2. Listening
Listening is a fundamental communication skill that effects
the quality of our conversations and shapes the course of
our relationships.
Listening:
Creates reality
Plays an important role in the enactment, development and
maintenance of a variety of social and personal relationships
One of the basic communication skills - reading, writing,
speaking and listening, which is used the most
3. As favored by the
International Listening
Association,
Listening is:
The Process of Receiving,
Constructing Meaning From,
and Responding to Spoken
and/or Nonverbal Messages
4. Challenges to effective listening
Not being a well-trained listener
Anxiety about having to listen, due to:
Undue stress about having to absorb
all of the important information
Difficult or confusing material
Not feeling well or under undue stress
5. Challenges to effective listening
Fear of misinterpretation or not
adjusting psychologically
to what is being said
Simply not being a good listener
6. Attending
The Process of Willfully Striving to Perceive
Selected Sounds that are Being Heard.
Get Physically and Mentally Ready to Attend
Make Complete Shift from Speaker to Listener
Resist Tuning Out
Avoid Interrupting
7. Get Physically and Mentally
Ready to Attend
Physically – some physical Mentally – Attending is a
actions that stimulate your willful act and requires
senses and prepare you to mental preparation
perceive
Ignore competing stimuli
Create Environment
Conducive to Listening Block out thoughts passing
Adopt a Listening Posture through your mind
Move Toward the Speaker
Adopt an Upright Stance
Make Direct Eye Contact
Good listeners sit upright, lean
slightly forward, stop any
extra movements and look
directly at the speaker
8. Make Complete Shift from
Speaker to Listener
Resist tuning out
Don’t Assume You Know What the
Person is Going to Say
Avoid Interrupting
Let the other person finish before
you take your turn to speak
10. Understanding
Is the Process of Accurately
Decoding a Message so that
You Share its Meaning With
the Speaker
Once You have Attended to
and Perceived the Message
Being Sent, You are Now
Ready to Understand or
“Make Sense” of it.
11. Understanding
Identify the Speaker’s Interpret Non-Verbal Clues
Purpose and Main Points 65% of meaning is
Speaker always looking transmitted nonverbally
to make some point Must look at how
something said, as well as,
“What does the speaker what is said to understand
want me to understand?” the message
“What is the point being SILENCE is the most subtle
made?” form of nonverbal
communication.
12. Understanding
Ask Clarifying Questions 1. Be specific about the kind
– a response designed to if information you need to
get further information or increase understanding
to remove uncertainty Questions to clarify the
important details
from information already
Questions to clarify the
received use of a term
Encourages the Speaker Questions to clarify the
to Continue Speaking feelings a person is
expressing
13. Understanding
2. Deliver Questions in a
Sincere Tone of Voice
3. Limit Questions or
Explain that you Need to
Ask Multiple Questions
4. Put the “Burden of
Ignorance” on Your
Shoulders
14. Understanding
Paraphrase What You Hear
Paraphrase is an Attempt to Verify One’s Understanding of a
Message by Putting it into Ones Own Words and Sharing it
With the Speaker
1. Content Paraphrase - conveys one’s understanding of the
denotative meaning of a verbal message.
2. Feelings Paraphrase - conveys one’s understanding of the
emotional meaning behind a speaker’s verbal message.
3. Combined Paraphrase – conveys one’s understanding of both
the denotative and emotional meaning behind a speaker’s
verbal message.
16. REMEMBERING
Remembering is the Third Active Listening Process.
Remembering is the Process of Moving Information from Short-Term
Memory to Long-Term Memory.
The Primacy Effect and The Recency Effect Cause Us to Forget what
we Heard in the Middle of a Message.
Improve memory skills by:
Repeating what was said
Creating mnemonics
Taking notes
FROM INTER-ACT, CHAPTER 8, PAGES 218 & 219
17. Mnemonic Devices
Mnemonics are clues of any kind that help us remember
something, usually by helping us associate the information we
want to remember with a visual image, a sentence, or a word.
Visual Image
Associate a visual image with a word or name to help you
remember them better. Positive, pleasant images that are vivid,
colorful, and three-dimensional will be easier to remember.
