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CHAPTER 3
Listening
Resource Guide
The opening page of each chapter in Communicating at Work lists desired learning outcomes. The
Resource Guide will assist you in locating activities and resources from the text and Instructor Manual
that are relevant to each objective.
Chapter Objectives
Resources
Describe how effective listening can contribute to
your career success, and how false assumptions
about listening could impede your career.
Instructor’s Manual online:
Discussion Launchers: 1, 2
Classroom Activities: 1, 2
Identify three major barriers to your listening
effectively and outline strategies for overcoming
each barrier.
In the text:
Activities: 1
Case Study: Careless Listening
Leads to Ridicule
Ethical Challenge:
Golden and Platinum Rules
Culture at Work: Gender Differences in Listening
Instructor’s Manual online:
Personal Reflection for Journaling
Discussion Launchers: 3-5
Classroom Activities: 3
Written Application Exercise: 1
Analyze your listening style(s), and explain how
you might use this knowledge to explain how to
better understand others.
Key terms: analytical listening; critical listening;
relational listening; task-oriented listening
In the text:
Activities: 2
Self-Assessment: Your Listening Style
Instructor’s Manual online:
Discussion Launchers: 6,7
Classroom Activities: 4
Apply the six guidelines for listening to understand
and be able to create appropriate paraphrasing
response in given situations; apply guidelines with
regard to evidence and appeals when listening to
evaluate.
Key terms: counterfeit questions; mindful
listening; mindless listening; paraphrasing; sincere
questions
Instructor’s Manual online:
Discussion Launchers: 8-11
Classroom Activities: 5-8
Written Application Exercises: 2, 3
Evaluate various listening approaches you could
use in a specific situation and describe the best
approach to accomplish your goals and enhance
your career relationships with others.
In the text:
Activities: 3-5
Career Tip: Use a Telephone Log
Technology Tip: Listening to Voice Mail
Instructor’s Manual online:
Discussion Launchers: 12
Classroom Activities: 9
Written Application Exercises: 4
Video Activities: 1-3
About Chapter 3
Chapter 3 demonstrates that communication is more than talking, and that one can listen and send out
messages simultaneously. This chapter provides ample opportunities to review concepts from previous
chapters and to reinforce skills taught earlier. Chapter 1 introduced the notion that communication is a
transactional process involving communicators who simultaneously send and receive messages. Chapter 2
discussed the need to listen to people who may communicate differently than we do. Chapter 3
emphasizes the crucial (and often neglected) role of mindful listening in the communication process.
The first section of this chapter emphasizes the importance and value of effective listening. Research
and examples show how listening impacts our careers and our individual success. Next, Chapter 3
identifies three barriers to effective listening: environmental, physiological, and psychological. Students
can correlate the types of noise taught in Chapter 1 with the barriers to listening discussed here.
Additionally, this section examines the flip side of intercultural and gender language differences
described in Chapter 2 by showing how these differences affect us when our primary role is that of
listener. The difficulties men and women experience in communicating often stem from the different
listening styles they use during their interactions with each other.
The third section of this chapter helps students assess their own listening styles with a Listening
Preference Profile and descriptions of four typical, but contrasting, styles of listening: relational, task-
oriented, analytical, and critical. Students should become aware that each style of listening has its place,
and should be encouraged to develop their capacity to listen from each approach. The final section
outlines guidelines for effective listening in two key applications : listening to understand and listening to
evaluate.
Personal Reflection for Individual Journaling Assignment
Recall a situation when you felt what you were saying was important but the person(s) to whom
you were speaking didn’t seem to be listening to you. What made you think they weren’t
listening? How did that make you feel? What listening barriers do you think were present? How
can you use this personal reflection to encourage yourself to listen more attentively to others?
Discussion Launchers
1. What examples of poor listening have you observed in the workplace, at school, or at home? What
were the consequences of the ineffective listening? In your experience, does ineffective listening
contribute as much, more than, or the same as ineffective speaking to the presence of organizational
errors?
2. In your own experience, particularly on the job, what are some of the reasons you and others have
listened poorly? Classify your examples according to those listed in the text. If possible, suggest
additional reasons not mentioned in the text.
3. List the barriers to listening identified in the book. Can you add others? Now, rank-order the entire
list from the most important (most frequent) barriers to the least important. Give examples to support
your ranking.
4. Based on your experience, which barrier to effective listening causes the most confusion in an
organizational setting? Illustrate with examples.
