This page represents a considerable amount of research in body language. What we have compiled is a list of specific gestures and their likely interpretations. Please realize; however, that mood, behavior, and emotion are comprised of several non-verbal cues in succession or all at once and it is unrealistic to assume that one particular gesture in and of itself constitutes the mood or behavior of the other person.

Arm/Leg Gestures

· Crossed arms = Defensive, opposing thoughts

· Crossed legs or ankles = Competitive, defensive, or opposing thoughts

· Partial arm cross where one hand is gripping bicep = Lack of self-confidence

· Open arms, hands = Open-minded, approachable

· Leaning forward with closed arms and/or hands = Aggression, fighting stance

· Exposed wrists (female) = Courtship

Hand Gestures

· Clenched hands = Frustration, anger

· Fidgeting = Anxiety, apprehension

· Finger tapping = Boredom

· Hand-steepling (hands like a church steeple) = Confidence

· Hands on hips = Confidence or impatience

· Hands on table = Poise

· Finger Pointing = Aggressive

· Palms down = Confidence, assertiveness, dominance

· Palms up = Vulnerability, non-aggressiveness

· Handshaking with the other side’s palm up = Giving you the control

· Handshaking with the other side’s palm down = Taking the control

· Handshaking with the thumb pointed up = Shaking like a man

· Sweaty palms = Anxiety, stress, fear

· Rubbing the palms together = Positive Expectation

· Hands interlocked together behind the small of the back = Superiority

· Thumbs tucked in belt with fingers pointed down (males) = Sexually aggressive, virile

· One thumb caught in front pocket (females) = Sexually aggressive

Head Gestures

· Cocked head = Interest, attentive

· Frequent nodding = Enthusiasm

· Head tilted downwards = Negative attitude

· Head tilted back = Superior attitude

· Head toss = Flirting, courtship

Facial Gestures

· Tense jaw muscles = Anger

· Tense mouth = frustration, anger, determination

· Facial flushing (blushing) = anger, embarrassment, physical exertion, shame

· Lowered eyebrows = Disagreement, doubt, uncertainty

· Raised eyebrows = Adds intensity to facial expressions

Hand to Face/Head Gestures

· Eye rubbing = Indicates deception

· Nose rubbing = Dislike or disagreement with the subject or issue

· Ear rubbing = Listener subconsciously blocking words they don’t want to hear.

· Chin Stroking = Making a decision

· Chin resting in between thumb and forefinger pointing upwards = Critical judgment

· Hands or fingers blocking mouth = deceit or surprise

· Head propped up by hands = Disinterest or disrespect

· Face buried in open hands = Extreme emotional distress or sadness

· Both hands interlocked behind head = Show of dominance or superiority

· One hand touching the back of head = Uncertainty, conflict

· Fingertips to lips = Self-consoling gesture used to divert attention. Unexpressed emotion

· Fingertips in mouth = Person is under pressure, stressed

· Neck scratch = Signal of doubt or uncertainty

· The collar pull = Signals deception

Posture

· Leaning forward = Enthusiasm

· Slouching, leaning back = Challenging

· Standing erect = proud, angry

· Straddling a chair = Defensive, YOU against ME

·

Vocalics

· Throat-clearing = Nervousness

Eye Gestures

· Eye roll = Dismissive of the idea being presented, indicates superiority

· Side glance = Suspicion

· Perpetual eye blinking = Deception

Source: http://www.synergyinstituteonline.com

Check out our course Business Communications to learn more.

Ireland – 22nd August, 2008 – Research and advisory firm Computer Economics has been conducting research into why IT staff stay in their jobs to give organisations a better idea on how to retain employees.

IT managers perceive staff turnover rates to be getting worse because of the slowing economy and some IT skills being in short supply, the firm said.

“The first question organisations need to answer is whether their turnover rates are outside the norm and need addressing,” said the Computer Economics report. “The typical organisation in today’s environment can view a five per cent [staff] turnover as a normal cost of doing business.”

