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MNG 112: BUSINESS COMMUNICATION
STUDENT NOTES 6
LISTENING
In this lecture we will examine another aspect of personal skills in communication – listening.
We will look at four issues:
a.
Barriers to Effective Listening:
(1)
Physiological barriers
(2)
Environmental barriers
(3)
Attitudinal barriers
(4)
Faulty assumptions
(5)
Sociocultural differences
(6)
Lack of training
b.
Listening Style Preferences
(1)
People oriented
(2)
Action oriented
(3)
Content oriented
(4)
Time oriented
c.
Approaches to listening
(1)
Passive listening
(2)
Questioning
(3)
Paraphrasing
d.
Reasons for Listening
(1)
Listening for information
(2)
Evaluative listening
(3)
Listening to help
Listening is the most frequent and arguably the most important type of on the job
communication. It occurs more frequently than speaking, reading, or writing and is just as
demanding and important.
Research on listening in business settings revealed: Listening 32.7%; Speaking 25.8%;
Writing 22.6%; Reading 18.8%.
Even though you may not be able to make others listen better, you can certainly boost your
ability to listen better to the scores of important messages being transmitted daily in the
business environment.
Listening effectively is hard work and it involves far more than sitting passively and absorbing
other’s words.
Listening is vital to organisations. It can improve quality, boost productivity, and save money.
(Letters would not have to be retyped, appointments not rescheduled, shipments not rerouted
and productivity and profits not affected). Poor listening can have the opposite effect.
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BARRIERS TO EFFECTIVE LISTENING
1.
PHYSIOLOGICAL BARRIERS
a.
Hearing Problems. For some, poor listening comes from actual hearing
deficiencies. Other people may have Auditory Processing Disorder (APD), which
happens when something adversely affects the processing and interpreting of
information. APD can result in auditory discrimination – confusing syllable
sequence; sequencing of information problems – so more time is needed to process
information, or memory problems. These may give the appearance of not listening or
paying attention but are in fact the result of physiological involvement and not
intentional disregard
b.
Rapid Thought. Because listeners can process information at a rate of about
500 words per minute and most speakers talk around 125 words per minute, people
often have a lot of mental spare time. Some use it to explore the speaker’s ideas while
others use it to let the minds wander to other matters.
2.
ENVIRONMENTAL BARRIERS
a.
Physical Distractions. These can range from a stuffy room, noisy machinery, a
common cold, or a nearby conversation. All of these can make listening difficult.
b.
Problems in the Communication Channel. Listening can be more difficult
when the communicators are not having face to face contact since it can be harder to
receive ideas accurately. [New MacDonald’s drive- thru restaurants now have people
placing orders face to face rather than into an intercom. Results have been more
accurate]
c.
Message Overload. It is difficult to listen carefully with phones ringing, coworkers dropping by to give you quick messages, computers beeping to signal
incoming messages. Coping with a deluge of information is like a juggling act- you can
keep only a few things going at one time.
3.
ATTITUDINAL BARRIERS
a.
Preoccupation. This can happen when business or personal concerns occupy
our minds. It is therefore difficult to focus on what the speaker is saying.
b.
Egocentrism. This can happen when one believes that one’s ideas are more
important or valuable than others. It can affect our listening ability. Self-centered
listeners are rated lower on the social attractiveness scale than communicators who are
open to other’s ideas. Remember the old saying, “Nobody ever listened themselves out
of a job.”
c.
Fear of Appearing Ignorant. Some feel that asking for clarification is a sign
of ignorance. So rather than seek clarification, they pretend to understand others, often
with unfortunate consequences. Additionally, some in an effort not to appear dumb
would try to ask questions. Trying to formulate questions while listening to someone
can distract from listening.
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4.
FAULTY ASSUMPTIONS
Some of the biggest obstacles to listening don’t always involve physiological or environmental
barriers. Instead they can come from inaccurate and unproductive assumptions. Some faulty
assumptions are:
a.
Assuming that Effective Communication is the Sender’s Responsibility.
The most thoughtful and well expressed idea will be wasted if the intended receiver
fails to listen. Both speaker and listener share the burden of reaching an understanding
in communicating.
Peter Drucker: “It is the recipient who communicates. The so-called
communicator, the person who emits the communication, does not
communicate. He utters. Unless there is someone who hears…there is only
noise.”].
