Much has been written about leadership skills and the training of department
chairs. A quick perusal of The Department Chair shows topics related to
marketing your department, performance appraisals, reward systems, conflict
management, team-building, recruitment, and leading workshops - all important
leadership issues. Books to help chairs develop as leaders focus primarily on
theoretical issues. When communication is covered, it is within the realm of
written communication, leading department meetings, motivational skills, and
meeting deadlines. Missing from much of the literature is the communication skill
of listening. This is not surprising considering that listening is the skill most
overlooked in management books as well as college curricula.
Listening is one of the most critical skills needed for effective leadership.
Unfortunately, it is a time-consuming task. However, because faculty need their
chairperson to take time to understand and appreciate them, chairs must invest
in improving listening skills. This article posits that listening, while the forgotten
stepchild of communication, is the most important skill a department chair can
develop.
Listening and Leadership
Research shows that between 42%-60% of our time is spent listening, depending
on one's vocation. Active listening requires not only time, but also complete
concentration and focus on the one who is talking. Active listeners can
determine the organization of the message, attend to nonverbal cues, ask
questions to get necessary information, and silently paraphrase the meanings
they have understood. Basically, listening serves two purposes: 1) gathering
facts and information, and 2) demonstrating care and concern. The successful
chair realizes that everyone has a different frame of reference and will listen not
only to the words, but also to the feelings behind the words.
Listening Preferences
Just as individuals have different management styles, they also have different
listening styles. While everyone has a dominant style, with practice chairs can
develop a repertoire to use in different situations. Listening is a skill that can be
honed, and listening habits can be modified with incentive, knowledge, and
practice. Watson and Barker (1995) have constructed a Listening Style Profile
that helps identify one's listening preferences. Their four listening orientations
are easily applied to the role of the department chair.
The acronym PACT outlines the four types of listening preferences presented in
the Listening Styles Profile: People-, Action-, Content-, and Time-oriented.
These predilections indicate individual's preferences; however, most people
choose contextually.
The PACT styles are shown in Tables 1- 4. The tables summarize positive and
negative characteristics as well as strategies for communicating.
People-oriented listeners. Chairs who are predominantly people-oriented
listeners (Table 1) are perceived as nurturing and caring. They will spend hours
chatting about personal issues, know the names of faculty members' spouses
and children and tend to be liked. This affinity for people can prove frustrating,
however, as people-oriented listeners have difficulty accomplishing tasks and
struggle with tough decisions.
Action-oriented listeners. Action-oriented listeners (Table 2) are very confident
and believe they know the best way to get a task done. They are focused on
solving problems and are generally extremely productive. Problems arise when
faculty feel they are more concerned with projects than people.
Content-oriented listeners. Collecting data and playing devil's advocate are two
of the strengths of content-oriented listeners (Table 3). Faculty working with
these chairs often become frustrated with their inability to bring closure to
issues. Typical content-oriented listeners avoid taking risks, enjoy lengthy
meetings, and are experts in seeing how each detail of a project fits into the
whole picture.
Time-oriented listeners. Like action-oriented listeners, time-oriented listeners
(Table 4) are able to complete their work tasks efficiently. They are addicted to
their daytimers and to-do lists. Faculty working for these chairs often feel rushed
and misunderstood. Time-oriented chairs must strive to carve out "listening time"
for their faculty and display open nonverbal listening behavior.
Although each individual has a dominant listening preference, the successful
chair will discern which is needed in each situation. Chairs can improve listening
by attending to the following guidelines regardless of listening preference:
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Stop what you're doing. Show your faculty members by your body
language and eye contact that you are listening. Turn your chair to face
them, maintain eye contact, and ignore the phone.
Put the individual talking to you at ease. Because of your position as
chair, even the most casual conversation can be uncomfortable for
faculty. Start the conversation by focusing on a subject of interest to
them.
