Consultation with Management and Groups, Conducting Research on Effective Listening Skills - Example

EFFECTIVE LISTENING SKILLS Name: Institution Affiliation: LISTENING SKILLS Table of Contents EXECUTIVE SUMMARY 2 ACTIVE LISTENING 3 THE LEARNING CONTRACT 3 THE RATIONALE 3 PRE AND POST TEST MEASURES 4 THE CONSIDERATION 4 THE ACTION PLAN 4 THE FIVE THEORETICAL CONCEPTS 5 Evaluation of listening behavior and analysis of feedback 5 Consultation with management and groups 6 Conducting research on effective listening skills 7 Practicing active listening skills by attending gatherings and TV programs 7 Assessing of listening skills to view the areas that need improvement 8 REFLECTION AND ANALYSIS OF THE CONCEPTS 9 EFFECTIVE CONCEPTS 9 Evaluation of listening behavior and analysis of feedback 9 Consultation with management and groups 9 Conducting research on effective listening skills 10 NON-EFFECTIVE CONCEPTS 10 Practicing active listening skills by attending gatherings and TV programs 10 Assessing of listening skills to view the areas that need improvement 11 COMPARISON OF EXPECTED OUTCOME FROM LC/AP TO ACTUAL OUTCOMES 11 DISCUSSION OF THE FINAL RESULTS 12 CONCLUSION 13 REFERENCES 13 EXECUTIVE SUMMARY Effective listening skills are emphasized in the current society for various reason. One of the primary reason is that these skills enable a manager to amicably solve the issues faced by the employee and other stakeholders. However, in a learning institution effective listening skills enables a student to pay attention, and comprehend the concepts being taught. As such, the report discusses various issues concerning effective learning skills and the recommended strategies for managers. Some of the key strategies recommended for enhancement of effective listening is an evaluation of one’s listening skills, consultation, and conducting in-depth research. In addition to the above, the report compares the expected outcomes and the actual results achieved. Lastly, a conclusion is made based on the achievement of the goal of enhancing effective listening skills. ACTIVE LISTENING THE LEARNING CONTRACT The aim of the assignment is by the end of week 10; I will have gained more listening skills, which I will be practicing to my learning group members and the colleagues at the workplace. I will have learned how to practice active listening to a level that will enable me to understand the points, interests, and concerns raised by other people (Bodie, & Jones, 2012). THE RATIONALE I have chosen active listening skill because this skill is vital in having effective management. Active listening leads to conduct of the right activities and having success in all efforts (Weger Jr, Castle Bell, Minei, & Robinson, 2014). Moreover, with active listening, it becomes possible for a person to understand the opinions raised by others and points to be noted, thus successful learning and efficient decision-making process. If I become a good and active listener, I will be able to pay the required attention, develop a good relationship with the other people by showing that I am listening to the gestures and the body language (Grohol, 2013). Also, it will be possible for me to offer the appropriate feedback avoid making judgments, and responding appropriately. With active listening, I will not only improve my academic performance, but I will also be successful in my management career and my leadership. PRE AND POST TEST MEASURES By going through Active listening lessons during the lectures in class, I have to know that there are steps to make the most of the active listening regarding personal developments is to make things move in a systematic order. Once the measures or connected information is available in a systematic procedure to converts it easier and more meaningful to examine it. To achieve this, I have developed a method to plan the details of my listening. This has assisted me in picturing the procedures in a very well manner. It will make me able to recognize and remove any flaws as well as giving importance to the ones that are of top concern for me. This also helped me in identifying any challenges available to deal with my Active listening for understanding others (Gearhart & Bodie, 2011). THE CONSIDERATION I will consider my strengths and weak areas, as well as the available resources to help me improve my listening ability. THE ACTION PLAN To have an observable change in my listening ability, I will begin by identifying my current listening skill level, in week 2, which will help me to identify my strengths and weaknesses. I will accomplish this by evaluating my listening behavior in the previous lecturers and how I performed in the previous units. Consequently, I will analyses the feedback and pay much attention to my weak areas, as well as understanding the benefits of practicing active listening, which include, understanding what other people say (Bodie, 2012). In week 3, I will consult my management unit tutor and some of the students in my tutorial group. I will seek to gain some hints concerning what I need to do. In week 4, I will engage in some research and go through publications associated with effective listening skills for efficient management (Bodie, St. Cyr, Pence, Rold, & Honeycutt, 2012). In week 5 and 6 I will be practicing active listening by attending different gatherings, I come across and TV programs, as