Download 今日課程

今日課程



Chapter 6: Listening and Responding
Chapter 8: Communication and Identity
下週：Chapter 10 & 11
Ch 6: Focus Questions





How do listening and hearing differ?
How does effective listening differ when
listening for information and listening to
support others?
How can we improve our listening skills?
What are effective ways to express support
for others?
How can you control obstacles to effective
listening?
聽聽看：傳說是客服專線…

語音版
02:48

Flash 版
Listening and Responding




People tend to more focus on talking
Studies show: Average person spends 45%53% of waking time on listening to others
Total listening time may even greater (if
radio…, background…included)
Listening as No. 1 quality of effective
manager (survey of 1,000 HR professionals)
Hearing & Listening

Hearing is a
physiological activity



Sound wave & ear
drum
Other messages
received at the same
time (sight)
Listening
The Listening Process

Being mindful




Focus on what is happening in the moment
An ethical commitment; Leaders must want to listen!
Enhance communication
 Increasing understanding of what others feel & think
 Promoting more complete communication by others
Physically receiving communication




Women are more attuned to what is going on around
Men tend to direct hearing in a specific way
Women likely to notice contexts, details, themes in
interaction
Average: 300 words/min understood; 100 in speaking
The Listening Process (2)

Selecting and organizing communication





Perception & Attention
Study: Teachers unintentionally give more attention to male
than female students…
As we listen: categorize people→assess them →apply
stereotype→choose a script
Perceptions can be wrong. Be ready to revise them!
Interpreting communication

Recognizing others’ viewpoint doesn’ t mean you agree
with them; it does mean you make an earnest effort to
grasp what they think and feel.
The Listening Process (3)

Responding


Signs of being involved in interaction
Remembering


Recall of literal messages vs. Recall of
interpretation of them
Memory fading


Remember less than half immediately after we hear it
Recall 35% after 8 hours
Obstacles to Effective
Listening

Situational obstacles




Message overload
Message complexity (next slide: sentence structure)
Environmental distractions
Internal Obstacles




Preoccupation
Prejudgment
Lack of effort
Not recognizing diverse listening styles

e.g., Nepalese give little vocal feedback
Example of Heavy Sentence
from University of Chicago, Writing Program
The dog, overcome with a sense of futility at the
unfairness of life, and miserable at the inattention of
her master, who had become so addicted to TV reality
shows that he had not left his recliner in over three
days, nevertheless chased the ball.
The dog chased the ball, even though she was both
overcome with a sense of futility at the unfairness of
life and miserable at the inattention of her master, who
had become so addicted to TV reality shows that he
had not left his recliner in over three days.
Forms of Ineffective Listening


Pseudo-listening
Monopolizing





Selective listening
Defensive listening
Ambushing


Conversational rerouting
Interrupting
Politics: Gathering ammunition to use in attacking a
speaker
Literal listening

Content level vs. Relationship level of meaning
Guidelines for Effective
Listening

Informational & critical listening




Be mindful
Control obstacles
Ask questions
Use aids to recall



Repeating (e.g., people’s names)
Mnemonics
Organize information
Guidelines for Effective
Listening

Relationship listening

Be mindful
Total listening: more than words, also silence &
meaning buried
Suspend judgment
Strive to understand the other’s perspective
 Minimal encouragers: “Really?” “Go on!”
 Paraphrasing: “It sounds as if..” “You seem to..”
 Asking questions
Express support
 See Father-Son conversation on page 170
 (結尾的對話)




Ch 8: Focus Questions





What is the self?
How does communication influence personal
identity?
How can you resist destructive patterns in
communication with yourself?
What are values and risks of self-disclosing
communication?
How can you foster your personal growth?
自我 Self : 網路書店搜尋結果

博客來網路書店


搜尋結果：前10本書
Amazon

搜尋結果：前10本書
Communication & Personal
Identity


“Self” is a process. Continuously evolves and
changes.
The self consists of perspectives:




Views about ourselves,
about others, and
about social life that changes over time as we
interact with others.
自我發展量表 (民80：江南發 )
The self arises in
communication with others




Self is not innate but is acquired (Mead, 1934).
Self-fulfilling prophesy: expectations, judgment of ourselves
(internalized labels)
Particular others: parents, siblings, peers
 Reflected appraisals: a process of seeing ourselves through the
eyes of others
 (Significant others)
Generalized others: collection of rules, roles, attitudes
 Communicated by people we interact with,
 By media,
 By institutions: Judicial system, marriage, education system
Communication with family
members



Direct definition: Explicitly told
Identity scripts: Rules of living and identity of a family
Attachment styles: Patterns of parenting; how to
approach relationship (next slide)
 Secure attachment: Consistent, attentive; self-worth
 Fearful attachment: Rejecting, abusive; unworthy of
love
 Dismissive attachment: Rejecting, abusive; dismissing
others as unworthy
 Anxious/ambivalent attachment: Inconsistent
parenting; assuming others right / self unworthy of
love
Attachment Styles
Views of self
Positive
Negative
Secure
Positive
Views
of
others
Negative
Consistent,
attentive; selfworth
Dismissive
Rejecting,
abusive;
dismissing
others as
unworthy
Anxious/Ambivalent
Inconsistent parenting;
assuming others right / self
unworthy of love
Fearful
Rejecting,
abusive;
unworthy of
love
Communication with Peers



Playmates, classmates, friends, partners…
Reflected appraisals
Social comparisons


Judgment about talents, qualities, abilities…
Self-disclosure



Revelation of personal information about ourselves
Hopes, fears, experiences, perceptions…
The Johari Window: four types of information (knowledge)
about us (p. 214)
The Johari Window
Known to self
Known to
others
Unknown to
others
Open Area
Hidden Area
Unknown to self
Blind Area
Unknown Area
Communication with society

Four aspects of identity





Race
Gender
Sexual orientation
Socioeconomic level
Other social values

Intelligence, weight (slimness), height…
Challenges in Communicating
with Ourselves


Reflecting critically on social perspectives
 Ethical obligation to promote positive social values and a fair social
world
 Individual & collective efforts to revise social meaning
Seeking personal growth as a communicator
 Set realistic goals
 Assess yourself fairly (reasonable social comparison)
 Self disclose appropriately: safe, gradual, reciprocal
 Creative a supportive climate for change



Uppers: who communicates positively about us
Downers: who communicates negatively about us
Vultures: an extreme form of downers; who attacks our self-concepts