Focus on main points. Be sure you correctly hear and understand the
content of the message. Paraphrase what you have heard to ensure
accuracy. Ask probing questions for clarification.
Consider the feelings behind the words. Sometimes faculty just need
to vent. They may not want you to solve their problems, but just
acknowledge that you are interested.
Keep your mind open and your mouth closed. Most of the time
decisions do not have to be made immediately, and responses to feelings
can be delayed. It is wise to listen and later take notes about the
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meeting. Then, after reflecting, you can respond comprehensively and
unemotionally.
Don't forget the follow up. Consider if you need to follow the discussion
with a note, phone call, or another meeting. Referring to your discussion
shows that you listened and are concerned. Follow ups are not always
necessary, but a wise chair can discern when an additional response is
needed.
Understanding your listening preference(s) and practicing active listening will
lead to a more successful tenure as chair. The chair who listens and helps
others is the chair who is effective and respected. Challenge yourself to make
time for your faculty and lend a listening ear.
Table 1
People-Oriented Listeners
Positive Characteristics
Strategies for
Communicating with
People-Oriented
Listeners
Negative
Characteristics
Show care and concern
for others
Over involved in feelings
of others
Use stories and
illustrations to make points
Are nonjudgmental
Avoid seeing faults in
others
Use "we" rather than "I" in
conversations
Provide clear verbal and
nonverbal feedback
signals
Internalize/adopt
Use emotional examples
emotional states of others and appeals
Are interested in building Are overly expressive
relationships
when giving feedback
Show some vulnerability
when possible
Notice others' moods
quickly
Use self-effacing humor or
illustrations
Are nondiscriminating in
building relationships
Table 2
Action-Oriented Listeners
Positive Characteristics
Negative
Characteristics
Strategies for
Communicating with
Action-Oriented
Listeners
Get to the point quickly
Tend to be impatient with Keep main points to three
rambling speakers
or fewer
Give clear feedback
Jump ahead and reach
Keep presentations short
concerning expectations
conclusions quickly
and concise
Concentrate on
understanding task
Jump ahead or finishes
thoughts of speakers
Have a step-by-step plan
and label each step
Help others focus on
what's important
Minimize relationship
issues and concerns
Watch for cues of
disinterest and pick up
vocal pace at those points
or change subjects
Encourage others to be
organized and concise
Ask blunt questions and
appear overly critical
Speak at a rapid but
controlled rate
Table 3
Content-Oriented Listeners
Positive Characteristics
Negative
Characteristics
Strategies for
Communicating with
Content-Oriented
Listeners
Value technical
information
Are overly detail oriented
Use two-side arguments
when possible
Test for clarity and
understanding
May intimidate others by
asking pointed questions
Provide hard data when
available
Encourage others to
provide support for their
ideas
Minimize the value of
nontechnical information
Quote credible experts
Welcome complex and
challenging information
Discount information from Suggest logical sequences
nonexperts
and plan
Look at all sides of an
issue
Take a long time to make
Use charts and graphs
decisions
Table 4
Time-Oriented Listeners
Positive Characteristics
Negative
Characteristics
Strategies for
Communicating with
Time-Oriented Listeners
Manage and save time
Tend to be impatient with Ask how much time the
time wasters
person has to listen
Set time guidelines for
meeting and
conversations
Interrupt others
Try to go under time limits
when possible
Let others know listening- Let time affect their ability Be ready to cut out
time requirements
to concentrate
necessary examples and
information
Discourage wordy
speakers
Rush speakers by
frequently looking at
watches/clock
Be sensitive to nonverbal
cues indicating impatience
or a desire to leave
Limit creativity in others
Give cues to others when
by imposing time
time is being wasted
pressures
Get to the bottom line
quickly
Source: The Department Chair, Winter 1999, Vol. 9, No. 3
Reprinted with permission of Anker Publishing, 176 Ballville Rd., P.O. Box 249,
Bolton, MA 01740
www.ankerpub.com