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Learning to Listen and Helping Others Do the Same > Helping Your Audience Listen More
Helping Your Audience Listen More
• Read Feedback Cues
• Hold the Audience's Attention
• Maximize Understanding
• Build Credibility
• Make Messages Easy to Remember
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Learning to Listen and Helping Others Do the Same > Helping Your Audience Listen More
Read Feedback Cues
• wVerbal feedback--during the speech you may solicit feedback from the audience
by asking a simple question to get feedback from the audience.
• Non-verbal feedback--When you are in front of the audience, non-verbal behavior
can be an important cue to what the audience understands, the level of
attentiveness, excitement or agreement, or confusion or disagreement.
• Audience Response System-- capture feedback from a large or remote audience
by using an audience response system to ask questions and then display the
answers. Audience members can respond using a wireless keypad such as a
clicker, SMS, or text using a smartphone.
• You can use the responses as personal feedback to modify your message or you
Communication model
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can share them with the audience by displaying the tabulated responses on a web
page or projected as part of a PowerPoint presentation.
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Learning to Listen and Helping Others Do the Same > Helping Your Audience Listen More
Hold the Audience's Attention
• If the speaker can establish readiness by getting the audience's attention during
the first 25-30 seconds of the speech, he or she can then direct and focus that
attention to the important parts of the message.
• The speaker can direct the attention of the audience to what is important by using
changes in rate and volume, body movement, and gesture to emphasize what is
important.
• It is important to read the non-verbal clues of the audience to understand if they
have shifted their attention somewhere else.
• If the audience's attention is shifting from the speech, challenge the audience with
an inquiry to stimulating thinking.
Randy Orton Choke Hold
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• There are many strategies to employ to hold the attention of the audience, but the
most important is the ability to establish and maintain a genuine connection with
the people in the audience.
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Learning to Listen and Helping Others Do the Same > Helping Your Audience Listen More
Maximize Understanding
• We depend on the use of words applied in various rhetorical strategies to
exchange understandings.
• You can apply prior knowledge of the audience to choose the right vocabulary, to
make comparisons with things familiar to them, to show the origin of things, to
group things into categories meaningful to them, and to number the steps or
events in the order that they occur.
• To increase understanding during a speech, you can take the perspective of the
audience to restate ideas, to ask the audience questions, and to paraphrase what
you have just said using different examples and choice of words.
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Learning to Listen and Helping Others Do the Same > Helping Your Audience Listen More
Build Credibility
• Credibility is not a characteristic of the source or speaker but an attitude in the
mind of the listener(s). You may have high credibility with one group of listeners
and low credibility with another.
• Building initial credibility—your initial credibility is your personal brand. The
audience may know you prior to the speech. If not, have someone introduce you
or provide relevant background as a self-introduction.
• Building derived credibility—When you speak confidently and assertively you
inspire others with your energy and words. To build credibility you want to look at
everything you do in the speech such as appearance, delivery, word choice, and
in general how you handle yourself.
Trust
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• Building derived credibility—You establish common ground with the audience by
sharing aspects of your background that are similar to the audience, by using
supporting examples or experiences that you and the audience have in common,
and by creating a bond with the audience.
• Terminal credibility—You can build credibility for your next speech by establishing
a rapport with the audience so they walk away with a more positive view of you
than when you started.
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Learning to Listen and Helping Others Do the Same > Helping Your Audience Listen More
Make Messages Easy to Remember
• Creating mental images of objects, people, and things is one of the oldest
memory tools presented in classic rhetoric.
• Creating an organizational scheme and positioning ideas, objects, or processes
into a specific order makes it easier for audiences to remember and reinforce
through the scheme.
• Breaking up long lists or series into smaller and manageable groupings of four to
five items helps audiences recall the items.
• Associating your new idea with ideas that are similar and/or familiar to the
audience ensures that the associations are meaningful and memorable.
• Repeating important ideas helps the audience remember and include internal
Memory Sticks by Raul Medina Diaz
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summaries.
• Creating a short poem, special word, or link system such as a story helps
audiences visualize a connection between previously unconnected objects, ideas,
or events.
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Appendix
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Learning to Listen and Helping Others Do the Same
Key terms
• Aristotle An ancient Greek philosopher (382–322 BC), student of Plato, and teacher of Alexander the Great.
• awareness The state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns. In this level of
consciousness, sense data can be confirmed by an observer without necessarily implying understanding.
• classification The act of forming into a class or classes; a distribution into groups, as classes, orders, families, etc., according to
some common relations or attributes.
• comparison An evaluation of the similarities and differences of one or more things relative to each other.
• credibility The objective and subjective components of the believability of a source or message.
• ethos A rhetorical appeal to an audience based on the speaker/writer's credibility.
• feedback The receivers' verbal and nonverbal responses to a message, such as a nod for understanding (nonverbal), a raised
eyebrow for being confused (nonverbal), or asking a question to clarify the message (verbal).
• memory The ability of an organism to record information about things or events with the facility of recalling them later at will.
• mnemonic Anything (especially something in verbal form) used to help remember something.
• Perception Conscious understanding of something; acuity.
