Communication Ch.6 Listening

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how to give feedback

1. Be specific 2. Be descriptive 3. Be positive 4. Be Constructive 5. Be realistic 6. Be relevant

How to give feedback to yourself

1. Identify strengths and weaknesses 2. Evaluate yourself within the context of the task or assignment guidelines. 3. Set goals for next time 4. Revisit goals and assess progress at regular intervals

Listening Competence at Each Stage of the Listening Process (6.3)

1. To improve listening at the receiving stage, 2. To improve listening at the interpreting stage, 3. To improve listening at the recalling stage, 4. To improve listening at the evaluating stage, 5. To improve listening at the responding stage,

5. To improve listening at the responding stage,

1. ask appropriate clarifying and follow-up questions and paraphrase information to check understanding; 2. give feedback that is relevant to the speaker's purpose/motivation for speaking; 3. adapt your response to the speaker and the context; and 4. do not let the preparation and rehearsal of your response diminish earlier stages of listening.

2. To improve listening at the interpreting stage,

1. identify main points and supporting points; 2. use contextual clues from the person or environment to discern additional meaning; 3. be aware of how a relational, cultural, or situational context can influence meaning; 4. be aware of the different meanings of silence; and 5. note differences in tone of voice and other paralinguistic cues that influence meaning.

1. To improve listening at the receiving stage,

1. prepare yourself to listen; 2. discern between intentional messages and noise; 3. concentrate on stimuli most relevant to your listening purpose(s) or goal(s); 4. be mindful of the selection and attention process as much as possible; 5. pay attention to turn-taking signals so you can follow the conversational flow; and 6. avoid interrupting someone while they are speaking in order to maintain your ability to receive stimuli and listen.

4. To improve listening at the evaluating stage,

1. separate facts, inferences, and judgments; 2. be familiar with, and able to identify, persuasive strategies and fallacies of reasoning; 3. assess the credibility of the speaker and the message; and 4. be aware of your own biases and how your perceptual filters can create barriers to effective listening.

The main purpose for listening

1. to focus on messages sent by other people or noises coming from our surroundings; 2. to better our understanding of other people's communication; 3. to critically evaluate other people's messages; 4. to monitor nonverbal signals; 5. to indicate that we are interested or paying attention; 6. to empathize with others and show we care for them (relational maintenance); and 7. to engage in negotiation, dialogue, or other exchanges that result in a shared understanding of, or agreement on, an issue.

3. To improve listening at the recalling stage,

1. use multiple sensory channels to decode messages and make more complete memories; 2. repeat, rephrase, and reorganize information to fit your cognitive preferences; and 3. use mnemonic devices as a gimmick to help with recall.

Aggresive listening

A bad listening practice in which people pay attention in order to attack something that a speaker says. Aggressive listeners like to ambush speakers in order to critique their ideas, personality, or other characteristics. Such behavior often results from built-up frustration within an interpersonal relationship

Eavesdropping (6.2)

A bad listening practice that involves a calculated and planned attempt to secretly listen to a conversation.Is a difference between eavesdropping on and overhearing a conversation.

Lack of Listening Preparation

A barrier to effective listening. Although some people think listening skills just develop over time, competent listening is difficult, and enhancing listening skills takes concerted effort.Although listening competence is a crucial part of social interaction and many of us value others we perceive to be "good listeners," listening just doesn't get the same kind of praise, attention, instruction, or credibility as speaking

discrimative listening

A focused and usually instrumental type of listening that is primarily physiological and occurs mostly at the receiving stage of the listening process. Here we engage in listening to scan and monitor our surroundings in order to isolate particular auditory or visual stimuli.In the absence of a hearing impairment, we have an innate and physiological ability to engage in discriminative listening.

narcisstic listening

A form of self-centered and self-absorbed listening in which listeners try to make the interaction about them. Narcissistic listeners redirect the focus of the conversation to them by interrupting or changing the topic. When the focus is taken off them, narcissistic listeners may give negative feedback by pouting, providing negative criticism of the speaker or topic, or ignoring the speaker. A common sign of narcissistic listening is the combination of a "pivot," when listeners shift the focus of attention back to them, and "one-upping

Active-empathetic Listening(becoming a better empathetic listener)

A listener becomes actively and emotionally involved in an interaction in such a way that it is conscious on the part of the listener and perceived by the speaker

3 main mnemonic devices are acronyms, rhymes, and visualization, and examples of each follow:

ACRONYM. HOMES—to help remember the Great Lakes (Huron, Ontario, Michigan, Erie, and Superior). RHYME. "Righty tighty, lefty loosey"—to remember which way most light bulbs, screws, and other coupling devices turn to make them go in or out. VISULIZATION. Imagine seeing a glass of port wine (which is red) and the red navigation light on a boat to help remember that the red light on a boat is always on the port side, which will also help you remember that the green light must be on the starboard side.