5. Identify typical differences between masculine and feminine listening styles. Do these differences
affect men’s and women’s ability to communicate effectively with each other? Explain your answer.
6. Do you believe you and other people have a predominant listening style? Is it difficult to switch styles
if you have a strong tendency toward one type of listening (such as task-oriented listening)? What
advantages are there to training yourself to competently switch styles?
7. Consider each style of listening explained in the text. Suggest scenarios in which each style might be
a good choice or a poor choice. Explain your choices. Can you find any relationships between the
listening styles introduced in this chapter and the cultural dimensions we read about in Chapter 2?
Explain.
8. Compare and contrast mindful and mindless listening. What is involved in each? When is each type
appropriate? Design a set of guidelines to help your classmates decide when it would be valuable to
evaluate a speaker’s message and when it would be helpful to withhold judgment.
9. Think of a time when another person evaluated your message before they took the time to completely
understand your meaning. Why did they do this? How did you know they were evaluating without
understanding? What impact did it have on your communication and on your relationship? (It is also
instructive to reverse roles and answer the same questions concerning a time when you evaluated
another person’s message before you took the time to completely understand their meaning.)
10. Which of the guidelines for “Listening More Effectively” do you find most useful? Are some
guidelines more suitable for specific contexts such as friendships, work, school, or completive sports?
Explain your answer.
11. Which of the guidelines for “Listening More Effectively” will be the most difficult for you to apply?
Why? What suggestions do you have for becoming more competent in this area?
12. Communication is an art, not just a science. Consequently, sometimes when we’re attempting to be
good communicators and use our best paraphrasing skills, either the other person isn’t receptive, or
our words just seem to come out wrong. Think of specific examples from your own experience that
illustrate this unfortunate possibility. Explain your example to the class, and ask your classmates to
analyze why each situation turned out as it did. Make suggestions about how you might handle a
similar situation the next time around.
Classroom Activities
1. A Good Listener
Objective: Students will recall and analyze examples of effective listening.
Procedure: Divide students into small groups. Instruct group members to describe someone they know
whom they consider to be an excellent listener. After each member has finished with their description, the
group will write general guidelines of effective listening that reflect members’ descriptions.
Class Discussion: Ask groups to share some of their favorite descriptions and guidelines. Try to match
the student-generated guidelines to those in the text. If students suggest any additional guidelines that
aren’t mentioned in the text, write them on the board.
2. Standardized Listening Tests
Objective: After completing this activity, students should be able to assess listening skills by using a
standard listening test.
Procedure: Obtain a standardized listening test. One that is readily available is: Barker, Larry L., and
Watson, Kittie W., Listen Up: Skills Assessment. Facilitator’s Guide. [Available from Spectra Publishers
at http://www.spectrapublishers.com/html/listening.html ]
The Watson-Barker Listening Test assesses five categories of listening skills: (1) evaluating message
content, (2) understanding meaning in conversation, (3) understanding and remembering lectures, (4)
evaluating emotional meaning, and (5) following instructions. It comes with a 20-minute videotaped
listening test followed by multiple-choice questions. This version has 20 questions. A longer version
includes two 40-minute videos (Form A and Form B) that can be used as pre- and post-listening tests.
listening skills.
Class Discussion: You can administer this test as a pretest. Discuss as a class:
• What did you learn about your own listening skills from taking the test?
• Do your results suggest that you rely on a particular style of listening?
• Are there any sections of the listening chapter that you would like to focus on?
• What can you do to improve your listening in those areas where you were the weakest?
You might wish to re-administer the test after completing the chapter on listening. Have students compare
their first and last scores. Discuss whether students learned enough from this chapter to make a difference
on their scores. Why or why not?
3. Overcoming Listening Barriers
Objective: This activity helps students acknowledge ways they can improve their own listening.
Procedure: Divide the class into groups of four or five students. Ask each group to consider the
following question: “If you had one minute to give the best advice you could to help people overcome the
reasons they listen poorly and to become better listeners, what would you say? Be very specific.”
Class Discussion: On the board, create a column for each of the listening barriers listed in the text. Add
an additional column titled “Miscellaneous”. Elicit from each group some of their suggestions for
listening improvement. Have the class categorize each suggestion according to which barrier it
corresponds to. To allow you to continue engaging the class, invite one or two students to act as scribes
and record suggestions in the appropriate columns on the board. After suggestions have been classified,
have the class vote to choose the best solution for each barrier. Discuss why they chose these solutions.