• singularity A proposed point in the technological future at which artificial intelligences become capable of augmenting and
improving themselves, leading to an explosive growth in intelligence.
• understanding The mental (sometimes emotional) process of comprehension, or the assimilation of knowledge, which is
subjective by its nature.
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Learning to Listen and Helping Others Do the Same
Randy Orton Choke Hold
Speakers don't need to use a choke hold to keep the audience's attention. Photo by Sean Refer.
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Learning to Listen and Helping Others Do the Same
Trust
Trust is an important aspect of credibility. Will the audience trust what the speaker says?
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Learning to Listen and Helping Others Do the Same
Memory Sticks by Raul Medina Diaz
Like electronic memory sticks, human beings employ storage methods to permanently record thoughts and memories.
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Learning to Listen and Helping Others Do the Same
Communication model
Notice the feedback from the receivers.
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Learning to Listen and Helping Others Do the Same
You are giving a speech at a conference and observe the
following audience behaviors: clapping, attentive eye contact,
audience members facing you directly, and an audience member
touching her ear. Which of these behaviors displays disbelief?
A) touching the ear
B) clapping
C) eye contact
D) audience facing you
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Learning to Listen and Helping Others Do the Same
You are giving a speech at a conference and observe the
following audience behaviors: clapping, attentive eye contact,
audience members facing you directly, and an audience member
touching her ear. Which of these behaviors displays disbelief?
A) touching the ear
B) clapping
C) eye contact
D) audience facing you
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Boundless - LO. "Boundless." CC BY-SA 3.0 http://www.boundless.com/
Learning to Listen and Helping Others Do the Same
In response to a speech, an audience gives the speaker a
standing ovation. What type of feedback is that?
A) Substantive
B) Formative
C) All of the answers
D) Summative
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Learning to Listen and Helping Others Do the Same
In response to a speech, an audience gives the speaker a
standing ovation. What type of feedback is that?
A) Substantive
B) Formative
C) All of the answers
D) Summative
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Saylor OER. "Communication « Saylor.org – Free Online Courses Built by Professors." CC BY 3.0 http://www.saylor.org/majors/Communication/
Learning to Listen and Helping Others Do the Same
Which of the following is an example of the readiness to perceive
step of the process of perception?
A) Use signposts phrases, like "Now get this..."
B) Challenge the audience with an inquiry to stimulate thinking.
C) Make sure the room is free of noise and other distractions.
D) All of these answers.
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Learning to Listen and Helping Others Do the Same
Which of the following is an example of the readiness to perceive
step of the process of perception?
A) Use signposts phrases, like "Now get this..."
B) Challenge the audience with an inquiry to stimulate thinking.
C) Make sure the room is free of noise and other distractions.
D) All of these answers.
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Learning to Listen and Helping Others Do the Same
Which of the following describes the perspective-taking strategy
for testing your audience's understanding?
A) Build upon prior understanding of concepts by repeating and using
internal summaries.
B) Question your audience to see if they understand what you are saying,
and adjust to clarify.
C) See how the members of an audience organize the world cognitively
in order to reframe your concepts.
D) Paraphrase what you said for the audience and restate the ideas with
different examples.
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Learning to Listen and Helping Others Do the Same
Which of the following describes the perspective-taking strategy
for testing your audience's understanding?
A) Build upon prior understanding of concepts by repeating and using
internal summaries.
B) Question your audience to see if they understand what you are saying,
and adjust to clarify.
C) See how the members of an audience organize the world cognitively
in order to reframe your concepts.
D) Paraphrase what you said for the audience and restate the ideas with
different examples.
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Learning to Listen and Helping Others Do the Same
Which of the following is a way to apply prior knowledge about the
audience?
A) All of these answers.
B) Ask yourself, "What vocabulary will my audience understand and what
should I explain first?"
C) Help the audience picture changes from one state or condition to
another.
D) Clearly list and number the steps or events you are describing in the
order in which they occur.
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Learning to Listen and Helping Others Do the Same
Which of the following is a way to apply prior knowledge about the
audience?
A) All of these answers.
B) Ask yourself, "What vocabulary will my audience understand and what
should I explain first?"
C) Help the audience picture changes from one state or condition to
another.
D) Clearly list and number the steps or events you are describing in the
order in which they occur.
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Boundless - LO. "Boundless." CC BY-SA 3.0 http://www.boundless.com/
Learning to Listen and Helping Others Do the Same
Which of the following is an example of how you can derive
credibility during your speech?
A) Use strong supporting evidence and explain it to the audience.
B) Establish common ground with the audience.
C) All of these answers.
D) Speak confidently and assertively, while demonstrating a genuine
concern for the audience.
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Learning to Listen and Helping Others Do the Same
Which of the following is an example of how you can derive
credibility during your speech?
A) Use strong supporting evidence and explain it to the audience.
B) Establish common ground with the audience.
C) All of these answers.
D) Speak confidently and assertively, while demonstrating a genuine
concern for the audience.
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Learning to Listen and Helping Others Do the Same
When you have built a rapport with your audience so that they
leave with an impression of you as good as or better than when
you began your speech, that is an example of good
A) derived credibility.
