listening skills.pdf
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LISTENING SKILLSLISTENING SKILLS
Seema MuruganSeema Murugan
Dep of HSSDep of HSS
IIT KharagpurIIT KharagpurIndiaIndia -- 721302721302
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SM / HSS / IITSM / HSS / IIT--KGPKGP 22
Overview (1 of 2)Overview (1 of 2)
Introduction: Listening SkillsIntroduction: Listening Skills
Importance of ListeningImportance of Listening
Types of ListeningTypes of Listening
The Listening ProcessThe Listening Process
Barriers to ListeningBarriers to Listening
NonNon--Listening Vs. Active ListeningListening Vs. Active Listening
The Nature of ListeningThe Nature of Listening
Improving Listening AbilityImproving Listening Ability
The 10 Commandments of ListeningThe 10 Commandments of Listening
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SM / HSS / IITSM / HSS / IIT--KGPKGP 33
Overview (2 of 2)Overview (2 of 2)
Active Listening : Four componentsActive Listening : Four componentsAttending ResponsesAttending Responses
OpenOpen--ended Responsesended Responses Tracking ResponsesTracking Responses
Summarizing ResponsesSummarizing Responses
Other features of Active ListeningOther features of Active Listening
When not to ListenWhen not to Listen
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SM / HSS / IITSM / HSS / IIT--KGPKGP 44
Introduction: Listening SkillsIntroduction: Listening Skills
School teaches us to read, write, and speak, butSchool teaches us to read, write, and speak, butrarely focuses on the skill of listeningrarely focuses on the skill of listening
This omission is unfortunate as listening skillsThis omission is unfortunate as listening skills
are the most important foundation for anyare the most important foundation for anyrelationship, including working on a teamrelationship, including working on a team
Listening often misunderstood as a passiveListening often misunderstood as a passive
activityactivity Better to view listening anBetter to view listening an activeactiveexperience thatexperience that
requires attentive engagement with the speakerrequires attentive engagement with the speaker
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SM / HSS / IITSM / HSS / IIT--KGPKGP 55
Importance of ListeningImportance of Listening
Exists as first verbal skill people learnExists as first verbal skill people learnAccounts for most of communication timeAccounts for most of communication time
Ranks high in communicationRanks high in communication Required much in communicationRequired much in communication
Requires clear thinking, patience,Requires clear thinking, patience,
motivation, and hard workmotivation, and hard work
Often overestimated in effectivenessOften overestimated in effectiveness
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SM / HSS / IITSM / HSS / IIT--KGPKGP 66
Three Types of ListeningThree Types of Listening
Content listeningContent listening
Critical listeningCritical listening
Empathetic listeningEmpathetic listening
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SM / HSS / IITSM / HSS / IIT--KGPKGP 77
The Listening Process (1 of 2)The Listening Process (1 of 2) Begins with symbols entering receivers sensoryBegins with symbols entering receivers sensory
worldworld
Involves process of selective perceptionInvolves process of selective perception
Depends upon listeners sensory limitations,Depends upon listeners sensory limitations,
degree of alertness, and conditioningdegree of alertness, and conditioning Entails the nervous system and filtering by theEntails the nervous system and filtering by the
mindmind
Continues with search for ways to expressContinues with search for ways to expressmeaningmeaning
Ends by sending messageEnds by sending message
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SM / HSS / IITSM / HSS / IIT--KGPKGP 88
The Listening Process (2 of 2)The Listening Process (2 of 2)
ReceivingReceiving
InterpretingInterpreting
RememberingRemembering
EvaluatingEvaluating
RespondingResponding
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SM / HSS / IITSM / HSS / IIT--KGPKGP 99
Barriers to ListeningBarriers to Listening
PrejudgmentPrejudgment
SelfSelf--centerednesscenteredness
Selective listeningSelective listening
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1010
Comparison of NonComparison of Non--listening andlistening and
Active Listening (1 of 2)Active Listening (1 of 2)
Orientation toward selfOrientation toward self
Little use of mindLittle use of mind
(thinking)(thinking)
Lack of etiquetteLack of etiquette
Inattention to principlesInattention to principlesof effectof effect