= Rosa Parks
18. Remembering
Acrostic (or sentence)
Make up a sentence in which the first letter of each word is part of
or represents the initial of what you want to remember.
The sentence “Every good boy does fine” to memorize the lines of the
treble clef, representing the notes E, G, B, D, and F.
Acronym
An acronym is a word that is made up by taking the first letters of
all the key words or ideas you need to remember and creating a
new word out of them.
The word “HOMES” to remember the names of the Great Lakes:
Huron, Ontario, Michigan, Erie, and Superior.
19. Remembering
Rhymes and Alliteration
Rhymes, alliteration (a repeating sound or syllable), and even
jokes are a memorable way to remember more mundane facts
and figures.
The rhyme “Thirty days hath September, April, June, and
November” to remember the months of the year with only 30 days
in them.
Chunking
Chunking breaks a long list of numbers or other types of
information into smaller more manageable chunks.
Remembering a 10-digit phone number by breaking it down into
tree sets of numbers:
555-867-5309 VS 5558675309
20. Remembering
Method of loci
Imagine placing the items you want to remember along a route
you know well or in specific locations in a familiar room or
building.
For a shopping list, imagine bananas in the entryway to your home,
a puddle of milk in the middle of the sofa, eggs going up the stairs,
and bread on your bed.
http://www.helpguide.org/life/improving_memory.htm
21. More Mnemonics…
Music - Make a song, rap, or jingle using any type of music to
remember a list of items.
The ABC song helps you remember your ABCs.
Names - The 1st letter of each word in a list is used to make up a
name of a person or thing.
Roy G. Biv = the colors of the rainbow!
22. Remembering
Longitude & Latitude: On a globe, N & S are long, which
coincides with Longitude. There is a N in LoNgitude and an E
for East in LatitudE.
Spelling-Use the spelling of a word to help you remember
A PrinciPAL at school is your pal.
A princiPLE you believe or follow is a rule.
23. How to Remember People's Names
Face Association
Examine a person's face discreetly when you are introduced.
Try to find an unusual feature, whether ears, hairline,
forehead, eyebrows, eyes, nose, mouth, chin, complexion, etc.
Create an association between that characteristic, the face,
and the name in your mind. The association may be to link the
person with someone else you know with the same name.
Alternatively it may be to associate a rhyme or image of the
name with the person's face or defining feature.
24. How to Remember People's Names
Repetition
When you are introduced, ask for the person to repeat their
name. Use the name yourself as often as possible (without
overdoing it!). If it is unusual, ask how it is spelled or where it is
comes from, and if appropriate, exchange cards. Keep in mind
that the more often you hear and see the name, the more likely
it is to sink in. Also, after you have left that person's company,
review the name in your mind several times. If you are
particularly keen you might decide to write it down and make
notes.
Randall Randall Randall Randall Randall Randall Randall
Randall Randall Randall Randall Randall Randall
http://WWW.mintools.com/pages/article/newTIM_12.htm
25. GROUP PRACTICE:
Create a mnemonic for the Listening Process:
Attending, Understanding, Remembering, Critically
Evaluating, Responding
You may work independently or with others in your
group and then share your mnemonic with all of the
members of the group
26. CRITICALLY EVALUATING
Critically evaluating is the fourth part of the Active Listening
Process.
Critically evaluating is the process of interpreting what you
have heard to determine how truthful, authentic, or believable
the information is.
To critically evaluate information you must separate facts from
inferences and/or ask probing questions.
Inter-Act, chapter 8, p. 220 & 221
27. Group Practice: Making Inferences
In your group, make inferences to answer the
questions.
Everyday after work Paul took his muddy What type of job
boots off on the steps of the front porch. does Paul work?
Alice would have a fit if the boots made it
so far as the welcome mat. He then took Describe Alice:
off his dusty overalls and threw them What
into a plastic garbage bag; Alice left a
new garbage bag tied to the porch railing relationship do
for him every morning. On his way in the Paul and Alice
house, he dropped the garbage bag off have?
at the washing machine and went
straight up stairs to the shower as he
was instructed. He would eat dinner with
her after he was “presentable,” as Alice
had often said.