B) terminal credibility.
C) initial credibility.
D) ethos credibility.
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Learning to Listen and Helping Others Do the Same
When you have built a rapport with your audience so that they
leave with an impression of you as good as or better than when
you began your speech, that is an example of good
A) derived credibility.
B) terminal credibility.
C) initial credibility.
D) ethos credibility.
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Learning to Listen and Helping Others Do the Same
What is the ordering principle for supporting memory?
A) Mentally associate ideas with specific physical locations.
B) Break up long series into manageable sets, grouping similar items
together.
C) Create an organizational scheme, then position ideas using the
scheme for the listeners.
D) Create a short poem or list of words to help with memorization.
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Learning to Listen and Helping Others Do the Same
What is the ordering principle for supporting memory?
A) Mentally associate ideas with specific physical locations.
B) Break up long series into manageable sets, grouping similar items
together.
C) Create an organizational scheme, then position ideas using the
scheme for the listeners.
D) Create a short poem or list of words to help with memorization.
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Boundless - LO. "Boundless." CC BY-SA 3.0 http://www.boundless.com/
Learning to Listen and Helping Others Do the Same
Which of the following describes the storage stage in the
formation and retrieval of memory?
A) Allows information that is from the outside world to reach our senses in
the form of stimuli.
B) Calls back the stored information in response to some cue for use in a
process or activity.
C) Creates a permanent record of the encoded information.
D) Refers to the process by which information is encoded, stored, and
retrieved.
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Learning to Listen and Helping Others Do the Same
Which of the following describes the storage stage in the
formation and retrieval of memory?
A) Allows information that is from the outside world to reach our senses in
the form of stimuli.
B) Calls back the stored information in response to some cue for use in a
process or activity.
C) Creates a permanent record of the encoded information.
D) Refers to the process by which information is encoded, stored, and
retrieved.
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Boundless - LO. "Boundless." CC BY-SA 3.0 http://www.boundless.com/
Learning to Listen and Helping Others Do the Same
Attribution
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http://en.wikipedia.org/wiki/Posture_(psychology)#Open_and_closed_body_posture
• Wikipedia. "Educational assessment." CC BY-SA 3.0
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• Wikipedia. "Models of communication." CC BY-SA 3.0 http://en.wikipedia.org/wiki/Models_of_communication
• Wikipedia. "Audience response system." CC BY-SA 3.0 http://en.wikipedia.org/wiki/Audience_response_system
• Wikipedia. "Body language." CC BY-SA 3.0 http://en.wikipedia.org/wiki/Body_language
• Wiktionary. "feedback." CC BY-SA 3.0 http://en.wiktionary.org/wiki/feedback
• Wikipedia. "Body language." CC BY-SA 3.0 http://en.wikipedia.org/wiki/Body_language
• Wikibooks. "Rhetoric and Composition/Exposition." CC BY-SA 3.0
http://en.wikibooks.org/wiki/Rhetoric_and_Composition/Exposition
• Wikibooks. "Rhetoric and Composition/Exposition." CC BY-SA 3.0
http://en.wikibooks.org/wiki/Rhetoric_and_Composition/Exposition
• Wikipedia. "Hermeneutics." CC BY-SA 3.0 http://en.wikipedia.org/wiki/Hermeneutics
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• Wikipedia. "Empathy." CC BY-SA 3.0 http://en.wikipedia.org/wiki/Empathy#Perspective-taking
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Learning to Listen and Helping Others Do the Same
• Wikibooks. "Development Cooperation Handbook/How to present an idea." CC BY-SA 3.0
http://en.wikibooks.org/wiki/Development_Cooperation_Handbook/How_to_present_an_idea#Build_your_Credibility_• Wiktionary. "comparison." CC BY-SA 3.0 http://en.wiktionary.org/wiki/comparison
• Wiktionary. "classification." CC BY-SA 3.0 http://en.wiktionary.org/wiki/classification
• Wiktionary. "understanding." CC BY-SA 3.0 http://en.wiktionary.org/wiki/understanding
• Wikibooks. "Historical Rhetorics/The Big Aristotle/Halloran, S.Michael."Aristotle's Concept of Ethos, or If Not His, Somebody
Else's."." CC BY-SA 3.0
http://en.wikibooks.org/wiki/Historical_Rhetorics/The_Big_Aristotle/Halloran,_S._Michael._%2522Aristotle%2527s_Concept_of_
Ethos,_or_If_Not_His,_Somebody_Else%2527s.%2522
• Wikibooks. "Development Cooperation Handbook/How to present an idea." CC BY-SA 3.0
http://en.wikibooks.org/wiki/Development_Cooperation_Handbook/How_to_present_an_idea#Build_your_Credibility_• Wikibooks. "Rhetoric and Composition/Rhetorical Analysis." CC BY-SA 3.0
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• Wikibooks. "Development Cooperation Handbook/How to present an idea." CC BY-SA 3.0
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• Wikipedia. "Cognitive psychology." CC BY-SA 3.0 http://en.wikipedia.org/wiki/Cognitive_psychology
Learning to Listen and Helping Others Do the Same
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