as facial expressions, gestures, proximity, touch, eye contact and appearance.

The purpose of this slide is to provide information regarding facial expression, a type of nonverbal communication. It also visually showcases universal facial expressions of anger, happiness, surprise, disgust, sadness, and fear.

This slide indicates the details of gestures as a type of nonverbal communication. It also highlights the common gestures such as waving, pointing, and using fingers and hands.

The purpose of this slide is to provide information regarding proximity in nonverbal communication. It also includes information regarding the four zones of proximity which are intimate, personal, social, and public.

The purpose of this slide is to provide information regarding touch in nonverbal communication. It also includes information regarding the appropriate touch behavior such as a pat on the back, handshakes, and a hug.

This slide provides an overview of the significance of eye contact in nonverbal communication.

This slide highlights the role of physical appearance in nonverbal business communication.

This slide list down the directions for guess the initial mood activity for the training session. It also explains the instructions that are essential for conducting the activity successfully.

Observations:

·         This activity helps demonstrate an essential point on how to understand the body language

·         As soon as we see a person, we scan their body language to establish their mood

This slide list down the multiple factors that impact nonverbal communication in an individual. The major factors are culture, environment, time, and senses.

This slide provides information regarding the impact of cultural differences on nonverbal communication. It also includes details regarding the higher and lower context cultures.

·         High Context countries are: Japan/China/UAE/Brazil

·         Individuals from such countries use nonverbal cues to relay meanings in the conversation

·         Low Context countries are: USA, Australia, and most European countries

·         Individuals from such countries prefer verbal communication over nonverbal communication

·         Some examples of nonverbal communication in context with specific cultural differences are as follows:

·         Facial Expressions: Facial expression smiling is deemed

·         Acceptable and friendly in low context cultures such as USA/Canada

·         Weakness in Russia

·         Physical Space:   In the USA, people prefer to have more physical distance between the person they are conversing with, while Arabs would often come close to better interact with their counterparts

·         Eye Contact: Long eye contact in Asia might seem intimidating and offensive, while it shows sincerity in the Americas and Europe

This slide highlights the impact of environment on nonverbal communication. It also includes details regarding multiple environmental factors such as atmosphere and scent.

The key constituents of the environment that impact nonverbal communication are as follows:

·         Atmosphere: The temperature, lighting, color, and sound all impact human nonverbal behavior

·         For example, replacing a square table with a circular one in the training room increases participants' interaction

·         Scent: The fragrance of an environment is an essential factor in predicting how people will behave as it triggers memories and can be meaningful in different ways to different individuals

This slide provides information regarding the impact of conversation’s context and timing on nonverbal communication.

This slide illustrates the one talker/one not, an activity for a business communication training session. It also explains the instructions that are necessary to conduct the activity.

Situation:   The customer is not satisfied with the product of the company

·         Once, a customer entered a business office and immediately demanded to see the boss

·         The customer clearly states that if he/she is not allowed to meet the boss, he/she will sue the company

Solution: 

·         Only a few customers try to sue the company; his/her words need to be taken seriously

·         The staff members must calm that customer and try to understand his/her problem

·         Assure the customer that the current issue will be resolved immediately and that he/she won't face any problems again

·         Then get the details of the product and the issues he/she is facing with the product

·         Carefully listen to the customer, collect facts. Ask questions, if necessary

·         Try to thrash the issue out then and there

·         Do not have him/her leave, without offering tangible, workable solutions

This slide provides information about tips to have better facial expressions while conversing. The multiple recommendations listed are matching facial expressions with spoken words, practicing controlled breathing, keeping a smile on the face, and keeping jaw and tongue relaxed.

Instructor’s Notes: While conversing, improve facial expressions using the following tips:

·         Match Facial Expressions with Spoken Words:  Always ensure that facial expressions match the spoken words and the context of the conversation

·         Keep Jaw and Tongue Relaxed:  Keep jaw and tongue relaxed inside the mouth to look at ease and avoid seriousness

·         Practice Controlled Breathing:  Practice controlled breathing by breathing through the nose and exhaling through the mouth

·         Keep a Smile on Face:  Keep a smile on your face to come across as more likable and relatable to others

This slide showcases information about the tips to improve gestures usage in communication. The multiple recommendations listed are using fingers, hands, the ‘listen up’ gesture, pointing, and weighing up.

Deploy following tips to ensure your gestures are goal-oriented and effective in business communication:

·         Use Fingers Sparingly:  Use fingers only to count (if any) or emphasize essential details during the conversation

·         Use Hands:  Use hands to reinforce a point and communicate the scale of the message physically. For example, achievement of big sales target with the risen hand

·         Use the ‘Listen Up’ Gesture:  For more significant impact in conversation, use the ‘listen up’ action (open palms with one hand slightly raised) to make a point

·         Pointing:  Though a sign of confrontation, it can be used to make a counterargument

·         Weighing Up:  Use hands like a set of balancing scales to communicate alternative scenarios in conversation

The slide provides information regarding the proximity guide in nonverbal communication. It also tabulates the details of proxemics practised in both contact and noncontact culture.

This slide provides information regarding recommendations on how to use touch effectively to communicate better. The tips listed are reward with a pat on the back, commence discussions with touch and practice extended handshakes.

Deploy following tips to use touch to communicate effectively:

·         Reward with a Pat on the Back: A part of the brain orbitofrontal cortex controls feelings associated with reward and compassion. This part of the brain gets activated during touch. To activate an individual's sense of accomplishment, give him/her a pat on the back when rewarding them on any professional achievement. Ensure cultural mores allow this, especially when the genders are different

·         Commence Discussions with Touch: Always start a discussion related to change with touch as it increases an individual's willingness to cooperate due to the creation of a bond at the subconscious level

·         Practice Extended Handshakes: Develop trust with others by giving a longer but firm handshake as it calms them and eases cardiovascular stress

·         Adjust touch as per Social Milieu: When communicating through touch, extra caution should be practiced in accordance with cultural norms and personal boundaries of an individual. So adjust touch behavior accordingly

This slide showcases the multiple recommendations to improve nonverbal communication using eye contact. The numerous tips listed are applying the 50/70 rule, keeping eyes on the face, and using the triangle method.

