1. Describe the stages of the listening process.

Receiving, take in stimuli through our senses, more physiological,

environmental noises-hearing, psychological noises-listening
Interpreting, combine the visual and auditory information we receive and try
to make meaning out of that information using schemata, engages cognitive
and relational processing as we take in informational, contextual, and
relational cues and try to connect them in meaningful ways to previous
experiences.
Recalling, depend on the psychological limits of how memory works, Short-
term memory is a mental storage capability that can retain stimuli for twenty
seconds to one minute. Long-term memory is a mental storage capability to
which stimuli in short-term memory can be transferred if they are connected
to existing schema and in which information can be stored indefinitely.
Working memory is a temporarily accessed memory storage space that is
activated during times of high cognitive demand
Evaluating, judgments about its credibility, completeness, and worth.
Correct/not.
Responding, sending verbal and nonverbal messages that indicate
attentiveness and understanding or a lack thereof. Backchannel cues are
generally a form of positive feedback that indicates others are actively
listening.
2. Discuss the four main types of listening.
Discriminative, is a focused and usually instrumental type of listening that is
primarily physiological and occurs mostly at the receiving stage of the
listening process
Informational, entails listening with the goal of comprehending and retaining
information
Critical listening, entails listening with the goal of analyzing or evaluating a
message based on information presented verbally and information that can
be inferred from context, A critical listener evaluates a message and accepts
it, rejects it, or decides to withhold judgment and seek more information
Empathetic listening, try to understand or experience what a speaker is
thinking or feeling
3. Compare an\d contrast the four main listening styles.
People-oriented listeners are concerned about the needs and feelings of
others and may get distracted from a specific task or the content of a
message in order to address feelings. Supporter
Action-oriented listeners prefer well-organized, precise, and accurate
 information. They can become frustrated with they perceive communication
to be unorganized or inconsistent, or a speaker to be “long-winded.” Builders
Content-oriented listeners are analytic and enjoy processing complex
messages. They like in-depth information and like to learn about multiple
sides of a topic or hear multiple perspectives on an issue. Their thoroughness
can be difficult to manage if there are time constraints. Learners
Time-oriented listeners are concerned with completing tasks and achieving
goals. They do not like information perceived as irrelevant and like to stick to
a timeline. They may cut people off and make quick decisions (taking short
cuts or cutting corners) when they think they have enough information.
Excecutive
4. The recalling stage of the listening process is a place where many people
experience difficulties. What techniques do you use or could you use to
improve your recall of certain information such as people’s names, key
concepts from your classes, or instructions or directions given verbally
5. Discuss some of the environmental and physical barriers to effective
istening.
Environmental, lighting, temperature, furniture etc.
Physical barriers, like physiological noises or noise stemming from our
psychological states including moods and level of arousal, can facilitate or
impede listening. from a physical illness, injury, or bodily stress.
6. Explain how cognitive and personal factors can present barriers to effective
listening.
Effective listening include the difference between speech and thought rate
that allows us “extra room” to think about other things while someone is
talking and limitations in our ability or willingness to concentrate or pay
attention. Personal barriers to effective listening include a lack of listening
preparation, poorly structured and/or poorly delivered messages, and
prejudice.

