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Chapter 3 Listening, Responding, and Giving Feedback

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Sarah Dye

on 2 October 2012

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Transcript of Chapter 3 Listening, Responding, and Giving Feedback

Chapter 3: Listening, Responding, and Giving Feedback Sarah Dye & KT Bryant Central mechanism for communicating emotion and attitudes Nonverbal Communication Body Language Vocal Cues Spatial Relations Body movement
Facial expressions
Gestures Often called paralanguage and refers to vocal rather than verbal language Voice tone
Speech rhythm
Pacing or tempo Body language communicates powerful messages

Class Activity The physical distance you keep between yourself and another in an interaction Intimate distance: 0-18"
Personal distance: 1.25-4'
Social distance: 4-12'
Public distance: 12-20' Using email effectively Be Professional Responding Respond in two stages:
First: while the person is talking
head nods, smiles, eye contact
Second: after he/she stops talking
verbal and nonverbal response styles There are four critical verbal responses Prompting Involves nonverbal and very little verbal communication
Responses include words, phrases, silence, and other nonverbal cues designed to meet two purposes
to encourage the speaker to continue communicating
to indicate that you are listening and understand what the speaker is expressing
Common prompts include: silence, head nods, quizzical facial expressions, and gestures, and spoken ques like "uh-huh" Paraphrasing Restate in your own words what you think another person said and focuses on relatively small units of information and involves little or no inference Get a response to your message Be Professional Reflecting Keep it short and
easy to read Avoid controversy Take time to think Develop an
off-limits response Restate the topic Use e-mail judiciously Need to describe what another person has said as well as trying to capture the affective meaning of the speaker's message
Examine the verbal and nonverbal aspects of the communication and infer what this information communicates about the speakers emotional meaning
Reflecting conveys understanding of another person's thoughts, feelings, and experiences Treat your e-mail
non-confidential Treat others'
e-mails as confidential Listening Listening is a process Hearing
Remembering Faulty Assumptions Questioning Insufficient time for communication Day-
dreaming Rehearsing
response Filtering
Messages Being
distracted by noise Lack
Training The most common and seriously overused responding behaviors
They are useful in gathering information that will sharpen your understanding of a situation
They can also help you to learn how someone feels or what someone thinks
Sometimes the way a question is phrased interferes with communication
Some questions are too narrow Improving your Listen Skills Establish listening goals
Eliminate Distractions
Talk less
Avoid Interruptions
Focus on the Content of the Spoken Message
Focus on the Context of the Message Verbal and Nonverbal Communication There are three critical concepts that help develop a better understanding of the effective use of verbal and nonverbal communication Congruence Individuality Concreteness Congruence is when several behaviors that have the same of similar meanings occur simultaneously
When talking, an individual is communicating concurrently through gestures, movements, facial expressions, posture, paralanguage, and words The meaning of a single word or nonverbal cue depends on the context it is used in and its specific meaning to the individual using it
There is no universal body language and culture has a significant influence on the meaning of verbal and nonverbal cues You are more likely to understand verbal interactions if they involve the exchange of concrete, specific information
Vague language may significantly obscure a message Verbal Feedback It is not possible to communicate without feedback: verbal statements, questions, and nonverbal messages are all, in a sense, feedback. Feedback is basically providing others with information about your observations of their behaviors Interpersonal Feedback In order to collaborate successfully, you need to be adept at giving effective feedback (meaning feedback that others can and do use to evaluate their own situations or behaviors)

Effective feedback should be descriptive, specific, directed toward changeable behaviors and situations, concise, and checked for clarity (must include all 5 characteristics) Descriptive Rather Than Evaluative or Advisory Feedback Feedback Directed Toward Changeable Behaviors and Situations Feedback Checked to Ensure Clear Communication Descriptions of specific behaviors are more easily understood than general comments
Specific and concrete language makes communication clearer Specific Rather Than General Feedback Feedback needs to be directed towards something over which the receiver has control
Anything else is likely going to be pointless
Physical traits and situational factors are out of the receivers control Concise Feedback Easier to understand than feedback that contains irrelevant details
Too much information can detract from the main message Several people may participate in the same situation yet experience it differently
When you give feedback, the receiver may not receive the information the way you intended it
To check the understanding of the feedback, you might want to ask them to paraphrase it Guidelines for Giving Effective Feedback Feedback should be solicited, direct, culturally sensitive, and well timed.These guidelines for providing feedback are extremely important and increase the likelihood that the information will be useful Solicited Rather Than Imposed Feedback Feedback is most effective when it is requested and someone who requests feedback is more likely to use it Direct Rather Than Indirect Feedback Feedback is most effective when it is given directly to the person who can use it Culturally Sensitive Feedback Create a welcoming environment with salutations and inquiries about the individual's well-being Well-Timed Feedback Corrective feedback is most beneficial to learners when it is given immediately
Always ask yourself when the best time to give feedback is before actually giving it An individual is more likely to listen to potentially useful information when someone simply describes what has occurred and what he or she has observed.
This type of feedback is nonthreatening and nonjudgmental Class Activity
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