SP105 Listening - PowerPoint PPT Presentation

Title: SP105 Listening


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SP105Listening

• Welcome to the Class!

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What is Communication?
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What is communication?

• Sender Message Receiver

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What is communication?

• Sender Message Receiver
• Shannon and Weavers
• Linear Model of Communication

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What is communication?

• (Encode)
  (Decode)
• Sender Message
  Receiver
• Verbal / Nonverbal
• 
  

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What is communication?

• (Encode)
  (Decode)
• Sender Message
  Receiver
• Verbal / Nonverbal
• Channel
  Channel
  

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What is communication?

• (Encode)
  (Decode)
• Sender Message
  Receiver
• Verbal / Nonverbal
• Channel
  Channel
• 
  Feedback
  

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What is communication?

• (Encode)
  (Decode)
• Sender Message
  Receiver
• Verbal / Nonverbal
• Channel
  Channel
• Noise
• 
  Feedback
  

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Berlos Interactive Model of Communication

• (Encode)
  (Decode)
• Sender Message
  Receiver
• Verbal / Nonverbal
• Channel
  Channel
• Noise
• 
  Feedback
  

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Barlunds Transactional Model of Communication

• (Encode)
  (Decode)
• Sender Message
  Receiver
• Receiver Verbal / Nonverbal
  Sender
• Channel
  Channel
• Noise
• 
  Feedback
  

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Message two sides

• Verbal Communication
• Nonverbal Communication

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Verbal Communication

• What is verbal communication?

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Verbal Communication

• What is verbal communication?
• Spoken word

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Verbal Communication

• What is verbal communication?
• Spoken word
• Content
• Written word

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Nonverbal Communication

• What is nonverbal communication?

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Nonverbal Communication

• What is nonverbal communication?
• Gestures
• Facial Expressions
• Paralanguage
• Body Movement / Space
• Touch
• Clothing
• Hair
• Jewelry
• and much more!

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Benefits of Communicating

• It is said that we learn
• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 70 of what we speak

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Harvard Business Review 2005 states

• A recent survey of 428 personnel managers
  indicated that oral communication skills were the
  most important factors for obtaining employment
  and promotions.

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US Dept. of Education 2005 reported that

• Language and thought are interconnected and as
  undergraduate students develop their linguistic
  skills, students hone the quality of their
  thinking and become intellectually and socially
  empowered.

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Lee Iacocca, Chairman of the Chrysler Corporation
once said

• The most important thing I learned in college
  was how to communicate. You can have brilliant
  ideas but if you cant get them across, your
  brains wont get you anywhere.

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Ralph Waldo Emerson said

• All great communicators were once bad
  communicators.

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Fear of Communication

• People tend to stress out in 3 different ways in
  various communication events
• 1. Physiological
• 2. Emotional
• 3. Psychological

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Physical Stress

• Sleepless nights
• Upset stomach
• Dizziness
• Tingling sensations in hands and/or legs

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Physical Stress

• Trembling knees
• Sweaty palms
• Light headedness
• Dry mouth
• Too much saliva
• Nervous cough or laugh
• Shaky or strained voice

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Emotional Stress

• Feelings of overwhelmed fear
• Loss of control
• Depression
• Panic
• Anxiety
• Helplessness
• Anger
• Inadequacy
• And more

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Psychological Stress

• Loss of memory
• Negative thoughts or self-talk
• Jumbled thought patterns
• Nervous repetition of words or phrases ah, umm,
  you know?
• Awkward pauses

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Youre not alone!

• Many people feel the fear and stress of
  communication. No one is immune to the
  physiological, psychological and emotional
  changes that come with interacting with others

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Other people who feel this way are

• Ronald Regan
• Barbara Streisand
• Tom Cruise
• Oprah Winfrey
• George W. Bush
• Jewel

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10 Coping Strategies

• 1. Know how you react to stress.
• 2. Know your strengths and weaknesses.
• 3. Know basic principles of
• communication.
• 4. Know that it always looks and feels worse
  from the inside.
• 5. Know what you want to say.
• 6. Believe in yourself.

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10 Coping Strategies

• 7. View communication positively.
• 8. Visualize being successful.
• 9. Celebrate differences
• 10. Learn from experience.

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The Importance of Listening

• How do you determine what to listen to?

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The Importance of Listening

• How do you determine what to listen to?
• Listening is driven by motives or needs - what
  are your motives or needs?

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The Importance of Listening

• How do you determine what to listen to?
• Listening is driven by motives or needs what are
  your motives or needs?
• Our motives and/or needs cause us to filter what
  we listen to and what we dont listen to in
  various communication contexts.

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• Do you have a responsibility to listen all the
  time?
• Is it possible to listen all of the time?

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• Many people have never learned to listen and that
  listening takes time and concentration.
• In learning to communicate, the approach has
  always focused on the speaker when the focus
  should be on the receiver.

