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Copyright © 2011 Cengage Learning 1.1Chapter 3 – Listening: What Speakers and Listeners Should Know
Essentials of Essentials of Public SpeakingPublic Speaking
Cheryl Hamilton, Ph.D.
5th Edition5th Edition
Listening:What Speakers and Listeners Should Know
Chapter 3
Cheryl HamiltonCheryl Hamilton
Copyright © 2011 Cengage Learning 1.2
Key IdeasKey Ideas Identify Identify stages in the listening processstages in the listening process Define Define the term the term listening filterslistening filters Discuss Discuss how the filers of culture, gender and how the filers of culture, gender and
technology affect the listening processtechnology affect the listening process Discuss Discuss effective listening strategieseffective listening strategies
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.3Chapter 3 – Listening: What Speakers Should Know
Flashback . . . Flashback . . . One way listeners avoid being persuaded is by One way listeners avoid being persuaded is by convincing themselves that the speaker’s credibility convincing themselves that the speaker’s credibility is questionable and therefore not to be trusted. is questionable and therefore not to be trusted. Aristotle, trained as a Greek field biologist to Aristotle, trained as a Greek field biologist to rationally investigate subjects, writes about the rationally investigate subjects, writes about the importance of creating credibility (ethos) during a importance of creating credibility (ethos) during a presentation through arguments that are sound, presentation through arguments that are sound, truthful, and show the audience that you have their truthful, and show the audience that you have their best interests at heart. Aristotle came to realize best interests at heart. Aristotle came to realize that a speaker’s credibility depends less on logical that a speaker’s credibility depends less on logical proof and more the listener’s perception of the proof and more the listener’s perception of the speaker.speaker.
Copyright © 2011 Cengage Learning 1.4
Stages of ListeningStages of Listening
Chapter 3 – Listening: What Speakers and Listeners Should Know
Receive
ComprehendRespond
Evaluate Interpret
Copyright © 2011 Cengage Learning 1.5
Listeners are bombarded with stimuliListeners are bombarded with stimuli Listeners attend to (or ignore) stimuliListeners attend to (or ignore) stimuli Selective attend to things of interestSelective attend to things of interest Gender, age, culture and emotions affect Gender, age, culture and emotions affect
attentionattention Goal: help listeners focusGoal: help listeners focus
Stages of Listening: ReceiveStages of Listening: Receive
Chapter 3 – Listening: What Speakers and Listeners Should Know
Receive
ComprehendRespond
Evaluate Interpret
Copyright © 2011 Cengage Learning 1.6
Listeners understanding of the messageListeners understanding of the message Can be affected byCan be affected by
– Frame of Reference– Vocabulary– Attitudes about the speaker– Gender– Culture
Stages of Listening: Stages of Listening: ComprehendComprehend
Chapter 3 – Listening: What Speakers and Listeners Should Know
Receive
ComprehendRespond
Evaluate Interpret
Copyright © 2011 Cengage Learning 1.7
Most serious problems occur hereMost serious problems occur here Listeners supply meaningListeners supply meaning Words can have different meaningsWords can have different meanings Listeners assume they understand and can Listeners assume they understand and can
stop listeningstop listening Goal: Maximize understandingGoal: Maximize understanding
Stages of Listening: InterpretStages of Listening: Interpret
Chapter 3 – Listening: What Speakers and Listeners Should Know
Receive
ComprehendRespond
Evaluate Interpret
Copyright © 2011 Cengage Learning 1.8
Listeners Listeners think aboutthink about the message the message Listeners assign a value judgmentListeners assign a value judgment Judgments affected byJudgments affected by
– Attitude toward the speaker– Appearance, gestures, visual aids (visual code)– Speaking voice (verbal code)– Importance of topic
Goal: Anticipate issuesGoal: Anticipate issues and respondand respond
Stages of Listening: EvaluateStages of Listening: Evaluate
Chapter 3 – Listening: What Speakers and Listeners Should Know
Receive
ComprehendRespond
Evaluate Interpret
Copyright © 2011 Cengage Learning 1.9
Feedback from the listenersFeedback from the listeners Speakers need feedback to know if and how Speakers need feedback to know if and how