Tips to improve eye contact skills are as follows:

·         Make Eye Contact Right Away: Always establish eye contact first before starting conversation with someone

·         Apply 50/70 Rule: Maintain eye contact in the following proportion while communicating

·         When Speaking: 50% of the time

·         When Listening: 70% of the time

·         Limit Duration 4–5 Seconds: While gazing into someone's eyes during conversation, don't go beyond five seconds, as it then turns into staring

·         Use Triangle Method:   Imagine an inverted triangle on the face of another person connecting eyes and mouth. Post five seconds, change the gazing point of the triangle

·         Keep Eyes on Face: To avoid constant looking into eyes, look at the multiple spots on the face such as nose, lips, and chin

·         Make a Gesture: Avoid abrupt break in eye contact with a gesture such as the nodding of head

·         Turn Away Slowly: Avoid darting eyes as another person may perceive it as a sign of nervousness and shyness

This slide contains details of dos and don’ts for office dressing to have an impactful appearance.

This slide provides information regarding office dressing tips for both formal and casual clothing.

In this slide, multiple nonverbal communication barriers are listed, such as silence, paralanguage, inappropriate body language, and inappropriate facial expression. It also includes information regarding the techniques to overcome each barrier.

This slide illustrates information on a person can create an impactful first impression with nonverbal communication.

This slide illustrates the concept of mirroring for nonverbal communication. It also contains the techniques to improve mirroring using nonverbal cues such as build a connection, maintaining eye contact, nodding, and fronting.

Techniques to improve mirroring using nonverbal cues are as follows:

·         Build A Connection: Facing the person while talking and giving them your full attention helps to build a better connection

·         Maintain Eye Contact:

·         Eye contact is a powerful social cue to improve interpersonal interactions

·         Maintain natural eye contact to let the other person know that you’re listening

·         Nodding:

·         It is a great way to show that you’re paying complete attention

·         While talking to someone, always smiling and nodding to make them feel that you are fully involved in the conversation

·         Fronting:

·         Fronting means aiming our toes and top towards the person with whom we are communicating

·         When you face your entire body towards someone, they feel your engagement in creating a connection

This slide provides information regarding the tips to improve rapport and trust-building using nonverbal communication such as body posture and movements, eye contact, facial expression, and hand gestures

Tips to build trust and rapport using nonverbal communication are as follows:

·         Posture:

·         The posture will help a person to remain comfortable during conversation

·         People who feel threatened by someone they are talking to tend to take a closed body posture

·         During interaction with individuals, your body position should communicate confidence, openness, and attentiveness

·         Body positions such as slouching or crossing your arms give the impression of low confidence that leads to a poor conversation

·         Eye Contact:

·         Human beings like to have undivided attention while conversing with another person

·         Maintaining friendly eye contact not only shows that a person is attentive and self-confident but is also a sign of how much value recipients in your opinion

·         Facial Expression:

·         Facial expression speaks more than words

·         People can easily judge others' responses through facial expressions

·         Your expressions should match your conversation, or else the person would feel disconnected

·         Gestures:

·         It is essential to maintain relaxed and sweeping movements with your hands

·         It helps the person to remain calm and comfortable while interacting. Distracted, nervous, or pointed hand gestures can send the wrong message

This slide list down the multiple tips for nonverbal communication to make virtual meetings more impactful.

Bring together the following nonverbal tips in the next virtual meeting to come across confident, attentive, and engaged.

·         Always Maintain Eye Contact: Look directly into the webcam to give a perception of genuine eye contact

·         Maintain Right Posture: Choose a chair that helps in sitting confidently upright without slouching. Also, try to keep shoulders square and lean slightly into the camera to mimic active listening on-screen

·         Smile and Nod: Throughout the conversation, give nonverbal cues such as smiling, head nodding to reflect high engagement with the speaker

·         Dress for Success: Always dress appropriately for virtual meetings. For meetings with top and middle management individuals, wear formal clothes, and for meetings with same-level associates, one can wear business causals

·         Don't Touch Face: To minimize distractions avoid touching hair or face while you speak. Instead, use hands gestures alongside words to make an impact during the conversation

·         Look at Ease: To make expression appear more natural, tape an image of a family member to the wall behind the online meeting setup

·         Don't Cross Arms: Avoid crossing arms to create an unnecessary psychological barrier in online conversation

·         Practice Breathing: Before starting and during the meeting, remember to breathe regularly to calm nerves

·         Use Neutral Background: Set up a clean and uncluttered background to keep the audience focused on the message

·         Resist the Urge to Search: When an online meeting is in progress, avoid an urge to search. Also, keep unnecessary notifications on devices off to avoid distractions

This slide depicts the information regarding negative body language in nonverbal communication. The toxic body language behavior highlighted are poor posture, crossed arms, overuse of hands, frowning, staring, finger pointing, avoidance of eye contact, becoming rigid, touching or fixing your hair, looking at watch, clock or phone, and space invasion.