Active Listening Can Help Overcome Barriers to Effective Listening

Active listeners make strategic choices and take action in order to set up ideal listening conditions. Physical and environmental noises can often be managed by moving locations or by manipulating the lighting, temperature, or furniture.When possible, avoid important listening activities during times of distracting psychological or physiological noise. Effective listeners must work to maintain focus as much as possible and refocus when attention shifts or fade.Internal dialogue is a more structured way to engage in active listening, but we can use more general approaches as well

Psychology Noise (Environment and physical listening)

Also know as noise stemming from our psychological states, including moods and level of arousal, can facilitate or impede listening. Any mood or state of arousal, positive or negative, that is too far above or below our regular baseline creates a barrier to message reception and processing.

Tips to Help You Become a Better Critical Listener

Ask questions to help get more information and increase your critical awareness when you get answers like "Because that's the way things are," "It's always been like that," "I don't know; I just don't like it," "Everyone believes that," or "It's just natural/normal. Be especially critical of speakers who set up "either/or" options because they artificially limit an issue or situation to two options when there are always more. Also be aware of people who overgeneralize, especially when those generalizations are based on stereotypical or prejudiced views Evaluate the speaker's message instead of his or her appearance, personality, or other characteristics. Unless someone's appearance, personality, or behavior is relevant to an interaction, direct your criticism to the message. Be aware that critical evaluation isn't always quick or easy. Sometimes you may have to withhold judgment because your evaluation will take more time. Also keep in mind your evaluation may not be final, and you should be open to critical reflection and possible revision later. Avoid mind reading, which is assuming you know what the other person is going to say or that you know why they reached the conclusion they did. This leads to jumping to conclusions, which shortcuts the critical evaluation process.

Pseudo-Listening (6.2)

Behaving as if you're paying attention to a speaker when you're actually not.Outwardly visible signals of attentiveness are an important part of the listening process, but when they are just an "act," the pseudo-listener is engaging in bad listening behaviors.

Cognitive and Personal Barriers to Listening (6.2)

Cognitive limits, a lack of listening preparation, difficult or disorganized messages, and prejudices can interfere with listening.Whether you call it multitasking, daydreaming, glazing over, or drifting off, we all cognitively process other things while receiving messages.

High Context Communication (Listening and culture)

Conversely, much of the meaning generated by a high-context communicationCommunication style in which much of the meaning generated within an interaction comes from nonverbal or contextual cues rather than the verbal communication. style comes from nonverbal and contextual cues.

Creating Listenable Messages (6.4)

Creating messages tailored for oral comprehension, called listenable messages, can ease listening challenges. Using written conventions in oral delivery causes fluency issues, hindering understanding. While everyday conversations flow naturally, prepared speeches often differ. Developing the skill to compose and deliver oral messages is crucial for effective public speaking. Active listening helps mentally restructure less listenable messages for better understanding.

Becoming a Better Critical Listener (6.2)

Critical listening involves assessing a speaker's message for credibility, completeness, and value, which is crucial in a society that values free speech. As listeners, it's our responsibility to critically evaluate messages, especially when they might be misleading or motivated by personal gain. Enhancing critical-listening skills involves distinguishing between facts and inferences, evaluating supporting evidence, recognizing personal biases, and probing beyond the spoken words by considering what's not said and the speaker's motives and goals. This process helps in being more aware of how emotions, biases, and the speaker's credibility might influence our evaluation of the message.

Listening and Culture

Cultures vary in how they communicate. Some focus more on listening (collectivist cultures) while others prioritize speaking (individualistic cultures). Low-context cultures emphasize words, while high-context cultures value nonverbal cues. For instance, European-American cultures prefer low-context communication, while East Asian and Latin American cultures favor high-context communication. These differences influence how people communicate and listen, leading to potential misunderstandings due to expectations about clarity and nonverbal cues.

Becoming a Better Empathetic Listener (6.3)

Empathetic listening involves respecting others' dignity and valuing the wisdom in their words. It requires openness to subjectivity and genuine engagement with the speaker. Active-empathetic listening combines active and empathetic listening, encouraging a conscious emotional involvement while suspending judgment. Techniques like paraphrasing, mirroring, and asking open-ended questions aid in active-empathetic listening, fostering a deeper connection with the speaker. However, it can demand time, effort, and emotional endurance, making it crucial to recognize personal limits and seek professional help when necessary for issues beyond the scope of listening support. Empathetic listeners typically possess positive self-esteem, nonverbal sensitivity, and a comfort with embracing others' perspectives.

