978-0073403267 Chapter 17 Key Lecture Points, Teaching Tips, and In-Class Exercises

Type

Solution Manual

Book Title

Business Communication: Building Critical Skills 6th Edition

ISBN 13

978-0073403267

April 6, 2019

Module 17 - Listening 0

Module 17

Listening

LO 17-1 Explain good listening strategies for the workplace.

LO 17-2 Apply strategies for active listening.

LO 17-3 Apply techniques for acknowledgment responses.

LO 17-4 Recognize value in leadership through listening.

LO 17-5 Recognize value in active listening during disagreements.

Module Overview

Perhaps the most overlooked skill that should be taught in school is listening. Though we offer

little or no formal instruction in listening in our schools, we expect students to come fully

prepared to listen in class, take effective notes, and remember what we say. The same goes for

the business world—only what doesn’t get heard there can cost employees sales, goodwill,

business opportunities, and even their jobs.

Therefore, Kitty and Steve believe no business communication course is complete without some

attention to the skill—perhaps the art—of listening effectively. What makes the business world

even more challenging is that oral communication there may be organized differently, without

the signposts typical in classroom lectures.

Because listening is a critical skill that students will use daily, Kitty

and Steve recommend addressing the issues in this module early in

your course. As described throughout this module and in PP 17-3,

hearing—perceiving sounds—is not enough. Students must also

listen—decode and interpret sounds correctly.

Ironically, many of your students will believe they are very effective

listeners. Yet, you’ve probably experienced situations demonstrating otherwise; you may have

given instructions orally on how to complete an assignment, and a significant number of students

did the assignment wrong. Or you may have announced a change in due dates or what will be on

the next quiz, and yet students will swear you never made such an announcement.

Instructors are not the only ones who may get frustrated by such experiences. Many students

believe they heard you correctly—even if clearly they did not. Somewhere in the

communication process, a breakdown occurred. While listeners have no control over the

speaker, listeners can learn to modify their listening strategies to minimize such breakdowns.

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In-Class Exercise: To illustrate how people of good intention can still mishear or

misinterpret oral communication, play the “telephone game.” Have students get in a

circle. (Or have them get into groups of six; Kitty has particular success working

with this format, where student groups often playfully compete with one another for

which group can best keep the original message intact.) Start the game by

whispering a message in the ear of the first student. The following message,

developed and copyrighted by Norman Sigband, works very well: “Every year at

State University, the eagles in front of the Psi Gamma fraternity house were

mysteriously sprayed during the night. Whenever this happened, it cost the Psi Gams

from $75-$100 to have the eagles cleaned. The Psi Gams complained to officials and

were promised by the president that if ever any students were caught painting the

eagles, they would be expelled from school.”

Write the message down so you can read it verbatim, but don’t let anyone see it.

(Use Appendix 17-A at the end of the exercise to show students what was written.)

Tell that student to whisper the message to the next person, and then that person to

the next person, and so on around the room. Everyone must remain silent except for

the student who is speaking. Have the last student say the message aloud. Chances

are it will quite different from the original message. Afterward, have students

brainstorm why they believe the message changed.

Norman Sigband, Communication for Management, (Glenview, IL: Scott Foresman,

1969). p. 582.

 Teaching Tip: Ask students to share experiences where they believe someone they

were speaking to was not listening. How could they tell? How did it make them

feel? Have students ever pretended to be listening to someone else when they

weren’t? What behaviors did they use to pretend? Why?

In-Class Exercise: If you’ve covered Module 2 already, have students in groups of

3-5 reconstruct the Communication Model (p. 23). If not, give them ten minutes to

review it in class. Once they’ve done so, have them spend another 10 minutes

examining where in the process communication can break down due to faulty

listening. Then have groups share their conclusions. What kinds of “noise” can

interfere with oral communication? How might the sender overcome such noise?