Instructor’s Note:

The toxic body language behavior in nonverbal communication are:

·         Poor posture: Poor posture can indicate a lack of assertiveness or self-assurance. Poised people are treated with more respect and are perceived to be more knowledgeable and trustworthy

·         Crossed arms: Folding your arms while speaking is inappropriate. It portrays a defensive posture, and the best way to avoid it is to practice holding your hands behind your back instead

·         Overuse of hands: These signs can be found in someone who speaks rapidly while their hands flying all over the place. It determines whether a person is nervous

·         Frowning: It is a clear indicator of sadness, sympathy, discontent, or anger. A wrinkle between the eyes or facial tightness can both indicate the same thing

·         Starring: Too much eye contact can make one appear overly eager and result in an awkward exchange. The recipient of the eye contact will feel a sense of unease

·         Finger pointing: People immediately perceive it as aggressive, and it frequently feels like a stab. While finger-pointers may choose to point at others to 'get their point across and provide direction, it comes across as difficult and problematic

·         Avoidance of eye contact: Inability to make eye contact can indicate that a person is unsure of himself. This unease can be attributed to low self-esteem, lack of confidence, or fear of lying

·         Becoming rigid: When we are nervous, many of us freeze. Our arms and legs stiffen, and it appears as if we have just seen a ghost. When it comes to client meetings and job interviews, becoming rigid or freezing up shows you cannot handle pressure

·         Touching or fixing your hair: Assume you're in a meeting and you're constantly trying to fix your hair. It demonstrates that you are distracted and may even indicate that you are unsure about something

·         Looking at watch, clock or phone: When people look at their phone, watch, or clock during a conversation, it is usually a sign that they are eager for it to end.

·         Entering personal territory: Personal space invasion has a negative impact on business relationships. A good rule of thumb is never to get closer than 1.5 feet to a coworker and never treat a coworker's personal space as your own

This slide provides information regarding spotting nonverbal deception in business conversations.

This slide highlights a nonverbal communication meme. It can be used by trainer to add humor to the business communication training session.

This slide depicts the summary of nonverbal communication training session.

Slide 72 to 83

These slides depict energizer activities to engage the audience of the training session.

The above slide displays the activity for the team members found less energetic and enthusiastic. It will ensure an increase in energy levels and the productivity of employees at the workplace.

Instructor's Notes:

·         Multiple chairs are to be adjusted in the empty and spacious room in a random order 

·         The chairs should be put in a manner that every chair points in a different direction and all the chairs are occupied

·         Ask for a volunteer from the batch. (Batch may include a maximum of 15 people for a regular size room)

·         The volunteer is supposed to walk slowly and approach his/her empty chair and sit down. If the chair is already occupied, then he/she is expected to occupy the other/next alternative empty chair available

·         All other members will try to stop the person from approaching the relevant chair

Strategy Formulation:

·         Multiple teams can be made to conduct the activity

·         Each team can be allotted 2 minutes for planning

·         Each round is to be reviewed for the outcomes achieved from the activity

·         Each team should have a different volunteer, preferably the person with the lowest energy levels from the batch

·         The volunteer should move cautiously so as to not bump into any of the props or persons in the room

Activity Review/Outcomes:

·         How did the activity influence the teamwork and engagement skills of all the participants?

·         How was the experience while planning and working with 15-20 members at a time?

·         Was everybody clear about the purpose and conduct of the respective activity?

·         Did you observe any flaws that you wish to improve? Or any other instructions you want to include to make the activity conduct easier?

This slide highlights the cover letter for the training proposal. It includes details regarding what the company providing corporate training can accomplish for the client.

The purpose of this slide is to showcase the multiple types of courses offered by the training company.

This slide indicates the major deliverables that the corporate training firm will provide to the client. The key deliverables highlighted are session plans, PowerPoint deck, evaluation material, and training handouts.

This slide represents the multiple additional services offered by the training firm to the client, such as webinars, planning journals, and e-learning design solutions.

This slide tabulates the major deliverables offered by the training company to the client along with their associated costs.

The purpose of this slide is to highlight the multiple additional services offered by the training firm along with their cost details.

This slide provides an overview of the corporate training firm's vision and mission statements, core values, and key clients.

This slide highlights the major awards and recognition won by the training firm for their exceptional service to clients.

The slide provides information regarding the team members that would be providing the training services to the client. It includes details of the trainer and their respective designations

The slide provides information regarding the team members that would be providing the training services to the client. It includes details of the employees names and their respective designations.

This slide provides information pertaining to testimonials given by satisfied clients of the training firm.

This slide highlights the testimonials from multiple satisfied clients of the training firm providing information regarding congratulatory messages, client name, and company details.

This slide showcases the case study for the training proposal. It includes information regarding the problem faced by the client and solutions offered by the training firm. It also covers details of the results and client testimonial.

This slide provides information regarding the contract terms and conditions of the training proposal. It also includes details of deliverables that the training company will provide to the client.

The purpose of this slide is to provide the contact information of the corporate training firm. It includes the firm’s official address, contact number, and email address.

This slide highlights the training evaluation form for instructor assessment. It also includes sections to fill details of training information and attendee details.

This slide showcases the questions for the assessment of the training content by the attendees.

The slide indicates the evaluation form for course assessment. It also includes questions pertaining to the future actions of the attendees.

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Here you will find more than fifty different case studies, developed by our former participants from the Master of Advanced Studies in Intercultural Communication. The richness of this material is that it contains real-life experiences in intercultural communication problems in various settings, such as war, family, negotiations, inter-religious conflicts, business, workplace, and others. 

Cases also include renowned organizations and global institutions, such as the United Nations, Multinationals companies, Non-Governmental Organisations, Worldwide Events, European, African, Asian and North and South America Governments and others.

Intercultural situations are characterized by encounters, mutual respect and the valorization of diversity by individuals or groups of individuals identifying with different cultures. By making the most of the cultural differences, we can improve intercultural communication in civil society, in public institutions and the business world.

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Verbal and non-Verbal Communication

Jul 19, 2014

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Verbal and non-Verbal Communication. “Verbal Communication.”. We may often think that, having good communication skills is all about the ability to speak well….. Or all about “SPEAKING.”. We are right……. But only 50% right. Because….

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• your doctor

Presentation Transcript

“Verbal Communication.” We may often think that, having good communication skills is all about the ability to speak well….. Or all about “SPEAKING.”

We are right…… But only 50% right. Because…. Verbal Communication has another very important part…… “LISTENING”. “Speaking” + “Listening” = “Verbal Communication.”

Broadly, LISTENING may be classified into… Sympathetic Listening and Empathetic Listening.