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• Effective communication begins with listening,
  not speaking.
• Think of the listener as carrying 80 percent of
  the responsibility for effective communication

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The process of listening involves listening with
our

• Ears
• Eyes Physiological
• Body
• Mind Psychological
• Hearts Emotion, empathetic
• Environment Social
• Soul - Spiritual

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HURIER Model

• There are six-components to the HURIER listening
  model which serves as a framework for building
  listening skills.

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HURIER Model

• The letters in HURIER represents six interrelated
  listening processes
• Hearing Ch.3
• Understanding Ch.4
• Remembering Ch. 5
• Interpreting Ch. 6
• Evaluating Ch. 7
• Responding Ch.8

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How were you taught to listen?
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Learned Used Taught

• Listening 1st 45
  LeastSpeaking 2nd 30
  Next Least
  
• Reading 3rd 16
  Next Most
• Writing 4th
  9 Most

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Receiving the Message

• Receiving the message is a vital component in the
  process of communication.
• Listening is the skill that enables us to receive
  messages.

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The Message

• Denotative message dictionary meaning.
• Connotative message emotional meaning.
• Relational message - relationship

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Listening

• What is listening?
• How do we listen?
• How can you tell someone is listening?
• How can you tell when someone is not listening?
• Take out a sheet of paper, please.

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Listening - Good

• 1. Describe the person who is a good listener.
• 2. Describe how you knew they were listening.
• 3. How do they make you feel when they listen
  to you?
• 4. How do you feel toward them?

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Listening - Poor

• 1. Describe the person who is a poor listener.
• 2. Describe how you knew they were not
  listening.
• 3. How do they make you feel when they dont
  listen to you?
• 4. How do you feel toward them?

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Listening and Communicating

• We learn to listen before we are able to speak.
• The average person spends
• 9 of their time reading
• (taught first, learned last)
• 16 of their time writing
• (taught 2nd, learned next to last)
• 30 of their time speaking
• (taught 3rd, learned next most)
• 45 of their time listening
• (taught last, learned first)

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Listening is a skill and a process that includes
5 steps

• 1. Hearing is the physiological aspect of
  listening.
• Noise White/Masked
• 2. Attending is the psychological process of
  listening.
• Filtering process.
• Motivation, incentive and act.

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Steps to listening

• 3. Understanding is composed of several
  elements
• Rules of language.
• Knowledge of the source.
• Context of the message.
• Understanding depends on the listeners mental
  ability (intelligence).

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Steps to listening

• 4. Remembering is the ability to recall
  information once we have understood it.
• Factors that help us to remember are
• Number of times we have heard it.
• Amount of information to store.
• Ability to rehearse or not.
• We remember 25 of what we understand.

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Steps to listening

• 5. Responding is the final element in the
  process. There are three ways to respond
• Passive paying attention and nonverbally
  responding w/o offering any verbal feedback.

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Steps to listening

• Active paying attention and encouraging
  expanded information and clarity from the sender
  by asking questions, paraphrasing and having
  empathy.
• Directive telling others what to do regardless
  of how it may or may not effect or impact them.

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Poor listening habits

• 1. Pseudolistening faking listening.
• 2. Stage Hogging interrupting others to hear
  ones own voice.
• 3. Selective listening responding to only a
  part of the message.
• 4. Filling in the gaps listening long
  enough to think you know what the message is.
• 5. Insulated listening avoiding certain
  topics.
• 6. Defensive listening taking innocent
  comments as personal attacks.
• 7. Ambushing storing issues from previous
  discussions and using them at a later time.

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Reasons to listen

• Work
• Relationships
• Overall well-being

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HURIER Model

• The letters in HURIER represents six interrelated
  listening processes
• Hearing
• Understanding
• Remembering
• Interpreting
• Evaluating
• Responding

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Personal listening filters

• The HURIER model recognizes that people are
  constantly influenced by both internal and
  external factors that impact perception and
  interpretations.
• External environment, seating, temperature of
  the room, etc.
• Internal beliefs, values, attitudes, behaviors,
  etc.

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Understanding yourself as a listener

• Self-concepts a relatively stable set of
  perceptions you hold of yourself that answers the
  questions Who am I?
• Self-Esteem how you feel about yourself.
• Self-Image how you see yourself

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Understanding yourself as a listener

• Self-monitoring your awareness of how your
  behavior affects another person within the
  context of a specific interaction and the degree
  to which you choose to modify your response based
  on that knowledge.

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High Self-Monitors

• High Self-monitor are concerned with the
  appropriateness of their responses, may vary
  their communication behaviors significantly from
  one experience to another.
• When uncertain about the appropriate response,
  the high self-monitor will look to the behaviors
  of others for guidance.
• For example if a high self-monitor went to the
  movies with friends she/he would be likely to
  laugh when their friends laugh, even though they
  may not find the movie funny.

