Internal Communication and Listening

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6 Listening and Feedback

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Learning Objectives

After reading the chapter and studying the materials, you should be able to:

1. Utilize the forms of listening that take place on the job. 2. Overcome the types of listening distractions and barriers that disturb effective communication. 3. Help managers improve their listening skills. 4. Use feedback to effectively communicate.

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6.1 Listening and Management Communication Learning Objective # 1: What forms of listening take place on the job?

What kind of listener are you? It might be tempting to respond with a one-size�its-all answer, such as, "I'm a good listener," or, "I'm an empathetic listener." In truth, listening varies according to the content of a message and the context in which that message is delivered. For example, if you are being "chewed out" by a boss, empathy for the audience may go right out the window. In any case, listening plays an important role in business and management communication.

In management communication, several styles of listening may be used. Content listening means that the receiver seeks to understand and remember the information presented by a speaker. Questions are posed to clarify the content of a presentation without judging or creating an argument. Even the speaker's limitations become of less interest, because the goal is simply to obtain information (Bovee & Thill, 2005).

Active listening, which should occur in most business settings, involves listening with a purpose (Barker, 1971). Doing so includes making a conscious effort to turn off internal �ilters and biases in the attempt to accurately perceive and understand what the other person says. In active listening, questions clarify the message and encourage the speaker with support and positive feedback (Brooks, 2003).

Empathic listening, a form of active listening, takes place when the receiver tries to understand the other person, including his or her feelings, needs, and wants. You may not share the person's perspective or point of view, but the idea is to appreciate the person's problems and situation. Effective supervisors master empathic listening.

A type of listening that adds judgment, critical listening, occurs when the recipient goes beyond comprehending the message to evaluating it. The analysis incorporates assessments of the logic of the argument, the value of the evidence, the validity of the conclusions, the speaker's motives or intentions, and any attempt to mislead or combine facts with opinions (Brownell, 2002).

Applying each of these listening venues at the proper times can enhance your chances of having a successful career. No one likes being ignored or misinterpreted. Effective listening connects with many other aspects of leading, including the ability to communicate verbally and in written format, by �irst knowing what the audience thinks or has to say.

This chapter concentrates on two aspects of managerial communication: effective listening and providing feedback. The two interact in the sense that it will be impossible to provide quality feedback unless you �irst listen carefully. Providing quality feedback also enhances your prospects of becoming a more valuable and effective manager, one worthy of promotion to higher ranks.

For Review

What four listening styles are used in management communication settings? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#)

Content listening means that the receiver seeks to understand and remember the information presented by a speaker. Active listening, which should occur in most business settings, involves listening with a purpose. Empathic listening, a form of active listening, takes place when the receiver tries to understand the other person, including his or her feelings, needs, and wants. Critical listening occurs when the recipient goes beyond comprehending the message to evaluating it.

Domino's Pizza: We're Listening

Recently, the Domino's Pizza chain engaged in a two-part advertising program designed to build sales and market share in a declining economy. The key ingredient: listening to customers. The original television advertising campaign shows clips of consumers in focus groups, making such statements as, "Worst pizza I ever had; totally devoid of �lavor," "Domino's pizza crust is to me like cardboard," and "The sauce tastes like ketchup" (Farhi, 2010).

The point: While Domino's had maintained its market share during the economic downturn, company leaders believed that they could apologize for poor-quality pizza and promise to do better by creating pies with improved ingredients and better recipes. New company CEO Patrick Doyle used the company's listening program to lead the way, saying, "We think that going out there and being this honest really breaks through to people in a way that most advertising does not" (Farhi, 2010).

Some marketing experts expressed concerns that consumers would not listen carefully to the message. They would hear the part about poor quality but not the part about improving. Domino's managers believed the risk was worthwhile.

Following the rollout of new, improved pizzas at bargain prices, the second phase of the listening program began. The new campaign states, "We're only as good as our last pizza. So tell us how yours was." The Domino's Pizza Tracker feature, which had been developed two years

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Domino's novel approach to building business includes a healthy dose of listening.

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What level of listening do you use on the job?

before the recipe upgrades, provided a new listening device to facilitate communication with individual customers.

The Pizza Tracker feature allows customers placing an online order at the Domino's website to follow the progress of their order from the shop to their front door. Users receive an email directing them to the order-tracking page within seconds of placing an order and, without having to refresh the page, are told precisely when their pie is placed in the oven, checked for quality assurance, and dispatched to their home. The Pizza Tracker informs the customer about who was responsible for an individual pizza during preparation and delivery. Then, the customer can provide feedback directly to the store where the pizza was made, which opens lines of communication with individual stores and managers rather than with the larger corporation.

The Pizza Tracker feature suggests that store owners will listen when customers are dissatis�ied. By naming the actual individual responsible for any service failure, a store's manager can improve operations on an

employee-by-employee basis. Over the course of the next apology campaign and new emphasis on customer feedback, sales increased dramatically during the next two quarters (Skid, 2010). Time will tell if the novel approach will yield longer-term results.

Questions for Students

1. Do you think that starting with negative statements about your company will cause people to hear how you intend to improve or �ix the problem?

2. What are the differences between listening to customers about problems and listening to internal managers discussing the same issues? 3. As an employee, would you listen to a customer complaining about the pizza you just made, when the customer was simply wrong in

his/her feedback or criticism?

Levels of Listening

In any listening context, a person may engage in various levels of attention. The good listener, or a level one listener, stays involved in the conversation by considering the speaker's interests and message. The level one listener maintains an open mind and pays attention respectfully by maintaining eye contact, sitting or standing attentively (leaning forward), and without an expression signaling disregard, boredom, or overt disapproval.

Someone who hears the words but does not fully appreciate their meaning or content is a level two listener. This individual ignores or does not process nonverbal cues. The level two listener will be less interested in the speaker's intentions. Failure to fully engage in a conversation in this manner can lead to misunderstanding or con�lict.

When an intended recipient does not acknowledge the speaker and instead thinks about other matters, the person becomes a level three listener. Such a self-centered approach creates confusion and greater misunderstanding. A level three listener misses important information and can make poor judgments.

As you have probably guessed, the ideal manager maintains level one listening. Unfortunately, many employees remain at level two or three far too much of the time. The net result will be breakdowns in communication, based on someone not paying proper attention (Burley-Allen, 2001). Individuals and organizations bene�it when the listening skills of managers are re�ined and enhanced.

For Review

What three levels of attention are found in organizational listening? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#)

The good listener, or a level one listener, stays involved in the conversation by considering the speaker's interests and message. Someone who hears the words but does not fully appreciate their meaning or content is a level two listener. When an intended recipient does not acknowledge the speaker and instead thinks about other matters, the person becomes a level three listener.

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The Importance of Listening and Feedback Skills

The ability to listen effectively and provide valid feedback has a major impact on business organizations as well as levels of personal success. In addition, excellent listeners often enjoy more positive social relationships both on and off the job. Managers and employees both bene�it from effective listening techniques.