28. Making Inferences
Valerie opened up the letter from the military department. She felt
the pit of her stomach drop to the bottom of the earth before she
even opened it. She knew it was news about John. As she read the
first line, she thought of all of the lunches she had packed him and
all the nights she tucked him in his bed and warded off the
nighttime monsters. The man carrying the flag put his hand on her
shoulder. She thought of the day that John signed up for the
military. Her tears wet the letter. She stopped reading after the first
line.
What does the letter say?
What is Valerie’s relationship to John?
29. Making Inferences
“Tommy!” Mom called out as she walked in the front door.
“Tommy,” she continued shouting, “I sure could use some help
with these groceries. There was still no reply. Mom walked into
the kitchen to put the grocery bags down on the counter when
she noticed shattered glass from the picture window all over
the living room floor and a baseball not far from there. “I’m
going to kill you, Tommy!” Mom yelled to herself as she realized
that Tommy’s shoes were gone.
1. What happened to the window?
2. Why did Tommy leave?
30. Making Inferences
Ruby sat on the bed she shared with her husband holding a hairclip. There
was something mysterious and powerful about the cheaply manufactured
neon clip that she was fondling in her newly suspicious palms. She didn’t
recognize the hairclip. It was too big to be their daughter’s, and Ruby was
sure that it wasn’t hers. She hadn’t had friends over in weeks but here was
this hairclip, little and green with a few long black hair strands caught in it.
Ruby ran her fingers through her own blonde hair. She had just been
vacuuming when she noticed this small, bright green object under the bed.
Now their life would never be the same. She would wait here until Mike
returned home.
1. Why is Ruby so affected by the hairclip?
2. How has the hairclip affected Ruby’s relationship?
3. From where did the hairclip most likely come?
31. RESPONDING
Responding is the final part of the Active Listening process.
Responding is the process of reacting to what has been heard
while listening and after listening.
Responses include back-channel cues and replies.
32. Group Practice – Responding Skills
TYPES OF RESPONSES INCLUDE PARAPHRASING, QUESTIONS,
AGREEMENT, CHALLENGES, ADVICE, AND SUPPORT.
LUIS: IT’S DIONNE’S BIRTHDAY AND I’VE PLANNED A BIG EVENING. SOMETIMES I THINK
DIONNE BELIEVES I TAKE HER FOR GRANTED – WELL, I THINK AFTER TONIGHT SHE’LL KNOW I
THINK SHE’S SOMETHING SPECIAL.
ANGIE: BROTHER! ANOTHER NOTHING CLASS. I KEEP THINKING ONE OF THESE DAYS HE’LL
GET EXCITED ABOUT SOMETHING. PROFESSOR ROMERO IS A REAL BORE!
JERRY: EVERYONE SEEMS TO BE TALKING ABOUT THAT MOVIE ON CHANNEL 5 LAST NIGHT,
BUT I DIDN’T SEE IT. YOU KNOW, I DON’T WATCH MUCH THAT’S ON THE “IDIOT BOX”.
KAELIN: I DON’T KNOW IF IT’S SOMETHING TO DO WITH ME OR WITH MOM, BUT LATELY
SHE AND I JUST AREN’T GETTING ALONG.
AILEEN: I’VE GOT A REPORT DUE AT WORK AND A PAPER DUE IN MANAGEMENT CLASS. ON
TOP OF THAT, IT’S MY SISTER’S BIRTHDAY, AND SO FAR I HAVEN’T EVEN HAD TIME TO GET
HER ANYTHING. TOMORROW’S GOING TO BE A DISASTER.
From Inter-Act, chapter 8, p. 229 & 230
33. Listening
Listening is very different than hearing
To actively listen is to give meaning to what is being
said
People can hear four times faster than others can talk
This gives skilled listeners time to determine meaning
and intent
http://bbll.com/ch02.html
35. Appreciative Listening
Focus is on the enjoyment of what is being said
Listener is not as focused as in other types of listening
Used in casual social conversation
36. Discriminative Listening
Focused with goal of full understanding of what is be said
Full attention to all details: body language, verbal and
nonverbal cues, facial expressions
37. Comprehensive Listening
Focus on learning and remembering
information
Utilize remembering skills:
Repeating what was said
Creating mnemonics
Taking notes
38. Critical-Evaluative Listening
Focused listening with goal to judge or evaluate how truthful,
authentic, or believable the information is.
