Listening_and_Responding Public Speaking

Public Speaking Listening

1. PUBLIC SPEAKING

2. Module Learning Outcomes Explain how to listen actively and respond productively to others 3.1: Demonstrate and understanding of the principles of active listening 3.2: Recognize barriers to listening and identify how to avoid them 3.3: Explain how to give effective verbal and nonverbal feedback

3. Hearing vs Listening Hearing Biological Unintentional Passive Listening Intentional Requires conscious attention Takes effort We can hear without listening.

4. Types of Listening Appreciative : enjoying Music, Poetry, Actors, Television Relational : connecting Engaging to build relationship Empathetic : validating Recognize feelings, supportive Critical : objective evaluating Analyze, judge, make decisions Informational : understanding Gain and remember information

5. Understanding Active Listening Attention : intentional processing Organize ideas, distinguish main points, mentally summarize Attitude : open-minded Acknowledge psychological deaf spots Listen to understand before evaluating Adjustment : adapt to speaker / situation Focus on creating shared meaning

6. Benefits of Active Listening Academic Professional Personal Perform better on assignments and exams Stronger analytic skills Increased self-esteem Retain more course information Gain perspective and challenge assumptions Conflict-resolution and tension reduction Higher GPA Higher productivity Stronger relationships Strong interviewing skills

7. Practice Question 1 Listening to an old friend just to connect is considered what type of listening? Informational Empathetic Appreciative Relational

8. Practice Question 2 During class, you feel tired and unfocused. You take notes by writing down exactly what is on the PowerPoint to study later. Which element of active listening should you employ to reap the academic benefits of listening effectively? Attention Adjustment Attitude Critical listening

9. Barriers to Effective Listening Anticipating : Jumping to conclusions stop listening or ”half-listen” to focus on your response Danger: miss critical information, harm relationships Judging : Focus on speaker instead of message prematurely evaluating the speaker Danger: miss critical information, notice bias-confirming mistakes more Emotional reactions : Strong emotions overtake ability to process message Caused by emotional triggers or contentious subjects Danger: miss most information, ineffective and premature responses

10. Identifying Distractions PHYSICAL PSYCHOLOGICAL SITUATIONAL Hear Technology Relationship See Needs: Coffee/Cigarettes Purpose Touch Hunger Taste Mood Smell Conflicting Event Take inventory of what may cause you to become distracted

11. Reducing distractions Keep an open mind Recognize that listening does not mean you must adopt that point of view Listen to learn about a new perspective When emotions get high, acknowledge, and return to listening Come prepared Learn what is necessary to appreciate the speaker / topic Have a listening goal Taking Notes Organize the message into main points, key ideas, and important details Lists Outlines Concept Maps Cornell Method Jot questions that arise

12. Cornell Notes Record Question Recite Reflect Review

13. Practice Question 3 Which listening barrier is present when a listener focuses on the speaker instead of the message? Anticipating Distracted Listening Emotional Reaction Judging

14. Class Discussion: Consider a time that you failed to actively listen Summarize the interaction Describe the impact of your ineffective listening Identify any listening barriers that were present Identify any distractions that were present Brainstorm what you would have changed in order to actively listen

15. Kinds of Feedback Appreciation Relationships and connections Coaching Improve, learn, change Evaluation Ranking, rating, judging

16. Types of Feedback Nonverbal Varied across culture Affirming and appropriate cues Eye Contact Head nods Posture Notetaking Avoid giving too many cues Verbal Utterances Call and Response Laughter

17. Effective Feedback Timely Immediate or shortly after the event Behavioral Identify behaviors performed, not character traits Observational Behaviors should be observable, not attitude or intuition based Specific Avoid vague descriptions such as “good, effective, bad” Use specific examples of when behaviors were observed Reasonable Expectations of performance Balanced positive and constructive comments Limited amount of comments

18. Providing Feedback Positive Format Be honest in positive comments Avoid using “you” Sandwich method Affirmative Comment Constructive Comment Affirmative Comment Write questions/comments for feedback later

19. Practice Question 4 What kind of feedback is: “You’re a great friend! You’re se easy to talk to.” Coaching Evaluation Appreciation Positive

20. Practice Question 5 Which statement below is an example of using a positive format? “You were really great in there.” “You really connected with the audience.” “You didn’t make a lot of sense.” “I was not clear about the steps to take, and I really want to understand it"

21. Class Activity: Improving Feedback YouTube video: Good Presentation VS Bad Presentation Person A: Use the 5 principles of effective feedback to provide feedback to Ranjit about his first speech. Person B: Identify verbal and nonverbal feedback from the audience during Ranjit’s first and second speeches. Person C: Identify how the principles of effective feedback are used after Ranjit’s first presentation.

22. Quick Review Different Types of listening are used for different purposes Appreciative, Relational, Empathetic, Critical, Informational Active listening is a skill that must be learned and practiced Attention, Attitude, and Adjustment To actively listen, you must: Eliminate Barriers: Anticipating, Judging, Emotional reactions Reduce Distractions: Keep an Open Mind, Come Prepared, Take Notes Feedback has 3 purposes: Appreciation, Coaching, Evaluation Effective Feedback has 5 elements: Timely, Behavioral, Observational, Specific, Reasonable When delivering feedback use: Positive Format Sandwich method