BUS 600 Management Communications with Technology

Jupiterimages 6 Learning Objectives After reading this chapter and studying the materials, you should be able to:

1. Utilize the forms of listening that take place on the job. 2. Over come the types of listening distractions and barriers that disturb effective communication.

3. Help managers impr ove their listening skills.

4. Use feedback to ef fectively communicate. Listening and Feedback baa66869_06_c06_191-222.indd 191 4/25/12 11:49 AM Section 6.1 Listening and Management Communication 6.1 Listening and Management Communication Learning Objective # 1: What forms of listening take place on the job?

W hat kind of listener are you? It might be tempting to respond with a one-size- fits-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 listen- ing 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 filters and biases in the attempt to accurately perceive and understand what the other person says. In active listening, questions clarify the message and enco\ urage 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 assess- ments of the logic of the argument, the value of the evidence, the validity of the conclu - sions, 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 listen - ing connects with many other aspects of leading, including the ability t\ o communicate verbally and in written format, by first knowing what the audience think\ s or has to say.

This chapter concentrates on two aspects of managerial communication: ef\ fective listen - ing and providing feedback. The two interact in the sense that it will be impossib\ le to provide quality feedback unless you first 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? baa66869_06_c06_191-222.indd 192 4/25/12 11:49 AM CHAPTER 6 Section 6.1 Listening and Management Communication 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 flavor,” “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, com- pany 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 bar - gain 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 Domi - no’s Pizza Tracker feature, which had been developed two years 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 dissatisfied. By naming the actual individual responsible for any service failure, a store’s manager can improve opera - tions 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 fix the problem? 2. What are the differences between listening to customers about problems and listening to inter - nal 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? © Robert Schlesinger/dpa/Corbis Domino’s novel approach to building business includes a healthy dose of listening. baa66869_06_c06_191-222.indd 193 4/25/12 11:49 AM CHAPTER 6 Section 6.1 Listening and Management Communication Levels of Listening In any listening context, a person may engage in various levels of atten\ tion. The good lis- tener, 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 conflict.

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 misunder - standing. A level three listener misses important information and can make poor judgments.

As you have probably guessed, the ideal manager maintains level one listening. Unfortu - nately, 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 organiza - tions benefit when the listening skills of managers are refined and enhanced.

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, excellen\ t listeners often enjoy more positive social relationships both on and off the job. Managers and employees both benefit from effective listening techniques. For Review What three levels of attention are found in organizational listening? Digital Vision/Thinkstock What level of listening do you use on the job? baa66869_06_c06_191-222.indd 194 4/25/12 11:49 AM CHAPTER 6 Section 6.1 Listening and Management Communication 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 find themselves rejected, because they were inattentive and either missed the point of a key comment or failed to respond to an idea, sugges- tion, or question. Effective listeners create positive impressions through their answers and feedback provided to the human resource officer 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 frus - trated 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 deficiencies. 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 first listens carefully to what the reviewer has to say (Grote, 2011).

Good listeners make better colleagues and friends. Interpersonal interac\ tions in and out - side 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 benefit 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 benefit from high-quality listening. A speaker making an in-house report deserves the close attention of the audience. Salespersons calling\ on com - panies 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 a\ ny verbal or written communication skills. Much of the time, a manager will be a receiver or recipient of a ver - bal 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 chap - ter 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. baa66869_06_c06_191-222.indd 195 4/25/12 11:49 AM CHAPTER 6 Section 6.2 Listening Distractions and Barriers 6.2 Listening Distractions and Barriers Learning Objective # 2: What types of listening distractions and barriers disturb effective communication?

