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Listening: Attitudes, Principles, & Skills. Chapter 1 Objectives After completing this chapter, you will become more aware of : The importance and benefits of effective listening The usefulness of the HURIER model in developing listening skills
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Listening:Attitudes, Principles, & Skills • Chapter 1 Objectives • After completing this chapter, you will become more aware of: • The importance and benefits of effective listening • The usefulness of the HURIER model in developing listening skills • The value of a behavioral approach to listening • The benefits of understanding yourself as a listener
Listening Goals • To recognize the importance and pervasiveness of listening so that you will be motivated to listen well • To learn the principles of effective listening so that you know what to do to improve • To acquire a range of listening skills so that you can practice effective listening • To analyze each situation so that you can choose the most appropriate strategies for your purpose and context
Components of the HURIER Model of Listening • H Hearing • U Understanding • R Remembering • I Interpreting • E Evaluating • R Responding
Apply the HURIER Model The HURIER Model allows you to take CONTEXT and PURPOSE into consideration in your listening activities. Improve your listening by: • Assessing your performance with the listening questionnaire • Set personal goals by identifying the components you want to improve • Learn relevant principles in each chapter • Acquire specific skills by practicing in and out of class • Reassess your skill level on exactly the behaviors you have learned and practiced
Self-Monitoring A special type of social sensitivity involving your awareness of how your behavior affects another person within the context of a specific interaction, and the degree to which you choose to modify your response based on that knowledge. (Snyder)
Rules of Constructive Feedback • 1. It is descriptive . .. Tim, I liked your report. The style was clear and concise, and your ideas were organized logically. The documentation you used made the problem credible and vivid. . . . not evaluative. Tim, that was a terrific report. • 2. It focuses on behavior . .. Tim, slow down a little bit, and I think you can reduce the number of errors. . . . not on personal characteristics. Tim, you could be a lot faster on that machine if you were better coordinated. • 3. It is specific . .. Tim, I couldn’t hear you from where I was sitting. . . . not general. Tim, your voice isn’t effective. • 4. It is timed appropriately . .. Tim, let’s get together around 2:00 p.m. and talk about your progress on the AMF. . . . not delayed or left to chance. Let’s get together some time. • 5. It is offered . .. Tim, perhaps my reactions to your report would help you in preparing for next week’s meeting. Would you like to get together sometime this afternoon? . . . not imposed. Tim, I’ve got to talk with you about that report before you give it at our meeting next week.