Personal Level Listening

In terms of personal activities, listening skills play vital roles in job searches, job training, performance appraisals, and interpersonal interactions. In a job search, one key step will be the job interview. An applicant will have only a brief amount of time to forge a positive impression. Poor listeners often �ind themselves rejected, because they were inattentive and either missed the point of a key comment or failed to respond to an idea, suggestion, or question. Effective listeners create positive impressions through their answers and feedback provided to the human resource of�icer or supervisor conducting the interview (DeCenzo & Robbins, 2007).

Job training requires careful attention. Effective listeners learn jobs more quickly, ask more informed questions, and tend to succeed (Mathis & Jackson, 2010). Trainers become frustrated with those who fail to pay attention.

Performance appraisal processes should be interactive discussions. The employee learns about perceptions of his or her strengths and abilities, as well as personal weaknesses or de�iciencies. After these perceptions have been presented, the employee can provide feedback regarding his or her assessment of the views of others and respond to challenges presented and new goals. Doing so can be accomplished only when the employee �irst listens carefully to what the reviewer has to say (Grote, 2011).

Good listeners make better colleagues and friends. Interpersonal interactions in and outside the workplace are enhanced when a peer listens closely to your problems, concerns, and feelings. Effective managers, as well as good friends, provide feedback, even when it hurts a little. Rich social and professional lives and effective listening are closely related.

Effective Listening in Organizational Activities

Companies bene�it from effective listeners. Meetings become more productive when those involved take the time to fully hear what others have to say. The leader of a group or team, when conducting a meeting, serves the role of facilitating conversation and interaction. The leader must be an effective listener in order to play such a role.

Numerous presentations also bene�it from high-quality listening. A speaker making an in-house report deserves the close attention of the audience. Salespersons calling on companies are better served when the client listens carefully to the sales presentation.

In general, it is safe to say that listening merits equal attention to any verbal or written communication skills. Much of the time, a manager will be a receiver or recipient of a verbal message from employees and others. Those who listen effectively and provide quality feedback are more likely to be considered as superior leaders. The remainder of this chapter focuses on methods to help you become a better listener and someone who is capable of providing the best feedback to others.

For Review

Name the personal activities and organizational activities affected by listening and feedback. (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#)

In terms of personal activities, listening skills play vital roles in job searches, job training, performance appraisals, and interpersonal interactions. Organizational meetings, presentations, and reports are affected by listening and feedback.

Concept Check

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Even the weather can become a distracting in�luence during a conversation.

6.2 Listening Distractions and Barriers Learning Objective # 2: What types of listening distractions and barriers disturb effective communication?

Successful team players, managers, leaders, clients, and customers all have the ability to listen effectively in common. Fortunately, even those who are poor listeners can have their skill sets improved. Table 6.1 identi�ies some of the characteristics of ineffective listeners that can be improved. Basic listening skills involve a set of activities. The receiver �irst should be aware of potential distractions and barriers, seeking to reduce or eliminate their in�luence. Second, the listener can then work toward effective, active listening.

Table 6.1: Ineffective listening

Passively engaged

Provides no feedback, response, or encouragement

Constantly interrupts

Judges style over substance

Gets lost in details and misses the main point

Easily distracted

Allows barriers to listening to occur

Loses eye contact

Body language suggests inattention

Facial expression exhibits disagreement or boredom

Fiddles with distracting object

External and Internal Distractions

Before effective listening can even begin, a receiver should be aware of the many potential barriers and distractions that disrupt communication and a conversation. The two elements that reduce the ability to listen carefully are external distractions and internal distractions.

External distractions take the form of any event or object that turns a person's attention away from the discussion at hand. Examples of external distractions include motion, sound, intensity, contrast, and novelty/familiarity. When listening to a speaker, any nearby motion can take away from concentration. Someone passing by a room where a speech takes place can divert the attention of the audience. In an individual conversation in an of�ice, a passer-by may have the same effect. Sound-based distractions take many forms, including trying to hold a conversation in a noisy room, next to construction, in a room with music playing, or even during a loud thunderstorm. Intensity consists of other diversions such as strong odors and smells. Trying to �inish a conversation with the aroma of a freshly cooked meal nearby becomes problematic.

Contrast occurs when a loud room suddenly becomes muted or when a burst of noise disrupts a quiet room. Novelty means that seeing something novel in a familiar setting may redirect attention away from what is being said. Familiarity results from discovering something recognizable in an unusual setting (Nylen, 1980), with the same outcome: taking the person away from the speaker's message. In the business world, newer open of�ice spaces often distract people trying to engage in interactive conversations. The same holds true for an open computer screen during any speech or discussion. Cell phone rings or tones that indicate the person has received a text message interrupt other interactions (Hymowitz, 1998).

Everyone has experienced the problem of not being able to concentrate. Personal matters such as a troubled relationship, �inancial issues, or even a traf�ic ticket on the way to work, can capture a person's attention. Other internal distractions include a headache, cold or other health issue, and being hungry or thirsty. The ability to set these matters aside and pay attention to a speech or conversation can become a major personal asset; yielding to internal distractions causes miscommunication.

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For Review

What two types of distractions inhibit effective listening? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#)

External and internal distractions.

Figure 6.1: Internal and external distractions

Effective listening begins when a receiver becomes aware of the potential barriers and distractions that disrupt communication.

Barriers to Listening

In Chapter 2 on interpersonal communication, various barriers were presented. In addition to those problems, several barriers to listening can emerge. Some of the more common include:

time pressures discovery of disagreement detouring the speaker lack of willingness to listen mental speed and capacity selective listening prejudgment

Time represents one of the most valuable and scarce resources in business. When an employee feels pressed for time, a natural reaction will be to try to close off what may be perceived as an unnecessary interaction. The receiver might abruptly cut the speaker off, either by making a dismissive remark or arriving at a quick judgment. In the receiver's mind, the thought is, "I don't have time for this." The net result will be poor listening.

Discovery of a disagreement often occurs as a presentation or conversation carries on. At �irst, the receiver may not recognize the speaker's intention. All of a sudden, a point of contention appears that is powerful enough to cause the receiver to fail to hear the remainder of the message. The receiver, rather than listening, mentally forms the counterargument that he or she will then present.

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Discovery of a disagreement often occurs as a presentation or conversation takes place.

Detouring the speaker takes place when the receiver becomes distracted by a concept or a phrase and then pursues that line of thought. Soon the speaker has moved to a different topic. The outcome will be that the intended message never arrives.

The lack of willingness to listen emerges from more than one source. At times, a person may not want to listen, believing he or she has the superior position. A receiver may also believe the topic is trivial and not pay attention as a result. Further, some individuals would rather talk than listen. Such individuals are inclined to interrupt responses to questions and comments (Bostrom, 1988). Many people may avoid listening when they know a negative message or a disagreement may be forthcoming.

Figure 6.2: Distractions and barriers

Finding ways to overcome these communication complications takes a step toward becoming a more effective co-worker, employee, or manager.

