Documente Academic
Documente Profesional
Documente Cultură
THE CONTENTS........................................................................................................................i
LISTENING................................................................................................................................1
WHAT IS LISTENING?.........................................................................................................1
LISTENING VERSUS HEARING........................................................................................1
WHAT AFFECTS LISTENING?............................................................................................2
ADVANCED EMPATHY.......................................................................................................3
EMPATHY AND LISTENING SKILLS................................................................................3
EMPATHIZING......................................................................................................................4
ACTIVE OR EMPATHIC LISTENING.............................................................................5
ACTIVE LISTENING............................................................................................................7
WHAT IS ACTIVE LISTENING?.........................................................................................7
WHY LISTEN ACTIVELY?..................................................................................................9
IMPORTANCE OF ACTIVE LISTENING............................................................................9
KEY CONCEPTS OF ACTIVE LISTENING......................................................................10
BENEFITS OF ACTIVE LISTENING.................................................................................11
ACTIVE LISTENING (4 STEPS)........................................................................................12
STEP 1:LISTEN...............................................................................................................12
STEP 2:QUESTION.........................................................................................................15
STEP 3: REFLECT-PARAPHRASE................................................................................18
STEP 4: AGREE..............................................................................................................21
BARRIERS TO ACTIVE LISTENING...............................................................................22
CHARACTERISTICS OF A GOOD ACTIVE LISTENER.................................................24
ACTIVE LISTENING AND NEGOTIATION.........................................................................28
CONCLUSION.........................................................................................................................29
REFERENCES.........................................................................................................................31
LISTENING
WHAT IS LISTENING?
If you ask a group of people to give a one word description of listening, some would
say hearing; however, hearing is physical. Listening is following and understanding the
sound---it is hearing with a purpose. In the other word, listening is the process of receiving,
constructing meaning from, and responding to spoken and/or nonverbal messages; to hear
something with thoughtful attention.
Listening is the absorption of the meanings of words and sentences by the brain. Listening
leads to the understanding of facts and ideas. But listening takes attention, or sticking to the
task at hand in spite of distractions. It requires concentration, which is the focusing of your
thoughts upon one particular problem.
As we said, listening is not the same as hearing. Listening is a conscious activity based on
three basic skills: attitude, attention, and adjustment.
Maintain a constructive Attitude
A positive attitude paves the way for open-mindedness. Don't assume from the outset that
a meeting is going to be dull. And even if the speaker makes statements you don't agree with,
don't decide he or she is automatically wrong. Don't let reactive interference prevent you from
recalling the speaker's key points.
Strive to pay Attention
You cannot attain concentration by concentrating on the act of concentration. Your
attention must focus on the meeting. When you hear a statement, the words enter your shortterm memory, where they have to be swiftly processed into ideas. If they aren't processed,
then they will be dumped from short-term memory and will be gone forever. Attentive
listening makes sure the ideas are processed.
Cultivate a capacity for Adjustment
Although some speakers clearly indicate what they intend to cover in their subject, you
need to be flexible enough to follow a speaking regardless of the direction it may take. If,
however, you are thoroughly lost, or if the speaker's message is not coming across and you
need to ask a clarifying question, do so.
ADVANCED EMPATHY
What is it: reflection of content and feeling at a deeper level.
Purpose: To try and get an understanding of what may be deeper feelings
e.g.
I get the sense that you are really angry about what was said, but I am wondering if you
also feel a little hurt by it.
You said that you feel more confident about contacting employers, but I wonder if you
also still feel a bit scared.
Since empathy involves understanding the emotions of other people, the way it is
characterised is derivative of the way emotions themselves are characterised. If for example,
emotions are taken to be centrally characterised by bodily feelings, then grasping the bodily
feelings of another will be central to empathy. On the other hand, if emotions are more
centrally characterised by combinations of beliefs and desires, then grasping these beliefs and
desires will be more essential to empathy
Here's an example of how empathic listening differs from another type of listening:
I'm listening to a computer instructor explain how to use a new word processing program. She
is delivering her explanation with enthusiasm.
One type of listening focuses on understanding the program in order to learn how to use
it. While listening I might be having thoughts such as:
This new version doesn't differ much from the previous one.
I don't understand the new way of formatting a page.
I have many questions to ask during the question period.
To summarize the difference between the purpose of the two types of listening:
understanding the information the instructor is presenting as compared with understanding the
meaning to her of presenting the information. The "meaning" to her would consist of items
such as:
One type of listening focuses on the program and the other focuses on her. Another term
for "focuses on her" is "listens to empathize."
