Active Listening Skills Session 7 PDF

SKEMA BUSINESS SCHOOL Leadership: Session 7 Session 6: Active Listening and Motivation Skills ✓ Paraphrasing ✓ Clarifying ✓ Reflecting ✓ Summarizing ✓ Road Blocks to Good Listening...

SKEMA BUSINESS SCHOOL Leadership: Session 7 Session 6: Active Listening and Motivation Skills ✓ Paraphrasing ✓ Clarifying ✓ Reflecting ✓ Summarizing ✓ Road Blocks to Good Listening ✓ Tips for Active Listening ✓ “Feeling words” ✓ Hamburger Method “How to give good Feedback” ✓ Observer Form ✓ Listening Simulation ✓ Motivation Theories THE 4 GOOD ACTIVE LISTENING ESSENTIALS:  PARAPHRASING To express the meaning using simple Restate the same words. information, using different words to more concisely reflect what the speaker said. PARAPHRASING WHY DO IT? PARAPHRASING EXAMPLES:  CLARIFYING HOW TO DO IT Invite the speaker to explain some aspect of what he or she said.  CLARIFYING WHY? Gives the speaker the opportunity to elaborate and clarify what was said. Gives you the opportunity to identify anything that is unclear and to check the accuracy of your understanding.  CLARIFYING EXAMPLES: I’m not sure I quite understand; or do you mean that…? Can you say more about…? You have give me a lot of information, let me see if I’ve got it all… REFLECTING  REFLECTING HOW TO DO IT Relaying what was said back to the speaker to show that you understand how she/he feels about something.  REFLECTING WHY DO IT? Deepens understanding of feelings and content. Allows the speaker to see that you are trying to understand her/his message and perceptions.  REFLECTING EXAMPLES: « I get the sense that you might be feeling afraid about what might happen if… » « To me, it sounds like you are frustrated about what was said, but I’m wondering if you are also feeling a little hurt by it. » « It seems like you felt confused and worried when that happened. » « So, you’re saying that you were feeling more frightened than angry. » SUMMARIZING SUMMARIZING HOW TO DO IT Identify, connect, and integrate key ideas and feelings in what the speaker said.  SUMMARIZING WHY DO IT? Helps both the listener and speaker identify what is most important to the speaker.  SUMMARIZING EXAMPLES Let me summarize what I heard so far… So, on the one hand… but on the Other hand… I think I’ve heard several things that seem to be important to you, first_____, Second________, third ________. « It sound like there are two things that Really matter most to you…. » ✓TIPS FOR ACTIVE LISTENING DO’S: Listen more than you talk Let the speaker finish before you respond Asks open-ended questions Remain attentive to what’s being said Be aware of your own biases Manage your own emotions Be attentive to ideas and problem-solving opportunities Give verbal and nonverbal messages that you are listening Listen for both feelings and content ✓TIPS FOR ACTIVE LISTENING DONT’S: Act bored Dominate the converstation Interrupt Finish the speaker’s sentences Jump to conclusions Respond with blaming or accusatory language Become agrumentative Demonstrate impatience or multitask Mentally compose your responses about what to say next Listen with biases or shut out new ideas WHAT IS THE MOST IMPORTANT PART OF ACTIVE LISTENING? WHAT IS THE MOST IMPORTANT PART OF ACTIVE LISTENING? Answer: Pacing or mirroring the feelings of the person we are listening to. If a person is sad, and we are not, what will they think? We never reach the highest level of communication with a person until we talk about feelings. Understanding feelings builds trust. WHAT FEELING WORDS CAN YOU THINK OF IN ENGLISH? ? Building Trust  ROADBLOACKS TO GOOD LISTENING Diverting: Reassuring Changing the subject Focusing on your own agenda Evaluating: Interrupting: Threatening Interjecting comments Fixing: Praising Not allowing speaker’s Ordering Condemning own pace Suggesting Taking sides Tuning out Advising Giving opinions Creating/responding to Diagnosing distractions Cross-examining GIVING FEEDBACK: HAMBURGER METHOD Soft: Mention a few Positive things. Sauce: smooth Transition to constructive feedback. Replace words like but and however with « and ». Hard: Contructive Feedback. Soft: Mention one or two more things they did well.  ACTIVE LISTENING SIMULATION ROTATION IS CLOCKWISE: YOU WILL PLAY EACH ROLE 1 TIME Client Every student must think of one or two things they would like to improve on: 10-12 Examples: dealing with minutes a difficult person, situation, finding a job, etc… Coach: Observer Active 3-5 minutes Listener (using observer form) 5 MOTIVATION THEORIES TO INCREASE PRODUCTIVITY WATCH AND LEARN: THEORY 1 1. Hertzberg’s Two-Factor Theory https://www.youtube.com/watch?v=CIhJ0Ggf8_w Video for Herzberg’s Two-Factor Theory youtube 1:56 1.HERTZBERG’S TWO-FACTOR THEORY Herzberg's Two-Factor Theory, developed by psychologist Frederick Herzberg, distinguishes between two categories influencing employee motivation and satisfaction: 1.Hygiene Factors: These are extrinsic elements related to the work environment. While they don't necessarily boost motivation, their absence can lead to dissatisfaction. Examples include salary, company policies, working conditions, and job security. 2.Motivators: These are intrinsic factors that, when present, actively enhance job satisfaction and motivation. They encompass aspects like recognition, responsibility, opportunities for advancement, and the nature of the work itself. According to Herzberg, merely addressing hygiene factors prevents dissatisfaction but doesn't motivate employees. To foster true motivation, organizations should focus on enhancing motivators, thereby promoting a more engaged and productive workforce. 