The clearest instructions won’t prevent mistakes if the employee receiving them is
thinking about something else, and the best of products will never be made if the client
or manager is not paying attention to the presentation proposal.
b.
Assuming that Listening is Passive. Listening is not a passive activity where
the receiver is a sponge quietly absorbing the speaker’s thoughts. Good listening can
be hard work and at times you have to speak while listening to ask questions or
paraphrase the sender’s ideas to make sure you understand them.
c.
Assuming that Talking has more Advantages that Listening. Western
culture gives the appearance that the speaker controls things while the listener is a
follower. Listening is often correlated with weakness, passivity, and lack of authority.
The good talkers capture everyone’s attention. Savvy business people however
understand that listening is equally important in today’s world and can sometimes be
more advantageous.
A CEO said that he concentrates on what he calls organizational listening to keep in
touch with his organization.
“If you listen… really listen with full eye contact and attention, you can own
the keys to the communication kingdom.”
A management professor observes:
“The bigger the person, the more apt he is to encourage you to talk; the smaller
the person, the more apt he is to preach to you. Big people monopolise the
listening. Small people monopolise the talking.”
5.
SOCIOCULTURAL DIFFERENCES
Some listening problems arise from cultural communication styles while others can
arise from the gender differences:
a.
Cultural Differences. Some cultural differences that are barriers to listening
include:
(1)
Accent. A different accent can be a form of psychological noise if it
affects your ability to understand. Some communicators mistakenly assume that
an accented speaker is less intelligent and less able to understand them.
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Different accents impacts on international communication as well as
communication in co-cultures.
(2)
The amount of time spent on listening. Monochronic societies have a
cultural bias towards doing rather than being, as such accomplishments are
measured in terms of things produced. For them listening can be a waste of
time as it is not always clear what it produces. When interacting with Asians,
Westerners may find it difficult to listen since much time is spent engaging in
small talk or having tea rather than getting down to business.
(3)
Attitude about silence. While western societies feel uncomfortable with
long silences and want to fill them with speech, Asian societies see silence as an
important part of communication.
b.
Gender Differences. These affect how we listen to one another and whether
we listen as well. Men and women may hear different parts of a message because they
listen for different purposes. While women often pay more attention to the relational
messages (how we feel about each other), men focus more on the content level
(information on the topic). Additionally, it is not uncommon for ideas presented by
women to receive less attention than those by men.
6.
LACK OF TRAINING
Even though listening may seem like a natural thing, there is need for listening training
to be done. Most organizations have included listening skills training in their training
programmes. Former Chrysler chairman Lee Iacocca:
“I only wish I could find an institute that teaches people how to listen. After all, a good
manager needs to listen at least as much as he needs to talk. Too many people fail to
realize that real communication goes in both directions.”
LISTENING STYLE PREFERENCES
Not everyone listens the same way. Research has identified four common ways people
listen to other’s messages.
1.
People-oriented.
People-oriented listeners are concerned with creating and
maintaining relationships. They are therefore sensitive to other’s moods, are nonjudgmental,
and are interested in understanding and supporting rather than evaluating people. A drawback
of this type of listener is that it is easy to become over involved with other’s feelings and
internalize and adopt them. This can create a loss of the ability to assess the quality of
information.
2.
Action-oriented. These types of listeners are most concerned with the task at hand and
therefore want to understand the facts and ideas being communicated. Because they want to
get to the heart of the matter quickly, they therefore appreciate clear and concise messages.
These types are most welcome when taking care of business is the primary concern as they
help others focus on the task at hand and encourage them to be organised and concise. Their
no-nonsense approach may not be welcomed by speakers who don’t have the skill or
inclination to be clear and direct. They also appear to minimise emotional issues and concerns,
which may be an important part of business or personal transactions.
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3.
Content-oriented. These are evaluators who want to hear details and they analyse an
issue from a variety of perspectives. Though they can be a big help when the goal is assessing
the quality of ideas, they can annoy others with their detail-oriented approach, which can be
time consuming and their frequent challenging can be perceived as overly critical or even
hostile.
3.
Time-oriented. These types of listeners see time as a scarce and valuable commodity
and they are therefore impatient with people whom they view as wasting it. While they can
help make things function efficiently, their displays of impatience can put a strain on
relationships and their excessive focus on time can hamper the kind of thoughtful deliberation
that some jobs require.
