Speech151finalslidesfall20131123

What’s the weather like?
Look out the window!
• How do you feel looking out
this window?
• Is it inviting?
• Do you want to go out and
enjoy the weather?

What’s the weather like?
Look out the window!

• How do you feel looking
out this window?
• Is it inviting?
• Do want to go out and
enjoy the weather?

Chapter 5 – Managing Group/
Team Communication
Ch. 5 - Improving Group Climate
Climate – Each group, class, team has a climate…like weather. (Many factors
such as temperature, air pressure, latitude, bodies of water affect what the
day is like. )
•Climate affects your desire to engage in certain activities.
•Group Climate consists of a variety of factors interact to create a group
feeling or atmosphere.
It involves:
•Behaviors that foster defensive and supportive climates, which you examined
in your take home questions.
•The way in which group members respond to each each other (It is it
disconfirming or confirming, which you examined in your take home
questions.)

How would you describe your
group Climate?
• Clear, warm, and breezy
• Humid, hot, and
uncomfortable
• Cold and rainy
• Party cloudy and cool
• Rainy
• Snowy
• Thunderstorms
• Sunny, no clouds,
• Other?

Team Communication

Team Communication
The more group members equally talk to each other, as opposed
to singling a particular person, the more productive, more
accurate, better goal attainment and task performance.

Team Communication
Ch. 5 – Other patterns

Leader centered – person
centered. These patterns are
more efficient – creating more
cohesion. Less satisfaction, if
members want more involvement

Circular – people talk to people to
their sides, across from them, or
go around the circle

Team Communication
•

Group Size – Three or more makes a group, but groups of 5 to 7 make the
best groups.

The Right size:
• More involvement
• Small enough to encourage
involvement, but large
enough for flow of ideas
• More satisfaction with involvement
and decisions

Team Communication

The wrong size:
•Less satisfaction when groups are too big
•Less involvement when groups are too big
•Group members efforts decrease when groups are too big

Principles of Verbal Messages
Messages can confirm and disconfirm
 Disconfirmation – ignores the other person’s
presence and communication; leads to lowered
self-esteem
 Rejection – disagree or reject the person’s ideas
or behaviors but still recognize the person
 Confirmation – acknowledges and accepts the
other person; leads to increased self-esteem

Copyright © 2013, 2009, 2006 Pearson Education,
Inc. All Rights Reserved

Offensive communication is disconfirming





Language reflects and creates attitudes
Intentional or unintentional
Individual -isms
Institutional -isms


What are your barriers to
Effective Listening?
Q: Have you ever experienced or done any of the following?
• Made fun of clothes, food, or physical appearance of
people from other cultures
• Told jokes directed against people from a particular
culture
• Said something or someone was ‘retarded.’
• Used insulting language about particular cultural groups
• Made fun of a person’s accents or names
• Favored students form some backgrounds more than
others
• Expected students from some cultures or linguistic groups
to do better or worse than others
• Not respected people’s different religious beliefs
• Said ‘that is so gay.”

Offensive language is disconfirming
 Ableism – against people with disabilities
 Racism – assumption of inferiority
 Heterosexism – includes assuming that
everyone is heterosexual


Offensive language is disconfirming (cont.)
 Ageism – toward elderly but includes other ages
 Sexism – gender-biased language includes such
as “generic he” “you guys” “mankind”
 Biased listening – listening to support your
point of view


“We have two ears and one
mouth so that we can listen
twice as much as we speak.”

“Listening Habits That Irritate Me.”

1. The other person interrupts me when I talk.
2. The other person doesn't’t look at me when I talk, so I
am not sure if he or she is listening.
3. The other person talks down to me.
4. The other person does distracting things when talking to
me (texting, picking fingernails, cleaning glasses,
fidgeting with pencils, looking at watch, etc.)
Other:?

Consider your day!
You listen:
•At home
•At work
•At school
•With friends
•With family
Q: How much do you really hear?
Professionals listen:
•Doctors
•Lawyers
•Contractors
•Management
Q: How much do they really hear?

Listening to Succeed
We are a nation of poor listeners!

Sperry Rand Corporation
estimates that every year (if)
100 million workers in the
United States – made a $100
error because of a listening
mistake, The cost to United
States = $1 billion.

Immediately after
hearing a message, most
people retain 50% of
content.
Two months later most
people remember 25% of
content.
Interesting research,
Nichols (University of
Minnesota) found 95%
out of 100% males better
listeners than females.

The Importance of Listening
Listening can change lives:
According to researcher Phyllis Kemp in an article “Are you
Listening?”
•Sensitive listening can change your life and those around you.
•You will be respected by teachers, co-workers, and your parents,
bosses, and more!
People who are listened to are:
•Less likely to get upset when there is a problem or conflict.
•Can become more mature, more democratic, more open to
personal experience and less defensive.