Sympathetic LISTENING… • In sympathetic listening we care about the other person and show this concern in the way we pay close attention and express our sorrow for their ills and happiness at their joys. • In other words there is “sharing” of feelings.

Example for sympathetic listening… On your way back from office, you slip and fall and hurt your back. When you reach home your family members “Feel” for you. They “share” your hurt feelings and maybe even shed a tear in sympathy.

Empathetic LISTENING… • When we listen empathetically, we go beyond sympathy to seek a truer understanding of how others are feeling. This requires excellent discrimination and close attention to emotional signals. When we are being truly empathetic, we actually acknowledge what they are feeling. • In order to get others to expose these deep parts of themselves to us, we also need to demonstrate our empathy in our demeanor towards them, listening sensitively and in a way that encourages self-disclosure

Example for empathetic listening … On your way back from office, you slip and fall and hurt your back. You visit your doctor. Your doctor does not share your feelings. He does not reject or trifle your feelings, but on the contrary, he acknowledges your feelings totally and treats you for your injuries. Here, there is no “sharing” of feelings, but acknowledgement of “feelings.”

Speaking consists of two parts… 1) “What to Speak.” and 2) “How to Speak.”

1) “What to Speak.” Content development: *The first step is Brainstorming. *The next step is to choose a Presentation Format/ Storage System. *The Final step is the Presentation itself.

Brain Storming… • Individual Brainstorming is the process of you getting your ideas out on paper. • The idea is to put down all of / most of your ideas on paper. This has two advantages. • 1.It encourages the unrestricted flow of thoughts. • 2. It facilitates the strategic or comparative evaluation of your ideas .ie. Once on paper, you have the opportunity of ranking your ideas in terms of importance and efficacy. You may now put your ideas against one another and choose the best ones.

Putting them all together… Now that we know what we are going to speak, we need to put down all our ideas in the most presentable manner. We need a Format as per which we may present these Ideas. We may call it a Presentation/Display Format or a Storage System.

Need for Storage Systems… Asked a question, “Do we forget due to nervousness or Do we get nervous due to forgetting?” Eg. “What if you had to recite the alphabet in front of an audience?”… “would you get nervous?” … “Obviously Not!” Or…

Why do we get Nervous? Nervousness does not cause as much Forgetting as….. Forgetting causes Nervousness. *One of the main causes of Nervousness is “Forgetting”, or rather, “The Fear of Forgetting”. *In other words, we would not get nervous if we knew for certain that we would not forget…our lines.

So, to prevent forgetting, we need … A Good Storage System or A Good Retrieval System…. A Good Storage System or Display Format, also makes it easy for our listeners to understand our Ideas easily. Let us check out a few of these “Filing Systems.”

Storage System 1 IBC…Introduction, Body, Conclusion format… 1.Introduce the Topic or what you are going to say. 2.In the Body, add a few Supporting ideas to build further. 3.End with appropriate Conclusion.

Storage System 2 WHPI… 1.What… Begin with the End/Conclusion…. 2.How….How do we support the Conclusion.. 3.Prove It…. Using examples/Case Studies/Statistics. 4.Conclude with… I hope I have been able to…..(use conclusion used in the beginning).

Storage System 3 Time Sequence… 1.Start with Reference/Relevance to The Past… 2.Continue with Reference/Relevance to The Present… 3.Project The Future (With Personal Touch).

Storage System 4 +ve , -ve, personal touch 1.Introduction with +ve (advantages/strengths). 2.Continue with –ve (disadvantages/weaknesses). 3.Give your Personal opinion based on how you’ve evaluated the +ve and –ve.

2) “How to Speak.” Guidelines… • Speed • Clarity • Punctuation • Pronunciation • Familiarity • Fluency • Expression

Speed Speed….number of words per minute. • While Most Indians speak at 170 to 180 wpm, their foreign counterparts speak at 110 to 120 wpm. • Slowing down on rate of speech is the first step towards better speech.

Clarity Clarity…if audible & free of distortion. • Speech should be loud enough to carry to all the listeners. • Voice Clarity can be mastered with regular practice.

Pronunciation Pronunciation…. • Always remember that English is not "phonetic". That means that we do not always say a word the same way that we spell it. • Use a Good Dictionary or work with your Trainer to Correct pronunciation.

Punctuation Punctuation…use of various kinds of pauses. • Pause at Full Stops. • Pause at Commas. • Pause at Semi colons. • Pause at Interjection marks. • Pause at Question marks.

Familiarity Familiaritywith words used. • Learning new words… • Using known words in new contexts… • Understanding contexts and situations before reading again..

Fluency Fluency…Able to express easily. • Developing Fluency is a matter of having all the other parameters in place. • Fluency indicates that a comfortable working ability with the language has been established.

Expression Expression…transforming of ideas into words Expressionof different feelings with words,word stress, tone, pitch and inflection.

Non-Verbal Communication NVC

Definition of NVC “All communication other than that involving words and language” • This is fine but could include everything from animal communication to films. For our purposes we will use a more restricted definition: “Bodily communication, other than words and language”

Forms • Different categories (or types) of NVC • The functions (or uses) of NVC Before we do this, we need to establish some general points about NVC and its relationship to language and culture

Relationship between NVC, Language & Culture • When travelling, we do not, on the whole, make the assumption that everyone will understand our first and preferred language • Most of us accept we must either learn a new language or rely entirely on verbal signals for communication • We assume we will have no difficulty in decoding non-verbal clues • We need to be aware of the enormous range and diversity of non-verbal behaviour

NVC, Language & Culture • Even in the secure territory of your own familiar culture, care is needed in the interpretation of non-verbal clues • Jumping to conclusions about meanings of non-verbal clues can be dangerous