4. Listening Styles
Objective: This activity helps students understand differences among four types of listening styles and
understand when each style is appropriate or inappropriate. This exercise helps sensitize students to the
importance of developing a flexible listening style.
Procedure: Divide students into groups of four or five. Distribute copies of the following chart.
Exploring Styles of Listening
Characteristics
Relational
Listening
Analytical
Listening
Task-Oriented
Listening
Critical Listening
Key concerns of
this type of
listening.
Tell me how
you feel about
this. I want to
be sure
everyone feels
heard.
Let’s consider
each contrasting
point of view and
look at all the
evidence before
we try to reach
any conclusions.
We need to make our
decision quickly, but
I’ll extend this
discussion for three
more minutes… IF
your point is
relevant.
What are the
strengths and
weaknesses of this
idea? Have we done
the best possible job?
Example of a
response that
illustrates this
style of
listening
Situation when
such a comment
would be
appropriate
Situation when
such a comment
would not be
appropriate
How the person
being listened
to might feel
after hearing
this comment.
Ask each group to fill in the empty blocks. After students have filled in all blocks, ask group members to
read an example aloud. Their classmates’ task is to identify which style of listening the response
illustrates. Students will find that many responses could be classified as examples of more than one
listening style. Continue the discussion by eliciting situations in which this response would be appropriate
or inappropriate and predicting the particular feelings the responses might evoke.
Class Discussion: Ask students whether any of the styles seem to be appropriate in more situations than
others. Do some seem more polite? Are some more productive? Are some more self-serving? Have
students come up with their own emotive descriptions of each style.
5. Asking Sincere Questions
Objective: Students will differentiate between sincere versus counterfeit questions.
Procedure: Divide students into groups of four. Students in each group will assume the roles of Student
A, Student B, Student C, and Student D. The task of Student A is to talk about something interesting that
happened to her or him during the past week. (If students claim that they can’t think of anything
interesting, instruct them to talk about something that isn’t interesting.) Students B and C will ask
questions, and Student A will respond. Meanwhile, Student D will write down the questions asked by
Students B and C.
After three minutes have elapsed, stop the question-asking session. Remind students that many questions
that may seem sincere at first are actually hidden advice. Each group will now look are the written version
of the questions and decide whether the questions are sincere, focused, irrelevant, and/or counterfeit.
Class Discussion: When groups have finished analyzing their questions, ask each group to share two or
three of their questions with the class. Evaluate with the class which type of question each example
illustrates. Ask students who assumed the role of Student A to report to the class their reactions to the
questions. Use this opportunity to reinforce problems inherent with counterfeit questions.
Extend the discussion by eliciting times when students wanted to tell their stories, but were interrupted by
others who were too busy giving advice to really listen. Encourage students to practice asking sincere
questions between now and your next class meeting. In your next class, ask students to share their
experiences as they attempted to apply this new skill. To help students accomplish this task, give them a
simple rule such as “When you start to offer advice (unless the other person has clearly asked you for
advice), say to yourself ‘Shut up and listen.’”
6. Seeking Feedback
Objective: To apply and practice skills at asking questions and paraphrasing in order to discover the
speaker’s content, intent, and feelings.
Procedure: Ask students to listen to the statements you’re going to read. After you’ve read each
statement, give the students two or three minutes to write a response aimed at discovering the content,
intent, and the feelings expressed in that statement. Acceptable responses include sincere questions as
well as paraphrases. Remind students that there are many possible ways to paraphrase any statement.
They should create a scenario and use their own best judgment.
A. “My supervisor told me this morning that I was going to receive a bonus.”
B. “Nobody cares how we do our jobs.”
C. “I’m really under a lot of pressure this week.”
D. “I’m trying to make ends meet, but it’s difficult with all the expenses I have for school and
my family.”
E. “I’m having trouble accepting the rating I got on my performance appraisal.”
F. You’ve just told a colleague how a job needs to be done. He says, “It doesn’t matter how it’s
done.”
This exercise can also be done in groups. You could assign two or three of the statements to each group,
then compare responses.
Class Discussion: Class discussion could focus on the way students draw meaning from the various
statements.
• What cues did you use to interpret the intent of each of these messages?
• In what ways could these types of statements be misinterpreted?
