Listening and Critiquing Communication CONFIDENT PUBLIC SPEAKING Chapter

Listening and Critiquing Communication What is Listening and Why is it Important? • Hearing and Listening Not the Same Thing • Hearing is a Physiological Process • Listening is a Psychological Process Copyright © 2005 Wadsworth 2

Listening and Critiquing Communication Question: Which of the following is true in regard to the amount of time we spend listening? a. We listen 75 percent of the time. b. We speak more often than we listen. c. We listen more often than we engage in other forms of communication combined. d. In college, 50 percent of class time is spent listening. Copyright © 2005 Wadsworth 3

Listening and Critiquing Communication Process Breakdown Copyright © 2005 Wadsworth 4

Listening and Critiquing Communication Types of Listening: Considering Your Purpose • Listening Between the Lines • Comprehensive Listening Jason Harris © Wadsworth-Thomson Learning. • Discriminative Listening • Listening for Understanding Copyright © 2005 Wadsworth 5

Listening and Critiquing Communication Question: Which of the following is an example of comprehensive listening? a. listening to birds singing in the backyard b. listening to a symposium on AIDS c. listening to a friend in need of help and support d. listening to a favorite CD Copyright © 2005 Wadsworth 6

Listening and Critiquing Communication • Appreciative Listening • Listening for Enjoyment • Empathic Listening Jason Harris © Wadsworth-Thomson Learning. Types of Listening: Considering Your Purpose • Listening to Support, Help, Empathize • Critical Listening • Listen to Think Deeply and React Analytically Copyright © 2005 Wadsworth 7

Listening and Critiquing Communication Question: The two types of listening most important for listening to classroom lectures are: a. critical and comprehensive. b. critical and discriminative. c. comprehensive and appreciative d. discriminative and comprehensive. Copyright © 2005 Wadsworth 8

Listening and Critiquing Communication SIER Model of Critical Listening Copyright © 2005 Wadsworth 9

Listening and Critiquing Communication The Ethical Listener: Bad Habits and Solutions • Mental Distractions • Physical Distractions • Visual Distractions • Auditory Distractions Jason Harris © Wadsworth-Thomson Learning. #1: Becoming Distracted • A Solution Strategy: Expend Energy Habits to Differentiate Good from Poor Listening http: //www. mapnp. org/library/commskls/listen/gd_vs_pr. htm Copyright © 2005 Wadsworth 10

Listening and Critiquing Communication The Ethical Listener: Bad Habits and Solutions #2: Faking Attention • Using Confirming Behaviors But… • Not Really Listening • A Solution Strategy: Take Notes Copyright © 2005 Wadsworth 11

Listening and Critiquing Communication The Ethical Listener: Bad Habits and Solutions #3: Being Unprepared • Critical Listening Demands Effort • If Unprepared, Lose Concentration • A Solution Strategy: Prepare Yourself Copyright © 2005 Wadsworth 12

Listening and Critiquing Communication The Ethical Listener: Bad Habits and Solutions #4: Prejudging the Speaker • Can Be Caused by Inaccurate Assumptions • Impression Formation and Management • A Solution Strategy: Hear the Speaker Out Copyright © 2005 Wadsworth 13

Listening and Critiquing Communication The Ethical Listener: Bad Habits and Solutions #5: Mentally Arguing and Jumping to Conclusions • Argue about Claims Made During Speech • Notice Contradictory & Inaccurate Claims • A Solution Strategy: Find Value in Every Speech Copyright © 2005 Wadsworth 14

Listening and Critiquing Communication The Ethical Listener: #6: Listening Too Hard • Listening Overload Jason Harris © Wadsworth-Thomson Learning. Bad Habits and Solutions • A Solution Strategy: Listen Analytically Copyright © 2005 Wadsworth 15

Listening and Critiquing Communication The Ethical Listener: Listening Tips Review Copyright © 2005 Wadsworth

Listening and Critiquing Communication Characteristics of Ethical and Effective Critiques • Phrase as Constructive Criticism • Explain Why Criticism is Offered • Phrase Comments as Personal Perceptions • Include Comments of What Speaker Did Well Copyright © 2005 Wadsworth 17