Mental speed and capacity refer to the mind's ability to process information much faster than normal conversation. The 75–25 problem means that people speak about 25 percent as fast as they think (Lewis, 1987, p. 146). The differential allows a person's mind to wander while visiting with someone.

Selective listening embodies one aspect of mental speed and capacity. It involves tuning out the majority of what is being said until a key word or phrase captures the person's attention. Instead of processing what was actually spoken, the receiver guesses or thinks he or she knows what was said (Morreale & Bovee, 1998).

Prejudgment involves making up your mind before hearing the full message. In essence, the response has been prepared before the message has been transmitted. Preconceived ideas about the person engaged in the conversation based on his or her personality, appearance, or past conversations lead to prejudgments.

These barriers to listening pose problems for employees and supervisors. The failure to pay attention works in both directions during a conversation. Either person can create the kinds of communication obstacles that inhibit the correct transmission and reception of a message. Finding ways to overcome these communication complications (which will be described in the next section) takes a step toward becoming a more effective manager.

For Review

What barriers to listening affect organizational communication? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#)

Some of the more common barriers to listening include time pressures, discovery of disagreement, detouring the speaker, the lack of willingness to listen, mental speed and capacity, selective listening, and prejudgment.

Concept Check

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6.3 Listening Tactics and Techniques Learning Objective # 3: How can managers improve their listening skills?

Listening occurs at two levels in business settings. In active listening situations, there will be little or no opportunity to respond. Examples of active situations are hearing a speech by an organizational leader or outside presenter in a formal setting, including those that have been prerecorded on video. Empathic active situations might include a pep talk by a company manager or outside motivational speaker. Active listening may also accompany a visit to a supervisor's of�ice in which the employee will receive a message and give a minimal response, such as, "Okay," or "I'll take care of the problem."

Interactive listening situations include times when feedback and other forms of two-way communication take place. Interactive situations on the job take place during social and business conversations, including relations with salespeople calling on the company, during meetings and conferences, and as part of negotiation processes.

Listening tactics and techniques may be applied to both active and interactive situations. Many of the key listening elements are the same for both. The listener adjusts the composition depending on the situation at hand. Four phases of listening present opportunities to work toward higher-quality communication:

during preparation during the presentation during the interaction during conclusion of the interaction and follow-up

For Review

Explain active listening situations and interactive listening situations. (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.

In active listening situations, there will be little or no opportunity to respond. One example of an active situation is hearing a speech by an organizational leader, or outside presenter, in a formal setting, including speeches that have been prerecorded on video. Interactive listening situations include times when feedback and other forms of two-way communication take place. Interactive situations on the job take place during social and business conversations, including relations with salespeople calling on the company, during meetings and conferences, and as part of negotiation processes.

Preparation

The �irst opportunity to become a better listener—the preparation stage—occurs before any verbal encounter. Two types of interaction are possible: planned and unplanned. And, two types of settings occur: one-on-one and as part of an audience. One-on-one communications may be planned or unplanned. Audience settings will normally be planned in advance. You can become a better conversationalist and audience member by preparing for both.

For Review

What two types of interactions and two types of settings are present in verbal encounters? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.

Planned and unplanned interactions; individual and as part of an audience.

Planned One-on-One Interactions

Planned interpersonal interactions begin with understanding the nature of the encounter. Individual conversations are quite different from being a member of an audience or of a team or group. As a listener in an individual conversation, such as being called into the bosses' of�ice, preparation involves anticipating the nature of the meeting or conversation. If the intent has not been transmitted, an employee can inquire about it in advance. Unless a distinct reason exists for not telling the person, the employee then can better prepare. Things to consider include:

wearing appropriate attire bringing writing or note-taking capabilities, if they will be needed assuming the proper demeanor (formal, casual) bringing informational or supportive materials that may be useful

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Part of preparation for a planned one-on-one interaction is wearing the proper attire.

Finally, the receiver should try to ascertain in advance whether the interaction will consist primarily of active listening or interactive listening. For an active listening situation, methods such as note-taking and other forms of recall assistance may be valuable. For interactive listening circumstances, seeking out information about the purpose of the conversation can provide valuable tools. Many times a planned interaction begins in active mode and evolves into an interactive format. Therefore, it may be advisable in many situations to prepare for both.

Planned Audience Interactions

Planned interactions as part of an audience necessitate basically the same types of items as for interpersonal situations. Effective audience members go a step beyond by carefully studying any materials that have been circulated prior to the presentation. They also bring along items such as pre-printed or electronically submitted reports and agendas. In other words, they show up prepared for the presentation or meeting. As part of this process, the speaker should be aware of the type of audience to expect —hostile or friendly, informed or uninformed, of the same rank/higher rank/lower rank, and so forth.

Audience members also should try to �ind out whether participation will be invited or discouraged. If it will be discouraged, then active listening will be required. When it will be invited, an interactive listening environment, audience members with a solid background on a topic or issue will be in the best position to participate in an effective and positive manner.

Unplanned One-on-One Interactions

Many times, social and business interactions take place spontaneously. Even then, an effective listener can apply basic tactics to improve communications. Among them, when a chance encounter occurs, �irst recall as much as you can about the speaker. This assists in understanding his or her frame of reference. Second, consider the setting. When you meet in a crowded hallway, the circumstances are much different from running into someone alone in a break room. Third, try to assess the speaker's demeanor. Notice whether the person seems jovial, disturbed, in a bad mood, or rushed, or is acting in some other fashion to convey emotions and purpose. Someone who is in a hurry likely will appreciate your quick and brief response. A conversation with a person in a bad mood may be best delayed until things improve. In general, one of the gifts of an effective listener may be termed situation sensitivity, or the ability to quickly assess a conversation's context and respond accordingly.

Effective Listening During a Presentation

When you are listening to a person in a conversation or a presenter in a larger setting, several key tactics aid the process. Each can assist in active listening, empathic listening, and critical listening. Effective listening during a presentation starts with attending skills and encouraging skills (Russell & Munter, 2011). A receiver may also take advantage of message reception techniques in order to fully process a presentation or directive by a supervisor in a one-on- one setting.

Attending Skills

Attending skills display interest in the message and support for the speaker. Effective listeners remember that they have been speakers in other situations and appreciated the attention given by receivers. Attending skills include listening posture, distance, eye contact, and eliminating barriers (Baney, 2004).

Listening posture re�lects the important role body language plays in listening. An effective listener appears relaxed, yet attentive and alert. A seated receiver leans toward the speaker and tries to face the sender squarely. There may be times when the speaker seeks to set a more informal tone through his or her body language. By mirroring that posture toward the speaker, such as by relaxing and putting an arm around the empty chair beside the receiver, the listener has responded with an indication that he or she understands the more casual tone of the interaction.

Distance re�lects the degree of intimacy in a conversation. Effective listeners do not crowd speakers and also do not move too far away. Should the speaker appear to be leaning away, the receiver should perceive that he or she might be a little too close. When the speaker keeps leaning in or shifting forward, too much distance is present. Distance norms vary a great deal internationally. Standing close to someone will be standard practice in Saudi Arabia, but not in Finland, where even greater personal space than the United States will be used.