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 Teaching Tip: Hearing- and sight-challenged students may have different strategies

for listening than your other students. Ask what techniques work for them. Have

they experienced frustration in communicating with others? Have others with them?

What might people do to help ensure more successful oral communication with

someone who is hearing- or sight-challenged? (Where possible, find campus

resources that might be available to help educate students about communicating with

people with different needs.)

What’s in This Supplement

This supplement is organized around the major questions posed in Module 17. It covers

Part 1: Key Lecture Points, Teaching Tips, and In-Class Exercises Page 288

Part 2: Answers to Textbook Assignments Page 294

Part 3: Appendixes of Handouts/Transparency Masters Page 295

PowerPoint presentations can be found at our Web page at www.mhhe.com/bcs6e.

Questions (with answers) suitable for quizzes are in the Instructor’s Test Bank. For student

practice quizzes with answers, see our Web page.

Part 1: Key Lecture Points, Teaching Tips, and In-Class Exercises

What do good listeners do? LO 17-1

They consciously follow four practices.

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Like you-attitude, good listening requires focus on the other person, with energy and enthusiasm.

Just because people hear someone else’s words does not mean they have listened effectively—

properly decoding what they have heard is instrumental to the listening process.

In the modern work world, there are plenty of distractions to keep people from hearing correctly

—telephones ringing, the hum of a computer, the sound of people talking in a hallway, music

drifting in from another office, or thoughts about other issues or pressures from the job. Good

listeners learn to “tune out” these distractions, instead focusing on the speaker.

As PP 17-4 shows, good listeners follow four basic strategies:

Pay attention.

 Teaching Tip: Ask students what steps they take to make

sure they’re paying attention, either in class or in other

situations. What distracts them? How do they keep

focused on the speaker at hand? Why is it important to do so? What could they do

differently to be more effective?

Focus on the other speaker(s) in a generous way.

 Teaching Tip: Americans often say they live in a very negative society—nightly, the

media presents “bad news,” people are cynical about the political process, and there

are problems in our institutions, such as schools and social services. Is American

society truly negative? Does that mean Americans are taught to look at things

negatively? If so, what steps could we/they take to be more generous in our/their

conclusions? How could we/they translate these steps into the listening process?

Avoid making assumptions.

 Teaching Tip: Have students share situations where they’ve either made assumptions

about the other speaker or felt that someone made assumptions about them. Were

the assumptions correct? If not, what problems did making assumptions lead to?

How did it feel to misjudge? To be misjudged?

Listen for feelings as well as for facts.

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 Teaching Tip: “Just the facts,” was a phrase popular with a TV detective years ago.

But are the facts enough? In any human interaction, there will always be emotional

content. Ask students what steps they take to gauge the feelings of a speaker, as well

as their own feelings, when communicating. What could they do to improve?

In-Class Exercise: To practice the four techniques, have students spend 10 minutes

sharing information about themselves with a partner. Then, go around the room and

have students report three things about the person they spoke with. See how many

students report emotional colorings as well as facts.

In-Class Exercise: Have students attend an on-campus lecture or presentation and

test out their listening abilities. Let the students give a short oral report to the class

on what they heard and how the listening techniques may have helped them.

What is active listening? LO 17-2

Feeding back the literal meaning, or the emotional content, or both.

Good listeners practice active listening (PP 17-9). In other words, they

practice a reciprocal process, responding to the speaker’s words and sharing

their thoughts and feelings. While some situations may not easily lend

themselves to all active listening—listening to a speaker in a large concert

hall, for instance—most interactions between people allow for it.

As PP 17-10 shows, active listeners participate in the oral communication

process through five distinct strategies:

Paraphrase content.

In-Class Exercise: Have students complete Exercise 17.9 (p.

295) in class. Give them 10-15 minutes, and then have them

share responses. What did students learn from this exchange?

Mirror the speaker’s feelings.