• How might the other person respond if your paraphrase is inaccurate?
• Which of these statements has the most negative connotation? Why?
• Did your paraphrase reflect that negativity?
• How does the way we listen for and respond to content, intent, and feeling affect our
everyday interactions?
7. Listening Actively: An Online “Quiz”
Objective: Students will try out their own active listening skills.
Procedure: Direct students to the following Rochester College URL:
http://www.roch.edu/faculty/lhalverson/listening.htm
Have students complete the Active Listening quiz. They will read a series of four paraphrases. For each,
they will have an opportunity to decide whether the listener is focusing on content, intent, tone, or all
three. Caution your students not to click on “Submit,” because their work would be submitted to
Rochester College, not to you. Instead, they can copy the page for discussion in class the next day.
Class Discussion: Conduct an open-ended discussion to find out what students learned from completing
this exercise. You may wish to continue by placing them in groups and asking each group to write
paraphrases that focus on content, intent, tone, or all three.
8. Paraphrasing in Context
Objective: After completing this activity, students should be able to understand the impact of context on
the listening process.
Procedure: For each statement in the previous exercise, discuss how a different context might change
their paraphrased response. Use the sample contexts below, or have students make some up. Randomly
select some of the contexts to apply to each of the above statements, and have students write a
paraphrased response that differs from the ones they originally wrote.
Chronological
Context
Social
Context
Physical
Context
Cultural
Context
Preferred
Response
You’ve known
the person since
first grade. It’s
early morning and
you haven’t had
caffeine yet.
You’ve
considered the
person a good
friend, although
you’ve only
worked for the
same company for
a year. You are
the manager.
In the hallway of
the workplace.
Both the same
gender and same
age; both from
Chicago; German
ethnic background
You’ve just been
reprimanded by
your supervisor;
it’s the middle of
a rush job.
You just met the
person yesterday;
you are of
different genders;
there are five
other coworkers
Near the coffee
pot in the break
room of a large
corporation.
One is an
immigrant from
Denmark; one an
older worker who
is about to retire.
standing around.
When you have finished, choose one of the statements, and ask for several volunteers to read their
paraphrased responses. After three or four students have read their responses, ask which responses
students would prefer to hear if they were on the receiving end. Spend some time talking about the
different ways students paraphrased the same statement.
Class Discussion: Class discussion could focus on the way students paraphrased their responses when
viewed in different contexts.
• In what ways did each of the context types affect your paraphrasing?
• Which context has the most impact on an individual’s interpretation of a message?
• In what practical ways can you alter your listening practices to consider context?
9 . Listening to an Older Generation
Objective: Students will become more sensitive to varying communication styles.
Procedure: Point out that effective communicators often adjust some aspects of their listening and
communication patterns when they are communicating with persons from other cultures. Assign students
to spend at least 15 minutes interacting with a person (not someone they know well) from a culture
different than their own (this can include age, gender, socioeconomic, or occupational cultures such as
elderly; persons of disability; homeless). Instruct students to watch and listen for communication
differences (vocabulary; style; nonverbals).
Class Discussion: After students have completed their interactions, discuss their experiences.
• Describe any differences in your communication styles.
• Did you experience any listening barriers?
• Did you adapt your listening or communication style? If so, how?
• Illustrate with specific examples.
• How effective do you think your communication was? Explain.
Written Application Exercises
1. Take Some Listening Practice Tests
Complete one of the Cyber Listening Lab exercises at http://www.esl-lab.com/. If you are an ESL
student, choose one of the easier practices. If you are a native speaker (and listener) of English, choose
one of the more difficult practices. After you listen, test your comprehension by answering all the
questions, including the vocabulary and grammar items. You don't need to write your answers.
In terms of what you've learned from Chapter 3, reflect upon this practice test. Think about your listening
strengths and weaknesses. Select at least three listening barriers you experienced in this session. Figure
out a way you could help overcome each barrier.
Now, listen to one more practice test. This time, try to apply at least one of the remedies you thought of.
In your written essay, describe the listening barriers you experienced. Explain your proposed remedies.
Report on your attempt to improve your listening. Finally, propose how you will continue to work to
improve your listening. Include at least one VERY SPECIFIC remedy you will put into practice right
away. Use concepts from the text in your essay.
2. Understand the Difference between Empathy and “True Empathy”
Read the article “True Empathy” (available at http://www.lets-talk.org/true.htm ).