Eye contact, in Western culture, signals interest and involvement. Typically there will be instances of direct contact accompanied by a more general view of the person's face, looking for additional visual cues. Remember that, in other cultures, direct eye contact signals aggressiveness or disrespect (Marchetti, 1995). An effective listener makes sure he or she understands this element of context when engaged in a conversation or as an audience member in an international setting. In Western cultures, failure to make eye contact suggests a person is hiding something, lacks con�idence, or is simply being rude. Someone who checks his or her watch or looks into the distance disrupts the quality of the conversation.

Eliminating barriers involves taking steps to remove distracting factors. Does a door need to be closed? Should you ask the people in the next room or the hallway if they can take their conversation elsewhere? If a team is mowing the lawn outside, should you move to a room away from the noise? Effective, active listeners are aware of things that divert attention and do their best to remove them (Floyd, 1985).

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For Review

What attending skills facilitate effective listening? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.

Attending skills include listening posture, distance, eye contact, and eliminating barriers.

Encouraging Skills

As part of a conversation or audience setting, receivers can offer support to the speaker through several means. They help the speaker relax and more carefully frame his or her presentation or thoughts. Encouraging skills are silence, expressions of encouragement, and asking open-ended questions (Bolton, 1987).

Silence communicates. A listener who gives a speaker time to pause, collect his or her thoughts, and then continue provides encouragement. The effective use of silence includes knowing when it becomes so long that the time becomes awkward. Long pauses can be interpreted as a lack of interest or disapproval, or suggest that the receiver is not paying attention. Often, the combination of eye contact and silence can reassure the speaker that the listener remains engaged. Also, as noted earlier, silence in some cultures indicates that careful consideration is being given to the speaker's words or proposal.

Expressions of encouragement start with simple phrases such as "Go on . . ." or a simple nod of agreement or understanding. Stronger expressions include statements such as, "This is very interesting. I'd like to hear more." Encouragement empowers the speaker to continue the message with con�idence.

Open-ended questions are those that cannot be answered with a "yes" or "no" response. High-quality listeners use questions that encourage the speaker to elaborate. The inquiries focus on the speaker's intentions and vantage point. The question, "What else can you tell me about this project?" serves as an example. Inclusive language also provides support for the speaker. When a receiver says, "What should be our next step?" the speaker should feel invited to provide even more information and perceive that the receiver is on his or her side.

In general, attending skills and encouraging skills are directed at the speaker. Effective listeners know that they will receive better information when they assist and facilitate the speaker right from the start of the message. The next element will be to carefully process the information being provided.

For Review

What encouraging skills facilitate effective listening? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.

Encouraging skills include silence, expressions of encouragement, and asking open-ended questions.

Message Reception Techniques

As a presenter or speaker conveys a message, the receiver who utilizes active listening will obtain a greater amount of information in a more accurate format. Especially at times when no responses or questions are possible, the recipient has the ability to carefully consider the message as presented. Some of the most common suggestions for effective listening during a presentation are:

Identify the primary and secondary points. Organize the message. Summarize the message. Personalize the message. Take notes when advisable.

For Review

What message reception techniques assist in effective listening? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.

Some of the most common suggestions for effective listening during a presentation include: identify the primary and secondary points, organize the message, summarize the message, personalize the message, and take notes when advisable.

Identify the Primary and Secondary Points

Most speakers intend to present one or two major ideas. These will be followed with supporting points or secondary information. By carefully watching the presentation, the listener may notice a change in in�lection, greater volume, or more de�initive gestures suggesting the presence of a primary point. The

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Taking notes physically involves the listener in the presentation.

listener then can observe the secondary points to see whether they provide effective, logical support for the primary message or messages.

Organize the Message

As a speaker, you are aware of the various methods to present a message, from a partitioned approach (tell them what you're going to tell them; tell them; tell them what you told them) to an unfolding stream-of-consciousness approach, to more logic-based formats such as pros versus cons or similarities and differences. The goal of listening will be to identify the presentation organization to more effectively assimilate the information.

Summarize the Message

A summary consists of a mental review of the primary and secondary points. The listener should reach the end of a speech or presentation with a solid handle on how the message was delivered, as well as the content of the message. The summary includes evaluation of the connection between the primary and secondary points.

Personalize the Message

A message takes on greater meaning when the listener relates the idea to a personal issue or experience. In essence, the listener may wonder, "How does this affect my job?" or "How will this change the overall company?" or, "Will I be involved?" as part of the personalization process. As noted in the previous chapter with regard to persuasion, a message might impact a person's opinions, attitudes, or beliefs. Each affects the personalization process. A message targeting an opinion will differ from one aimed at changing attitudes. The listener's processing of the information will also be affected by the nature of the message. Personalizing the message allows the listener to make the presentation more interesting and relevant, and makes it easier to concentrate on what has been said.

Taking Notes When Advisable

Taking notes physically involves the listener in the presentation. Note-taking involves writing down suf�icient information to assist in organizing, summarizing, and personalizing the primary and secondary points without putting so much effort into the process that it becomes a distraction rather than a tool. When taking notes, be sure to avoid bothering the speaker or audience members seated close to you. Some speakers gain con�idence when they see audience members taking notes. The objective should be to make note-taking a positive part of the listening process for all concerned.

Table 6.2 summarizes skills utilized by effective listeners. As shown, the following skills enhance the elements of message reception techniques. Using all of the methods should lead to the best understanding of a speech or presentation.

Table 6.2: Following skills

Skill Used Interpretation As Part Of

Paraphrasing content

Putting speaker's words into your own language Identifying primary/secondary points; organizing, summarizing, & especially personalizing

Paraphrasing feelings

Assessing how the speaker's words affect your emotions, opinions, and attitudes

Summarizing and personalizing

Note-taking or recording

Keeping memory logs Organizing and summarizing

The Speaker's Role

The speaker can assist in effective listening by following some simple guidelines. Four elements should be considered before a conversation or presentation. Time, place, personalities, and objectives merit the attention of the speaker.

In terms of time, managers know that end-of-the-day communications tend to attract less attention, as do meetings, conversations, and presentations right before the lunch hour. Schedule verbal interactions during times when the listener will be least distracted and most willing to give active attention. An effective speaker chooses places where external distractions are at a minimum. The speaker can also match the formality of the space with the degree of formality and importance of the message.

Personalities are of special importance in one-on-one interactions. Knowing that a receiver is prone to interrupting, pompousness, or some other tendency should be taken into account prior to the conversation. An especially shy individual requires a different kind of preparation and presentation.

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Objectives should be considered from the viewpoint of both the speaker and the receiver. When they are in synch, the interaction takes a different tone from when disagreement or con�lict might be expected (Saporito, 1992).

Verbal conversations, as suggested in earlier chapters, resemble a dance between the sender and the receiver. Effective listening, then, calls for both the speaker's and the audience's attention to detail. After an initial presentation by a speaker, the next stage in the process will be the interaction phase, in which additional tactics become useful tools to effective verbal communications.