well as to my fellow colleagues or any person whom we would be having a conversation with. Through this, I will learn how to avoid being distracted by anything around that might hinder the discussion. I will also read personal stories of people who have become successful in their management because of practicing active listening to their colleagues and followers (Gearhart, & Bodie, 2011). In week 7, I will assess my listening skills to identify the areas that need more improvement, which I will work on in week 8. I will then request one of my tutorial group members to assess me during a tutorial session and comment on my strengths and my weak areas. In week 9, I will work on the remaining areas that need more improvements. THE FIVE THEORETICAL CONCEPTS Evaluation of listening behavior and analysis of feedback It is imperative to note that listening entails the comprehension of the spoken language. Therefore, listening is an essential skill that is ever present in all our daily duties and responsibilities especially in learning institutions. There are several things that students are expected to listening to in learning institutions. For instance, they are required to listen to the lecturer during lectures. However, there are some key components of listening to the makes it effective. The most recognized component is active listening. To be an active listener, the first strategy that is proposed in this action plan is the evaluation of behavior and analyzing feedback from the tutors (Gearhart & Bodie, 2011). Analyzing one’s listening behavior is vital since active listening is a complex process mainly because of its dual psychological and social nature. Listening is a psychological phenomenon since it takes a cognitive level in the individual’s mind. As well, it develops in a social manner with the environment and people. It is crucial to note that speaking alone cannot compound to communication unless the listener comprehends the message spoken. Therefore, analyzing the listening behavior will enable an individual to identify the strengths and weakness in this skill (Jack & Richards, 2008). Feedback is the comment that allows an individual know how he or she is assessed in the performance of the skills. Managers should be encouraged to analyze and assess their listening behavior. For instance, how well do they actively listen and comprehend the issues of the employees whenever they converse. As such, evaluating their listening behavior will enable them identify their weakness and work on improving them. On the other hand, the strengths identified will be reinforced accordingly (Weger Jr at al., 2014). Consultation with management and groups Consultation is the second strategy that plays a crucial role in enhancing listening skills. Research reveals that students who consult their teachers and friends gain a lot in active listening skills. When one consults, they are in a better position to raise their challenges, and they can easily be assisted. As well, some teachers can make a follow-up ensure that these challenges are solved amicably (Klein, DeRouin & Salas, 2006). Utilization of teamwork is the other strategy that is practical in the enhancement of the listening skills. Groups consist of students with varied skills and techniques in listening. Therefore, consulting with groups enables the students to share success ideas and techniques that are vital for the enhancement of listening skills. Thus, managers who consult on professionals and teams enhance their listening competence. As such, they put themselves in a good position to listen to the issues affecting the employees and initiate the right solutions (Gearhart & Bodie, 2011). Conducting research on effective listening skills The third theory concept in the action plan is conducting research. There are several research materials currently such as books, journals, articles, magazines, and educational websites that analyses and discusses listening skills. Research reveals that listening is a six-stage process that involves hearing, attending, understanding, remembering, evaluating, and responding. By conducting research, students and managers will be in a better position to realize that they have to listen to hear. Therefore, in an organization setup manager will know that they have to listen to hear the issues of the employees (Brownell, 2015) (Jack & Richards, 2008). Practicing active listening skills by attending gatherings and TV programs Practicing active listening skills is the other strategy that is essential in enhancing listening skills for both students and managers. It is paramount to note that listening is an important skill in learning. One of the recommended skills of ensuring active listening in learning is to pay attention. Therefore, a student must always practice paying attention to conversation or any activity that requires listening (Klein, DeRouin & Salas, 2006). The second strategy of enhancing active listening is through the provision of feedback. Therefore, when practicing active listening to the student should reflect on what has been taught by paraphrasing it. Responding appropriately is the other vital strategy in practicing effective listening skills. one of the best ways of responding appropriately is through the assertion of opinions respectfully. Secondly, being candid, honest, and open in response is vital. In my