Write a paragraph summarizing what you learned about the difference between empathy and “true
empathy” as described in this article. Write three examples of empathic remarks that might reinforce
negative feelings. Now convert them to express “true empathy.”
How does the concept of “true empathy” compare to the concept of “counterfeit questions” discussed in
your text? Do you think “true empathy” is an example of counterfeit paraphrasing? Defend your
answer.
3. Validating Others’ Feelings
Read the article titled “Emotional Validation” (available at http://eqi.org/valid.htm ).
Write a paragraph summarizing what you learned about validation as described in this article. Write four
examples of invalidating remarks. Now convert them to remarks that express validation.
How does the concept of validation compare to trying to “fix” things for the person you’re listening to?
How does validating compare to the concept of “counterfeit questions” discussed in your text?
4. Listening to Understand
Read the flowing articles:
• “Effective Listening” (available at http://www.csbsju.edu/academic-advising/study-skills-
guide/effective-listening.htm)
• “In the Classroom” (available at http://www.csbsju.edu/academic-advising/study-skills-
guide/classroom.htm )
Choose four of the practices from these articles that stood out to you. Try out these concepts while you
listen to a classroom or workplace lecture. Write an essay in which you define the four concepts and
describe specifically how you applied each. What was the outcome? What would you change next time?
Set forth a plan for improving your ability to “listen for understanding” in the classroom and/or the
workplace.
Video Activities
1. Listening at Work: Health Care
Objective: After completing this activity, students should be able to identify listening styles and barriers
in a work environment.
Procedure: In the third major scene of the film Mask (1985, Universal Pictures, starring Cher, directed
by Peter Bogdanovich), Rocky, the main character, visits a medical office. Four medical workers speak
with him—an older male, a midlife male technician, a female, and a new, young doctor. In these brief
encounters, students can observe stark contrasts in listening/relating styles. These encounters also provide
a good place to review the nonverbal skills that can contribute to or detract from effective listening. To
emphasize the accompanying nonverbal behaviors, ask students to first watch the scenes without sound.
Class Discussion: The following sample questions will focus attention on listening skills.
• Which medical worker(s) listened best to Rocky?
• How would you describe each of their styles?
• Can you identify instances of paraphrasing content, intent, or feelings?
• What were the barriers that interfered with the young male’s listening effectively?
(Egocentrism will probably top the list here, but others are apparent also.)
• Which medical worker(s) was (were) more interested in listening to understand? In giving
advice?
• How did Rocky’s mom (Cher) listen to the young male doctor?
2. Listening for Information
Objective: After completing this activity, students should be able to apply principles of listening for
information.
Procedure: Videotape an informative speaker (C-SPAN is a good source for speeches), and play the
speech in class. Instruct students to apply the guidelines in the text by listening for key points and taking
notes. At the conclusion of the speech, allow time for students to add key information to their notes.
Class Discussion: The following sample questions could be used to identify the difficulties students had
after watching the speech.
• What were the key points identified by most students? Did most students select the same
points?
• What common pieces of information did most students remember? Why?
• How did selectivity of listening to and remembering information affect the information you
recalled?
• How could the speaker have enhanced your ability to remember more information?
3. Listening to Evaluate
Objective: This activity helps students develop skills in listening to evaluate.
Procedure: Videotape a persuasive speaker (C-SPAN is a good source for speeches), and play the speech
in class. Instruct students to apply the following guidelines from the text: analyzing the speaker’s
evidence, and examining emotional appeals. Have students write down the speaker’s key claims,
examples of credible evidence, lack of evidence, and emotional appeals.
Class Discussion: Discuss students’ evaluations with the class. You could use the following questions to
stimulate discussion:
• What were the speaker’s key claims?
• To what extent were the claims supported with accurate and timely evidence? What other
types of evidence could the speaker have added to the speech?
• What emotional appeals did the speaker use? Were these appeals relevant to the intended
audience? Were they realistic?
• Did any of the emotional appeals obscure logical considerations?
• Based on your analysis of evidence and emotional appeals, do you believe this speaker had
high or low credibility? Explain.
Additional Resources
Print
Chen, G., & Starosta, W. J. (1998). Listening between cocultures. In Foundations of intercultural
communication. Allyn & Bacon.
This chapter provides insight into and instruction in the process of intercultural listening, with
examples and research highlights.
Meiss, R. (1994, March). Effective listening skills. Women in business, 46(2), 28–31.