During the Interaction Phase

After a speaker has made his or her presentation, many times an interaction phase begins in which the listener and speaker exchange ideas about the conversation's start or the speech made in front of an audience. As part of the interaction phase, the steps of listening may be followed (see Table 6.3). The interaction phase takes place during the evaluation and responding steps of the listening process.

Table 6.3: Steps of listening

Receiving Physical reception including sight, sound, and any other cues

Decoding Assigning meaning to the message

Remembering Mentally storing the message for future use

Evaluating Assessing the quality, intention, and perceived accuracy of the message

Responding Preparing a reply

Three key elements of the listening process are validating the speaker, asking questions, and framing the reply in positive terms.

Validate the Speaker: Af�irming Statements

In any interaction from a small conversation to a major strategic speech, the speaker will be vulnerable to some extent. Effective listening at the close of the speech, or at the point when interactions take place, begins with a validation of the speaker. The three ingredients involved are responding with af�irming statements, restating and/or paraphrasing the message, and identifying areas of agreement or common interest.

Af�irming statements can be directed to the content and/or the delivery of the message. In a one-on-one conversation, a simple, "I appreciate your bringing this to my attention," offers gratitude and validation. Table 6.4 provides other interpersonal af�irming statements.

Table 6.4: Af�irming statements

Interpersonal Interactions

"You have a way with words."

"Thanks for clarifying this so well."

"I didn't realize this was such a big deal."

"You have my attention."

As an Audience Member

"Thank you for your thoughtful presentation."

"It is clear you have given this a great deal of thought."

"I think everyone here now has a better understanding of the issue."

"Thank you for such a concise description of this problem."

An af�irming statement that does not appear to be genuine will often damage the interaction. Any praise offered must be sincere. The purpose of af�irming is to move the interaction forward to a meaningful discussion of the message and its intent.

Validate the Message: Restating or Paraphrasing the Message

After a basic level of rapport has been established, it should be easier to identify the speaker's intent in presenting the message. By paraphrasing or restating what was said, any remaining ambiguity can be reduced or eliminated. The secret will be to restate the message without demeaning or rejecting it. At this point, the goal will not be to reveal differences but rather to clarify the message as presented.

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Quality questions indicate interest, as they serve the purposes of clarifying ideas, expanding the discussion, and further revealing positions and motives of those involved.

Validate the Rapport: Identifying Areas of Agreement or Common Interest

Identifying areas of agreement or shared interests further solidi�ies and validates the relationship between the speaker and receiver. It should be possible to �ind at least some areas of common ground. If nothing else, the receiver can agree with the speaker that a problem does indeed exist.

For Review

What three methods can be used to validate the speaker during the interaction phase of a verbal presentation? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.

The three ingredients involved are responding with af�irming statements, restating and/or paraphrasing the message, and identifying areas of agreement or common interest.

Asking Questions

Quality questions indicate interest. They serve the purposes of clarifying ideas, expanding the discussion, and further revealing positions and motives of those involved. Three types of questions posed by effective listeners are open or closed, primary or secondary, and neutral or directed inquiries.

Open-ended questions can elicit a variety of responses. Rather than a perfunctory "yes" or "no," the speaker can frame an answer as he or she sees �it. As an example, the question, "What do you think will happen if we fail to act?" gives the speaker a chance to speculate on an outcome. Closed questions typically are directed to facts or time commitments, and receive shorter answers. A closed question would be, "Can we implement your idea in less than twelve months?" Both types of questions can further the interaction between a sender and receiver.

A primary question opens the discussions on a topic by being the �irst one posed about the issue. The primary question will likely be about a more general area of concern. Secondary or follow-up questions then probe further into answers provided to primary questions. The intention should be to obtain speci�ic information about the subject. Successful interactions normally include both primary and secondary questions.

Neutral questions allow the speaker to respond without feeling lead to a certain type of answer. A neutral question asks, "What do you think?" A directed question causes the speaker to respond in a certain way. Examples are phrases such as, "Doesn't the most plausible approach seem to be . . . ?" or, "Wouldn't you agree that . . . ?" Directed

questions obtain clari�ications about the speaker's point of view or items in the presentation. Neutral and directed questions, when asked at the appropriate times, further interactions between a speaker and an audience.

For Review

What three types of questions do effective listeners pose? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.

Three types of questions posed by effective listeners include open or closed, primary or secondary, and neutral or directed inquiries.

Framing a Positive Response

Even when people disagree, they can do so without being disagreeable. Framing a positive response involves the rules of common courtesy. Effective listeners obey a minimum of four rules when responding to a presentation and during an interactive phase:

1. Avoid overgeneralizations, such as "you always" or "you never." 2. Do not use labels, especially less-respectful terms, such as "bean counter" for accounting or "nerd" for information technology employees. 3. Do not cut off or interrupt the other person. 4. Do not dominate the conversation.

Effective listeners frame responses in nonthreatening ways, such as, "I can see why you feel that way, but I see this differently." The ability to present a counterargument in a respectful manner may be interpreted as a sign of weakness by some; however, over time being able to do so becomes a career advantage. The skill has heightened value when dealing with members of other cultures, especially where deferent language is normal in all business transactions.

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The Conclusion of the Interaction and Follow-Up

At the end of a one-on-one meeting or a presentation in an interactive listening situation, a conclusion point will be reached. Effective listeners know that the speaker wishes to end the interaction through the various verbal and nonverbal signals transmitted. Someone who closes a notebook or picks up note cards and puts them in a pocket is trying to let the audience know that the session has come to a close. Verbal cues may be even more direct. The conclusion of the interaction may be open-ended, as in "We can talk more about this later," or closed, "I think we have our answer." As with any other verbal interaction, the sender and receiver should both express appreciation for the time given to the subject and the attention paid to the speaker.

A verbal presentation greeted by effective listening will result in high-quality organizational communication. Listeners who prepare for verbal encounters, utilize attending and encouraging skills, and effectively process messages are better able to interact with the speaker. The speaker can exhibit situation sensitivity as well as the listener, taking into account time, place, personalities, and the objectives of the interaction. Interactions based on af�irmation of the speaker, questions, positive responses, and attention at the close have the best chance of achieving various objectives.

Concept Check

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Constructive criticism focuses on methods to improve processes and outcomes.

6.4 Feedback Learning Objective # 4: What role does feedback play in business communication?

Every person wants to know how well he or she is doing, in workplace settings and in other places. Feedback is the information provided about a person's level of performance or success in various activities. In the workplace, feedback to employees plays several key roles. It plays a major role in employee training, managing ongoing tasks, and conducting the performance appraisal process. Feedback will be provided in interpersonal and collective situations, including presentations and in group or team meetings.

Two forms of feedback may be provided in the workplace. Constructive criticism focuses on methods to improve processes and outcomes. Destructive feedback delivers criticism with no effort to stimulate improvement. Destructive criticism has little use in the workplace or, for that matter, in other settings. Unfortunately, it is often the type provided. To become a better communicator, the goal should be to move toward constructive criticism whenever possible (Williams, 2002, pp. 706–707).