The survey of 71 IT organisations found that those with stronger education and training programmes have lower than average turnover rates, and that staff prefer good training to increased pay.

“IT managers often worry that investments in training will be reaped by other organisations when IT workers shop their new skills around,” said John Longwell, director of research for Computer Economics. “But this study indicates that investing in training is actually the best way to retain employees.”

The factors commonly perceived as influencing staff turnover are:

• Education and training opportunities

• Flexible schedules
• Work environment
• Social environment
• Pay
• Insurance benefits
• Employee recognition programmes
• Paid time off
• Retirement programmes
• Telecommuting opportunities

“While offering competitive salaries and benefit packages may be important for recruitment, providing quality-of-life incentives and enhancing working environments are more important for retention,” Longwell concluded.

The report advised organisations to distinguish between programmes to recruit qualified employees and programmes to retain staff.

Source: TechCentral.ie

Becta, the education technology agency, is urging schools to improve the way they use technology to support learning, as evidence continues to build around the positive impact on GCSE results and grades.

Research reveals that schools that embrace technology see a significant improvement in GCSE results compared with those that do not. Key findings from six years of research by Becta include:

* school ‘e-maturity’ – where technology is integrated across the curriculum and wider school life – is statistically linked to lower absence rates and higher points and percentage A*-C grades at GCSE

* in GCSE science, the average gain from ICT use is 0.56 of a grade (in 2002, 52,484 pupils moved from grade D to C as a result of using technology in their learning)

* schools making good use of broadband and connectivity demonstrated a statistically significant improvement in the percentage of pupils gaining 5+ A-Cs at GCSE in the year after broadband introduction

* a study of young people’s ICT use in the home showed a significant positive association between pupils’ home use of ICT for educational purposes and improved attainment in national tests for maths and English GCSE

* the introduction of interactive whiteboards results in pupils’ performance in national tests in English (particularly for low-achieving pupils and for writing), maths and science, improving more than that of pupils in schools without interactive whiteboards.

Stephen Crowne, Chief Executive of Becta said:
“The evidence is clear; when schools use technology effectively, it can have a direct impact on pupil attainment and results. As pupils across the country find out their GCSE results, schools need to think about whether grades could be improved even further by better use of technology. We know that currently only 20 per cent of schools are using technology effectively right across the curriculum, which means there is real potential out there to improve results and raise grades if schools take full advantage of the benefits technology can bring.

“Schools should make the most of the Internet, mobile phones, interactive whiteboards, school radio stations, blogs, podcasts and video conferencing, helping to create a stimulating and engaging environment for their students.”

It’s not just pupils that see the benefits of better use of technology. The majority of teachers feel that technology in the classroom has a positive impact on the engagement, motivation and achievement of their learners. Technology also has the potential to provide parents with more timely information about their children’s work and progress, for example via secure on-line access, so they can in turn support their children.

The research cited in this PublicTechnology.Net press release comes from the following evaluations and research studies on the impact of ICT use in schools:

* Butt, S and Cebulla, A (2006), E-maturity and school performance – A secondary analysis of COL evaluation data. London: National Centre for Social Research

* Harrison, C et al (2002), ImpaCT2: The Impact of Information and Communication Technologies on Pupils Learning and Attainment. ICT in Schools Research and Evaluation Series No.7

* Somekh, B et al (2007), Evaluation of the Primary Schools Whiteboard Expansion Project

* Underwood, J et al. (2005), The Impact of Broadband in Schools.

* Valentine, G, Marsh, J and Pattie, C (2005), Children and Young Peoples Home Use of ICT for Educational Purposes: The impact on attainment at key stages 1-4, DfES

“This research highlight the need to embrace technology in Education and also training to enhance performance and training outcomes”, said Sean Griffin, Co-Founder of Learn Skills, the web-based skills and compliance training company.

Ireland – 15th May, 2008 – The skills challenge facing the Irish economy was the subject of a major seminar organised jointly by the National College of Ireland (NCI) and the National Centre for Partnership and Performance (NCPP), and held in Dublin on May 15.

