Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Chapter 6 “Toward Effective Listening”. 2 Topics of Discussion Why learn about listening Why learn about listening Effectiveness Effectiveness Time.

Similar presentations


Presentation on theme: "1 Chapter 6 “Toward Effective Listening”. 2 Topics of Discussion Why learn about listening Why learn about listening Effectiveness Effectiveness Time."— Presentation transcript:

1 1 Chapter 6 “Toward Effective Listening”

2 2 Topics of Discussion Why learn about listening Why learn about listening Effectiveness Effectiveness Time spent Time spent Areas affected Areas affected Misconceptions Misconceptions Process Process Factors affecting listening Factors affecting listening Using feedback to analyze listening Using feedback to analyze listening Kinds of listening/goals Kinds of listening/goals

3 3 Section 1 “Understanding the Listening Process”

4 4 Why Learn About Listening?

5 5 Most used communication skill Least taught Least taught Least understood Least understood Assumed to develop naturally Assumed to develop naturally Training is generally negative Training is generally negative

6 6 Effectiveness Immediate = ½ Immediate = ½ 8 hours later lose 1/3 to ½ 8 hours later lose 1/3 to ½ Retain only 25% of original Retain only 25% of original

7 7 Time Spent Writing 9% Writing 9% Reading 16% Reading 16% Talking 30% Talking 30% Listening 45% Listening 45%

8 8 Areas Affected School School Relationships Relationships Social groups and organizations Social groups and organizations Public dialogue Public dialogue Workplace Workplace Safety Safety

9 9 Misconceptions

10 10 Listening and hearing are the same Hearing is a physical first step in the listening process, but it doesn’t imply understanding Hearing is a physical first step in the listening process, but it doesn’t imply understanding

11 11 Listening is easy or automatic It is complex and requires energy, effort, and skill

12 12 Listening develops naturally Consists of learned skills and behaviors that can be learned, relearned, improved, and refined Consists of learned skills and behaviors that can be learned, relearned, improved, and refined

13 13 Anyone can listen well if they really try You can exert effort, but you may not be able to listen effectively if you lack the skills or noises can not be overcome You can exert effort, but you may not be able to listen effectively if you lack the skills or noises can not be overcome

14 14 The speaker is responsible for the message and success of communication Speaker and listener share responsibility Speaker and listener share responsibility Listener may have to compensate for speaker’s lack of skill Listener may have to compensate for speaker’s lack of skill

15 15 If that’s what you heard, that’s what was said Listeners can’t assume they heard correctly and should use perception checks Listeners can’t assume they heard correctly and should use perception checks

16 16 Attitude and listening are unrelated It’s an important factor in listening and retaining information It’s an important factor in listening and retaining information

17 17 People remember most of what they hear Listening and remembering are related, but failure to remember may not be due to faulty listening Listening and remembering are related, but failure to remember may not be due to faulty listening

18 18 Process:

19 19 Acquiring Pick up stimulus with senses (hearing) Pick up stimulus with senses (hearing) 1. Outer ear acts as antennae and picks up sound waves 2. Relayed to middle ear and amplified 3. Passed to inner ear and transforms acoustical energy to electrical impulses 4. Relayed to brain for processing

20 20 Acquiring Differences distinguishing Differences distinguishing 1. Different sound 2. Levels of volume 3. Higher and lower pitches

21 21 Acquiring Noise and barriers Noise and barriers 1. Loud noises Interfere Interfere Can cause hearing loss Can cause hearing loss

22 22 Acquiring Noise and barriers Noise and barriers 1. Repeated doses of some antibiotics 2. Chronic ear infections 3. Conflicting auditory and visual data 4. Distracting physical movements 5. Harsh or irritating voice 6. Attitude and emotions

23 23 Attending Choice – not automatic Choice – not automatic 1. Selective perception –Needs –Interests –Attitude –Knowledge

24 24 Attending Improving skills Improving skills 1. Evaluate – determine importance 2. Adjust attitude 3. Focus energy on message/ turn off other thoughts 4. Determine what can be gained with focus 5. Ignore distractions 6. Maintain concentration

25 25 Understanding Decode 1. S teps –L–L–L–Listen carefully –F–F–F–Filter based on experiences

26 26 Understanding Decode 1. S trategies –B–B–B–Build vocabulary –U–U–U–Use perception checks –A–A–A–Assume responsibility instead of expecting others to adjust

27 27 Understanding Interpret 1. S elf-talk/tell yourself what speaker is saying 2. G oes through filter system –F–F–F–Feelings and needs 3. P erception check –A–A–A–Ask questions before finalizing

28 28 Understanding Strategies 1. C heck filter system 2. A sk “Is this what they are really saying or just what I’m hearing?” and “Am I overlooking any alternatives?” 3. A sk for more information before finalizing interpretation 4. T ake responsibility for interpretations and remain open, flexible, will to adapt and adjust

29 29 Understanding Respond Emotional – how do you feel about it Intellectual – what do you think about it Analyze and evaluate your response to the message Encode choices to say or do