For Review

De�ine feedback, constructive criticism, and destructive feedback. (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#)

Feedback is the information provided about a person's level of performance or success in various activities. Constructive criticism focuses on methods to improve processes and outcomes. Destructive feedback delivers criticism with no effort to stimulate improvement.

Constructive Criticism Principles

The goal of offering constructive criticism can be achieved by following a series of principles. To provide effective constructive criticism, the speaker �irst considers the elements of the setting, timeliness, and severity of the issue. Carefully working with these factors improves the chances that the advice will receive consideration.

The best constructive feedback may be ignored or rejected if delivered in the wrong setting. Most people become upset when they are publicly criticized. Privacy will be important for many messages. An exception to this would be a forum in which a speaker asks for criticism of an idea or proposal with the goal of making it better.

Timeliness indicates the importance of immediate feedback. Successful managers understand when to deliver constructive criticism, recognizing there are times that it will be best to wait, so that the person can "cool off " following a failure or bad episode. The manager should not wait too long, however, because the advice might lose its potency (Robbins, 2005, p. 614).

Next, when considering offering constructive criticism, consider the severity of the issue. When an employee exhibits a behavior that damages his or her performance, then it should be quickly brought to the person's attention. Other, less-important matters may wait, and the advice can be given in more casual settings.

Providing Constructive Criticism

Three elements of constructive criticism are positive reinforcement, negative feedback, and mixed feedback. Clearly, the easiest to deliver will be positive reinforcement. The goal of positive feedback should be to encourage the same behaviors and levels of effort in the future (Luthans & Kreitner, 1975). Positive reinforcement provided to a speaker or presenter takes the next step toward implementing the person's ideas.

Negative feedback and mixed feedback require careful thought and delivery. When possible, negative information should be part of a mixed feedback presentation, offering both criticism and congratulations. Constructive criticism or feedback should be offered using the following guidelines and methods (Alessandra & Hunsaker, 1993):

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Pointing out to a male supervisor who uses terminology such as "sweetheart" or "honey" that those phrases demean female employees contains an element of emotion that would make objectivity dif�icult.

focus on speci�ic behaviors remain objective avoid labels speak in plain terms de�ine unclear terms keep feedback goal oriented focus negative feedback on behaviors the individual can control

Work-related feedback should concentrate on speci�ic behaviors. Telling an employee, "You have a bad attitude," does not lead to desired results. Examples of speci�ic behaviors that can be addressed as being problematic are absenteeism, tardiness, foul language, the habit of leaving messes for others, rude comments to co-workers or customers, and inattention or instances of ignoring people (Robbins, 2005, p. 614). Other work-related constructive criticism should concentrate on methods of improvement, such as:

showing someone how to more effectively cope with an angry customer explaining how to more ef�iciently use a computer or piece of equipment demonstrating how to run a meeting and handle an unruly team member helping someone write a more effective memo or report explaining why a rule or procedure is in place

Keep in mind that "constructive" suggests a process of "building." When ideas focus on speci�ic, observable behaviors, it becomes possible to offer high-quality advice.

Objectivity may not be possible in every situation. Some behaviors, issues, and opinions may run counter to a person's attitudes and values. For example, pointing out to a male supervisor who uses terminology such as "little missy," "sweetheart," or "honey" that those phrases demean female employees contains an element of emotion that would make objectivity dif�icult. At the same time, the feedback provider can seek to remain calm and point out the negative impact of such language without aggressively personalizing the point.

Various labels can be attached to the person being criticized or to the behaviors and outcomes involved. Labels inspire defensive responses (Resker, 2008). Using them detracts from helping the person receiving the feedback to improve. Examples of labels are provided in Table 6.5.

Table 6.5: Types of labels

Personal Judgmental of Outcomes Exaggerations

Unprofessional Bad "You always. . ."

Irresponsible Worse "You never. . ."

Immature Worst "It's impossible"

Sexist/racist Awful Pathetic

Speaking in plain terms and de�ining unclear terms go together. When offering constructive criticism, use the most precise language possible. Make sure that any technical terms or managerial ideas are clearly de�ined (Claiborne, 1983). Feedback sessions fail when arguments arise about the use of words and what they mean rather than paying attention to the intent of the feedback.

As with other managerial processes, the use of goals can inspire more effective performance. Offering constructive criticism with speci�ic objectives in mind targeting speci�ic employee behaviors provides the best chance of success (Locke, 1968; Locke et. al, 1981). When feedback suggests targeted goals, such as increasing a number of sales calls, or following up both successful and unsuccessful sales calls within 10 days with a letter or email, the respondent knows exactly how to improve performance.

Finally, constructive criticism should be oriented toward behaviors an employee can control. A production manager may not be able to control the quality of the raw materials the department receives. The corresponding rise in defects will be something he or she cannot change through various behaviors. The same manager can improve his or her level of safety training and �irst-aid skills, because they are controllable elements in the manager's department.

Constructive criticism serves the ultimate goal of offering caring assistance. Taking the time to carefully prepare the message and its delivery makes achieving that goal possible. Destructive criticism that tears down another person damages short-term morale and your long-term credibility. As the person

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Almost everyone has felt "unjustly accused" at one point or another.

who receives constructive criticism, the principles listed in Table 6.6 may help (Wilson, 2000; Morse, 2004).

Table 6.6: Principles for constructive criticism recipients

Take a deep breath to calm your nerves.

Listen carefully to fully understand the nature of the criticism.

Try to remain objective rather than defensive.

Identify the speaker's objectives in providing the critique.

Take your time.

Acknowledge the person's efforts and valid points.

Respond when you know you're ready.

The ability to receive constructive criticism and put it to good use re�lects emotional maturity. Supervisors and managers appreciate employees who are "teachable." At the same time, unfair criticism deserves a response as well.

For Review

What guidelines and methods can be used to present constructive criticism or feedback? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#)

To provide effective constructive criticism, the speaker �irst considers the elements of the setting, timeliness, and severity of the issue. The best constructive feedback may be ignored or rejected if delivered in the wrong setting. Timeliness indicates the importance of immediate feedback. Successful managers understand when to deliver constructive criticism, recognizing there are times that it will be best to wait, so that the person can "cool off" following a failure or bad episode. When an employee exhibits a behavior that damages his or her performance, then it should be quickly brought to the person's attention. Other, less-important matters may wait.

Disagreement and Feedback

Almost everyone has felt "unjustly accused" at one point or another. Feelings of defensiveness are natural in those circumstances. Causes of disagreements include misunderstanding of the nature of the problem, an unfair interpretation of an event or outcome, or being criticized for the misdeed or failure of someone else. The person receiving the unfair feedback should try to respond in a professional manner. Framing disagreement involves several actions, including (MindTools.com, 2011):

trying to remain calm having the point repeated to make sure it was correctly presented pointing out errors of fact explaining why an interpretation is inaccurate or unfair noting the reasons why something was beyond your control or was not your responsibility

The goal at the end of the discussion will be to politely move on. It may not be possible to change the other person's mind. In that circumstance, gently extricating yourself may be the best option.

