PS Chapter 3

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.


Stages of ListeningStages of Listening


Receive

ComprehendRespond

Evaluate Interpret


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


Receive

ComprehendRespond

Evaluate Interpret


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


Receive

ComprehendRespond

Evaluate Interpret


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


Receive

ComprehendRespond

Evaluate Interpret


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


Receive

ComprehendRespond

Evaluate Interpret


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


Receive

ComprehendRespond

Evaluate Interpret


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


Receive

ComprehendRespond

Evaluate Interpret


Major Listening FiltersMajor Listening Filters CultureCulture GenderGender TechnologyTechnology



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


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


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)


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.


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.


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


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



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



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


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



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.


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


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



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



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



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



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



Essentials of Essentials of Public SpeakingPublic Speaking

Cheryl Hamilton, Ph.D.

5th Edition5th Edition

Public SpeakingEthics and

You

Chapter 1

Cheryl HamiltonCheryl Hamilton

PS Chapter 3

Education

Transcript of PS Chapter 3