Critical Listening

Entails listening with the goal of analyzing or evaluating a message based on information presented verbally and information that can be inferred from context. A critical listener evaluates a message and accepts it, rejects it, or decides to withhold judgment and seek more information. Is important during persuasive exchanges and help us process the numerous and varied persuasive messages we receive daily from media sources.

informational listening

Entails listening with the goal of comprehending and retaining information. This type of listening is not evaluative and is common in teaching and learning contexts ranging from a student listening to a class lecture to an out-of-towner listening to directions to the nearest gas station. Retention and recall are important components of informational listening, good concentration and memory skills are key

Environment and Physical listening Barriers (6.2)

Environmental factors such as lighting, temperature, and furniture affect our ability to listen.A room that is too dark can make us sleepy, just as a room that is too warm or cool can raise awareness of our physical discomfort to a point that it is distracting. In general, listening is easier when listeners can make direct eye contact with, and are in close physical proximity to, a speaker.

Active listeing behaviors (6.3)

Eye contact is a key sign of active listening. Speakers usually interpret a listener's eye contact as a signal of attentiveness. While a lack of eye contact may indicate inattentiveness, it can also signal cognitive processing.A more direct way to indicate active listening is to reference previous statements made by the speaker. Being able to summarize what someone said to ensure that the topic has been satisfactorily covered and understood, or being able to segue in such a way that validates what the previous speaker said, helps regulate conversational flow and asking probing question. Being active listeners means knowing when to maintain our role as listeners and resist the urge to take a conversational turn.Note-taking can also indicate active listening Active listening is exhibited through verbal and nonverbal cues, including steady eye contact with the speaker; smiling; slightly raised eyebrows; upright posture; body position that is leaned in toward the speaker; nonverbal back-channel cues such as head nods; verbal back-channel cues such as "OK," "mmhum," or "oh"; and a lack of distracting mannerisms like doodling or fidgeting.

Action oriented Listeners

Focus on what action needs to take place in regard to a received message and try to formulate an organized way to initiate that action.These listeners are frustrated by disorganization because it detracts from the possibility of actually doing something. Thought of as a "builder"—like an engineer, a construction site foreperson, or a skilled project manager.

Distorted Listening

Involves mixing up information order, adjusting details to match our beliefs, changing heard words to fit our thoughts, and adding inaccurate details. This can lead to misunderstandings, from casual conversation mix-ups to serious consequences like providing false testimony or spreading incorrect information. The character Anthony Crispino on Saturday Night Live humorously demonstrates this by sharing distorted news on the "Weekend Update."

Paraphrasing (responding)

Is a responding behavior that can also show that you understand what was communicated. When you paraphraseA message that is rephrased in your own words. information, you rephrase the message into your own words.

Physiological Noise (environment and physical listening)

Like environmental noise, can interfere with our ability to process incoming information. This is considered a physical barrier to effective listening because it emanates from our physical body. It is noise stemming from a physical illness, injury, or bodily stress. Ailments such as a cold, a broken leg, a headache, or a poison ivy outbreak can range from annoying to unbearably painful and impact our listening relative to their intensity.

Content Oriented Listeners

Like to listen to complex information and evaluate the content of a message, often from multiple perspectives, before drawing conclusions. Are thought of as "learners," and they also ask questions to solicit more information to fill out their understanding of an issue. likely skilled informational and critical listeners and may find success in academic careers in the humanities, social sciences, or sciences.

Listening in Relational Contexts

Listening is essential in building and nurturing relationships as it allows for self-disclosure and fosters deeper connections. It's crucial for initial relationship building as people share personal information reciprocally, creating a bond that requires attentive listening. In established relationships, listening to others provides a psychological reward and maintains the connection through recognition. Active listening shows interest in others' lives, demonstrating a willingness to set aside personal concerns. Conflict often arises due to poor listening, while effective listening aids in resolving it.

Becoming a Better Contextual Listener (6.3)

Listening skills like being active, critical, and empathetic are useful in different situations—work, relationships, cultures, and gender differences. How well we use these skills when listening to a boss, family, or people from different cultures can make a big difference in what we gain or miss out on in those situations.

Time- Oriented Listeners (6.1)

More concerned about time limits and timelines than they are with the content or senders of a message. These listeners can be thought of as "executives," and they tend to actually verbalize the time constraints under which they are operating.