Types of Listening: Hearing
Most of us are all born with the ability to hear
•

People who have hearing challenges receive messages visually through writing,
lip reading, and American Sign Language (ASL). Before ASL there was Helen
Keller Sign Language.

The Process of Listening (cont.)
Stage 1: Receiving or Attending – the physiological, passive process of
hearing vibrations around you. (External and internal stimuli compete for
our attention. )
•
•

Hearing is being aware of sound generated by the environment.
Listening is understanding - a skill which allows us to interpret those sounds
that create meaning.
Scenarios:
• A baby crying.
• Breaks squealing from a car.
• A police siren.
• Or a crash in the kitchen.
Listening: Based on the type of cry from the baby, or the length of the siren, or
sound of the crash in the kitchen – all might mean there is trouble, which has
meaning to us.

Stage 1: Receiving
Determining factors:
1)The immediate importance of the stimulus – Do we attend
or filter it out (baby crying, police siren, someone chocking)
2)Our related experiences (we hear what we expect to hear
and filter out most of the rest.)
3)Emotional state (can adversely effective selection of stimuli
) fill in.


The Process of
Listening (cont.)
Stage 2: Hearing (listening) Understanding - you learn what the speaker’s
thoughts and emotions mean
•Listening involves thinking – molding ideas we hear into language symbols.
Four kinds of thinking when putting together aural messages.
•Concept formation – integrating many concepts in the listening process.
•Problem solving - manipulate symbols of thought and feeling to reach a certain
goal (such as listening in economics)
•Creative thinking – Unconsciously rearrange language and thought into symbols
and use imagery to achieve goals
•Reasoning – Directing thought to according to set of well defined logic (Replace
careless listening habits with productive techniques.)

Listening (cont.)
Stage 3: Remembering – Retaining

(Effective

communication depends on this.)
Important: You remember not what was said, but what you
remember was said.
Memory is reconstructive, not reproductive – You construct
message that makes sense to your.
Short term memory - is the storage of data for a few seconds
Long term memory – stores the data for hours, days, years or
even a lifetime. (this is not part of the listening process, but the
result of perceptive listening.)

Stage 4: Evaluating – consciously or
unconsciously judging the speakers message or
motives.
•Often we impose our meanings onto others
(correcting, arguing or telling them how they
feel.)
“Good listeners stay out of the other’s way” so
they can learn what others think and feel.”
~ Listening expert, Robert Bolton

Stage 5: Responding – giving immediate or delayed feedback to
the speaker on what you think and how you feel about the
message
•Transitional process in which we simultaneously listen and
speak.
Signs of responses include:
•Eye contact
•Nodding
•Attentive posture,
•Smiling,
•Asking questions to invite more interaction.

6 Forms of Nonlistening
1)
2)
3)
4)
5)

Pseudo listening
Monopolizing
Selective listening
Defensive listening
Ambushing

Forms of Nonlistening
1. Pseudolistening
• Pretending to listen
• Happens when we are
bored, but want
to appear interested
Indicators:
• Responses that don’t make sense
• Confusion, when called upon in class
• Asking to have some repeat what they said, or
asking questions about informaiton that was given.

2. Monopolizing
•Focusing on ourselves
Instead of listening to others.
Tactics:
•Conversation rerouting –
Bringing conversation back to ourselves.
•Interrupting – questions and challenges to speaker to
divert conversation in another direction

3) Selective listening
Focusing on particular parts
of a conversation.
Examples:
•If a professor says “this will be on the exam”
•Things we aren’t interested in.
•Ideas or information we don’t agree with or make us
uneasy.
•Information that is critical to us or our loved ones.

4) Defensive listening
Perceiving information as personal attacks,
Criticism, or hostility in communication that is
not.
•We read motives into whatever a person says
•We perceive negative judgment in innocent comments
•Other instances are over specific topics, vulnerable times,
or having low self esteem
Tip: We can miss important information and can turn people off
from being honest with us.

5) Ambushing
•Literal listening carefully for
purpose of attacking a speaker.
•This involves careful listening,
unlike the other forms of
communication.
•Intent to gather information to attack.

Auding - Mindfulness
BE HERE NOW
•We don’t let our thoughts drift.
•We do not focus on our
feelings and responses.
•We put away electronic devices
and or stop any activities that can
get in the way.