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Low Self-Monitors

• Low self-monitors rely more on their own values
  and feelings as guides in managing their
  behavior.
• Low self-monitors communication is relatively
  consistent from one person to the next or one
  situation to the next.

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Perceptual Differences

• From the other persons point of view What do
  they see? Feel? Hear?
• Each of us has a unique framework for viewing the
  world, a special set of crayons to color our
  visions.

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Perceptions includes

• Selection
• Organization
• Interpretation

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BARRIERS TO EFFECTIVE LISTENING

• Rank Barrier
• 1. Listening primarily for
  details.
• 2. Distracted by external noise.
• 3. Daydreaming.
• 4. Thinking of another topic as
• a result of something the
  
• speaker said.
• 5. Lack of interest in subject.

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BARRIERS TO EFFECTIVE LISTENING

• Rank Barrier
• 6. Concentrating on speaker's
• delivery or mannerisms,
• rather than message.
• 7. Becoming impatient with the
• speaker.
• 8. Disagreeing or arguing,
• inwardly or outwardly, with
  
• the speaker.
• 9. Trying to outline everything
  mentally
• 10. Faking attention

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NEW BARRIERS TO EFFECTIVE LISTENING

• 10. Rehearsing
• Your whole attention is on designing and
  preparing your next comment.
• You look interested, but your mind is going a
  mile a minute because you are thinking about what
  to say next.
• Some people rehearse whole chains of responses
  I'll say, then he'll say, and so on.

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BARRIERS TO EFFECTIVE LISTENING

• 11. Judging
•  
• Negatively labeling people can be extremely
  limiting.
• For example, if you prejudge somebody as
  incompetent or uninformed, you don't pay much
  attention to what that person says.
• A basic rule of listening is that judgments
  should only be made after you have heard and
  evaluated the content of the message.

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BARRIERS TO EFFECTIVE LISTENING

• 12. Identifying
• When using this block, you take everything people
  tell you and refer it back to your own
  experience.
• For example, they want to tell you about a
  toothache, but that reminds you of your oral
  surgery for receding gums. You launch into your
  story before they can finish theirs.

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BARRIERS TO EFFECTIVE LISTENING

• 13. Sparring
•                                                   
              This block has you arguing and
  debating with people who never feel heard because
  you are so quick to disagree. In fact, your
  main focus is on finding things to disagree with.

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BARRIERS TO EFFECTIVE LISTENING

• 14. Being Right
• Being right means you will go to great lengths
  (twist the facts, start shouting, make excuses or
  accusations, call up past sins) to avoid being
  wrong.
• You can't listen to criticism, you can't be
  corrected, and you can't take suggestions to
  change.

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BARRIERS TO EFFECTIVE LISTENING

• 15. Placating
• Right . . . Absolutely . . . I know . . . Of
  course you are . . . Incredible . . . Really? You
  want to be nice, pleasant, supportive. You want
  people to like you. So you agree with everything.
  
• You may half-listen just enough to get the drift,
  but you are not really involved.

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BARRIERS TO EFFECTIVE LISTENING

• 16. Self Focus
•  This barrier is the internal commentary and
  thoughts that occupy our attention.
•  
• Things like I wonder how long I am going to have
  to listen to this lecture, or I wonder what I
  should have for dinner tonight are examples of
  self focus.
• To solve this problem Become aware of the fact
  you are doing it.
• As you become aware of the fact that you are
  drifting, concentrate on the speakers message.
• Become actively involved in the communication
  process (provide feedback, listen, take notes,
  etc).

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GUIDELINES FOR BETTER LISTENING

• 1. Desire to listen.
• 2. Focus on the message.
• 3. Listen for main ideas.
• 4. Understand the speaker's point
• of view.
• 5. Withhold judgment.

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GUIDELINES FOR BETTER LISTENING

• 6. Reinforce the message with
• repetition, paraphrase, and
• summary.
• 7. Provide feedback.
• 8. Listen with the body.
• 9. Listen critically, not
• judgmentally.

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STUDENT AWARENESS LEVELS DURING LECTURES

• 12 actively listening

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STUDENT AWARENESS LEVELS DURING LECTURES

• 12 actively listening
• 20 paying attention

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STUDENT AWARENESS LEVELS DURING LECTURES

• 12 actively listening
• 20 paying attention
• 20 daydreaming, worrying, thinking about food

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STUDENT AWARENESS LEVELS DURING LECTURES

• 12 actively listening
• 20 paying attention
• 20 daydreaming, worrying, thinking about food
• 20 reminiscing

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STUDENT AWARENESS LEVELS DURING LECTURES

• 12 actively listening
• 20 paying attention
• 20 daydreaming, worrying, thinking about food
• 20 reminiscing
• 8 religion

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STUDENT AWARENESS LEVELS DURING LECTURES

• 12 actively listening
• 20 paying attention
• 20 daydreaming, worrying, thinking about food
• 20 reminiscing
• 8 religion
• 20 erotic thoughts

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