S uccessful team players, managers, leaders, clients, and customers all ha\ ve the abil - ity to listen effectively in common. Fortunately, even those who are poor listeners can have their skill sets improved. Table 6.1 identifies some of the characteristics of ineffective listeners that can be improved. Basic listening skills involve a set of activi - ties. The receiver first should be aware of potential distractions and barriers, seeking to reduce or eliminate their influence. 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 poten - tial 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 mot\ ion, 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 indiv\ idual conversation in an office, 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 finish a conversation with the baa66869_06_c06_191-222.indd 196 4/25/12 11:49 AM CHAPTER 6 Section 6.2 Listening Distractions and Barriers 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 rec- ognizable in an unusual setting (Nylen, 1980), with the same out - come: taking the person away from the speaker ’s message. In the business world, newer open office spaces often distract peo- ple 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 indi\ cate 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, financial issues, or even a traffic ticket on the way to work, can capture a person’s attention. Other internal distractions include a headach\ e, 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 as\ set; yielding to internal distractions causes miscommunication. For Review What two types of distractions inhibit effective listening? Stockbyte/Thinkstock Even the weather can become a distracting influence during a conversation. baa66869_06_c06_191-222.indd 197 4/25/12 11:49 AM CHAPTER 6 Section 6.2 Listening Distractions and Barriers 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 addi- tion to those problems, several barriers to listening can emerge. Some of the more com - mon 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 first, 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 remain - der of the message. The receiver, rather than listening, mentally forms the counterargu - ment that he or she will then present. baa66869_06_c06_191-222.indd 198 4/25/12 11:49 AM CHAPTER 6 External distractions Internaldistractions (receive s mind) Concentration Pe rsonal mat ters Health Effective listening Messages Motion Sound Intensity Co ntrast No velty/familiarity Section 6.2 Listening Distractions and Barriers 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 atten- tion as a result. Further, some individuals would rather talk than listen. Such individuals are inclined to interrupt responses to questions and com - ments (Bostrom, 1988). Many people may avoid listening when they know a negative message or a disagreement may be forthcoming.

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 wan - der 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.

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. David De Lossy/Thinkstock Discovery of a disagreement often occurs as a presentation or conversation takes place. baa66869_06_c06_191-222.indd 199 4/25/12 11:49 AM CHAPTER 6 Messages Receive s internal distractions Effective listening BarriersExternal distractions Section 6.3 Listening Tactics and Techniques 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.

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

L istening 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, includ - ing 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 office in which the employee will receive a mes - sage 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 d\ uring social and business conversations, including relations with salespeople calling on the company, dur - ing 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 compo - sition 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 What barriers to listening affect organizational communications?

For Review Explain active listening situations and interactive listening situations. baa66869_06_c06_191-222.indd 200 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques Preparation The first 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.

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 t\ he bosses’ office, 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 pr\ epare.

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 Finally, the receiver should try to ascertain in advance whether the interaction will consist pri- marily of active listening or interactive listening. For an active listening situation, meth - ods such as note-taking and other forms of recall assistance may be valuable. For interactive listening circumstances, seeking out information about the pur - pose of the conversation can pro - vide valuable tools. Many times a planned interaction begins in active mode and evolves into an interactive format. Therefore, it may be advisable in many situa - tions to prepare for both. For Review What two types of interactions and two types of settings are present in verbal encounters? Medioimages/Photodisc Part of preparation for a planned one-on-one interaction is wearing the proper attire. baa66869_06_c06_191-222.indd 201 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques Planned Audience Interactions Planned interactions as part of an audience necessitate basically the sa\ me 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 find 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 back- ground 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 effec- tive listener can apply basic tactics to improve communications. Among them, when a chance encounter occurs, first 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 per - son 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 con - tact, and eliminating barriers (Baney, 2004).

Listening posture reflects the important role body language plays in listening. An effec - tive listener appears relaxed, yet attentive and alert. A seated receiver leans toward the baa66869_06_c06_191-222.indd 202 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques 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 reflects 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, look- ing 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 sug - gests a person is hiding something, lacks confidence, 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 atten - tion and do their best to remove them (Floyd, 1985).

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. For Review What attending skills facilitate effective listening? baa66869_06_c06_191-222.indd 203 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques 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 confidence.

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.

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 con- sider the message as presented. Some of the most common suggestions for effective listen - ing during a presentation are: • Identify the primary and secondary points. • Organize the message. • Summarize the message. • Personalize the message. • 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 For Review What encouraging skills facilitate effective listening?

For Review What message reception techniques assist in effective listening? baa66869_06_c06_191-222.indd 204 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques listener may notice a change in inflection, greater volume, or more definitive gestures suggesting the presence of a primary point. The 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 parti- tioned 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 for - mats 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 evaluati\ on 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 personal - ization process. As noted in the previous chapter with regard to persuasion, a message might impact a person’s opinions, atti - tudes, or beliefs. Each affects the personalization process. A mes- sage targeting an opinion will differ from one aimed at chang- ing attitudes. The listener ’s pro - cessing 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 sufficient information to assist in organizing, summarizing, and personaliz - ing 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 iStockphoto/Thinkstock Taking notes physically involves the listener in the presentation. baa66869_06_c06_191-222.indd 205 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques the speaker or audience members seated close to you. Some speakers gain \ confidence 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 UsedInterpretation 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, person- alities, 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 wi\ th 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.

