The "CONNECT" Methodology Shifting From Content Delivery to Behavioral Change
The "CONNECT" Methodology
Shifting From Content Delivery to Behavioral Change
Core Philosophy: Communication consultancy is not
about delivering content; it is about enabling performance transformation
and relationship building. The goal is to shift from an
instructor-centered, content-focused approach ("Here’s how to
communicate") to a learner-centered, performance-based approach
("Here’s how you can build stronger relationships and achieve better
results through communication").
The 5 Phases of the CONNECT Methodology
1. C – Contextualize (The Connect Phase)
Objective: Establish psychological safety, relevance, and
personal motivation before introducing any communication models or techniques.
The "Contextualize" phase is built on the
principle that communication is vulnerable. Before a client or
participant can absorb new communication skills, they must feel safe to
practice, understand the personal and professional relevance (WIIFM: What’s
In It For Me), and connect with their peers and the consultant.
- Theoretical
Basis:
- Maslow’s
Hierarchy & Baggage (Borthwick): Ensure physiological and safety
needs are met (e.g., a respectful environment, no judgment). Address the
"baggage" participants bring—past communication failures or
anxieties.
- The
4 Cs - Connections (Bowman): Learners must connect to the topic
(communication), each other (their peers), and their personal goals
(e.g., "I want to lead better meetings").
- Primacy-Recency
Principle (Bowman): What happens at the beginning of a training or
consulting engagement is most memorable. Use this time wisely.
- Tools
& Techniques:
- The
"Boarding Pass" (Borthwick): At the very start, have
clients or participants rate their confidence on specific communication
skills (e.g., "I can deliver difficult feedback effectively").
This reveals their starting point and "baggage."
- The
"Fast Pass" (Bowman): Give clients a quick survey before
the session to identify their communication challenges (e.g., "I
struggle to persuade senior leaders," "I get nervous in
presentations").
- The
"Cocktail Party Host" Approach (Leong): As a consultant,
greet participants at the door, introduce them to one another, and manage
the environment to make them feel welcome and equal partners in the
learning process.
- Icebreakers
with a Purpose (Leong): Use energizers not just for fun, but to
simulate the communication to be taught (e.g., a quick "two truths
and a lie" game to build trust).
- Suitable
Example:
- Scenario:
Starting a consulting project on "Influencing Without
Authority."
- Action:
Instead of starting with a model, use the "Boarding Pass" to
have leaders rate their confidence in influencing peers without power.
Then, have them share one recent failure in influencing. This clears
"baggage" and immediately makes the content relevant and
personal.
2. O – Offer Models (The Concept Phase)
Objective: Deliver communication frameworks through
multisensory engagement, not passive listening.
This phase rejects the "consultant talks; client
listens" paradigm. The consultant must step aside and allow clients
to process information actively. The goal is to minimize cognitive load and
maximize retention of complex communication models.
- Theoretical
Basis:
- Telling
Ain't Training (Stolovitch): Research shows passive listening leads
to low retention. People learn through active mental engagement and
teaching others.
- The
10-Minute Rule (Bowman): Adult attention spans drift after 10 minutes
of continuous talk.
- Communication
Model (Leong): 55% of communication is body language, 38% is tone,
only 7% is words. Explaining a complex model with just words fails to
engage the full brain.
- Tools
& Techniques:
- The
Jigsaw Activity (Bowman): Divide a communication model (e.g., a
complex persuasion framework) into four parts. Clients become
"experts" in one part, then teach their peers. This leverages
the principle: "When learners talk and teach, they learn."
- Graphic
Organizers / Concept Maps (Bowman): Provide visual outlines (e.g., a
flowchart of a difficult conversation process) that clients fill in
during the session. This engages visual and kinesthetic learners.
- Chunking
(Stolovitch): Break down complex communication theories into small,
manageable chunks to prevent cognitive overload.
- Suitable
Example:
- Scenario:
Teaching a model like "The Situation-Behavior-Impact (SBI) Feedback
Model."
- Action:
Don't just explain it. Provide a "Concept Map" with the SBI
framework. Use a "Jigsaw" activity: Group A masters describing
the "Situation" with examples, Group B masters
"Behavior," Group C masters "Impact," and Group D
masters the entire process. They then regroup and teach each other,
ensuring they own the model.
3. N – Navigate Practice (The Concrete Practice Phase)
Objective: Allow clients to actively practice
communication skills in a safe, simulated environment.
This phase applies the Experiential Learning Cycle.
Communication models are useless until they are practiced. The consultant moves
from "teaching" to "facilitating." Mistakes are allowed and
welcomed here.
- Theoretical
Basis:
- The
Experiential Learning Cycle (Leong): 1. Experience (do it), 2.
Reflect (think about it), 3. Plan (form rules), 4. Try it again.
- Performance-Based
vs. Knowledge-Based (Stolovitch): The goal is not for clients to
"know about" a communication skill, but to be able to perform
it in real-world situations.