Categorisation of NVC – Paralanguage Paralanguage consists of the non-verbal elements that accompany speech. It includes: • The way we speak (also known as prosodic features) • Volume, pitch, intonation, speed of delivery, articulation, rhythm • The sounds we make other than language • Laughter, crying, yawning, sighing, screeching, coughing • Filled pauses such as ‘Mmmm’, ‘Ahhh’, ‘Ummm’ • Unfilled pauses

Categorisation of NVC – Physical Appearance • Clothing, hairstyle, make-up, jewellery, tattoos, piercings, glasses, facial hair, accessories such as bags • You only have to think of the huge industries associated with the above examples to recognise the cultural significance of physical appearance

Categorisation of NVC – Physical Appearance • Many societies had (and some still do have) highly regulated codes of dress, often linked to rank and status • It is the body’s capacity to communicate aspects of an individual’s identity which makes us so aware of our physical appearance

Categorisation of NVC – Physical Appearance • Self expression in contemporary culture is also limited by requirements to wear uniforms or to observe dress codes • Not necessarily restricted to schools and public services • Many corporations and organisations expect employees to communicate a corporate rather than an individual identity

Further Categories of NVC - Activity _ Body movement (kinesics) • Closeness (proxemics) • Touching • Eye movement • Smells

Body Movement - Kinesics • Gesture, facial expression, posture, head nodding, orientation • Emblems – gestures with specific cultural meanings attached • Illustrators reinforce words of speakers • Adapters are unconscious gestures to relieve stress or boredom • Posture is heavily laden with value judgements

Closeness - Proxemics • Study of how we use space and distance • Includes seating arrangements, queuing and territoriality • Ideas of ‘personal space’, ‘invasion of personal space’ and ‘comfort zones’ • Use of objects as ‘markers’ to indicate ownership of space

Touching - Haptics • Physical contact such as holding, stroking, shaking hands, guiding • Linked to proxemics • Touch is very important in our early development • Many rules and taboos regulating physical contact

Eye Movement • Eye movement, length and direction of gaze, changes in pupil size • We are hypersensitive to information imparted by eyes • Can be argued eyes reveal the truthfulness of what is being said

Smell • Humans do not have a particularly well-developed sense of smell compared with other species • Perfumes and deodorants send powerful messages, as can the natural body odours we try to suppress • A rapidly growing industry has developed around the use of smells

Complex Messages • Rare for these non-verbal codes to operate in isolation from one another, or separately from language • We create and perceive messages using signs from a range of verbal and non-verbal codes • To make this even more complex, these signs and codes to not always pull in the same direction

Communicative Competence A competent communicator will: • Recognise and use different verbal and non-verbal styles as they are suited to different social situations • Recognise the relation between verbal and non-verbal elements in communication • Compensate for possible misinterpretations in communication with others

The Functions of NVC • Communicating feelings, emotions and attitudes • Replacing and regulating language • Other Functions

Communicating Feelings, Emotions and Attitudes • NVC has a particularly important role in establishing and maintaining relationships, otherwise known as an affective function • We rely more heavily on NVC in this area of personal communication • Looks, glances, changes in orientation allow others to know what sort of relationship we want to have • We use NVC to establish a mutually acceptable level of intimacy

Replacing & Regulating Language • The role of NVC in inflecting the meaning of a sentence can be explored by ‘performing’ the following sentence in different ways Well, I really enjoyed the party last night.

Replacing & Regulating Language • Paralinguistic features, such as pitch, tone and emphasis • Throw in other non-verbal cues such as eyebrow lifting or illustrators such as the use of the index and first finger of both hands to indicate inverted commas around a word • Number of potential meanings rapidly increases

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Nonverbal Communication - PowerPoint PPT Presentation

Nonverbal Communication

Nonverbal communication summary of verbal communication language permits us to remember the past, deal with the present, and anticipate and plan for the future. – powerpoint ppt presentation.