The ‘Learning at Work’ seminar was chaired by NCPP director Lucy Fallon-Byrne and was addressed by Minister for Lifelong Learning Seán Haughey, Leo Casey of the Centre for Research and Innovation in Learning and Teaching and Prof Chip Bruce, National College of Ireland.

Four national initiatives, designed to promote and encourage learning at work, were showcased also at the seminar, providing the 100-plus delegates with real-life examples of innovative responses to the future skills challenge.

Among the issues discussed at the seminar were:

• The role of workplace learning in driving and growing the Irish economy;
• The opportunities for, and obstacles to, workplace learning that exist in Ireland today;
• Effective ways of engaging employers and employees to ensure Ireland is equipped for the future skills challenge.

National College of Ireland president Paul Mooney said the message was simple:

“For Ireland Inc. to succeed, the barriers to workplace learning must be identified and systematically removed. To survive and prosper in a tougher global environment, we need to collectively up our game to out-think the competition.

“The highest performing companies of the future are the ones that are becoming engaged in workplace learning initiatives today. The time is now and there is zero room for complacency on this. The future is decided by those who sense change and actually start to do something to respond to this. For everyone else, the time bomb is ticking.”

A new DVD was launched by Minister Haughey. Produced by NCPP, the DVD profiles the practical experiences of five Irish public and private-sector organisations that have recognised and embraced workplace learning as an enabler of change. Their stories illustrate the value of promoting human talent and creativity in the workplace, and make a powerful business case for lifelong learning and workplace training and development.  Upskilling is now a necessity.

Copies of the DVD are available (free of charge) on request from the National Centre for Partnership and Performance.  Simply drop an email to Conor (conor@ncpp.ie) with your contact details, and he’ll post them out to you as soon as possible.

Source: Education MATTERS

UK – 5 September 2008 – This fact was highlighted in a  recent research study, funded by the Economic and Social Research Council and carried out by Sara Hennessy and Rosemary Deaney, University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ.

‘These IWBs(interactive whiteboards) have had a meteoric rise in popularity in schools,’ says Sara Hennessy who carried out the project with Rosemary Deaney of Cambridge University. ‘But, until recently, assumptions about how they have transformed teaching were not based on hard evidence.’

The system consists of a computer linked to a data projector and a large touch-sensitive board, which displays images, graphics, animations and videos. You can write captions directly onto the board and instantly convert your handwriting to type. You can create suspense by hiding and revealing text and graphics.  They can also be used with a special camera so that pupils can develop their own written ideas and images, and then share them with the class by projecting their work onto the IWB.

‘We explored how teachers might use projection technology to give space, time and status to pupils’ contributions to lessons. We wanted to look at the ways in which it could be used to challenge and develop pupils’ thinking,’ Dr Hennessy says. The research also discusses the dangers of technology-driven teaching and warns that time constraints can lead to superficial use of the technology.

In the study, English, history, mathematics and science teachers used interactive whiteboards and data projectors in various ways.

• Circling and highlighting make complex ideas more concrete and draw attention to particular features
• Spotlighting, enlarging and zooming can help to investigate detail and keep attention on key concepts
• Dragging and dropping are used to classify objects.

A unique strength of IWB technology is that it allows teachers and students to revisit previous sessions of saved activity, which helps to reignite and build on earlier learning. The researchers also found that using IWBs can:

• Provide new opportunities for learners to express themselves publicly, receive critical feedback and reformulate their thoughts.
• Stimulate discussion.
• Allow teachers to adapt to individual learning needs.

The project has provoked interest from academics, trainees and teacher educators. A series of 5 interactive CD-ROMs have been developed for teachers. These are designed to stimulate debate around key issues rather than offering models of ‘best practice’ and they are already proving influential in teacher education. The researchers are confident that the project will be welcomed by policymakers seeking a return on investment.