The key to success as a listener is to recognise that you control the way you listen and
to use the approaches that best suit the situation at hand. When your relationship with the
speaker needs attention, adopt a people-oriented approach. When clarity is the issue, become
an action-oriented listener. If analysis is required, become content-oriented. And when
time is of the essence, become a time-oriented listener.
APPROACHES TO LISTENING
As a listener you can take advantage of several skills for listening and responding to
messages at work by using any or all of the following:.
1.
Passive Listening. This is the best approach when you want to encourage the other
person to talk. It involves a mixture of silence and prompts (Uh-huh, Really, Tell me more) to
invite the speaker to keep going. Nonverbal cues like: eye contact, attentive posture, and
appropriate facial expressions are necessary. Passive listening is the best approach when the
spotlight is on the speaker.
2.
Questioning. Sincere questions are genuine requests for information and they help to
gather facts, clarify meanings, and encourage a speaker to elaborate. Counterfeit questions
on the other hand are disguised attempts to send a message. Counterfeit questions can:
a.
Make statements or offer advice. (Isn’t that pretty expensive? Did you think it
might be cheaper to hire a consultant?)
b.
Trap or attack the speaker. (Didn’t I tell you it wouldn’t work?)
c.
Carry hidden agendas. (Are you caught up with your work?)
d.
Seek “correct” answers. (You don’t have any problems with that, do you?)
These questions can also be a sincere request for information but if the speaker’s motives do
not appear genuine then these counterfeit questions can pollute the communication climate.
3.
Paraphrasing. Paraphrasing is the restating a speaker’s ideas in your own words to
make sure you have understood them correctly and to show the other person that fact. It is
different from questioning. Questions seek new and additional information while paraphrase
clarifies what a speaker said. There are three types of paraphrasing:
a.
Paraphrasing Content (Understanding the “What”). This is where the
receiver plays back his understanding of the explicit message. Paraphrasing is a kind of
safety check that can highlight and clarify misunderstandings.
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b.
Paraphrasing Intent (Understanding the “Why”). This helps you understand
the why of the message. Paraphrasing intent can help you understand what people
mean when they make statements that can be interpreted in more that one way.
c.
Paraphrasing Feeling (Understanding the “How”). Often the speaker’s
feelings are the most important part of the message. Paraphrasing feelings can help the
sender clarify how he is feeling and deal with the emotions.
REASONS FOR LISTENING
There are several reasons why communicators listen:
1.
LISTENING FOR INFORMATION
This is the most common type of listening in most occupations as we use it to
understand a wide variety of messages accurately. Some strategies to improve your ability to
understand informational messages:
a.
Stop Talking. While questioning and paraphrasing can reveal valuable
information, there are times when being silent and letting the other person talk can pay
dividends.
b.
Withhold Judgment. It is often difficult to try to understand another person’s
ideas before judging them, especially if you have strong opinions on the issue.
Oftentimes you spend mental energy judging the answer instead of trying to understand
it. Listen first. Make sure you understand and then judge.
c.
Be Opportunistic. There are times when a speaker’s ideas are boring or
irrelevant and it is hard to pay attention. In times like these be opportunistic and ask
yourself how you can use the information for your benefit.
d.
Look for the Main and Supporting Points. It is good to discern the speaker’s
main and supporting points when listening as this can be a useful mental tool in
organizing and looking for patterns in presentations.
e.
Take Notes. Note taking is valuable in business settings as you are unlikely to
remember everything said in a meeting.
f.
Repeat What you Heard. Restating important ideas of a message aloud as soon
as possible after hearing them gives you the chance to bring up details may not have
seemed important before.
2.
EVALUATIVE LISTENING
The following pointers can help you to listen effectively as an evaluator when faced
with a speaker who is trying to persuade you:
a.
Seek Information before Evaluating. As obvious as this might seem, it is
tempting to begin judging an idea before you know enough. This should be guarded
against.
b.
Consider the Speaker’s Motives. An argument carries more weight when the
speaker doesn’t have a personal stake in the outcome of your decision.
“The XM 10 year rum is the best there is on the market now.”
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This statement is easier to accept if it came from the GNBS than Banks DIH. This does
not mean you should disregard every statement from an interested party, rather it means
you should look closely at the evidence for the statement.
c.