view, practicing by attending and watching TV programs is not an effective strategy. This is mainly because the technique depends on one’s self-discipline and commitment to follow these programs (Brownell, 2015). Assessing of listening skills to view the areas that need improvement The last strategy that was proposed in this action plan. the primary objective of assessing listening skills is to identify the areas that need improvement. One of the best way established in the assessment is to involve members of the group. The assessing team has to observe the individual being assessed and generate the findings. The other issues of focus in such an assessment are to check on the individual’s ability to respond, defer to judgment, and provision of feedback (Alonso, 2016). According to me, this strategy is not effective in enhancing active listening skills. one of the challenges is that the technique depends on the expertise of the assessing team. This means that a careful assessment will require a team that has cutting edge active listening skills. therefore, the incompetent team will not be a position to identify areas that need to be improved or strengthen (Weger Jr at al., 2014). REFLECTION AND ANALYSIS OF THE CONCEPTS EFFECTIVE CONCEPTS Evaluation of listening behavior and analysis of feedback Evaluating one’s listening behavior with the aid of analysis of feedback is considered as the best technique. This is primary because it enables an individual to change the activities that hinder active listening. In learning institutions, teachers are responsible for ensuring that student develop effective listening skills. Those who find challenges in this technique are a challenge in the form of feedback on various ways to enhance their listening skills. This evaluation ensures that students check on the cognitive strategies that enhance effective listening (Bodie at al., 2012). Research reveals that evaluation of listening behavior enables the individual to have better knowledge of the comprehension process. Thus the technique allows one to employ effective techniques of processing both linguistic and non-linguistic input. Secondly, checking on one’s behavior ensures that the storing and memory process is clearly understood. As such, managers and students are encouraged to evaluate their listening behavior with the objective of enhancing their active listening and related skills (Klein, DeRouin & Salas, 2006). Consultation with management and groups This is the second strategy that is recommended for students and mangers. However, to achieve the best results, there are some key issues that must be ensured. Firstly, the individual consulting should ensure that they seek such advice from professionals in the listen skills. for instance, students should consult with teachers who have an advanced network in effective listening. The second strategy that must ensure is that when consulting with groups, there should be members with advanced listening skills. these are the individuals who will guide the consultees on the right strategies and practices (Jack & Richards, 2008). Conducting research on effective listening skills This is the final strategy that is highly recommended to students and managers. Currently, there are several professional researchers who have authored various publications such as books, journals, and magazines. They discuss various issues such as ways of enhancing listening skills in individual and organizational levels (Bodie, 2012). Thus, it is recommended that students and managers conduct research to improve their listening skills. One way in which managers can conduct research is by visiting libraries. However, managers working in busy organizations can use the internet to conduct their active listening skills research (Grohol, 2013). NON-EFFECTIVE CONCEPTS Practicing active listening skills by attending gatherings and TV programs One of the most significant challenges with practicing is that it depends on an individual’s commitment and discipline. For instance, research reveals that this method has not been working for the majority of the students. This is because these students are used to being supervised by their teachers. As well, attending gatherings and watching TV programs may be ineffective due to the limitation of time. As such, this is not an effective strategy especially for managers who might not get enough time to practice and watch these programs (Alonso, 2016). Assessing of listening skills to view the areas that need improvement In addition to practicing, assessing listening skills is the other ineffective technique in enhancing listening skills. For instance, the technique will require a group that will access an individual. Issues such as the level of attention, provision of feedback, and provision of appropriate feedback will be assessed. The challenge with this strategy is that it requires a competent team to be able to come up with a detailed analysis of the areas that needs to be improved. Consequently, individuals might change their behavior when they know that they will be assessed. Therefore, for managers, this is an ineffective strategy that should be considered as the last option (Bodie at al., 2012). COMPARISON OF EXPECTED OUTCOME FROM LC/AP TO ACTUAL OUTCOMES The primary expected outcome was to have an observable change in listening skills. One of these change was