1 Chapter 7 Listening Inter-Act, 13 th Edition
Feb 23, 2016
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Chapter 7Listening
Inter-Act, 13th Edition
Chapter ObjectivesDiscuss the three challenges that make it
difficult for us to effectively listenList and describe the five steps in the active
listening processDiscuss the guidelines and skills that can
help you improve your ability to listen
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Discussion Question:Based on your work and life experience, what
are some of the reasons why you and others have listened poorly?
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Listening
Listening makes up 42-60% of our communication.
WritingSpeaking Reading
Class ActivityA common complaint from women is that men
don’t listen well…
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Challenges to effective listening
Personal and cultural styles of listeningListening ApprehensionDual processes in listening
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Personal & Cultural Styles of ListeningContent-oriented: prefer to focus on facts and
evidence People-oriented: prefer to focus on conversational partners
and their feelingsAction-oriented: prefer to focus on point
speaker is trying to make Time-oriented: prefer brief and swift
conversations
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Listening Apprehension
Fear of misinterpretation
Fear of the psychological affect of the message
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Dual Processes in Listening Passive listening: effortless, thoughtless, and habitual
process
Active listening: skillful, intentional, deliberate, and conscious process
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The Active Listening Process
AttendingUnderstandingRememberingCritically EvaluatingResponding
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The process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages
AttendingThe process of willfully striving to perceive selected sounds that are being heardGet physically and mentally ready to listen.Make the shift from speaker to listener a
complete one.Resist tuning out.Avoid interrupting.
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UnderstandingProcess of accurately decoding a message so that you share its meaning with the speakerIdentify the speaker’s purpose and key points.Observe nonverbal cues.Ask clarifying questions.Paraphrase what you heard.
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Paraphrase the following statements to reflect both the thoughts and feelings of the person speaking:
1. “I really like communication, but what could I do with a major in this field?”
2. “I don’t know if Pat and I are getting too serious too fast.”
3. “You can borrow my car, if you really need to, but please be careful with it. I can’t afford any repairs and if you have an accident, I won’t be able to drive to D.C. this weekend.”
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Remembering
Reasons we fail to remember
Using repetition to remember
We filter out messagesWe listen anxiously or
passivelyWe remember “easy” or
“desirable” messages We forget the middle
Primacy effectRecency effect
Repeat two, three, four times
Create mnemonicsTake notes
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Process of moving information from short-term memory to long-term memory
Mnemonics
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Any artificial technique used as a memory aid
For example: take the first letter of a list you are trying to remember and create a word
HOMES (the five Great Lakes) Huron, Ontario, Michigan, Erie, Superior
Note Taking
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Take notes when you are listening to complex information. Brief outline:Overall ideaMain pointsKey developmental material
Critically Evaluating InformationSeparate facts from inferences
Fact – a verifiable statementInference – a conclusion drawn from facts
Probe for information
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RespondingProcess of providing feedback to your partner’s message
Back-channel cues: verbal and nonverbal signals demonstrating listener response to the speaker
Reply when message is completeRespond to the previous message before
changing the subject
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Class Activity
Scenarios?Form groups of 3
ListenerStory TellerObserver
Takes notes on verbal/nonverbal messages, examples of paraphrasing/questioning
What factors led to listening difficulties? What behaviors demonstrated effective listening?
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Digital Communication LiteracyExtra effort is required to understand digital
messages.Critically evaluate social media messages to
separate facts from inferences.Recognize underlying motives, values,
ideologies.Digital messages should not completely
replace face-to-face communication.
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HomeworkCreate a communication improvement plan
for developing/improving on a particular listening skill (questioning or paraphrasing) or an aspect of the listening process (attending, understanding, remembering, critically evaluating, and responding).
Be sure to also incorporate your class activity to illustrate your current assessment of your listening skills.
Check your assignment rubric and past assignment evaluations for additional support.
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