Examine the Speaker’s Supporting Data. As an evaluative listener you need to
ask yourself several questions about the evidence a speaker gives you to support his
statements. Does it exist at all? Once the evidence is identified you need to make sure
it is valid. Is the evidence given true? Are enough cases cited? Are the cited cases
representative of the whole being considered? Are there any exceptions to the points the
speaker is making? Do these exceptions need to be considered? These are some
questions to help you determine the overall validity of supporting material.
d.
Consider the Speaker’s Credentials. A statement that has value when made by
a qualified speaker might not be worth considering when uttered by someone else not
qualified in the field.
e.
Examine Emotional Appeals. Sometimes emotional reactions are a valid basis
for action, but in some cases emotional appeals can obscure logical considerations that
might dissuade you from accepting a proposal.
3.
LISTENING TO HELP
We listen informationally and critically for our own benefit and at other times to render
persons help or help meet organizational goals. Most helping responses fall into five
categories:
a.
Advising. We often listen to give advice.
b.
Analysing the Speaker’s Problems. “The real problem seems to be…”
Analysis can be inappropriate though when the speaker is looking for sympathy.
A co worker just hearing he has been passed over for promotion would rather
hear: “Oh I am sorry- I know how much you wanted that job,” rather than: “You know
why that happened, it is your attitude.”
c.
Questioning the speaker. The right questions can help you analyse a problem
and offer good advice as well as help the speaker to recognize important facts that
might have been buried. Irrelevant questions though can do more harm than good.
d.
Supporting the speaker. Helpful listening acts as a reassurance or a comfort.
“I know you will make the best decision.”
Be aware of discouraging the help seeker from facing the problem.
“Don’t worry, things will work themselves out.”
e.
Paraphrasing. Just as in informational settings, emphatic paraphrasing
involves restating the speaker’s message in your own words, only this time it should
include the speaker’s thoughts and feelings.
“You sound angry at Mark (feeling) but you are not afraid to confront him
(thought). Is that it?”
Paraphrasing can be a good tool to help someone explore a problem and it can take you
off the hook of giving advice.
Listeners can increase their helpfulness by using a variety of styles instead of just one
or two. Additionally, when listening to help, avoid judgmental responses, even if you
disapprove of the speaker’s behaviour. Being non judgmental does not mean that you approve
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of others; it just means that you haven’t evaluated their behaviour one way or the other. It is
also important to remember that listening to others takes time and that some people just want
to be given a hearing.
END
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HANDOUT FOR LISTENING
LISTENER PREFERENCE PROFILE
Instructions: Think of a specific listening role or situation you are often in. For example, you
may focus on your listening at work, as a friend, as a spouse, or as a parent. (Note: You can
complete the instrument more than one time, with different roles and situations in mind.) as
you read the series of statements below, keep the particular listening role or situation you have
hosen in mind. Circle the appropriate number for each item, using the key below:
Always 5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Frequently 4
Sometimes 3
Infrequently 2
I focus my attention on other people’s feelings when listening to them.
When listening to others, I quickly notice if they are pleased or disappointed.
I become involved when listening to the problems of others.
I try to find common areas of interest when listening to new acquaintances.
I nod my head and/or use eye contact to show interest in what others
are saying.
I am frustrated when others don’t present their ideas in an orderly,
efficient way.
When listening to others, I focus on any inconsistencies and/or errors in
what’s being said.
I jump ahead and/or finish thoughts of speakers.
I am impatient with people who ramble on during conversations.
I ask questions to help speakers get to the point more quickly.
I wait until all the facts are presented before forming judgments and opinions.
I prefer to listen to technical information.
I prefer to hear facts and evidence so I can personally evaluate them.
I like the challenge of listening to complex information.
I ask questions to probe for additional information.
When hurried, I let others know that I have a limited amount of time to listen.
I begin a discussion by telling others how long I have to meet.
I interrupt others when I feel time pressure.
I look at my watch or clocks in the room when I have limited time to listen
to others.
When I feel time pressure, my ability to concentrate on what others are
saying suffers.
Scoring:
Tally the number of times you circled 4 or 5 for statements 1-5:
People-oriented = ______________
Tally the number of times you circled 4 or 5 for statements 6 – 10:
Action-oriented = ______________
Tally the number of times you circled 4 or 5 for statements 11 – 15:
Content-oriented = _____________
Tally the number of times you circled 4 or 5 for statements 16 – 20:
Time-oriented = _______________
END
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