EMPATHIZING
Empathizing means that you have the ability to put yourself in your partner.. To
empathize you must ignore your own, adult perception of the situation for the moment and
accept your partners feelings, thoughts, and ideas of the situation as yours. See it through
your partner's eyes--during your discussion.
Empathizing does not mean you need to agree with your partner.
Empathizing does not mean you need to give in to your partner, or allow her or
him to set her or his own rules to avoid confrontation.
Empathizing means you do not dismiss what your partner says as ridiculous or
silly. Your acceptance of your partner's thoughts, ideas, and feelings increase the chance that
your partner will talk to you about the problems and issues that he or she is facing.
It is easy to know when you are being empathic because:
1. Your body language and tone match
You do not impose your feelings, thoughts, and ideas throughout the
conversation
You refrain from immediately giving advice
You are tired after listening because it takes a great deal of energy
You ask yourself if you would make that same statement to an adult. If
not then think twice about making it.
1. Hearing: Hearing just means listening enough to catch what the speaker is saying. For
example, say you were listening to a report on zebras, and the speaker mentioned that
no two are alike. If you can repeat the fact, then you have heard what has been said.
2. Understanding: The next part of listening happens when you take what you have
heard and understand it in your own way. Let's go back to that report on zebras. When
you hear that no two are alike, think about what that might mean. You might think,
"Maybe this means that the pattern of stripes is different for each zebra."
3. Judging: After you are sure you understand what the speaker has said, think about
whether it makes sense. Do you believe what you have heard? You might think, "How
could the stripes to be different for every zebra? But then again, the fingerprints are
different for every person. I think this seems believable."
Listening is needed everywhere
Listening skills form the basis of:
Continued learning
Teamwork skills
Management skills
Negotiation skills
Emotional intelligence
Misunderstood
Misinterpreted
Rejected
Distorted
Not heard
Most communication experts agree that poor listening skills are the biggest
contributors to poor communication. There are four basic types of listening. Which one do
you think most people practice?
1. Inactive listening. The definition of this is the old adage, In one ear and out the
other. You hear the words, but your mind is wandering and no communication is taking
place.
2. Selective listening. You hear only what you want to hear. You hear some of the
message and immediately begin to formulate your reply or second guess the speaker without
waiting for the speaker to finish.
3. Active listening. You listen closely to content and intent. What emotional meaning
might the speaker be giving you? You try to block out barriers to listening. Most importantly,
you are non-judgmental and empathetic.
4. Reflective Listening. This is active listening when you also work to clarify what
the speaker is saying and make sure there is mutual understanding.
ACTIVE LISTENING
Hearing is a physical act of the ear. It is involuntary and done unconsciously. Listening
is a conscious activity that takes active participation from the listener to achieve. Active
listening is a learned communication technique, as most communication skills are. To become
an active listener takes patience and practice.
Good listening skills are important, both in the workplace and in day-to-day living. In
today's workplace good listening skills are considered to be one of the most important
managerial skills - an interesting concept when you consider that listening skills aren't usually
taught in the educational system.
Did You Know?
1 Most of us have not been taught to listen but we spend about half of our time
listening.
2 About 50% of misunderstandings occur because people do not listen effectively.
3 Some of us believe that being heard is more important than listening to another
person.
4 People believe that just because a person has hearing ability, then he or she can also
listen actively.
5 Many of us have never heard that active listening is important.
6 Eighty percent of interpersonal communication is non-verbal.
Active listening is a structured form of listening and responding that focuses the
attention on the speaker. The listener must take care to attend to the speaker fully, and then
repeats, in the listeners own words, what he or she thinks the speaker has said. The listener
does not have to agree with the speaker--he or she must simply state what they think the
speaker said. This enables the speaker to find out whether the listener really understood. If the
listener did not, the speaker can explain some more.
This type of listening is called active because it requires certain behaviors of the
listener. These behaviors include listening carefully, not interrupting, using words and body
language (like eye contact and sitting forward) to convey a genuine attempt to understand
what the other person is saying.
And in other description, the active listening is giving undivided attention to a speaker
in a genuine effort to understand the speaker's point of view.
Active listening, is catalytic in the sense that it provides the conditions for the speaker
to reveal important information and achieve the goals of the dialogue. Active listening sends a
message of willingness to listen.