they have communicatedthey have communicated Feedback and be verbal or non-verbalFeedback and be verbal or non-verbal Goal: Adequately interpret feedbackGoal: Adequately interpret feedback
Stages of Listening: RespondStages of Listening: Respond
Chapter 3 – Listening: What Speakers and Listeners Should Know
Receive
ComprehendRespond
Evaluate Interpret
Copyright © 2011 Cengage Learning 1.10
Listeners decide what content they will retainListeners decide what content they will retain Most listeners retain 10% - 25%Most listeners retain 10% - 25% Goal: Help listeners decide what information Goal: Help listeners decide what information
is important to rememberis important to remember
Stages of Listening: MemoryStages of Listening: Memory
Chapter 3 – Listening: What Speakers and Listeners Should Know
Receive
ComprehendRespond
Evaluate Interpret
Copyright © 2011 Cengage Learning 1.11
Major Listening FiltersMajor Listening Filters CultureCulture GenderGender TechnologyTechnology
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.12Chapter 3 – Listening: What Speakers and Listeners Should Know
Listening filters: CultureListening filters: Culture Types of culturesTypes of cultures
– Individualistic Cultures – places move value on the individual and on individual rights• Examples: The US, Australia, Great BritainExamples: The US, Australia, Great Britain• More problem orientedMore problem oriented
– Collectivistic Cultures – places more value on group identity and group right the individual and on individual rights• Examples: Japan, Korea, MexicoExamples: Japan, Korea, Mexico• More relationship orientedMore relationship oriented
Copyright © 2011 Cengage Learning 1.13Chapter 3 – Listening: What Speakers and Listeners Should Know
Listening filters: CultureListening filters: Culture Culture and message contextsCulture and message contexts
– Message context – The information that surrounds an event. (Hall & Hall 1990, p.6)
– Low Context messages• Communicators tend to be from individualistic Communicators tend to be from individualistic
cultures cultures • Messages should be direct and clearly spelled outMessages should be direct and clearly spelled out• The meaning is provided by wordsThe meaning is provided by words• Presentation is organizedPresentation is organized
Copyright © 2011 Cengage Learning 1.14Chapter 3 – Listening: What Speakers and Listeners Should Know
Listening filters: CultureListening filters: Culture Culture and message contextsCulture and message contexts
– High Context messages• Communicators tend to be from collectivistic Communicators tend to be from collectivistic
cultures cultures • Messages should be brief, indirect and implicitMessages should be brief, indirect and implicit• Receivers take responsibility in determining Receivers take responsibility in determining
meaningmeaning• The context is the most important part of the The context is the most important part of the
presentation (e.g. setting, facial expressions, presentation (e.g. setting, facial expressions, gestures, speaker’s friends)gestures, speaker’s friends)
Copyright © 2011 Cengage Learning 1.15Chapter 3 – Listening: What Speakers and Listeners Should Know
Listening filters: CultureListening filters: Culture Culture and timeCulture and time
– Monochromic cultures • Time is a sacred resource and is controlled through Time is a sacred resource and is controlled through
schedules and appointments (Smith & Bond 1994, p. schedules and appointments (Smith & Bond 1994, p. 149)149)
• Tend to be individualistic/low context culturesTend to be individualistic/low context cultures• Monochromic cultures prefer speakers who are on Monochromic cultures prefer speakers who are on
time, direct and get to the point.time, direct and get to the point.
Copyright © 2011 Cengage Learning 1.16Chapter 3 – Listening: What Speakers Should Know
Listening filters: CultureListening filters: Culture Culture and timeCulture and time
– Polychromatic cultures• Relationships are the most important element in Relationships are the most important element in
using time. The use of time is flexible to using time. The use of time is flexible to do right by do right by people to whom we have obligationspeople to whom we have obligations (Smith & Bond (Smith & Bond 1994, p. 149).1994, p. 149).
• Audiences in Polychromatic cultures expect Audiences in Polychromatic cultures expect speakers to build on history, use personal stories, speakers to build on history, use personal stories, are have content that is implicit.are have content that is implicit.
