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Listening The Other Half of Public Speaking The relationship of the speaker and listener Effective communication is a matter of inviting involvement of both the speaker and the hearer. Significance of Effective Listening • Quantitatively – 70-80% of day spent communicating (Adler & Proctor, 2001)) – College classroom spend 60-70% listening – 85% of all we know is by listening • Qualitatively – 1/4 (25%) of people listening to speaker are able to grasp speaker's central idea correctly – 85% of people surveyed rate selves as average listeners (Ross, 1983) – How good we are (Wolff & Assoc., 1984) • • • • • 1st graders 2nd graders Junior high High school College 90% listening effectively 80% 44% 28% 12-20% – Immediately lose 50% • within 8 hours retain only 30% • within 1 month retain 25% – (Nichols) • Hunt, Universe Within, Average student forgets 4/5 (80%) of what they learned in college by time of graduation. Don’t know how Writing – 9% Reading – 16% day • 12+ years • 10-12 years Speaking – 30% • 1-2 years Listening – 45% • 0-1 year Impediments to Effective Listening • Message distortion (4 messages) – – – – mind of speaker (thoughts) as it is encoded (spoken) as it is interpreted (decoded) as it is remembered (filtered) • It was the young man’s first intercollegiate forensics tournament. He looked rather dapper in his 3-piece suit as he walked across campus to his first round of expository speaking. Unfortunately, he walked opposite the direction he was supposed to go. However, a kind faculty member drove him to the right building. • Upon entering the room, which reeked of formaldehyde, he noticed the blond-haired judge in the back. As he began to speak, he forgot his speech and his visual aids fell. He kneeled down and grabbed his VAs, and quickly exited. He was embarrassed when he walked out of the room. • Permutations (psychological processes) – Assimilation – Leveling – Sharpening (F/I Exercise) Impediments (continued) • • • • • • • Confuse Facts with Inferences Signal Reactions Verbal memory inflexible Constructing rebuttals Listening too hard Spacing out Perceptual sets Solutions – what you can do as… • Speakers – – – – – – Use clear organization Use qualifying language Use clear signposting Use attention maintaining strategies Use Visual aids Avoid using “hot” language that promotes signal reactions • Listeners – – – – – Take listening seriously Search for the main ideas Suspend judgment Listen as if you must repeat Avoid distractions Solutions (continued) • Use lag time – – – – – summarize what has been said weigh evidence anticipate speaker’s next point Fill in the blanks with own data Develop questions to be answered