- Concrete
Practice (Bowman): This is where learning is solidified through
application, not just theory.
- Tools
& Techniques:
- The
Teach-Back (Bowman): Ask clients to explain a communication concept
or demonstrate a skill back to the group. This is the ultimate test of
retention and understanding.
- Role
Plays / Participation Exercises with a Twist (Leong): Call them
"Participation Exercises" to sound more professional. Set clear
roles, timings, and feedback methods. Ensure an observer is present to
note specific behaviors (e.g., non-verbalals, tone).
- One-Minute
Reviews (Bowman): Quick, rapid-fire questions or activities every
10–15 minutes to reset attention and reinforce key points during practice
sessions.
- Suitable
Example:
- Scenario:
Practicing "Delivering Difficult Feedback."
- Action:
Run a Role Play (Participation Exercise). One person is the manager, one
is the employee, and one is the observer. After the
"Experience" phase, stop. Ask the observer to give behavioral
feedback (Reflect). Ask the employee what they felt (Plan). Then swap
roles and try a different approach using a new model (Try it).
4. N – Nurture Transfer (The Conclusion Phase)
Objective: Solidify learning, celebrate success, and
create a concrete plan for real-world application.
This phase moves beyond "Happy Sheets"
(satisfaction survey) to actual evaluation of learning and behavior change. The
focus is on transfer of training to the job.
- Theoretical
Basis:
- The
Landing Card (Borthwick): Reassess confidence at the end to measure
growth from the start.
- Evaluation
vs. Testing (Stolovitch): Testing checks knowledge; examining checks
performance capability and readiness to apply.
- Conclusions
(Bowman): Learner-led summaries, evaluations, and action planning are
critical for commitment.
- Tools
& Techniques:
- The
Landing Card (Borthwick): Have clients retake the "Boarding
Pass" activity from the start. Visually show them how their
confidence has increased.
- Action
Plans (Bowman): Clients must write down specifically how they
will use one new communication skill in their next week (e.g., "I
will use the SBI model in my next one-on-one with my direct report on
Tuesday").
- The
"Word of Thanks" (Bowman): Celebration activities to leave
the training or consulting engagement on a high emotional note (e.g., a
group cheer, a handwritten note of appreciation).
- Suitable
Example:
- Scenario:
Ending a workshop on "Executive Presence."
- Action:
Hand out the "Landing Card." Have them check the same boxes as
the start. Ask them to write down "One thing I will stop doing"
and "One thing I will start doing" in their next important
meeting. Finish with a high-five or group cheer to cement the positive
emotion and commitment.
5. E – Embody the Craft (The Consultant's Essence)
Objective: The consultant must embody the communication
mindset to enable the CONNECT process.
This is the "Mantra" that underpins the previous
four steps. Without the consultant's specific traits and approach, the tools
fail. The consultant must be a role model of effective communication.
- Theoretical
Basis:
- The
Mantra (Stolovitch): "Learner Centered... Performance
Based."
- Trainer
Traits (Borthwick/Leong): Enthusiasm, Confidence, Control, Relaxed
nature, Sense of Humor, Active Listening.
- Key
Principles:
- Enthusiasm
is Mandatory (Leong): If the consultant isn't enthusiastic about the
power of great communication, clients won't be. It is contagious.
- Stepping
Aside (Bowman): The consultant is a facilitator, not a performer. The
more the consultant talks, the less clients learn.
- Active
Listening (Leong): Listen to understand, not to reply. Read the room
for "baggage" (e.g., defensiveness, disengagement) and address
it.
- Tools
& Techniques:
- The
"Fake It" Rule (Leong): Even if tired or off-form, the
consultant must appear enthusiastic and energetic. It's a professional
obligation.
- Observation
Quadrants (Borthwick): A tool for peer-observation where colleagues
observe specific consultant traits (e.g., Body Language, Voice Tone,
Pacing, Inclusivity) to ensure they embody the craft.
- WII-FM
(What’s In It For Me): Constantly frame everything in terms of the
client's benefit. "This technique will help you persuade your
stakeholders in next week's budget meeting."
Summary: The CONNECT Framework Cheat Sheet
|
Phase |
Name |
Key
Question |
Main
Activity |
Tool
Example |
|
C |
Contextualize |
Why are we
here? |
Build safety,
assess needs, reveal baggage. |
Boarding Pass
(Borthwick) |
|
O |
Offer
Models |
What’s the
model? |
Multisensory
delivery, learner teaching learner. |
Jigsaw /
Concept Maps (Bowman) |
|
N |
Navigate
Practice |
How do we use
it? |
Active
practice, role-play, experiential cycle. |
Role Play /
Teach-Back (Leong) |
|
N |
Nurture
Transfer |
What next? |
Evaluation,
celebration, future application. |
Landing Card
/ Action Plan |
|
E |
Embody the
Craft |
Who guides? |
Be an
enthusiastic, learner-centered role model. |
The Mantra
(Stolovitch) |
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