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 conflict 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 audi - ence’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. baa66869_06_c06_191-222.indd 206 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques 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 ReceivingPhysical 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: Affirming 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 ingredi - ents involved are responding with affirming statements, restating and/or paraphrasing the message, and identifying areas of agreement or common interest.

Affirming 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 affirming statements.

Table 6.4: Affirming 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.” baa66869_06_c06_191-222.indd 207 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques An affirming statement that does not appear to be genuine will often damage t\ he interac- tion. Any praise offered must be sincere. The purpose of affirming is to move the interac - tion 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 dif - ferences but rather to clarify the message as presented.

Validate the Rapport: Identifying Areas of Agreement or Common Interest Identifying areas of agreement or shared interests further solidifies and validates the rela - tionship between the speaker and receiver. It should be possible to find at least some areas of common ground. If nothing else, the receiver can agree with the speaker that a problem does indeed exist.

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, pri- mary 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 fit.

As an example, the question, “What do you think will hap - pen if we fail to act?” gives the speaker a chance to speculate on an outcome. Closed ques- tions typically are directed to facts or time commitments, and receive shorter answers. A closed question would be, “Can For Review What three methods can be used to validate the speaker during the interaction phase of a verbal presentation? Comstock/Thinkstock Quality questions indicate interest, as they serve the purposes of clarifying ideas, expanding the discussion, and further revealing positions and motives of those involved. baa66869_06_c06_191-222.indd 208 4/25/12 11:49 AM CHAPTER 6 Section 6.3 Listening Tactics and Techniques we implement your idea in less than twelve months?” Both types of que\ stions can further the interaction between a sender and receiver.

A primary question opens the discussions on a topic by being the first 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 specific information about the subject. Successful inter- actions 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 plau - sible approach seem to be . . . ?” or, “Wouldn’t you agree that . . . ?” Directed questions obtain clarifications 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.

Framing a Positive Response Even when people disagree, they can do so without being disagreeable. Framing a posi- tive 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 deal - ing with members of other cultures, especially where deferent language is normal in all business transactions.

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 For Review Effective listeners pose what three types of questions? baa66869_06_c06_191-222.indd 209 4/25/12 11:49 AM CHAPTER 6 Section 6.4 Feedback 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 organiza- tional 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 affirmation of the speaker, questions, positive responses, and attention at the close have the best chance of achieving various objectives.

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

E very person wants to know how well he or she is doing, in workplace sett\ ings 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 pro - vided in interpersonal and collective situations, including presentations and in group or team meetings.

Two forms of feedback may be provided in the workplace. Con- structive criticism focuses on methods to improve processes and outcomes. Destructive feed- back delivers criticism with no effort to stimulate improve - ment. 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 com - municator, the goal should be to move toward constructive criti- cism whenever possible (Williams, 2002, pp. 706–707). For Review Define feedback, constructive criticism, and destructive feedback. Creatas/Thinkstock Constructive criticism focuses on methods to improve processes and outcomes. baa66869_06_c06_191-222.indd 210 4/25/12 11:49 AM CHAPTER 6 Section 6.4 Feedback Constructive Criticism Principles The goal of offering constructive criticism can be achieved by following a series of prin- ciples. To provide effective constructive criticism, the speaker first 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 set - ting. Most people become upset when they are publicly criticized. Privacy will be impor - tant 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 under - stand 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 pos - sible, 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): • focus on specific behaviors • remain objective • avoid labels • speak in plain terms • define unclear terms • keep feedback goal oriented • focus negative feedback on behaviors the individual can control Work-related feedback should concentrate on specific behaviors. Telling an employee, “You have a bad attitude,” does not lead to desired results. Examples of specific 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 baa66869_06_c06_191-222.indd 211 4/25/12 11:49 AM CHAPTER 6 Section 6.4 Feedback 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 efficiently 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 specific, observable behaviors, it becomes possible to offer high-quality advice.

Objectivity may not be possible in every situation. Some behaviors, issu\ es, 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 difficult. 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 defen- sive responses (Resker, 2008).

Using them detracts from help - ing the person receiving the feed - back to improve. Examples of labels are provided in Table 6.5.