to increase the level of paying attention in class. Secondly, the expected result was to enhance appropriate response after listening. Thirdly, the expected outcome was to strengthen the provision of feedback after listening especially in class. The other expected goal to be achieved in the enhancement of listening skills is the ability to make accurate judgments after listening and understanding (Gearhart & Bodie, 2011). The actual outcome varied slightly basically due to the strategies applied. One of the actual observable change does not enhance the level of paying attention. I realized that after analyzing and evaluating my behavior, my attention level rose. As a result, I was able to comprehend issues taught in class and remember them easily. The second actual outcome is that my level of providing feedback increased. For instance, previously I rarely asked questions in class. However, the accuracy of these judgments cannot be easily measured. This is an indication this is an expected outcome that was not fully achieved (Grohol, 2013). DISCUSSION OF THE FINAL RESULTS There are various reasons that make me consider that the goal of enhancing effective listening skills. The first strategy that worked well in the achievement of the goal is the evaluation of my listening behavior and analyzing of the feedback based on the previous units. Through this strategy, I realized that examining one’s listening behavior is vital since active listening is a complex process primarily because of its double psychological and social nature. Listening is a psychological phenomenon since it takes a cognitive level in the individual’s mind. As well, it develops in a social manner with the environment and people (Bodie, 2012). The second strategy that enhanced my listening skills leading to the achievement of the goal is consultation and working in groups. The technique enabled me to realize that utilization of teamwork is the other strategy that is practical in the enhancement of the listening skills. Groups consist of students with varied skills and techniques in listening. Therefore, I was able to enhance my active listening skills through reinforcing my attention, provision of feedback, and making an appropriate judgment (Weger Jr at al., 2014). Finally, the goal of improving effective listening skills was achieved through conducting research. The technique was effective since presently, there are several professional researchers who have authored various publications such as books, journals, and magazines. They discuss various issues such as ways of enhancing listening skills in individual and organizational levels. Thus, it is recommended that students and managers conduct research to enhance their listening skills. This is the technique that enabled me to learn key listening skills such as understanding, attention, remembering, and responding (Alonso, 2016). CONCLUSION In conclusion, it is clear that effective listening skills can be achieved by various ways. However, it is notable that there are key strategies that work best in enhancing effective listening skills. One of these techniques involves evaluation of one’s listening behavior with the aid of feedback. Evaluating one’s listening behavior with the help of analysis of feedback is considered as the best technique. This is primary because it enables an individual to change the activities that hinder active listening. Secondly, consulting with listening skills professionals and teams is vital. The strategy works well when the individual consulting ensure that they seek such advice from experts in the listen skills. For instance, students should consult with teachers who have an advanced network in effective listening. REFERENCES Alonso, R. S. (2016). The importance of teaching listening and speaking skills. Completeness University. Retrieved on, 22. Bodie, G. D. (2012). Listening as positive communication. The positive side of interpersonal communication, 109-125. Brownell, J. (2015). Listening: Attitudes, principles, and skills. Routledge. Bodie, G. D., & Jones, S. M. (2012). The nature of supportive listening II: The role of verbal person centeredness and nonverbal immediacy. Western Journal of Communication, 76(3), 250-269. Bodie, G. D., St. Cyr, K., Pence, M., Rold, M., & Honeycutt, J. (2012). Listening competence in initial interactions I: Distinguishing between what listening is and what listeners do. International Journal of Listening, 26(1), 1-28. Gearhart, C. C., & Bodie, G. D. (2011). Active-empathic listening as a general social skill: Evidence from bivariate and canonical correlations. Communication Reports, 24(2), 86-98. Grohol, J. M. (2013). Become a better listener: active listening. Psychcentral. com, 30th January, available at: http://psychcentral. com/lib/becomea-better-listener-active-listening/0001299 (accessed 7th May, 2015). Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. Internet and Higher Education 9, 153-162. Jack, R., & Richards, M. (2008). Teaching Listening and Speaking from Theory to Practice. Klein, C., DeRouin, R. E., & Salas, E. (2006). Uncovering workplace interpersonal skills: A review, framework, and research agenda. International review of industrial and organizational psychology, 21, 79. Weger Jr, H., Castle Bell, G., Minei, E. M., & Robinson, M. C. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), 13-31. Read More