30 30 Understanding Skills Monitor, analyze and evaluate Consider possible alternatives Decide what’s appropriate – balance rewards/consequences Take responsibility Consider all responses and provide constructive, realistic feedback Choose clear words

31 31 Factors Affecting Listening

32 32 Factors Affecting Listening Noise Noise Barriers Barriers

33 33 Factors Affecting Listening Memory 1. N ot always straightforward – can be selective –C–C–C–Choose what to remember –R–R–R–Remember only as we wish to –E–E–E–Eliminate or suppress certain memories

34 34 Factors Affecting Listening Memory 2. T ypes –I–I–I–Immediate –L–L–L–Long-term –S–S–S–Short-term

35 35 Factors Affecting Listening Memory 3S3S3S3Skills –C–C–C–Concentrate as you receive messages –U–U–U–Use calendars, lists or notes –S–S–S–Summarize, rehearse, repeat or write info to seal it into memory –F–F–F–Form mental associations and organize into related clusters –L–L–L–Learn new info in small portions – don’t cram

36 36 Using Feedback to Analyze Listening

37 37 Using Feedback to Analyze Listening Inappropriate feedback Inappropriate feedback 1. Cannot or did not hear correctly 2. Listener lacks verbal decoding skills 3. Interpreted as unrelated, uninteresting, offensive or irrelevant

38 38 Section 2 “Developing Listening Skills

39 39 Types of Listening Active Listening Process is transactional 1. A ctive = better grades than passive 2. = more enjoyment and info, rewards 3. = make fewer mistakes, have better performance, higher productivity and increased value as employees

40 40 Types of Listening Passive listening Try to absorb with no transaction Try to absorb with no transaction Easily bored, distracted, give negative nonverbal feedback Easily bored, distracted, give negative nonverbal feedback Generally no rewards Generally no rewards Place responsibility on speaker Place responsibility on speaker Lazy listening Lazy listening Produces boredom, apathy, lack of interest Produces boredom, apathy, lack of interest

41 41 Types of Listening Impatient listening Pay attention in short bursts due to noise interruptions Pay attention in short bursts due to noise interruptions Make mistakes by forgetting details or instructions Make mistakes by forgetting details or instructions Give V & NV cues at inappropriate times Give V & NV cues at inappropriate times Masks lack of concentration or interest Masks lack of concentration or interest

42 42 Types of Listening Impatient listening Types Types 1. Anticipatory/anticipates what will be said and plans response 2. Defensive/goal is to argue or disagree 3. Combative/goal is to win or put down 4. Distracted/pays attention to first, assumes what will be said, starts thinking about something else

43 43 Goals for Listening Critical

44 44 Goals for Listening Critical Skills Skills 1. Identify goal or purpose 2. Gather info beforehand to build vocabulary 3. Focus on V and NV messages 4. Organize info to grasp main idea and supporting details 5. Use perception checks 6. Consciously store into memory bank 7. Ask questions, give feedback, take action

45 45 Goals for Listening Deliberative

46 46 Goals for Listening Deliberative Skills Skills 1. Identify goal or purpose 2. Gather info beforehand as basis for judgment 3. Listen specifically to evaluate 4. Identify supporting info and use of emotional appeal

47 47 Goals for Listening Deliberative Skills Skills 1. Observe V & NV cues to evaluate attitudes and feelings. Determine if they support or conflict 2. Analyze motivation or intent 3. Reflect on your responses 4. Give feedback – delay action if needed 5. Reserve judgment if unsure of facts 6. Make decision when info is sufficient

48 48 Goals for Listening Empathic

49 49 Goals for Listening Empathic Skills 1. O bserve NV to analyze feeling speaker has for listener and context 2. M onitor understanding of speaker, message and situation 3. A nalyze own responses, biases, prejudices and feeling toward speaker, message or context 4. U se perception checks 5. P araphrase 6. A sk questions to help speaker clarify meaning

50 50 Goals for Listening Appreciative

51 51 Goals for Listening Appreciative Listen for fun, to imagine or extend creativity Listen for fun, to imagine or extend creativity Most often used in social situations Most often used in social situations Used to relax or escape everyday stress Used to relax or escape everyday stress Can inspire and provide personal growth Can inspire and provide personal growth

52 52 Goals for Listening Appreciative Skills to listen for enjoyment Skills to listen for enjoyment 1. Consider experiences to expand knowledge 2. Investigate styles, formats, etc 3. Be familiar with background or critiques of performers 4. Avoid distractions 5. Avoid judgment until performance is complete 6. Respond appropriately to ideas, feelings and skills of performers 7. Give appropriate feedback

53 53 Using the Four Goals Identify goal needed for situation Identify goal needed for situation Set goal Set goal Consider relationship with others Consider relationship with others Use memory technique Use memory technique Keep an open mind Keep an open mind Be interactive Be interactive

54 54 What This Means to You Listening isn’t easy or automatic. It takes effort and hard work. You have to set goals, and choose your style. The rewards for listening are great; the consequences of not listening can be fatal.


Download ppt "1 Chapter 6 “Toward Effective Listening”. 2 Topics of Discussion Why learn about listening Why learn about listening Effectiveness Effectiveness Time."

Similar presentations


Ads by Google