Table 6.5: Types of labels Personal Judgmental of OutcomesExaggerations Unprofessional Bad “You always. . .” IrresponsibleWorse “You never. . .” ImmatureWorst“It’s impossible” Sexist/racist AwfulPathetic Speaking in plain terms and defining unclear terms go together. When offering construc - tive criticism, use the most precise language possible. Make sure that any technical terms Brand X Pictures/Thinkstock 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 difficult. baa66869_06_c06_191-222.indd 212 4/25/12 11:49 AM CHAPTER 6 Section 6.4 Feedback or managerial ideas are clearly defined (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 perfor- mance. Offering constructive criticism with specific objectives in mind targeting specific 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 con - trol. 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 can- not change through various behaviors. The same manager can improve his or her level of safety training and first-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 moral\ e and your long-term credibility. As the person who receives constructive criticism, the prin - ciples 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 reflects emotional matu - rity. 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? baa66869_06_c06_191-222.indd 213 4/25/12 11:49 AM CHAPTER 6 Section 6.4 Feedback Disagreement and Feedback Almost everyone has felt “unjustly accused” at one point or another. Feelings of defen- siveness are natural in those circumstances. Causes of dis- agreements include misunder - standing of the nature of the problem, an unfair interpreta - tion of an event or outcome, or being criticized for the misdeed or failure of someone else. The person receiving the unfair feed - back 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 ma\ y 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 Feedback in both directions can build trust and a stronger relationship. Mentors who are truly interested in mentee success take feedback to heart. iStockphoto/Thinkstock Almost everyone has felt “unjustly accused” at one point or another. baa66869_06_c06_191-222.indd 214 4/25/12 11:49 AM CHAPTER 6 Section 6.5 Chapter Review 6.5 Chapter Review L istening represents a critical part of management communications. Content listen- ing occurs when the listener seeks to understand and remember the information provided by the speaker. Active listening involves hearing with a purpose and mak- ing a conscious effort to turn off internal filters 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 feeli\ ngs, needs and wants. Critical listening occurs when the recipient goes beyond comprehending the mes - sage to evaluating it.

A level one listener, or a good listener, stays involved in the conversation and consid - ers the speaker ’s interests and message. Listening skills play vital roles in personal job searches, job training, performance appraisals, and interpersonal interactio\ ns. Companies benefit from effective listening through more-efficient 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 commu - nication 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 aud\ ience. Situation sensitivity is the ability to quickly assess a conversation’s context.

When listening to a presentation, attending skills that display interest are listening pos - ture, distance, eye contact, and elimination of barriers. Encouraging skill\ s encompass silence, expressions of encouragement, and the asking of open-ended questions. Messag\ e reception techniques during the presentation include identifying the primary and sec- ondary 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 affirming 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 baa66869_06_c06_191-222.indd 215 4/25/12 11:49 AM CHAPTER 6 Section 6.5 Chapter Review outcomes. Destructive feedback delivers criticism with no effort to stimulate improve- ment. Constructive criticism begins with the assessment of the setting, timeliness, and severity of the issue. It continues through the use of positive reinforcement, negative feed- back, or mixed feedback.

Constructive criticism or feedback involves focusing on specific behaviors, remaining objective, avoiding labels, speaking in plain terms, defining unclear te\ rms, 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. Dis - agreements 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 cont\ rol. Constructive criticism can help build a relationship between a mentor and a mentee.

Key Terms For Review With Possible Responses 1. What four listening styles are used in management communication settings?

Content listening means that the receiver seeks to understand and remember the infor- mation presented by a speaker. Active listening, which should occur in most business settings, involves listening with a purpose. Empathic listening, a form \ of active listen- ing, 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. active listening Listening with a purpose, including making a conscious effort to turn off internal filters and biases. active listening situations Listening situations in which there will be little or no opportunity to respond. constructive criticism Criticism that focuses on methods to improve processes and outcomes. content listening Listening in which the receiver seeks to understand and remember the information presented by a speaker. critical listening Listening that occurs when the recipient goes beyond comprehending the message to evaluating it. destructive feedback Criticism delivered with no effort to stimulate improvement, which often focuses on personal rather than behav - ioral or decision issues. empathic listening A form of active listening in which the receiver tries to understand the other person, including his or her feelings, needs, and wants. feedback The information provided about a person’s level of performance or success in various activities. interactive listening situations Listening situ - ations in which feedback and other forms of two-way communication take place. situation sensitivity The ability to quickly assess a conversation’s context. baa66869_06_c06_191-222.indd 216 4/25/12 11:49 AM CHAPTER 6 Section 6.5 Chapter Review 2. What three levels of attention are found in organizational listening?

The good listener, or a level one listener, stays involved in the conversation by consider- ing 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. 3. Name the personal activities and organizational activities affected by listening and feedback.

In terms of personal activities, listening skills play vital roles in job searches, job training, performance appraisals, and interpersonal interactions. Organizational meetings, presen- tations, and reports are affected by listening and feedback. 4. What two types of distractions inhibit effective listening?