Listenable Messages (Creating listenable messages)

Orally-delivered messages that are tailored to be comprehended by a listener.

Difference Between speech and thought rate

Our ability to process information at a much faster rate than it's spoken can hinder effective listening, leading to distractions. Although we can't fully give undivided attention, using the extra mental capacity to process and reinforce the central message by engaging in related thoughts or mentally rephrasing the speaker's message can help optimize our cognitive abilities during communication.The difference between speech and thought rate connects to personal barriers to listening, as personal concerns are often the focus of competing thoughts that can challenge our ability to concentrate on others' messages. Two common barriers to concentration are self-centeredness and lack of motivation

Recalling stage of listening

Our ability to recall information is dependent on some of the physiological limits of how memory works.We forget about half of what we hear immediately after hearing it, recall 35 percent after eight hours, and recall 20 percent after a day. memory consists of multiple "storage units," including sensory storage, short-term memory, working memory, and long-term memory. Its an important part of the listening process because it is most often used to assess listening abilities and effectiveness.

Response preparation (Difference Between speech and thought rate)

Our tendency to rehearse what we are going to say next while a speaker is still talking. Rehearsal of what we will say once a speaker's turn is over is an important part of the listening process that takes place between the recalling and evaluation and/or the evaluation and responding stages.

Bad Messages and/or Speaker

Present a barrier to effective listening; sometimes our listening trouble originates with the sender. In terms of message construction, poorly structured messages or messages that are too vague, too jargon filled, or too simple can present listening difficulties.Listening also becomes difficult when a speaker tries to present too much information. Information overload is a common barrier to effective listening that good speakers can help mitigate by building redundancy into their speeches and providing concrete examples of new information to help listeners interpret and understand the key ideas.

Listening and Gender (6.3)

Recent research on gender and communication dispels the notion of inherent differences. Communication behaviors are largely influenced by societal expectations rather than biological factors. For instance, men might withhold emotions due to social norms, leading to misunderstandings. Studies also challenge the belief that men interrupt more than women, revealing similar interruption frequencies in cross-gender interactions. Societal expectations drive these behaviors, impacting communication across genders.

Listening in Professional Contexts

Research tends to forget about listening in organizational communication. Oddly, business schools don't teach listening in their MBA programs. But good listening boosts sales and supportive managers make happier, more productive teams. Managers who listen with empathy connect better with employees, and when everyone listens actively, it boosts teamwork and motivation at work.

Responding

Responding entails sending verbal and nonverbal messages that indicate attentiveness and understanding or a lack thereof.We send verbal and nonverbal feedback while another person is talking and after they are done.

Giving Formal Feedback to Yourself

Self-evaluation improves communication skills but can be challenging. It involves recognizing strengths, weaknesses, and setting clear goals. Guidelines for speech self-evaluation are applicable in various contexts and include these steps.

Empathetic Listening

The most challenging form of listening and occurs when we try to understand or experience what a speaker is thinking or feeling.Empathetic listening is other-oriented and should be genuine and isn't sympathetic listening. Key for dialogue and helps maintain interpersonal relationships.

Active Listening (6.3)

The process of pairing outwardly visible positive listening behaviors with positive cognitive listening practices. Can help address many of the environmental, physical, cognitive, and personal barriers to effective listening that we discussed earlier. The behaviors associated with active listening can also enhance informational, critical, and empathetic listening.

Back-Channel cues (responding)

The verbal and nonverbal signals we send while someone is talking, which can consist of verbal cues like "uh-huh," "oh," and "right," and/or nonverbal cues like direct eye contact, head nods, and leaning forward.Generally a form of positive feedback that indicate others are listening.

The importance of listening (6.1)

Understanding how listening works provides the foundation we need to explore why we listen, including various types and styles of listening. In general, listening helps us achieve all the communication goals (physical, instrumental, relational, and identity). Listening is also important in academic, professional, and personal contexts..

Prejudice

Unfortunately, some of our default ways of processing information and perceiving others lead us to rigid ways of thinking. When we engage in prejudiced listening, we are usually trying to preserve our ways of thinking and avoid being convinced of something different. Prejudices that are based on a person's identity, such as race, age, occupation, or appearance, may lead us to assume that we know what he or she will say, essentially closing down the listening process

Evaluating (6.1)

When we evaluate something, we make judgments about its credibility, completeness, and worth. In terms of credibility, we try to determine the degree to which we believe a speaker's statements are correct and/or true. In terms of completeness, we try to "read between the lines" and evaluate the message in relation to what we know about the topic or situation being discussed.