‘We have shown that in the right hands the IWB can be a motivating and immensely powerful tool,’ says Dr Hennessy. ‘It allows teachers and pupils to build and test complex ideas together, and supports active learning in new ways.’

Further information about this study can be found on the Cambridge University website, Faculty of Education by clicking here.

UK – 5th September, 2008 –  Teachers are split over the merits of Web 2.0 tools in the classroom, according to research conducted for ntl:Telewest Business. Half of teachers questioned believe that Web 2.0 applications, such as Facebook, MySpace, YouTube and Wikipedia are valuable educational tools, yet the rest felt they are a distraction with no real academic benefit.

Tech-savvy parents are the biggest advocates of Web 2.0 in schools and colleges.

This confusion over the advantages of Web 2.0 tools in the classroom can be linked to teachers being in the dark when it comes to next generation applications. A fifth of all teachers polled felt that when it came to Web 2.0 tools, they lacked the knowledge or training to integrate them into their lessons. Another key barrier to their adoption in the classroom proved to be security concerns. Almost a quarter of teachers worry about the amount of personal information that students disclose online and their behaviour when using social networking sites.

Tech-savvy parents are the biggest advocates of Web 2.0 technologies, with two thirds of parents feeling that the tools were useful for engaging and teaching children as they encouraged creativity and helped students to develop their communications skills.

Dave Alderson, Public Sector Specialist, ntl:Telewest Business, said: “Web 2.0 has really crept up on the school system as social networking sites,blogs and YouTube have become a global phenomenon in a relatively short space of time. Many of today’s pupils live and breathe this technology, using applications such as instant messaging, Facebook, MySpace and Wikipedia every day to create content, communicate and collaborate with people worldwide. Whilst security is a valid concern, there are measures that can be put in place to address this.”

“Schools and colleges need to ask themselves if they are living up to the expectations of the digital generation. The interactive and collaborative nature of Web 2.0 tools is ideal for engaging children in the classroom and nurtures the skills and enthusiasm they have developed at home.”

According to the study, next generation applications are now an integral part of children’s personal lives:
– 54 per cent of 13 to 18 year-olds use YouTube in their spare time
– Half use social networking sites
– 47 per cent use Wikipedia

When children were asked what Web 2.0 tools would be useful at school:
– 44 per cent stated Wikipedia
– 35 per cent chose instant messaging
– 34 per cent said YouTube

However, less than a fifth of teachers used Wikipedia as a resource in classrooms and only five per cent used YouTube. Even general internet information sites only scored 14 per cent of teachers’ votes, despite the fact that almost a third felt the internet had added the most value to education.

Mr Alderson added: “Our study reveals that there is a Web 2.0 chasm between the tools that children would like to see in the classroom and what teachers are actually using. The key to using these tools effectively though, is having the right infrastructure to deliver them. Schools and colleges need to have a robust Next Generation Network (NGN) in place that can provide sufficient bandwidth and resilience to support media-rich applications and offer the necessary foundation for a collaborative, digital environment.

“Some schools and colleges are in the early stages of adoption and it is only a matter of time before Web 2.0 takes on a more extensive role in the classroom. Whether using YouTube to view the latest videos from around the world in geography, or visiting Facebook sites to collaborate with other students, schools need a provider that can help them plan, design, and implement the technology required to deliver to the digital generation, the interactive education they demand.”

LM Research interviewed 1,500 teachers, parents and students nationwide. The teachers were based at secondary schools, sixth form colleges and Further Education colleges. The parents questioned had children aged 13 to 18 years old and the children surveyed were aged 13 to 18 years old.

Source PublicTechnology.Net, for all you need to know concerning UK Public Sector ICT & e-Government news.

“These results would highlight a need for teachers to expand their understanding of ICT, outside of the standard ECDL Certificate to web-based tools that are freely available today”, said Sean Griffin, Co-Founder of Learn Skills, web-based skills and compliance training company,  “and teachers should set aside some hours of CPD to address this teacher training issue.”