No consideration ofNo consideration of
alternate messagesalternate messages
Little empathyLittle empathy
Casual attention to meaningCasual attention to meaning
Emphasis on winningEmphasis on winning
Little personal involvementLittle personal involvement
Inattention to nonverbalInattention to nonverbalcommunicationcommunication
Results in conflictResults in conflict
Nonlistening Nonlistening
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1111
Comparison of NonComparison of Non--listening andlistening andActive Listening (2 of 2)Active Listening (2 of 2)
Active Listening Orientation toward othersOrientation toward others
Significant use of mindSignificant use of mind
Good application ofGood application of
etiquetteetiquette Effective use of principlesEffective use of principles
of effectof effect
Consideration of alternateConsideration of alternate
messagesmessages
Active Listening Much empathyMuch empathy
Intense attention toIntense attention to
meaningmeaning
Emphasis onEmphasis onunderstandingunderstanding
Much personal involvementMuch personal involvement
Focus on nonverbalFocus on nonverbal
communicationcommunication Results in rapportResults in rapport
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The Nature of ListeningThe Nature of Listening
SensingSensing FilteringFiltering
RememberingRemembering
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1313
Improving Listening AbilityImproving Listening Ability
Commit to improveCommit to improve Focus attentionFocus attention
Cultivate accuracy of filteringCultivate accuracy of filtering Concentrate on rememberingConcentrate on remembering
Apply techniquesApply techniques
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The 10 Commandments ofThe 10 Commandments of
ListeningListening Stop talkingStop talking
Put talker at easePut talker at ease Show talker you want to listenShow talker you want to listen
Remove distractionsRemove distractions
Empathize with talkerEmpathize with talker Be patientBe patient
Hold your temperHold your temper
Go easy on argument and criticismGo easy on argument and criticism
Ask questionsAsk questions
Stop talkingStop talking
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1515
Active ListeningActive Listening
Four key components to Active Listening :Four key components to Active Listening :
Attending responsesAttending responses
OpenOpen--ended responsesended responses
Tracking responsesTracking responses
Summarizing responsesSummarizing responses
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1616
Attending Responses (1 of 2)Attending Responses (1 of 2)
Verbal indicatorsVerbal indicators
UhUh--huh, I see, Yes, Interesting, Hmm,huh, I see, Yes, Interesting, Hmm,
etc.etc.
Friendly, informal, tentative tone of voiceFriendly, informal, tentative tone of voice
Short statements and questionsShort statements and questions
Simple language (talk rather thanSimple language (talk rather than
communicate, write rather thancommunicate, write rather thancorrespond)correspond)
Speaking less than 50% of the timeSpeaking less than 50% of the time
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1717
Attending Responses (2 of 2)Attending Responses (2 of 2)
NonNon--verbal indicatorsverbal indicators
Head nods & tilted headHead nods & tilted head
Suitable facial expressions & natural smileSuitable facial expressions & natural smile
Open posture (rather than crossed arms)Open posture (rather than crossed arms) Open palms (rather than clenched fists orOpen palms (rather than clenched fists or
fidgeting)fidgeting)
Regular eye contact (but dont stare)Regular eye contact (but dont stare) Gestures that suit the contextGestures that suit the context
Appropriate distance (usually arms length)Appropriate distance (usually arms length)
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1818
OpenOpen--Ended Responses (1 of 2)Ended Responses (1 of 2)
OpenOpen--ended questions are ones that requireended questions are ones that requiremore than a Yes or No answermore than a Yes or No answer
Usually start with or imply What or How :Usually start with or imply What or How : How do you see things changing?How do you see things changing?
What do you think is the problem?What do you think is the problem?
What do you see as the most important issue?What do you see as the most important issue?
What have you thought of?What have you thought of?
Im wondering . . . ?Im wondering . . . ? What would you like to do about . . . ?What would you like to do about . . . ?
Could you tell me what that means?Could you tell me what that means?
