Welcome to class

1
Welcome to class ?

• Good to have you here today!
• Dr. Brennan

2
The Importance of Listening

• Our motives and/or needs cause us to filter what
  we listen to and what we dont listen to in
  various communication contexts.

3
The process of listening involves listening with
our

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

4
The Message

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

5
Listening
6
HURIER Model

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

7
HURIER Model

• Understanding

8
Listening - Understanding

• Understanding is composed of several elements
• Selection
• Organization
• Interpretation

9
Selection

• Due to the fact that people are overloaded with
  information (data) more than they can possibly
  handle, they must select which data they will pay
  attention to.
• There are several factors that cause us to notice
  some messages and ignore others

10
Selection

• Stimulus that is intense often attracts our
  attention.
• We tend to remember someone who laughs or talks
  loudly at a party.

11
Selection

• Repetitious stimuli also attract our attention.

12
Selection

• Motives also determine what information we select
  from our listening environment.
• Motives also determine how we perceive people.

13
Organization

• After selecting the sound we have heard, we
  organize the sound(s).
• Because humans tend to dislike ambiguity, they
  tend to organize their sounds in some meaningful
  way so they can make sense of the world.

14
Organization

• When we take in sounds, we tend to use our
  schemas the cognitive frameworks that allow
  us to organize the sounds we have selected.

15
Interpretation

• Once we have selected and organized the sounds we
  have heard we attach meaning by interpreting the
  sounds.
• This leads to understanding.

16
Listening - Understanding

• Understanding is also composed of other elements
  such as
• Rules of language.
• Knowledge of the source.
• Context of the message.
• Understanding depends on the listeners mental
  ability (intelligence).

17
Reasons to listen (understand)

• Work
• School
• Relationships
• Overall well-being

18
Personal listening filters

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

19
Understanding often depends on knowing yourself.

• 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

20
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.

21
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 they hear their friends laugh, even
  though they may not find the movie funny.

22
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.

23
There are several factors that influence
understanding

• 1. Degree of involvement.
• 2. Relational satisfaction.
• 3. Past experiences.
• 4. Assumptions about human
• behavior.
• 5. Expectations.

24
There are several factors that influence
understanding

• 6. Knowledge of others and their
• experiences affects the way
• we interpret their actions.
• 7. Personal Moods

25
1. Physiological influences

• The senses
• Age
• Health
• Fatigue
• Hunger
• Biological cycles

26
2. Cultural Influences

• Norms
• Rules

27
3. Social Influences

• The many hats we wear. The roles we play place
  us into little boxes with rules to govern our
  behavior, boyfriend/girlfriend, father/mother,
  student/professor.
• Gender roles
• Occupational roles

28
BARRIERS TO EFFECTIVE (understanding) 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.

29
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

30
Poor understanding often leads to 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.

31
GUIDELINES FOR BETTER UNDERSTANDING

• 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.

32
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.

33
STUDENT AWARENESS (UNDERSTANDING) LEVELS DURING
LECTURES
34
STUDENT AWARENESS (UNDERSTANDING) LEVELS DURING
LECTURES

• 12 actively listening

35
STUDENT AWARENESS (UNDERSTANDING) LEVELS DURING
LECTURES

• 12 actively listening
• 20 paying attention

36
STUDENT AWARENESS (UNDERSTANDING) LEVELS DURING
LECTURES

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

37
STUDENT AWARENESS (UNDERSTANDING) LEVELS DURING
LECTURES

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

38
STUDENT AWARENESS (UNDERSTANDING) LEVELS DURING
LECTURES

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

39
STUDENT AWARENESS (UNDERSTANDING) LEVELS DURING
LECTURES

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

40
(No Transcript)