• Language permits us to remember the past, deal with the present, and anticipate and plan for the future.
• Language serves as a guide to how a culture perceives reality.
• Each of us learns and uses language as we do because of our cultural background.
• Communication style varies from culture to culture, but ones communicative style is adaptive and can be developed.
• To know anothers language and not his culture is a very good way to make a fluent fool of oneself.
• Ping-Pong and Bowling conversation styles
• High involvement conversation patterns and high considerateness patterns.
• HIS tends to
• Interrupt more
• Expect to be interrupted
• Talk more loudly at times
• Talk more quickly
• Enjoy arguments
• E.g. Russian, Italian, Greek, Spanish, South American, Arab and African
• HCS tend to
• Speak one at a time
• Use polite listening sounds
• Refrain from interrupting
• Give plenty of positive and respectful responses
• E.g. Asian cultures Chinese and Japanese
• Linear versus Circular straight line discussion versus a more circular approach
• Direct versus Indirect meaning conveyed by words versus through suggestion  
• Detached versus Attached objective presentation versus expressive style
• Intellectual Engagement versus Relational Engagement Discussion is about the task versus discussion about the task and the person
• Concrete versus Abstract example driven versus theory driven discussion
• Major Topics
• Introduction to the main dimensions
• Functions of non-verbal communication
• First impressions
• Observing non-verbal communication
• Visual introduction of gestures
• Nonverbal communication involves all those nonverbal stimuli in a communication setting that are generated by both the source and his or her use of the environment and that have potential message value for the source or receiver.
• It expresses meaning or feeling without words.
• It is the silent language of the culture.
• 93 of a message is transmitted by the speakers tone of voice and facial expressions. Only 7of the persons attitude is conveyed by words.
• Many, and sometimes most, of the critical meanings generated in human encounters are elicited by touch, glance, vocal nuances, gestures, or facial expression with or without the aid of words.
• From the moment of recognition until the moment of separation, people observe each other with all their senses, hearing pause and intonation, attending to dress and carriage, observing glance and facial tension, as well as noting word choice and syntax.
• We make important judgments and decisions concerning the internal states of others by their nonverbal behavior.
• Non-verbal communication is usually responsible for first impressions.
• Many of our non-verbal actions are not easily controlled consciously, so they are relatively free of distortions and deception.
• 1. Supporting speech
• Repeating Complementing Substituting Regulating Contradicting
• 2. Conveying emotions
• The total feeling comes from 7 verbal, 38 vocal, 55 facial and body messages.
• 3. Creating positive feelings
• approach messages, availability messages, sensory stimulation, personal closeness and warmth
• To accent ??
• To complement ??
• To contradict ??
• To regulate ??
• To substitute for ??
• Voice (paralanguage ???)
• Body movements (kinesics ???)
• Space (proxemics ???)
• Touch (haptics ???)
• Time (chronemics ???)
• Other (chemical/ physical/ artifactual??? codes, etc.)
• Vocal characterizers laughing, crying, yelling, moaning, belching, yawning, help reveal a persons physical or emotional state
• Vocal qualifiers volume, pitch, rate, tone, rhythm, resonance
• Vocal segregates non-word fillers, e.g. hmmm,uh-huh,
• Paralanguage can assist us in drawing conclusions about the speakers emotional state, socioeconomic status, height, weight, age, intelligence, race, regional background, and educational level.
• Facial expressions
• Smile may express pleasure, show affection, convey politeness, disguise true feelings, cover emotional pain or embarrassment.
• It is also a source of confusion when and to whom to smile.
• It serves to show intimacy, attention, and influence, and also to regulate interaction, define power and status relationships.
• Insufficient or excessive eye contact can create communication barriers.
• Never trust a person who doesnt look you in the eyes.
• But in Asian countries, a persons lack of eye contact toward an authority figure signifies respect and deference.
• Refer to the handouts
• the O.K. gesture
• relax with feet up on the desk
• Rules of touching whom to touch and where they may be touched
• shake hands, hug, be intimate with,
• touch the head, kiss
• Touching behavior reflects the cultures attitudes and values. Cultures that believe in emotional restraint and rigid status distinction (German, English, Scandinavian, South-east Asian) do very little touching as compared with cultures that encourage outward signs of affection (Latin American, Middle eastern, Jewish, Greek, Eastern European).
• Middle Easterners, esp. Muslims
• People from France, Spain, Italy, Portugal and other Mediterranean (???) countries
• People from India, Sri Lanka, Thailand , and Bangladesh???
• Most Latinos
• Hold hands together in front of their chins in a prayerlike position and nod their heads.
• Hug and kiss on the cheek for both the same and the opposite sexes. Friends will pat each other on the back
• Men will embrace and kiss one another. Women may do the same. But the opposite sexes should avoid body contact.
• Bow to each other and keep hands slide down toward the knees or remain at the side
• Kiss on both cheeks.
• Personal space and territory
• Conversational distance
• Reading Case 25
• The study of the meanings, usage and communication of time, time attitude, use of time frames, punctuality
• Monochronic and polychronic time
• One thing at a time, many things at once
• Reading Case 23
• See handouts !
• What to watch for when you go abroad or are around foreigners?
• Use of space
• Eye contact and touching
• How close did people stand or sit?
• How much touching?
• What kind of eye behavior?
• What gestures?
• How could you tell when a conversation was going to end?
• How can you determine the social relationship between people?

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Thoughtful Engagement with Disability Through Inclusive Design Principles

by Sydney Dolan

In both conference submissions and grant writing, writers are often asked to describe the broader impact of their research. In some cases, writers may be asked to address how their work will contribute to diversity and equity in their field. Disability is often appealed to as a justification for technological development, and as a moral imperative toward investment in technological research. While there is significant interest in developing assistive technologies for disabled people, this work is often done by non-disabled academics who make problematic assumptions. The purpose of this blogpost is to:

• discuss the medical vs social models of disability. 
• highlight the use of inclusive design principles to improve accessibility of your research.
• demonstrate the importance of communicating often with your desired target audience  (‘nothing about us, without us’) for a technology throughout the research, design, and testing stages.

The medical model of disability defines disability as a defect within the individual. Under the medical model, disabilities should be ‘fixed’ or changed by medical and other treatments, even when the impairment or difference does not cause pain or illness. This model looks at what is “wrong” with the person, instead of looking at what the person needs. 

Alternatively, the disabled community generally prefers an alternative framework to engage with disability: the social model of disability . The social model of disability is context-dependent, and views disability as a form of exclusion propagated by a society that discriminates against people who are seen as being impaired. In this framework, disability is not seen as a set of mental or physical differences, but as a complex set of interactions across physical, cultural, and political environments that shape perception and human experience. The social model of disability makes the distinction that disability is only disabling when it prevents someone from doing what they want or need to do.

Inclusive design is a process based on the social model of disability that seeks to alleviate barriers to access, thereby increasing the number of audience members who can access and accomplish the main goals of the interaction. This means considering questions like who is served and supported by current processes, and how we might adapt designs to be inclusive for more students. Inclusive design is an iterative process that requires constant re-evaluation of design choices to recognize how choices can open up forms of exclusion and barriers for learners. In this blog, we will highlight three case studies from research projects that approach disability in different ways, and describe how inclusive design principles could have been applied.

Case Study 1: Relying on the Medical Model of Disability Creates Designs that Fail to Meet User Needs 

A key tenet of inclusive design is intentionally centering the voices and experiences of people for whom you’re designing, especially those who are typically marginalized by design.  Otherwise, we can unintentionally reinforce barriers to access for disabled users. Consider the development of a robotic cane from Stanford’s Intelligent Systems Laboratory . In an interview with the graduate student and first author of the project, the student shared that he wanted to create “something more user-friendly.” But this attitude ultimately demonstrates a poor understanding of what blind people enjoy about canes. Current canes are lightweight (0.5 lbs), easy to carry, effective, and cheap, whereas the smart cane weighs in at 3 lbs and costs $400. The first author of the project goes on to state that the smart cane can improve walking speed among the test users, and that “increased walking speed is related to better quality of life.”  This is an incredibly misguided notion about the lives of cane users, as Cricket Bidleman writes in the Stanford Daily, 

“ The “smart cane” assumes misguided notions of quality of life. The developers cite improvements in walking speed for both sighted and blind users while using this cane, and the [researchers] claim that “this can provide a significant improvement in terms of their quality of life due to improvement in mobility. This kind of assumption is deeply troubling and offensive, because a person or group of people is projecting their image of quality of life onto the disabled.”  