Copyright © 2011 Cengage Learning 1.17Chapter 3 – Listening: What Speakers Should Know
Listening filters: GenderListening filters: GenderWomenWomen
View communication as View communication as a cooperative toola cooperative toolBetter at decoding the Better at decoding the non-verbal and emotional non-verbal and emotional aspects of a messageaspects of a messageTend to talk as much as Tend to talk as much as menmenGive supportive verbal Give supportive verbal and non-verbal responsesand non-verbal responsesTend to listen more Tend to listen more carefully when the speaker carefully when the speaker is a manis a man
MenMen– View communication as a
competitive tool– Tend to recall the factual
aspects of a message– Tend to talk as much as
women– Tend to interrupt, ask
questions and give minimal response
– Tend to listen more carefully when the speaker is a man
Copyright © 2011 Cengage Learning 1.18
Gender: Listening OrientationsGender: Listening Orientations People People
– Women show preference overall– Both men and women show preference in situations
involving friends ActionAction Content Content
– Men show overall preference– Both men and women show a preference in instructional
situations TimeTime
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.19
Promoting Promoting androgynousandrogynous listeninglistening Analyze your audience carefullyAnalyze your audience carefully Don’t talk down to either genderDon’t talk down to either gender Relate importance of your topic to both men Relate importance of your topic to both men
and women in the introductionand women in the introduction Use a variety of examplesUse a variety of examples Use nonsexist vocabularyUse nonsexist vocabulary Avoid gender-linked termsAvoid gender-linked terms
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.20Chapter 3 – Listening: What Speakers and Listeners Should Know
Listening filters: TechnologyListening filters: Technology Can both hamper and help listeningCan both hamper and help listening The key is adapting your message to your The key is adapting your message to your
audienceaudience Use proper wording so that your audience Use proper wording so that your audience
will positively react to your messagewill positively react to your message
Copyright © 2011 Cengage Learning 1.21
Technology: E-Mail TipsTechnology: E-Mail Tips Watch tone of voiceWatch tone of voice Keep sentences and paragraphs shortKeep sentences and paragraphs short Mention Mention social tiessocial ties when appropriate when appropriate Apologize even when you think it’s not your Apologize even when you think it’s not your
faultfault Use adjectives, verbs and adverbs that fit the Use adjectives, verbs and adverbs that fit the
receiver’s preferred sensory channelreceiver’s preferred sensory channel
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.22Chapter 3 – Listening: What Speakers and Listeners Should Know
The Receiving Stage:The Receiving Stage:Stimulate and MotivateStimulate and Motivate
Stimulate using Attention Grabbers - Stimulate using Attention Grabbers - In the introduction & throughout, use a startling statement, brief examples, personal narratives, questions, humorous anecdote, etc.
Motivate Motivate by showing listeners how your presentation will benefit them in some way.
Copyright © 2011 Cengage Learning 1.23Chapter 3 – Listening: What Speakers and Listeners Should Know
Needs that motivate listeners Needs that motivate listeners (Table 3.2)(Table 3.2) Reduce stress and anxiety Reduce stress and anxiety Earn more money Earn more money Gain personal satisfaction Gain personal satisfaction Impress others and gain Impress others and gain
esteem esteem Develop self-confidence Develop self-confidence Try something new and Try something new and
exciting exciting Solve a pressing problem Solve a pressing problem Achieve desired goals with Achieve desired goals with
less effort less effort Improve prestige or power Improve prestige or power
Improve rank/position Improve rank/position with new skill with new skill
Gain a feeling of pride in Gain a feeling of pride in the job the job
Reach more customers Reach more customers Increase job stability and Increase job stability and
security security Look more attractive Look more attractive Become healthier Become healthier Improve parenting skills Improve parenting skills Help others Help others Make a difference in the Make a difference in the
worldworld
Copyright © 2011 Cengage Learning 1.24
Comprehend Stage: Comprehend Stage: Maximize UnderstandingMaximize Understanding Analyze the audienceAnalyze the audience Personalize with narrativesPersonalize with narratives Increase speaking rateIncrease speaking rate Make sure what you say is what you intend to Make sure what you say is what you intend to
saysay Pay attention to the visual part of the Pay attention to the visual part of the
messagemessage Prepare for misunderstandingPrepare for misunderstanding
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.25
Interpret Stage: Interpret Stage: Circumvent 100% Circumvent 100% communication mythcommunication myth Message filtered through frame of referenceMessage filtered through frame of reference Pay attention to visual and vocal codesPay attention to visual and vocal codes Minimize Minimize conflicting messagesconflicting messages
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.26
Evaluate stage:Evaluate stage:Counteract Resistance to Counteract Resistance to PersuasionPersuasion Strengthen personal credibilityStrengthen personal credibility Highlight credibility of your sourcesHighlight credibility of your sources Keep listeners from evading your messageKeep listeners from evading your message Keep listener’s attention on the speechKeep listener’s attention on the speech
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.27
Respond stage:Respond stage:Read listeners’ feedback cuesRead listeners’ feedback cues Put feedback cues in contextPut feedback cues in context Don’t generalize from single listener Don’t generalize from single listener
responseresponse Look for subtle signs of inattentionLook for subtle signs of inattention
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.28
Memory stage:Memory stage:Make message easy to Make message easy to rememberremember Incorporate cues to aid memoryIncorporate cues to aid memory Don’t state key ideas in the first or second Don’t state key ideas in the first or second
sentencesentence Use visualsUse visuals
Chapter 3 – Listening: What Speakers and Listeners Should Know
Copyright © 2011 Cengage Learning 1.29Chapter 3 – Listening: What Speakers and Listeners Should Know
Essentials of Essentials of Public SpeakingPublic Speaking
Cheryl Hamilton, Ph.D.
5th Edition5th Edition
Public SpeakingEthics and
You
Chapter 1
Cheryl HamiltonCheryl Hamilton