Emphasizes listening principles and styles, requirements to change listening behavior, and how
powerful listening is essential for personal and professional growth. Listening skills need to be
developed.
Owen, K. (1994, January). Listen to what patients don’t say. RN, 57, 96.
Close listening has life and death significance. This article illustrates the importance of paying
attention to kinesics, paralanguage, complaints, and responses. Ideal for nursing students.
Purdy, M., & Borisoff, D. (1997). Listening in everyday life: A personal and professional approach (2nd
ed.). Lanham, ND: University Press of America.
Offers suggestions for listening in various settings.
Wolvin, A.D., & Coakley, C.G. (1995). Listening (5th ed.). New York: McGraw-Hill
This comprehensive listening text covers major topics regarding listening, including a section on
the reaction to ineffective listening within the business world.
DVD
The Art of Listening (2007) 25 min. Learning Seed Video.
This video teaches “Seven Laws of Good Listening,” including the value of silence, when and
how to take notes, and listening between the words to understand the speaker’s feelings.
Breakthrough Listening. 20 min. Kantola Productions.
Listening is examined in an office setting, focusing on the role of perception and interpretation.
Developing Positive Listening Skills (2004) 27 min. Insight Media.
Compares empathic, active listening to neutral listening. Outlines poor listening habits to avoid.
I Know Just What You Mean. 20 min. CRM Films.
This workshop, introduced by Dr. Stephen R. Covey, shows us how to understand the speaker’s
need before we prescribe solutions.
Listening (1996) 30 min. RMI Media.
Shows the difference between listening and hearing. Shares insights from a speaker with a
hearing impairment, a physician, a TV news reporter, and more.
Listening Under Pressure. 14 min. Kantola Productions.
Right and wrong ways to listen and respond to customer complaints. Closed captioned.
The Power of Listening. 23 min. CRM Films.
Hosted by Dr. Tony Alessandra, this video addresses the conscious choices that listeners must
make to excel in the human process of listening.
Web
Center for Rural Studies
http://crs.uvm.edu/gopher/nerl/personal/comm./e.html
This site provides a lecture outline and several exercises for teaching active listening skills.
College of St. Benedict/St. John’s University
http://www.csbsju.edu/academic-advising/study-skills-guide/effective-listening.htm
http://www.csbsju.edu/academic-advising/study-skills-guide/classroom.htm
The CSBSJU Academic Advising Department has developed the above pages to help students
listen, take notes, and remember what they read.
Cyber Listening Lab
http://www.esl-lab.com/
This site provides listening tests and resources for ESL students. Some of the most difficult tests
might also be useful for native speakers to test their own listening skills.
EQ International
http://eqi.org/und1.htm
http://eqi.org/valid.htm
http://eqi.org/invalid.htm
http://eqi.org/respect.htm
Provides explanations and examples of four key concepts of effective listening: understanding;
validation; avoiding invalidation; and treating others with respect.
Halverson’s Active Listening Page
http://www.roch.edu/people/lhalverson/listening.htm
Visit this page for interactive practice with active listening.
International Listening Association.
http://www.listen.org/
This organization, dedicated to improving listening in all contexts, has extensive resources to
promote the study and development of listening: bibliographies, databases, abstracts, and
videotapes. 1-800-452-4505.
Let’s Talk Training Group
http://www.lets-talk.org/true.htm
http://www.lets-talk.org/article.htm
These two articles explain the differences between empathy and “true” empathy, and they give
suggestions for controlling our tendency to evaluate others negatively rather than listening to their
true intent.
Dr. Larry Nadig, Ph.D (Clinical Psychologist)
http://www.drnadig.com/listening.htm
Dr. Nadig, a clinical psychologist, has prepared a concise page that summarizes listening theory,
listening difficulties, modes of listening, and tips for improving listening.
Power of Listening Training Video Program
http://www.customerserviceuniversity.com/power_of_listening.html
This 23 minute commercial video uses a business drama to teach listening concepts.
The Public Speaker
http://publicspeaker.quickanddirtytips.com/stop-quit-interrupting.aspx
Tips for breaking the bad habit of interrupting others.
Talico, Inc.
http://www.talico.com
A variety of corporate training activities on listening are available through Talico, Inc. 2320
South Third Street, #5, Jacksonville Beach, FL 32250 .Fax: 1-904-241-4388. Phone: 1-904-
241-1721.