External and internal distractions. 5. What barriers to listening affect organizational communication?

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. 6. Explain active listening situations and interactive listening situations.

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 f\ orms of two-way communication take place. Interactive situations on the job take place d\ uring social and business conversations, including relations with salespeople calling on the company, dur- ing meetings and conferences, and as part of negotiation processes. 7. What two types of interactions and two types of settings are present in verbal encounters?

Planned and unplanned interactions; individual and as part of an audienc\ e. 8. What attending skills facilitate effective listening?

Attending skills include listening posture, distance, eye contact, and eliminating barriers. 9. What encouraging skills facilitate effective listening?

Encouraging skills include silence, expressions of encouragement, and asking open-ended questions. 10. What message reception techniques assist in effective listening?

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. 11. What three methods can be used to validate the speaker during the interaction phase of a verbal presentation?

The three ingredients involved are responding with affirming statements, restating and/ or paraphrasing the message, and identifying areas of agreement or common interest. 12. What three types of questions do effective listeners pose?

Three types of questions posed by effective listeners include open or close\ d, primary or secondary, and neutral or directed inquiries. 13. Define feedback, constructive criticism, and destructive feedback.

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 stim\ ulate improvement. baa66869_06_c06_191-222.indd 217 4/25/12 11:49 AM CHAPTER 6 Section 6.5 Chapter Review 14. What guidelines and methods can be used to present constructive criticism or feedback?

To provide effective constructive criticism, the speaker first considers the \ elements of the setting, timeliness, and severity of the issue. The best constructiv\ e 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 co\ nstructive 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 atten- tion. Other, less-important matters may wait. Analytical Exercises 1. Which form of listening, content, active, empathic, or critical, matches\ the follow - ing 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 employe\ e d. purchasing officer hearing a sales pitch by an outside company sales representative 2. Provide examples of external and internal distractions in the following se\ ttings.

a. members of the press (the audience) hearing a CEO’s statement about a com - pany’s safety violations b. a team of three supervisors (the audience) who will select a new division manager interviewing three finalist candidates for the job c. star college basketball player listening to an assistant coach give advi\ ce, 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 fleet 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 tha\ t the company must respond to a competitor ’s advertisement with three days or lose customers b. a high-performing employee receiving his first poor performance evaluation, based on conflicts with co-workers and negative attitudes exhibited towa\ rd 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 inter - actions with the attending and encouraging skills needed when hearing a presentation. 5. Explain the use of message reception techniques, including differences and simi - larities 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 baa66869_06_c06_191-222.indd 218 4/25/12 11:49 AM CHAPTER 6 Section 6.6 Case Studies 6. What are the relationships between the three forms of validation provided to a presenter, affirming statements, restating or paraphrasing the message, and iden- tifying 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 confidential information about a co-worker as gossip a. manager has just inadvertently offended a visitor from a foreign country by failing to understand cultural differences b. employee has great natural talents for innovations in technology but is disor - ganized and loses work in progress as a result c. marketing manager has fallen behind in terms of understanding the compet\ i - tion and how the marketplace is changing 6.6 Case Studies 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 floral shop at times when she was away. The three met with two roofers who provided estimates for the needed repairs.

The first, Tucker Roofing, had the reputation of being more expensive, but the company worked quickly and used the highest-quality materials. The second, Bridgestone Roofing, 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 Roofing 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 floral shop’s operations.

In this meeting, however, Joe was the first to speak. “I just don’t understand this,” he started, “some- thing 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. (continued) baa66869_06_c06_191-222.indd 219 4/25/12 11:49 AM CHAPTER 6 Section 6.6 Case Studies The work began and Tucker Roofing 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 fixed. 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.” “Wait a minute,” Marie asked, “I thought your first 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 roofing 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 roofing company? 4. What should Marie do about the faulty advice given by Ted and Riley? Case Study 1: The Storm after the Storm (continued) 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 din - ing establishment, Antonio’s, had been in business for nearly 40 years. Repeat business and regular customers kept the company thriving, even when more difficult 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 first reluctant to take over the family res - taurant. 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 first 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 cen - tury. 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 busi - ness people who are used to using the Internet.” (continued) baa66869_06_c06_191-222.indd 220 4/25/12 11:49 AM CHAPTER 6 Section 6.6 Case Studies 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? Case Study 2: “You can lead a horse to water. . .” (continued) baa66869_06_c06_191-222.indd 221 4/25/12 11:49 AM CHAPTER 6 baa66869_06_c06_191-222.indd 222 4/25/12 11:49 AM