5 MOTIVATION THEORIES TO INCREASE PRODUCTIVITY WATCH AND LEARN: THEORY 2 2. Maslow’s Hierarchy of Needs https://www.youtube.com/watch?v=O-4ithG_07Q Video for Maslow’s Hierarchy of NeedsTheory youtube 2:48 2.MASLOW HIERARCHY OF NEEDS The video titled "Maslow's Hierarchy of Needs" provides an overview of psychologist Abraham Maslow's theory, which outlines five levels of human needs that motivate behavior: 1.Physiological Needs: These are the basic necessities for survival, such as food, water, shelter, and sleep. 2.Safety Needs: Once physiological needs are met, individuals seek security and protection from physical and emotional harm. 3.Love and Belongingness Needs: This level involves the desire for interpersonal relationships, affection, and a sense of belonging within groups. 4.Esteem Needs: After achieving love and belonging, people strive for self-esteem and the respect of others, encompassing feelings of accomplishment and recognition. 5.Self-Actualization Needs: At the pinnacle of the hierarchy, individuals pursue personal growth, self-fulfillment, and the realization of their potential. The video illustrates how individuals progress through these levels, emphasizing that fulfilling lower-level needs is essential before addressing higher-level aspirations. 5 MOTIVATION THEORIES TO INCREASE PRODUCTIVITY WATCH AND LEARN: THEORY 3 3. Hawthorne Effect https://www.youtube.com/watch?v=FN8R13aVHsw Video for Hawthorne Effect youtube 2:20 3. HAWTHORNE EFFECT Hawthorne Effect" explores a psychological phenomenon observed during a series of studies at the Western Electric Hawthorne Works in the 1920s and 1930s. Researchers aimed to determine how various work conditions, such as lighting and breaks, impacted employee productivity. They discovered that productivity increased not necessarily due to the changes themselves but because employees knew they were being observed. This led to the identification of the "Hawthorne Effect," which suggests that individuals may alter their behavior when they are aware of being watched. The video delves into the implications of this effect on workplace management and research methodologies. 5 MOTIVATION THEORIES TO INCREASE PRODUCTIVITY WATCH AND 4. Expectancy Theory LEARN: THEORY 4 https://www.youtube.com/watch?v=9APgql9pTPo Video for Expectancy Theory Theory youtube 5:05 4EXPECTANCY THEORY Vroom's Expectancy Theory" provides an overview of Victor Vroom's Expectancy Theory, a psychological framework that explains how individuals make decisions regarding various behavioral alternatives. The theory posits that motivation is a result of three key components: 1.Expectancy: The belief that one's effort will lead to the desired performance level. 2.Instrumentality: The belief that achieving the desired performance will lead to certain outcomes or rewards. 3.Valence: The value an individual places on the expected rewards or outcomes. According to Vroom's model, motivation is calculated by multiplying these three components: Motivation = Expectancy × Instrumentality × Valence This means that if any component is zero, the overall motivation will be zero. The video emphasizes the importance for managers to understand and enhance these components to effectively motivate their teams. 5 MOTIVATION THEORIES TO INCREASE PRODUCTIVITY WATCH AND LEARN: THEORY 5 5. Attribution theory https://www.youtube.com/watch?v=YMxY9s58tso Video for AttributionTheory youtube 5:06 5.ATTRIBUTION THEORY Attribution Theory of Bernard Weiner" delves into psychologist Bernard Weiner's framework for understanding how individuals interpret and explain the causes of their own and others' behaviors. Weiner's Attribution Theory identifies three key dimensions: 1.Locus of Control: This dimension determines whether the cause of an event is internal (within the individual) or external (outside factors). 2.Stability: This assesses whether the cause is stable (unchanging over time) or unstable (variable). 3.Controllability: This evaluates whether the cause is controllable (under the individual's influence) or uncontrollable (beyond one's control). The video illustrates how these dimensions influence emotional responses and subsequent behaviors. For instance, attributing success to internal, stable, and controllable factors can enhance self-esteem and motivation. Conversely, attributing failure to internal, stable, and uncontrollable factors may lead to feelings of helplessness. Understanding these attribution patterns is crucial in fields like education and organizational behavior, as they affect motivation, performance, and interpersonal relationships. Leadership: Session 6 13/11/2024 Active Listening: you never tell people what to do in active listening. HR company: 1. Headunting 2. Outplacement Active Listening= ask questions to people. “If I understand you correctly …this means that…” when you practice active listening with people you give up energy, time for the other people, you become dealer’s people. There are certain people you do not want to do active listening with. The most important to listen to in active listening is Feelings= they will allow to develop the highest level of trust relationships. Active Listening: 1. Never criticize: understand how others see things and how do they feel 2. Not being judgemental: difficult not to be judgemental. 