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SM / HSS / IITSM / HSS / IIT--KGPKGP 1919
OpenOpen--Ended ResponsesEnded Responses (2 of 2)(2 of 2)Be cautious with questionsBe cautious with questions
Avoid leading questions that suggest you knowAvoid leading questions that suggest you knowthe answer to the question (e.g.,the answer to the question (e.g., You dontYou dont
really want to do that do you?really want to do that do you?))
AvoidAvoid whywhyquestions that imply judgmentsquestions that imply judgmentsabout the speakers actions or motives (e.g.,about the speakers actions or motives (e.g.,
Why didnt you try to solve the problem thatWhy didnt you try to solve the problem that
way?)way?) Avoid too many questions as that may suggestAvoid too many questions as that may suggest
to the speaker that they are being interrogatedto the speaker that they are being interrogated
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SM / HSS / IITSM / HSS / IIT--KGPKGP 2020
Tracking Responses (1 of 2)Tracking Responses (1 of 2)
ReflectingReflecting checks your understanding ofchecks your understanding ofthe content, words, or feelings expressedthe content, words, or feelings expressed
by the speaker:by the speaker: Content: Content: You mean JYou mean J------hasnt completed hishasnt completed his
part of the design specs?part of the design specs?
Words: Words: You say JYou say J------ is not doing his share ofis not doing his share of
the work?the work? Feelings:Feelings: You feel angry at JYou feel angry at J------??
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SM / HSS / IITSM / HSS / IIT--KGPKGP 2121
Tracking ResponsesTracking Responses (2 of 2)(2 of 2)
ClarifyingClarifying gathers further information:gathers further information: Do you mean you dont want this assignment?Do you mean you dont want this assignment?
Correct me if Im wrong, but . . . ?Correct me if Im wrong, but . . . ?
SilenceSilence (a brief pause) encourages(a brief pause) encourages
people to talk.people to talk. Increase the length of your pauses toIncrease the length of your pauses to
encourage the other person to talk moreencourage the other person to talk more
Avoid excessively long periods of silence asAvoid excessively long periods of silence as
that may be interpreted as a lack of interest orthat may be interpreted as a lack of interest or
attentionattention
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SM / HSS / IITSM / HSS / IIT--KGPKGP 2222
Summarizing ResponsesSummarizing Responses
Summarize the conversation and then askSummarize the conversation and then aska question such as a question such as Is that accurate?Is that accurate?
Wait 5Wait 5--10 seconds for an answer10 seconds for an answer
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SM / HSS / IITSM / HSS / IIT--KGPKGP 2323
Other Features of Effective ListeningOther Features of Effective Listening
Minimize distractionsMinimize distractions Listen with respectListen with respect
Avoid assumptionsAvoid assumptions
Avoid superficial reactionsAvoid superficial reactions
Situate facts in contextSituate facts in context
Remain focusedRemain focused
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SM / HSS / IITSM / HSS / IIT--KGPKGP 2424
When Not to ListenWhen Not to Listen Speaker is verbally abusiveSpeaker is verbally abusive
Speaker monopolizes conversationSpeaker monopolizes conversation
Speaker is out of touch with realitySpeaker is out of touch with reality
In these sorts of circumstances :In these sorts of circumstances :
Be assertiveBe assertive Point out that the person is behavingPoint out that the person is behaving
inappropriatelyinappropriately
State that you will not continue conversationState that you will not continue conversation
unless you are treated with respectunless you are treated with respect In extreme circumstances, end theIn extreme circumstances, end the
conversation until the person has calmed downconversation until the person has calmed down
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SM / HSS / IITSM / HSS / IIT--KGPKGP 2525
ReferencesReferences
Bell and SmithsBell and Smiths Management CommunicationManagement Communication JohnJohnWileyWiley
Gamble and GamblesGamble and Gambles Communication WorksCommunication Works -- TMHTMH
Seiler andSeiler and BeallsBealls Communication: Making ConnectionsCommunication: Making Connections,,
Pearson, 2005.Pearson, 2005.
DwyersDwyers The Business Communication HandbookThe Business Communication Handbook,,
Prentice Hall, 2000.Prentice Hall, 2000.
The InternetThe Internet
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THANK YOU FOR LISTENING !THANK YOU FOR LISTENING !
Shall we continue ?Shall we continue ?
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