Mentoring and Feedback

In a mentoring relationship, feedback travels in two directions. It moves from the senior mentor to the mentee in the forms of praise and constructive criticism. It also transfers from the mentee to the mentor. A mentee can enhance the relationship by following a few basic feedback principles (Ambrose & Moscinski, 2011):

Spell out the issues on which you would like information/discussion/criticism from the mentor Ask permission to give feedback to the mentor before starting Express appreciation for the things your mentor does well Thank the mentor for his or her time

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Feedback in both directions can build trust and a stronger relationship. Mentors who are truly interested in mentee success take feedback to heart.

Concept Check

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6.5 Chapter Review Listening represents a critical part of management communications. Content listening occurs when the listener seeks to understand and remember the information provided by the speaker. Active listening involves hearing with a purpose and making a conscious effort to turn off internal �ilters and biases, in the attempt to accurately perceive and understand what the other person says. Empathic listening takes place when the receiver tries to understand the other person, including his or her feelings, needs and wants. Critical listening occurs when the recipient goes beyond comprehending the message to evaluating it.

A level one listener, or a good listener, stays involved in the conversation and considers the speaker's interests and message. Listening skills play vital roles in personal job searches, job training, performance appraisals, and interpersonal interactions. Companies bene�it from effective listening through more- ef�icient and effective team meetings and through careful attention to presentations.

Two elements reduce the ability to listen carefully: external distractions and internal distractions. Barriers to listening include time pressures, disagreements, detouring the speaker, the lack of willingness to listen, mental speed and capacity, selective listening, and prejudgment.

In active listening situations, there will be little or no opportunity to respond. Interactive listening situations include times when feedback and other forms of two-way communication take place. In both situations, listening involves preparation, efforts during the presentation, tactics used during the interaction, and methods to conclude an interaction and follow-up. Verbal encounters can be planned or unplanned. Verbal communication occurs in interpersonal interactions and when a person is part of an audience. Situation sensitivity is the ability to quickly assess a conversation's context.

When listening to a presentation, attending skills that display interest are listening posture, distance, eye contact, and elimination of barriers. Encouraging skills encompass silence, expressions of encouragement, and the asking of open-ended questions. Message reception techniques during the presentation include identifying the primary and secondary point; organizing, summarizing, and personalizing the message; and taking notes when advisable. The speaker's role is to assess the time, place, personalities involved, and the objectives of the listeners.

During the interaction phase, three key efforts are validating the speaker, asking questions, and framing the reply in positive terms. Validation can be transmitted through af�irming statements, restating or paraphrasing the message, and identifying areas of agreement or common interest. Questions may be open or closed, primary or secondary, and neutral or directed. Framing a positive response includes avoiding overgeneralizations and labels, refraining from cutting off or interrupting the other person, and having the ability to not dominate a conversation. A polite close involves suggesting that further conversation is in order or that the matter has been settled.

Feedback is the information provided about a person's level of performance or success in various activities. Constructive criticism focuses on methods to improve processes and outcomes. Destructive feedback delivers criticism with no effort to stimulate improvement. Constructive criticism begins with the assessment of the setting, timeliness, and severity of the issue. It continues through the use of positive reinforcement, negative feedback, or mixed feedback.

Constructive criticism or feedback involves focusing on speci�ic behaviors, remaining objective, avoiding labels, speaking in plain terms, de�ining unclear terms, and keeping feedback goal-oriented and focused on behaviors the individual can control. A person who can gracefully accept constructive criticism appears to be a mature employee. Disagreements can be handled in a professional manner by remaining calm, asking to have the point repeated, pointing out errors of fact, explaining why an interpretation was unfair or inaccurate, and noting when the issue was beyond the person's control. Constructive criticism can help build a relationship between a mentor and a mentee.

Key Terms

active listening (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

Listening with a purpose, including making a conscious effort to turn off internal �ilters and biases.

active listening situations (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

Listening situations in which there will be little or no opportunity to respond.

constructive criticism (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

Criticism that focuses on methods to improve processes and outcomes.

content listening (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

Listening in which the receiver seeks to understand and remember the information presented by a speaker.

critical listening (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

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Listening that occurs when the recipient goes beyond comprehending the message to evaluating it.

destructive feedback (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

Criticism delivered with no effort to stimulate improvement, which often focuses on personal rather than behavioral or decision issues.

empathic listening (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

A form of active listening in which the receiver tries to understand the other person, including his or her feelings, needs, and wants.

feedback (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

The information provided about a person's level of performance or success in various activities.

interactive listening situations (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

Listening situations in which feedback and other forms of two-way communication take place.

situation sensitivity (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/section

The ability to quickly assess a conversation's context.

Analytical Exercises

1. Which form of listening, content, active, empathic, or critical, matches the following circumstances? a. employee at a performance appraisal session b. salesperson listening to a customer complaint while merchandise is being returned c. manager hearing complaints about a supervisor by a highly valued employee d. purchasing of�icer hearing a sales pitch by an outside company sales representative

2. Provide examples of external and internal distractions in the following settings. a. members of the press (the audience) hearing a CEO's statement about a company's safety violations b. a team of three supervisors (the audience) who will select a new division manager interviewing three �inalist candidates for the job c. star college basketball player listening to an assistant coach give advice, when the coach never made the team in college d. a purchasing group hearing sales pitches from three automobile companies seeking to sell the company a new �leet of cars

3. Explain how the barriers to listening might affect the following verbal situations. a. marketing team listening to a member of an advertising agency saying that the company must respond to a competitor's advertisement with three days

or lose customers b. a high-performing employee receiving his �irst poor performance evaluation, based on con�licts with co-workers and negative attitudes exhibited

toward management c. a male supervisor being told by a member of human resources that he has been charged by two female subordinates with creating a hostile

environment of sexual harassment

4. Explain the relationships between planned and unplanned interpersonal interactions with the attending and encouraging skills needed when hearing a presentation.

5. Explain the use of message reception techniques, including differences and similarities for each, in the following circumstances. a. you are in total agreement with what the speaker is saying b. you are in complete disagreement with what the speaker is saying c. you agree with part of what the speaker says but disagree with other parts

6. What are the relationships between the three forms of validation provided to a presenter, af�irming statements, restating or paraphrasing the message, and identifying areas of agreement or common interest, with the three forms of questions that may be asked during the interaction phase of a verbal presentation?

7. Explain the use of constructive criticism guidelines in the following situations: employee has just revealed con�idential information about a co-worker as gossip

a. employee has just revealed con�idential information about a co-worker as gossip b. manager has just inadvertently offended a visitor from a foreign country by failing to understand cultural differences c. employee has great natural talents for innovations in technology but is disorganized and loses work in progress as a result d. marketing manager has fallen behind in terms of understanding the competition and how the marketplace is changing

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6.6 Case Studies

Video Case Study: Facebook: Political Impact

This clip demonstrates how the Obama administration used social media to listen to voters.