“The present moment is filled with joy and
happiness. If you are attentive, you will see it” •We fully tune in (without imposing
our ideas, judgments, biases,
― Thich Nhat Hanh, Peace Is Every Step:
stereotypes, prejudices, values,
The Path of Mindfulness in Everyday Life
and feelings)
•It’s a choice to be mindful

Barriers to Effective Listening
1. External obstacles
– Message overload – Too much information!
(Class information, emails, text message,
voice mail, work) We have to screen or
prioritize
– Message complexity – Complex messages,
topics (science, economics, math classes.
Technical words, complex sentences with
idioms or slang expressions.)

2. Internal obstacles - Preoccupation – with our

own thoughts, feelings, and concerns.
3. Prejudging communicator or the
communication:
• You dislike or disagree with speaker
• You anticipate what the person will say and
then you tune them out.(Especially
politicians who hold different views from
our own)
• You prejudge others based on culture,
religion, age, sex or race.

3. Reacting to emotionally loaded language – Words and
phrases that evoke a strong response, positive or
negative. We often attack the other person or tune out.
“You should,” “Liberal,” “Far Right,” “Family Values,”
“Everyone or Everybody”
What are your triggers?
– Lack of effort – It is hard to listen (especially when noise
and physiological conditions.)
When this happens tell person you are tired, or want to
discuss difficult topics later.
4. Failure to adapt listening styles – Different skills for
different people, situations, settings, etc.

5. Rehearsing a Response - This barrier is perhaps the most
difficult to overcome.
• We spend time rehearsing what we will say before the other
person is finished speaking.
• One of the reasons is the Speech-rate-ratio: The difference
between speech rate and thought rate.

Steps for being a more
Effective Listener
•
•
•
•
•
•

Stop
Look
Listen
Ask questions
Paraphrase content
Paraphrase feelings

Steps for Being a more Effective
Listener
•
•

Eliminate distractions so you can concentrate and give speaker full attention.
Be present - (eliminate self talk/intrapersonal communication)

Look:
• Listen to what isn’t being said as an additional component.
• Look for nonverbal clues that will help you understand what the speaker is feeling.
• The face provides the most important information about how the person is feeling.
Body also communicates feelings and emotions.
• The person’s voice quality, pitch, rate, volume, and use of silence also give
information on how the person is feeling.

Steps to Being a More Effective
Listener
Listen:
• Listen for what another person is telling you
• You may not always agree with what the person is saying, but try to give
them a chance to be heard

• Match verbal with the nonverbal to decipher both the content and
emotion of the person’s message (Incongruence – When nonverbal and
verbal don’t match – past experience helps.)
If a person you are talking with says “Im OK” but nonverbal doesn’t match…
take an opportunity to learn more.

Steps to Being a More
Effective Listener
Ask Questions:
• Help others to focus by using questions that clarify perceptions.
Four purposes of questions:
1. To obtain additional information
2. To find out how a person feels
3. To ask for clarification of a word or phrase
4. To verify your conclusion about the person’s meaning are
feeling.
Tip: Ask “How” not “Why” questions. “How do you feel about that?”
vs. “Why do you feel that way?”Or “How did that happen?” vs.
“Why did that happen.”

Steps to Being a More Effective
Listener

Paraphrase Content:
• After the person is done talking (Don’t interrupt) Restate in
your own words what you think the other person is saying.
(Different from parroting)
• The goal of active listening is understand both the feelings and
the content of another person’s feelings.
Paraphrase Feelings:
• You could follow your paraphrase with a comment on feeling,
such as “ I imagine you must be feeling ______(frustrated,
confused, happy, sad, perplexed, etc.) Followed with “Is that
true.”
• Give the person a chance to respond to your paraphrase.
•

Slow down responses to match the speaker’s pace and processing of information. (Best way to connect with people is to match their use of words, and communication style)

Practice Paraphrasing
• I think we’re seeing too much of each other
• (Do I hear you saying that you want some more space or time
for yourself?)
• I really like communication, but what could I do with the
major?
• (I get the sense that you are struggling with career choices
now, is that right?”
• I don’t know if Pat and I are getting too serious too fast.
• (I hear some hesitancy about your relationship with Pat, yes?)
• You can borrow my car, if you really need to, but please be
careful with it. I can afford any repairs and if you have an
accident, I won’t be able to drive home this weekend. (It
seems like your car is very important to you right now.)

Listening – The “D” formula
• DDOT – Don’t do other tasks (cleaning glasses,
shuffling papers, doodling – one brain process – can
really only focus on one task at a time.
• DMP – Don’t make plans – Extra listening time gives
people the illusion the can make plans, shopping
lists, etc. – doing this directs the brain to stop
listening.
• DD – Don’t daydream – More powerful than DMP –
As soon as we start daydreaming the brain stops
listening. (It is enjoyable and beneficial – but not
when listening.)

Speech151finalslidesfall20131123

Speech151finalslidesfall20131123

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