3. Develop the desire to listen Being Active Listening → high likelihood to be promoted. Those that are promoted have good interpersonal skills and are liked by the others. Paraphrasing: Transliteration, translating one language in another. However, loss of meaning when there is transliteration. Paraphrasing: “the best English is the best”, restate the same information, using different words. We paraphrase to test understanding of what is heard. Clarifying How to do it Invite the speaker to explain some aspect of what he or she said. Clarification question is an invitation to share more information. Clarifying WHY? Gives the speaker the opportunity to elaborate and clarify what was said. Gives you the opportunity to identify anything that is unclear and to check the accuracy of your understanding. Examples of Clarifying: I’m not sure I quite understand; or do you mean that…? Can you say more about…? You have give me a lot of information, let me see if I’ve got it all… Reflecting : Here we talk about to the feelings → Relaying what was said back to the speaker to show that you understand how she/he feels about something. We can say that feelings dépend on the reaction of the individual : making stronger feelings, To me, it sounds like you are frustrated about what was said, but I’m wondering if you are also feeling a little hurt by it. » Being hurt is a stronger emotion than frustration. So, you’re saying that you were feeling more frightened than angry. We don’t we like to admit that you were angry? Being angry=sign of weaknesses → most of the time the people that impact us most are the ones that we don’t respect that much. If we admit that emotions have gained controlled over rationality…that’s bad Systematic thinking is the one that makes the final decision, not the heuristic one. Is it the good definition of active listening? He’s trying to force the problem, what is not closed to active listening is “trying to get them understand me”. Design Thinking 1. Emphaty: see what customers need Active Listening: 1. Summarizing: Helps both the listener and speaker identify what is most important to the speaker. Tips for Active Listening: 1. Listen more than you talk 2. Let the speaker finish before you respond 3. Asks open-ended questions 4. Remain attentive to what’s being said 5. Be aware of your own biases 6. Manage your own emotions, especially if what’being said does not like us 7. Be attentive to ideas and problem-solving opportunities 8. Give verbal and nonverbal messages that you are listening 9. Listen for both feelings and content Active Listener is more “German” than French Don’t do that in the Active Listening 10. Act bored 11. Dominate the converstation 12. Interrupt 13. Finish the speaker’s sentences 14. Jump to conclusions 15. Respond with blaming or accusatory language 16. Become agrumentative 17. Demonstrate impatience or multitask 18. Mentally compose your responses about what to say next 19. Listen with biases or shut out new ideas What is the most important part of active listening? Answer: Pacing or mirroring the feelings of the person we are listening to. If a person is sad, and we are not, what will they think? We never reach the highest level of communication with a person until we talk about feelings. Understanding feelings builds trust. Pacing: mirror-mimick the people you are talking to. If you want somebody to agree with you, talk at the same speed at pace as them. It also to pace the same physical movements  in order to get people saying you yes. It is impossible to really listen to people if you have different emotional states. ONE EXEPTION TO PACING: if you are the source of the anger, you don’t do pacing, we have to do exactly the opposite Roadblock=something that stops us to reaching our objective. In active listening there are 4: 1. Fixing : Ordering , Suggesting, Advising, Diagnosing We don’t want to be doing fixing in Active Listening 2. Evaluating : Threatening, Praising, Condemning, Taking slides, Giving opinions 3. Diverting: try to assure people that everything will be ok. Don’t change the subject 4. Interruption: we don’t want to be interrupted with comments in between, we have to move at their pace, we don’t want them to be distracted. Trigger Words Urgency for myself→ 22% Can I get in front of you, I have some urgent photocopies to be made Urgency for my boss → 28% Urgency → 70% Can I get in front of you, because I have some urgent (Because=trigger word) Because=is a legitimate and powerful trigger word BUT=cancels everything that has been said before AND=powerful substitute to the “But” When you give a feedback, just give 2, no more. Client: talk about next semester, or workplacement, which companies to apply for The client the becomes the active listener The active listener becomes the observer The observer will use the hamburger method and will employ the “Observer Form” on Word. Narrow Linguistic Programming: Looking upward to the left (try to memorize), looking downward to the left(means you are not interested), looking upward to the right (=future) Easygoing agreeable: give direction → offer 2 alternatives. Make people feel participative. Ask people “what do you think?”. Participation leads to commitment. Level of competence: we protect by incrociando le braccia. Reflects feeling: “if I understand you correctly, you feel like” Young person: Middle child: the observer, the focus should be on the coach. The observer has only to observe. Talk after 10 minutes →