The problem with the smart cane project, and the issue with work like this more broadly, is that it is assuming that disabled people have incomplete lives compared to abled people. This type of research is aligned with the medical model of disability, where disabled people are seen broken and in need of repair. In this specific case, the researchers assumed that disabled people were using canes as an aberration from the norm, and thus in need of fixing. 

The rhetoric surrounding the development of the smart cane exemplifies technoableism; the harmful belief that technology is a solution for disability.  This term was coined by Ashely Shew , and refers to the phenomena common in the engineering and tech industry that narratively frames technology as a cure for disability.  Through the rhetorical framing of their work, these researchers ultimately influence how broader society imagines disabled people. These framings ultimately create a shallow and misleading portrayal of disabled people, and neglect to acknowledge a rich culture of disability pride.

If inclusive design principles were used in this research project, the smart cane would be significantly overhauled to be cheaper, and lighter. Cane users could have been involved from the start of the problem solving process to help the researchers learn about what works well and the needs of the user. Alternatively, inclusive design principles and the social model of disability could also be applied to help the researchers involved develop a more nuanced understanding of cane-users themselves. Under the social model of disability, researchers would have recognized that using a cane itself is not a problem, and that canes have many desirable qualities that cane-users enjoy. Canes are lightweight, cost-effective, and provide sound feedback that people can use to further characterize their environment. Canes are also simple, trustworthy, and reliable, and don’t require software updates or repeated fixes to work. If something were to go wrong with a normal cane, the user can easily troubleshoot because they have a complete understanding of the cane as an instrument. A sensing augmented cane can give strange information, ruining the trust the user has in the device, and thus defeating its purpose.  The research project demonstrates how research can be misdirected when the voices of those who could benefit are not included from the onset.  

Case Study 2: The Medical Model of Disability Removes User-Autonomy and Historical Context

             Inclusive design seeks to understand the context by which technologies will be applied, to better understand what barriers are implicitly being created through technology. One contentious example of technology development for a disabled community is sign-language gloves, which aim to translate sign language in real time to text or speech as the wearer gestures. One of the first sign-language gloves was developed by a high school student from Colorado who fitted a leather golf glove with 10 sensors that monitored finger position, and then relayed finger spellings to a computer with text on screen. Despite the fact that the glove couldn’t translate anything beyond individual letters, and only worked with the American Manual Alphabet, the glove went on to win the 2001 Intel International Science and Engineering Fair and a $100,000 scholarship. Since 2001, numerous research groups and companies have sought to develop sign language gloves, and received attention and thousands of dollars despite the fact sign language gloves are only able to translate a small set of words, and not complete sentences. These automated gloves require Deaf users to use a butchered variant of sign language that requires the signer to sign in an English sentence structure. American Sign Language is not a linear translation of English via hand signals, it has distinct sentence structures, vocabulary sets, and grammatical elements. While these gloves seek to translate finger signs, many of the grammatical elements of ASL are conveyed using facial expressions and body language, something that cannot be captured through these gloves.

Implicitly, sign-language gloves are relying on the medical model of disability by treating sign language as something that needs to be ‘corrected’ so that non-Deaf people can understand what is being said. Sign-language gloves put the burden on the Deaf person to translate themselves for others. This is troubling, as these efforts to automate sign language translation strip the Deaf community of the language they communicate in, and ultimately mandate an ‘easier’ ‘universal’ communication variant that the non-Deaf use.  Sign language holds tremendous cultural and developmental importance to the Deaf community, and has been shown to have numerous benefits including enhanced cognitive development, improved social skills, and increased access to information and communication [1]. Despite these benefits, it was only in the recent past that sign language was formally recognized as a distinct language with its own grammar and phonologies. Prior to that, there was a concentrated movement in deaf education to ban sign language and force all Deaf people to speak instead [2]. When sign language gloves are being developed, they are not only alienating signers, but echoing historical context that sought to eliminate sign language in its entirety. 

If inclusive design principles were used in this case, researchers could brainstorm methodologies to better teach sign language that do not place the burden of responsibility on the sign language user.  While there are genuine desires from non-signers to communicate with a sign language speaker, using a pen and paper is a sufficient alternative, and there are serious concerns around resource allocation for these research projects.  Due to historical persecution against sign language, many Deaf people have had issues learning the language due to underfunding and sparse availability of Deaf language schools. Rather than creating a glove that would translate sign-language, people should sincerely reflect on if the research could be better spent making sign language education accessible to more people. This research project demonstrates the importance of identifying the broader context of the work that you are doing, to be respectful of the history of the population that you are working with. 

Case Study 3: Collaborating with Disabled Users Leads to Better Designs 

In the MIT Assistive Technologies Hackathon (ATHack), teams work directly with a community member who lives with a disability, to develop solutions to the barriers the clients face. In the weeks prior to the hackathon, the teams meet with a community member to get a better sense of the kinds of assistive technologies that could help them live more independently. Then, during the hackathon, the students work with the community members to build hardware and software for their use.  