Giving Formal Feedback to Others

Whether in professional or personal contexts, positive verbal and nonverbal feedback can boost others' confidence, and negative feedback, when delivered constructively, can provide important perception checking and lead to improvements. Of course, negative feedback that is not delivered competently can lead to communication difficulties that can affect a person's self-esteem and self-efficacy. Since it's important for us to know how to give competent and relevant feedback, and since the feedback can be useful for the self-improvement of the receiver, many students are asked to complete peer evaluations verbally and/or in writing for classmates after they deliver a speech

Long term memory (recalling)

a mental storage capability to which stimuli in short-term memory can be transferred if they are connected to existing schemata and in which information can be stored indefinitely

Content-oriented listeners

are analytic and enjoy processing complex messages. They like in-depth information and like to learn about multiple sides of a topic or hear multiple perspectives on an issue. Their thoroughness can be difficult to manage if there are time constraints.

People oriented listeners

are concerned about the emotional states of others and listen with the purpose of offering support in interpersonal relationships.Can be characterized as "supporters" who are caring and understanding. They are likely skilled empathetic listeners and may find success in supportive fields like counseling, social work, or nursing.

People Oriented Listening

are concerned about the needs and feelings of others and may get distracted from a specific task or the content of a message in order to address feelings.

Time Oriented listeners

are concerned with completing tasks and achieving goals. They do not like information perceived as irrelevant and like to stick to a timeline. They may cut people off and make quick decisions (taking shortcuts or cutting corners) when they think they have enough information.

Memory storage (recalling)

doesn't provide much use for our study of communication, as these large but quickly expiring chunks of sensory data are primarily used in reactionary and instinctual ways.

Covert questioning

involves asking yourself questions about the content in ways that focus your attention and reinforce the material: "What is the main idea from that PowerPoint slide?"

Self-reinforcement

involves sending yourself affirmative and positive messages: "You're being a good active listener. This will help you do well on the next exam."

Covert coaching

involves sending yourself messages containing advice about better listening, such as "You're getting distracted by things you have to do after work. Just focus on what your supervisor is saying now."

Short term memory (recalling)

is a mental storage capability that can retain stimuli for twenty seconds to one minute

Recieving

likely that we will return to the receiving stage many times as we process incoming feedback and new messages.This part of the listening process is more physiological than other parts, which include cognitive and relational elements. We primarily take in information needed for listening through auditory and visual channels. Although we don't often think about visual cues as a part of listening, they influence how we interpret messages.It is important to consider noise as a factor that influences how we receive messages

Listening Styles (6.1)

people-oriented, action-oriented, content-oriented, and time-oriented listeners.Research finds that 40 percent of people have more than one preferred listening style, and that they choose a style based on the listening situation.Other research finds that people often revert to a single preferred style in times of emotional or cognitive stress, even if they know a different style of listening would be better.

Action-oriented Listeners

prefer well-organized, precise, and accurate information. They can become frustrated when they perceive communication to be unorganized or inconsistent, or a speaker to be "long-winded."

Mirroring (becoming a better empathetic listener)

refers to a listener's replication of the nonverbal signals of a speaker

Mental Bracketing ( help with concentration and memory)

refers to the process of intentionally separating out intrusive or irrelevant thoughts that may distract you from listening.This requires that we monitor our concentration and attention and be prepared to let thoughts that aren't related to a speaker's message pass through our minds without us giving them much attention.

Low-context communication(Listening and Culture)

style is one in which much of the meaning generated within an interaction comes from the verbal communication used rather than nonverbal or contextual cues

Mnemonic Devices (help concentration and memory)

techniques that can aid in information recall. Starting in ancient Greece and Rome, educators used these devices to help people remember information. They work by imposing order and organization on information

Working memory storage (recalling)

temporarily accessed memory storage space that is activated during times of high cognitive demand. When using we can temporarily store information and process and use it at the same time.

Sensory storage (recalling)

very large in terms of capacity but limited in terms of length of storage. We can hold large amounts of unsorted visual information but only for about a tenth of a second

Interpreting state of listening (6.1)

we combine the visual and auditory information we receive and try to make meaning out of that information using schemata. Engages cognitive and relational processing as we take in informational, contextual, and relational cues and try to connect them in meaningful ways to previous experiences. Through this stage we understand the stimuli we have received.

selective attention (Difference Between speech and thought rate)

which refers to our tendency to pay attention to the messages that benefit us in some way and filter others out.


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