May need to listen “between the lines”
Used when listening to a salesperson or to an apology from a
person that has violated your trust
To critically evaluate information you must
separate facts from inferences and/or ask
probing questions.
39. Empathic Listening
Focus of Listening on Understanding of Feelings
Therapeutic Listening
Caring, Concerned, Non-Judgmental
Fosters Healing “Cathartic”
Non verbal responses:
Smile, Touch, Eye Contact,
Expression, Posture, Nods
40. Listening in Cyberspace
Lacks the physical cues of body language, voice inflection
or tone
Increased potential to be misunderstand messages
Volume of messages can be potentially difficult to manage
E-mail, Texting, Facebook, Twitter, MySpace, LinkedIn,
Merchantcircle
41. E-mail, texting, Facebook, Twitter,
MySpace, LinkedIn, Merchantcircle
Laughing out Loud
Bye for Now
Oh my God
Be Right Back
Rolling on Floor Laughing
Thanks
43. Proper Email Etiquette
Email Format
Subject line: GEN 503
Open with Dr. or Professor Last Name
Do use punctuation and reasonable grammar
Do Not use text messaging abbreviations
Close with your name
Aguilar-Roca, Williams, Warrior, O’Dowd
Two Minute Training in Class Significantly Increases the Use
of Professional Formatting in Student to Faculty Email Correspondence
International Journal for the Scholarship of Teaching and Learning
Vol. 3, No. 1 (January 2009)
ISSN 1931-4744 @ Georgia Southern University
44. How to “Listen” in Cyberspace
Give extra effort to attending and understanding
Practice critical evaluation
Don’t become over dependent on cyberspace
listening
Consciously choose what online information you want
to attend to
45. Communication Tools
S Situation: Patient name,
diagnosis/concerns/current condition
or situation Error Prevention Tools
B Background: Concise history/brief STAR Stop Think Act Review
synopsis of situation or tests and/or Communicate Clearly
treatments to date
Three-way repeat back & read
A Assessment: Best Judgment of
back
problem, concern or change in
condition. What do you think is going Phonetic & Numeric Clarifications
on with the patient or situation?
Speak up for Safety
R Recommendation: What action are Question& Confirm
you requesting? What do you want to
happen next? (e.g. come to see Stop the line
patient now, discussion with family,
follow-up call, when to call back…)
46. Summary
Listening is a process of Receiving, Constructing meaning
from, and Responding to spoken and/or nonverbal
messages
Active Listening consists of Attending, Understanding,
Remembering, Critically Evaluating, and Responding.
Five types of listening are Appreciative, Discriminative,
Comprehensive, Critical-Evaluative, and Empathic
Listening.
Listening skills are increasingly affected by technology and
cyberspace.
47. Listening Effectively
“I know you believe you understand what you think I
said, but I am not sure you realize that what you
heard is not what I meant.“ (Author Unknown)
http://bbll.com/ch02.html
42-60 percent of communication time is spent listening and after 48 hours many listeners can only remember about 25% of what they heard.
Don’t have a tone that could be interpreted as bored, sarcastic, cutting superior or judgmentalAsking several clarifying questions in a row can seem like an interrogation, so just ask appropriate clarifying questions, Preface the questions with a short statement that suggests that any problem of misunderstanding may be the result of your listening skills.
Verderber, Verderber and Berryman-Fink recognize 5 types of listening
Without physical cues of body language, voice inflection and tone a statement has the potential for different meaning based of the readers interpretation at that moment…without further clarification one can easily misinterpret information
Hand out
As a result of the increased use of instant messaging and cell phone text-messaging, Professors at University of California feel that students are more likely to not follow the standards of capitalization, proper grammar, and punctuation. While this is an exaggerated example of a student to faculty email, it does show just how bad it can be
As a result a group of prof at University of California decided to do a study. One class the gave just the basic Professor name, office hours, and email address, while a different group received the basic information at proper email etiquette information . In the end the study showed an significant increase in the use of professional formatting in student to faculty emails