1. How does the Obama administration listen to voters with social media?

2. What methods does the administration use to get feedback from the public?

3. What similar methods could managers use to listen to their employees?

Video Case Study: Hospitality Work: Feedback

In business, feedback is sourced in three ways: from the staff, to the staff, and from the customers. This clip examines the feedback process in the hospitality indistry.

1. How can restaurant managers use feedback to improve the quality of the business?

2. What methods of obtaining feedback are best? What types of feedback should managers give restaurant employees?

Facebook: Political Impact From Title: The Facebook Obsession (https://fod.infobase.com/PortalPlaylists.aspx?

wID=100753&xtid=47286)

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Hospitality Work: Feedback From Title: Teamwork in Hospitality (https://fod.infobase.com/PortalPlaylists.aspx?

wID=100753&xtid=41138)

  0:00 / 5:12 1x © Infobase All Rights Reserved Length: 05:13

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3. How should managers get feedback from customers?

Video Case Study: Listening Skills

Tips for effective listening are described in this video clip.

1. What verbal and nonverbal activities show active listening? 2. How can you become a more effective listener when the

speaker says something you disagree with?

Case Study 1: The Storm After the Storm

After a devastating tornado swept through the city, the employees of Marie's Floral and Gift Shop felt fortunate in some ways, and not in others. No one from the staff lived in a house that was ruined by the storm, and none of the employees had family members who were injured. At the same time, the roof of Marie's Floral and Gift Shop was badly damaged, which meant the business would be closed until repairs could be made.

Marie Krause, the owner, employed a day- and a weekend manager to tend to the �loral shop at times when she was away. The three met with two roofers who provided estimates for the needed repairs. The �irst, Tucker Roo�ing, had the reputation of being more expensive, but the company worked quickly and used the highest-quality materials. The second, Bridgestone Roo�ing, was perceived by many in the city as offering the "best deal," in terms of price and quality.

When the bids were submitted, Marie and her managers were surprised. The Tucker Roo�ing bid was $14,000, far below the $20,000 bid submitted by Bridgestone. Marie and her managers, Ted and Riley, sat at a table with her husband Joe, an attorney who was normally not involved in the �loral shop's operations.

In this meeting, however, Joe was the �irst to speak. "I just don't understand this," he started, "something is just not right with these bids."

Ted and Riley had both worked in construction before. Ted replied, "Oh, you'd be surprised. This sort of thing happens all the time, one bid is way less than the other, for the exact same work."

Riley chimed in, "Yeah, I've seen this a bunch of times. One guy may need work really bad, so he goes really low with the bid to make sure he gets the job. Maybe Tucker needs some work."

Marie asked, "Are you guys sure these bids are exactly the same?"

Ted replied, "Yeah, yeah. Look, it's for the same thing. The whole roof."

Marie concluded, "Well then, I guess we go with Tucker."

Joe remained unconvinced. He was certain something was amiss. But he decided that it was not his business, so he kept silent.

The work began and Tucker Roo�ing completed the repairs in short order. The next day, Fred Tucker visited Marie's Floral and Gift Shop.

Tucker, in a highly apologetic manner, began, "I'm sorry Mrs. Krause. When we bid your building, we didn't think that back storage area was going to need to be �ixed. But it took some pretty bad damage. So, while we were up there, we went ahead and made the repairs. But that raises the price to $22,000. I'm sure your insurance will pick up most of the difference."

Listening Skills From Title: Listening Essentials (https://fod.infobase.com/PortalPlaylists.aspx?

wID=100753&xtid=40422)

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"Wait a minute," Marie asked, "I thought your �irst bid was for the whole building."

"No, it wasn't. See right here?"

Fred Tucker then showed Marie the bid, and he was right. This explained why the Tucker bid was lower than the Bridgestone bid, which had been for the entire building. Her managers, Ted and Riley, had not looked carefully enough at the documents. Joe had been right, something was out of order. He calculated what the insurance company would pay, and the net result was going to be that Marie's would pay $1,000 more for the roof repair than if the shop had accepted the original Bridgestone bid. Needless to say, he was not happy.

Review Questions

1. What type of listening had Joe used during the meeting in which they chose a roo�ing company to make the repairs? 2. What was his level of listening during the meeting? 3. What kinds of listening barriers led to the error in selecting the roo�ing company? 4. What should Marie do about the faulty advice given by Ted and Riley?

Case Study 2: "You can lead a horse to water. . ."

Antonio Farenza was about to retire from a successful career as a restaurateur. His upscale Italian dining establishment, Antonio's, had been in business for nearly 40 years. Repeat business and regular customers kept the company thriving, even when more dif�icult economic times took place. Antonio always believed that the keys to his success were excellent food and great service. He was about to turn the restaurant over to his son Marcus.

Marcus had recently completed an MBA degree and was at �irst reluctant to take over the family restaurant. After months of coaxing, he concluded it offered the best opportunity to make a solid living. He wanted to learn more about how to keep the successful operation moving forward, incorporating new technologies into the business.

The �irst step Marcus wanted to incorporate was a social media presence. He believed that new, younger customers might try the establishment if he created a Facebook page and a Twitter account. He also wanted to incorporate online reservations to those made by telephone.

When Marcus presented his ideas to his father, Antonio listened thoughtfully. After a long pause, Antonio responded, "You know, you're probably right. You need to move this place into the new century. But remember, repeat business is what this place is all about. You have to make sure our regular customers don't get intimidated by all these new gizmos."

Marcus agreed. "I see the social media stuff reaching a different market. Mostly up-and-coming business people who are used to using the Internet."

Antonio then commented, "You will have to convince our head waiter that he can use your system. Make sure you train him. And then, listen to him."

"Why," Marcus asked, "What else will he have to say?"

"He's gonna tell you what makes for a successful server. We train them all the same way. We show them how to take orders, how to bring the food out on time, not too soon and not too late, how to deal with someone who sends something back to the kitchen, and how to make each customer feel special. The ones that listen, well, they make a good living. The ones that don't, they don't last. You'll see these guys that think they know better. They don't keep their uniforms clean, or they ignore tables so the food gets delivered cold, they mess up orders because they don't pay attention, and the next thing you know, you're talking to an angry customer. They don't learn. They don't listen when you try to show them how to do a better job. You know, you can lead a horse to water, but you can't make it drink."

Marcus responded, "So what you're telling me, is that our best servers are good listeners."

"You got that right," Antonio replied with a smile, "They listen to us when we train them, and they listen to customers when they serve them. They turn customers into friends."

"I won't forget, Dad," Marcus concluded.

Review Questions

1. What kind of listening is involved in being a restaurant server? 2. What internal and external distractions might prevent a server from doing a good job on any given night? 3. Is serving in a restaurant an active or an interactive listening situation? Explain your answer. 4. Do you think setting up a customer review section on the company's web page will help Marcus and his staff to listen more effectively? Why

or why not?

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