Theater Enhancing

communication at
work place
Insert the Sub Title of Your Presentation
Boddu Chandini PGP/23/133
Chirag Gupta PGP/23/136
Vikash J. PGP/23/158
Prashant Gautam PGP/23/160
Sreelakshmi V. PGP/23/179
Introduction
01 Non verbal cues
Capacity to express,hold and communicate meaning.It creates
an awareness of how other people speak and behave

02 Vocal and Physical skills

Focus on vocal and physical skills is integral to the theater
training which can be applied outside the performance domain

03 Multi dimensional
Empowers individual with dynamic mediums of communication
such as face to face,social media,email and telephone

04 Balance self and space

Balanced relationship is created between self and space so that
danger of being overawed by situations like meetings,presentations
and interviews is reduced
Reasons for selection of topic
Relevant in decision making process for the workforce in any professional context
Vital tool for success in workplace
Literature review Competencies Practical base
Have the capacity to develop Communicating ideas and New joinees can be trained to
high levels of competency in information, planning and get adjusted to the work
communication in workplace organising activities, working with place environment in any
and vocational training professional context
others in teams

Practical
Implications
Literature Review Borrowing From Professional Theatre Training
to Build Essential Skills in Organization
Development Consultants

OD practitioners, like actors, need a fundamental base of

interpersonal skills grounded in the basics of self-
awareness, listening, and observing. This foundational
base supports more complex interpersonal interactions
increasingly demanded by today’s multifaceted economic
climate. Both disciplines require the same foundational
skills, although their end applications diverge. Therefore,
managing in the increasing complexity of organizational
environments requires a solid foundation of interpersonal
skills. As the number of appropriate skills expands to meet
the needs of changing organizational structures and
issues, a strong skill base from which to work is more
important than ever.
 Social construction and
appreciative inquiry: A journey in
organizational theory
Due to the evolving nature of various OD
practices such as appreciative inquiry and
narrative, conversational approaches to
change, perhaps now more than ever before
OD practitioners need a systematically
acquired set of interpersonal skills to be able
to cope with the more interpretivist and
subjectivist perspectives currently surfacing in
the discipline of OD.
The Prussian Army developed drama as a
simulation technique to recruit officers
because the army discovered that officers who
were recruited lacked strategic military skills
although the officers appeared qualified on
paper. The Prussians introduced behavioural
tests through simulation activities where
officers were put through simulated battle.
Those who were able to commandeer troops
successfully under pressure were chosen as
officers.
Type of sampling
Focus Group Sampling
Focus groups provide insights into how people
think and provide a deeper understanding of the
phenomena being studied
• Group interaction and nonverbal
communication are primary benefits of focus
groups

• Focus groups can be integrated into an overall

study design or can occur individually when a
specific topic is being explored
• Non-verbal communication is also data that
can be captured in focus groups
Sample Size
The sample size for this activity
was 25 for activities involving 2
people and 30 for group activities.
Questionnaire would be floated to
everyone involved in the activities
and results would be collated.

SQ and EQ were calculated for all

the participants and both before
and after scores were recorded.

Methodology
● Trust games, theatrics,
ice-breakers, or anything
else that gets everyone
involved and connecting
works.
● Pairing participants, i.e.,
in a one-on-one
interaction, is usually
most helpful because it
keeps the exercise in
focus and runs less of a
risk of getting confusing.
Role Reversal
● Switching the roles the two people are playing.
● The boss can become the subordinate, for instance.
● Participants quickly understand and empathize with what the other person
is feeling and thinking, and when switching back,are more adaptable in
responding.
● "I see everything differently now from that person's perspective!" is a
comment that might emerge.
Subtext
● In good theater, actors play what's going on in the inner life of the character
as much, or more, than the lines being spoken. The scene is infinitely
enriched (actually, it's the heart of the drama, much more than the spoken
text is)
● It involves each player verbalizing what she or he is feeling as the scene
unfolds.
● Participants watching the scene don’t guess what each player is thinking.
However they say the subtext spoken out loud: "I'm always so frustrated by
this type of remark, and never know how to deal with it," can lead to an
interesting discussion?
 Soliloquy

● The action in the scene stops, while the participant turns toward the audience and
voices the deeper feelings of inhabiting this role.
● What is said has less to do with a momentary response to another's behavior, than
about what it's like to live in this role.
● "This is the difficult position I sometimes find myself in. I'm supposed to be getting
support, but I feel isolated. And I don't know how to bring it to everyone's attention."
● Or: "Typical response! Companies like this always do this to customers like me. I'm
the little guy, and they keep reminding me of it." Isn't that a remark your company
needs to hear?

Trust Fall

● Trust is indeed a crucial factor for team performance. When there is no trust,
naturally, no one will voice out their opinions or ideas and there will be little or no
team cohesion.
● A trust fall is a team-building exercise in which a person deliberately allows
themselves to fall, trusting the members of a group (spotters) to catch them.
 Alter Ego
● The others in the group contribute to everyone's understanding.
● The facilitator asks, "Can anyone identify with what this person is feeling?" A person is selected
who then stands behind the role-playing person and voices his or her thoughts and feelings as
the scene progresses.
● The alter ego volunteer might verbalize, for instance, this employee's thought: "What am I
supposed to say to that? I can be honest, but I know I'll be penalized for it. I just feel trapped."
Back to Kindergarten
● A one on one or a group task which involves Role-playing of a teacher while other
members act as kindergarten kids.
● The goal is to target clarity of speech among the 4 C’s of communication
● Activity is fun as teacher is given a topic like Inflation and role-playing kids are allowed to
ask funny and stupid questions

The “Yes.. and…”

● Improvisational exercise that encourages complex interpersonal communication skills.
● In this exercise, actors are given a character, a situation, and a task or problem that is
usually offered from the audience and that they must enact on the spot.
● For example, when an actor receives a piece of information, she or he replies with “Yes”
inferring the acceptance of the information, and then says “and” and adds to the
information thus spurring the action of the scene. . . .” I
● It forces actors to accept the unexpected and be creative, flexible, resourceful, and
spontaneous
Data collected
 Findings and Analysis
1. We plan to conduct a SQ and EQ test that has a total of 120 questions

2. The questions touch upon the aspects of empathizing and systemizing

3. Theatrics have a profound impact on aspects of EQ, SQ, communication and

confidence

4. The individual’s scores obtained before and after the theatrics activities
demonstrate that there is a significant increase in EQ, SQ, communication and
confidence

5. Thus, theatrics can be a vital tool for enhancing communication at the workplace
Recommendations and take-aways