For one project, a team of students collaborated with Adriana Mallozi to design a new device for her to use to operate her smart devices.  Adriana has cerebral palsy and limited upper body dexterity, which makes using her hands to operate a phone difficult. Together with Adriana, the team fabricated a custom bluetooth joystick, named Puffin, that was controlled via inhaling (“sipping”)  and exhaling (“puffing”). During the hackathon, Adriana Mallozi successfully used Puffin to take pictures with her smartphone. This hackathon project was later spun into a company – Puffininno , where Mallozi is the founder and CEO. The initial Puffin prototype has been adapted to include a customizable mounting system and a bluetooth capability so users can independently control their smart home devices like lights, doors, thermostats, and speakers. As Adriana Mallozi writes about the power of the product, 

“When you have to rely on others for every aspect of your life, which basically I have to, the small things really matter. Any type of control that you can have over your life is a really big deal, for instance having full control of my mobile phone and access to apps such as Lyft and Uber. People with disabilities who rely on others for their daily living activities have very scheduled lives and it’s little things like that, that make a difference.”

This project is a good example of using inclusive design principles early in the design process to make the technologies involved useful and relevant. Rather than assuming what Adriana would need, teams spent extensive time getting to know her and understanding the challenges she faces due to inaccessible designs. In this case, the team came to find that inhaling and exhaling was an easier control mechanism than using her hands. This design selection recognizes the woman’s personal autonomy in the design process, and works with her to come up with a solution rather than engineering a solution for her . 

In the 2019 MIT Assistive Technology Hackathon , one team worked with a client who needed a portable bidet so that they could safely and efficiently use the bathroom outside of their home. A lack of bidet in public spaces meant the client would need a personal care attendant with them at all times in case they needed to have a bowel movement outside of their home. Personal care attendants (PCAs) are incredibly expensive, and the client shared they would not leave the home on days when their stomach was upset, and even shifted their meal patterns to avoid eating at work for fear of aggravating their stomach. The client disclosed that the stress of finding an accessible bathroom has negatively impacted their self esteem, as well as their personal and professional relationships. To address the client’s concerns, one hackathon team built the Bom-Bidet, a portable bidet for users who have limited range of motion in their arms. 

As with the Puffin design, the students applied inclusive design principles to empathize and understand the user of their intended project. In doing so, they worked to address some  of the key limitations of the PCA option: the cost and lack of autonomy for the client. The students focused on using low cost items like water bottles, food safe tubing, and aquarium motors. The solution they developed costs roughly $48 for materials, and involves items that can all be bought from Amazon. The students also developed an in-depth instruction manual for others who may want to replicate the design. Through inclusive design principles and the social model of disability, the students were able to engineer a solution that provided real benefit to this specific client. As demonstrated here, the best ideas always start with a real problem that a disabled person has, and finding ways to help that specific problem. 

In this blogpost, we first introduced the medical and social models of disability, and discussed the importance of relying on the social model of disability in the design process. Inclusive design is an integral part of the design process, as it seeks to constantly re-evaluate how design choices can open up forms of exclusion and barriers for users. We emphasize the importance of designing collaboratively the intended users by engaging in a meaningful dialogue with disabled users and, when possible, including disabled engineers in the process. This collaboration will require engineers to understand the needs of the user they are designing for, rather than assuming them. As our case studies demonstrated, inclusive design principles led to more useful, cost-effective, relevant, and efficient designs. 

Others Resources and Recommended Readings:

• Accessible Communication CommKit
• Inclusive Language Guide
• Social vs Medical Model of Disability
• The Design of Everyday Things by Don Norman
• “Against Technoableism” By Ashley Shew  

Acknowledgements

Thank you to Sophia Vlahakis and Brian Mernoff for reviewing this article. 

[1] Bennedit, B. S., and Legg, J.  “ Deaf Culture & Community ”. Hands & Voices . 

[2] Marks, M.  “ Linguistic Neglect of Deaf Children in the United States ”. Spring 2020

Helping our customers through the CrowdStrike outage

Jul 20, 2024 | David Weston - Vice President, Enterprise and OS Security

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On July 18, CrowdStrike, an independent cybersecurity company, released a software update that began impacting IT systems globally. Although this was not a Microsoft incident, given it impacts our ecosystem, we want to provide an update on the steps we’ve taken with CrowdStrike and others to remediate and support our customers.  

Since this event began, we’ve maintained ongoing communication with our customers, CrowdStrike and external developers to collect information and expedite solutions. We recognize the disruption this problem has caused for businesses and in the daily routines of many individuals. Our focus is providing customers with technical guidance and support to safely bring disrupted systems back online. Steps taken have included:  

• Engaging with CrowdStrike to automate their work on developing a solution.   CrowdStrike has recommended a workaround to address this issue and has also issued a public statement. Instructions to remedy the situation on Windows endpoints were posted on the Windows Message Center .   
• Deploying hundreds of Microsoft engineers and experts to work directly with customers to restore services.   
• Collaborating with other cloud providers and stakeholders, including Google Cloud Platform (GCP) and Amazon Web Services (AWS), to share awareness on the state of impact we are each seeing across the industry and inform ongoing conversations with CrowdStrike and customers.  
• Quickly posting manual remediation documentation and scripts found here .
• Keeping customers informed of the latest status on the incident through the Azure Status Dashboard here .  

We’re working around the clock and providing ongoing updates and support. Additionally, CrowdStrike has helped us develop a scalable solution that will help Microsoft’s Azure infrastructure accelerate a fix for CrowdStrike’s faulty update. We have also worked with both AWS and GCP to collaborate on the most effective approaches.    

While software updates may occasionally cause disturbances, significant incidents like the CrowdStrike event are infrequent. We currently estimate that CrowdStrike’s update affected 8.5 million Windows devices, or less than one percent of all Windows machines. While the percentage was small, the broad economic and societal impacts reflect the use of CrowdStrike by enterprises that run many critical services.  

This incident demonstrates the interconnected nature of our broad ecosystem — global cloud providers, software platforms, security vendors and other software vendors, and customers. It’s also a reminder of how important it is for all of us across the tech ecosystem to prioritize operating with safe deployment and disaster recovery using the mechanisms that exist. As we’ve seen over the last two days, we learn, recover and move forward most effectively when we collaborate and work together. We appreciate the cooperation and collaboration of our entire sector, and we will continue to update with learnings and next steps.  

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