Bad listening, interrupting, distorted listening(salah paham),

eavesdropping(nguping), aggressive listening(nyerang), narcissistic
listening(aku), pseudo listening(pura pura dengerin)
7. Identify strategies for improving listening competence at each stage of the
listening process.
1. To improve listening at the receiving stage,
◦ prepare yourself to listen,
◦ discern between intentional messages and noise,
 ◦ concentrate on stimuli most relevant to your listening purpose(s) or
goal(s),
◦ be mindful of the selection and attention process as much as possible,
◦ pay attention to turn-taking signals so you can follow the conversational
flow, and
◦ avoid interrupting someone while they are speaking in order to maintain
your ability to receive stimuli and listen.
2. To improve listening at the interpreting stage,
◦ identify main points and supporting points;
◦ use contextual clues from the person or environment to discern
additional meaning;
◦ be aware of how a relational, cultural, or situational context can
influence meaning;
◦ be aware of the different meanings of silence; and
◦ note differences in tone of voice and other paralinguistic cues that
influence meaning.
3. To improve listening at the recalling stage,
◦ use multiple sensory channels to decode messages and make more
complete memories;
◦ repeat, rephrase, and reorganize information to fit your cognitive
preferences; and
◦ use mnemonic devices as a gimmick to help with recall.
4. To improve listening at the evaluating stage,
◦ separate facts, inferences, and judgments;
◦ be familiar with and able to identify persuasive strategies and fallacies of
reasoning;
◦ assess the credibility of the speaker and the message; and
◦ be aware of your own biases and how your perceptual filters can create
barriers to effective listening.
5. To improve listening at the responding stage,
◦ ask appropriate clarifying and follow-up questions and paraphrase
information to check understanding,
◦ give feedback that is relevant to the speaker’s purpose/motivation for
speaking,
◦ adapt your response to the speaker and the context, and
◦ do not let the preparation and rehearsal of your response diminish
earlier stages of listening.
8. Summarize the characteristics of active listening.
Active listening is the process of pairing outwardly visible positive listening
behaviors with positive cognitive listening practices and is characterized by
mentally preparing yourself to listen, working to maintain focus on
concentration, using appropriate verbal and nonverbal back-channel cues to
signal attentiveness, and engaging in strategies like note taking and mentally
reorganizing information to help with recall. Behavior: eye contact, reference
previous statement, note taking, verbal and non verbal sign.
Internal dialogue
• Covert coaching involves sending yourself messages containing advice
about better listening, such as “You’re getting distracted by things you have to
do after work. Just focus on what your supervisor is saying now.”
• Self-reinforcement involves sending yourself affirmative and positive
messages: “You’re being a good active listener. This will help you do well on
the next exam.”
• Covert questioning involves asking yourself questions about the content in
ways that focus your attention and reinforce the material: “What is the main
idea from that PowerPoint slide?” “Why is he talking about his brother in
front of our neighbors?”
Mental bracketing refers to the process of intentionally separating out
intrusive or irrelevant thoughts that may distract you from listening
Mnemonic devices are techniques that can aid in information recall
• Acronyms. HOMES—to help remember the Great Lakes (Huron, Ontario,
Michigan, Erie, and Superior).
• Rhyme. “Righty tighty, lefty loosey”—to remember which way most light
bulbs, screws, and other coupling devices turn to make them go in or out.
• Visualization. Imagine seeing a glass of port wine (which is red) and the red
navigation light on a boat to help remember that the red light on a boat is
always on the port side, which will also help you remember that the blue light
must be on the starboard side.
Better critical 259
Better empathical 261
Better contextual 263
Getting integrated: Different listening strategies may need to be applied in
different listening contexts.
◦ In professional contexts, listening is considered a necessary skill, but most
people do not receive explicit instruction in listening. Members of an
organization should consciously create a listening environment that promotes
and rewards competent listening behaviors.
 ◦ In relational contexts, listening plays a central role in initiating relationships,
as listening is required for mutual self-disclosure, and in maintaining
relationships, as listening to our relational partners provides a psychological
reward in the form of recognition. When people aren’t or don’t feel listened
to, they may experience feelings of isolation or loneliness that can have
negative effects throughout their lives.
◦ In cultural contexts, high- or low-context communication styles,
monochronic or polychronic orientations toward time, and individualistic or
collectivistic cultural values affect listening preferences and behaviors.
◦ Research regarding listening preferences and behaviors of men and women
has been contradictory. While some differences in listening exist, many of
them are based more on societal expectations for how men and women
should listen rather than biological differences.
9. Analyze the listening environment of a place you have worked or an organization
with which you were involved. Overall, was it positive or negative? What were the
norms and expectations for effective listening that contributed to the listening
environment? Who helped set the tone for the listening environment?
10. Watch this video and explain empathy in your own words.
https://www.youtube.com/watch?
v=1Evwgu369Jw&list=PLMo9vqiZPs0RQa_kypIS3tchANZa-MJGO&index=20
Team Discussion Questions
1. Listening scholars have noted that empathetic listening is the most difficult type
of listening. Do you agree? Why or why not?

2. Bad speakers and messages are a common barrier to effective listening. Describe
a time recently when your ability to listen was impaired by the poor delivery
and/or content of another person. (As a group, it is suggested that each of the
member share his/her own experience and the group decides who has the best
example to share with the whole class)