 Teaching Tip: Learning to understand someone else’s feelings is a function of

empathy. For more information on empathy and you-attitude, points students to

Module 6.

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State your own feelings.

Ask for information or clarification.

In-Class Exercise: For homework, have students Exercise 17.10 (p. 295). Those

not working can interview students in their dorms or family members who are

working. Have students share their findings with others in class during a

10-15-minute discussion.

Offer to help solve the problem.

As the name suggests, active listening requires the listener share responsibility for helping ensure

communication occurs correctly. Blocking responses, as illustrated in Figure 17.1 (p. 292) and

on Appendix 17-B, interfere with oral communication—students should use active listening to

counter the effects.

In-Class Exercise: Have students partner up and spend 10-15 minutes role-playing

the active listening responses to blocking responses. Let one student say the

blocking response and the other student respond with the appropriate active listening

response. Then switch. Afterward, have students share their thoughts and feelings—

can they identify other situations when the active listening response would work?

Let students share their findings with the rest of the class.

How do I show people that I’m listening to them? LO 17-3

Acknowledge their comments in words, in nonverbal symbols, and in actions.

Acknowledgement responses are important for communicating to others

that you are listening. As PP 17-12 shows, these include nods, uh huhs,

smiles, and frowns. But remind students that not all cultures share the

same acknowledgement responses—and acknowledgement responses

may not work with people who are hearing- or sight-challenged. In fact,

miscommunication can occur when communicators use

acknowledgement responses differently.

Listeners should make sure they understand the culture of the person they’re speaking to in order

to better understand the acknowledgement response. For more information, have students read

Module 3.

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 Teaching Tip: Have students share experiences where they’ve been confused by the

acknowledgement response of another person. What was the response? Why was it

confusing? What could the student have done differently in the situation to

minimize the problem? What would they have wanted from the speaker to make

things more clear?

In-Class Exercise: Have students complete Exercise 17.12 (p. 295) as homework or,

where applicable, in class. The next class period, ask students to share their

findings.

Leading by listening LO 17-4

The experiences of D. Michael Abrashoff make for a good case study of how to lead by

listening. As commanding officer of the U.S.S. Benfold, Abrashoff helped foster an

environment of upward communication, allowing the officers and crew of the ship to

communicate openly about ways to improve the vessel and shipboard life:

D. Michael Abrashoff led by listening.

As captain of the U.S.S. Benfold, he listened to what his crew wanted.

One hundred percent of his career sailors re-upped with him.

At $100,000 a sailor for recruiting, the retention rate saved $1.6

million.

The Benfold returned $1.4 million of its annual budget to the U.S.

Navy.

More importantly, students can learn that good leaders in any walk of life always listen to

the people they lead.

Can I use these techniques if I really disagree with someone? LO 17-5

Yes!

Good listening skills can easily disappear when we’re upset—

therefore, encourage students to practice good listening skills

and adhere to them in all business situations. One particularly

difficult situation occurs when the boss criticizes an employee.

Here, both parties must take extra care to listen carefully to

what each is saying. That way, additional problems can be

avoided. Effective listening skills also enable individuals to find

out why their opponents object to programs or ideas that they support. Remind students that

if they really listen to people they disagree with, they show they respect them (PP 17-13).

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Teaching Tip: Have students share experiences where they have been criticized by

a boss. What was their first reaction? Were they good listeners or did they find

themselves “tuning out” the boss? Did they overreact emotionally, later realizing

that the boss was only trying to help? What advice could they give to avoid

problems in the future?

Last Word: Listening is a skill best learned through practice. Encourage students to

develop their skills—once they’ve learned the basics, try to “wean” them from

relying on visual aids when you speak in class; instead, incorporate opportunities for

them to use their listening skills when receiving instructions in class, as well as

discussing terms and concepts. Expect students to maintain an air of

professionalism in class, which can include minimizing extraneous conversations

and focusing instead on those directly involving your course (imagine that!).

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