Active listening is used in a wide variety of situations, including interviews in
employment, counseling and journalistic settings. In groups it may aid in reaching consensus.
It may also be used in casual conversation to build understanding.
The benefits of active listening include getting people to open up, avoiding
misunderstandings, resolving conflict and building trust.
In active listening:
You take responsibility for your own learning and tell your brain to pay
attention.
You relate to and find examples for what is said to your own life experiences.
You compare and contrast ideas that are stated to things you already know.
You ask a question when you dont understand or when you want to know
more.
Active listening;
Its a communication skill that involves both the speaker and the receiver.
In active listening, the receiver tries to understand what feelings, thoughts, &
beliefs are being communicated and accepts it as the persons own.
The listener feeds back only what they believe the senders message meant nothing more, nothing less. It involves feedback (verbal and nn-verbal) and verification that
the receiver correctly understood the senders message.
The active listener avoids getting stuck in another persons helpless feelings.
Active Listening means that you seeking to understand. You make sure that you are
getting the correct message without passing judgment.
Active listeners can be detected from their body language e.g. leaning toward the
speaker, nodding, and making eye contact. Active listeners may increase their pulse rate and
even perspire. They may tire easily.
3
It can build trust and respect between people, and prevent misunderstandings
that can lead to conflict, frustration or hurt feelings.
While listening to other peoples point of view, you may just learn something new
and fascinating!
4. Try to stay focused on what is being said. Notice the speakers behavior (e.g., nervousness
or anger during the conversation), but work at not being distracted by it.
5. Ask for clarification of anything that you do not fully understand. Ask questions
regarding meaning or intent. Restate or paraphrase what the other person said.
6. Avoid making judgments about what is said. Expressing personal views or biases
can cloud the communication.
Active listeners speak 30% of the time and listen 70% of the time. Sometimes, we
have to try hard not to interrupt the only acceptable reason is to clarify or confirm what has
been said.
When people are preoccupied with current life stresses or difficult situations, it
is hard for them to listen.
Anxiety can make it hard to listen. For example, children who are anxious at
school often have a difficult time learning.
Being angry at the person who is talking also makes it hard to listen, especially
if the person is blaming you or talking about something he or she feels is your fault.
Routine interactions
Physical emergencies
Appropriate
Organizational Crises
Conflict situations
Shows empathy
Builds relationships
STEP 1:LISTEN
Focus on Speaker
Look At Speaker
You may simply repeat one or two words of the person's previous statement.
Example of Encouraging:
Speaker: "I feel uneasy about eating this food." Encouraging: "uneasy?" or "hmmm..."
10
Normal eye contact means communication is open.
Avoiding eye contact suggests that the person is not comfortable with the
conversations topic or the other person.
A person may be sincere if the eyes move upward when discussing stories
about the past. Eyes move upward to retrieve information.
However, if the eyes move side to side when recalling information, the person
is likely to be lying.
Non-verbal attending assists you in staying focused on what is being said so that you
dont risk missing key points. Its physically telling your mind - dont wander this is
important stay tuned.
STEP 2:QUESTION
3 Purposes
Demonstrates you are listening
Gather information
Clarification
Open-ended
Tell me more?
Show interest
(Id like to hear your opinion on this.
11
Closed Questions
Pros: Useful when answers require little or no explanation, saves time, and
makes it easy to tabulate results.
Cons: Limits information that can be obtained, makes it easy to lie, can make
people feel like they are on witness stand.
2.OPEN-ENDED QUESTIONS:
This type of question DOES NOT seek a "YES" or "NO" response. Instead, it elicits
more information from the speaker. Open-ended questions begin with words like Tell me
aboutWhyHowDescribeExplain. This type of question might include:
What happened?
What else happened?
What do you mean by __________?
How did you feel when that happened?
What did you like/dislike about what happened?
Can you tell me more about?
What did you mean when you said?
Your choice of which questions to use will depend on the situation.
Open-ended questions, suggesting areas for exploration without anticipating specific
content of the speakers response. The cycle-of-experience model provides areas for openended questions:
Observation: "What happened?"
Meaning: "What do you mean?"
Affect: "How do you feel?"
Motive: "What do you want?"
Action: "What will you do?"
Pros: Useful when youre not sure of what information you need or if you want
to know how someone feels about an issue.
Cons: Can take a lot of time and require ore note taking, more difficult to
control, and interviewee may not be sure what you want.
Limit why-questions to inquiries about meaning: "Why do you believe that?" Whyquestions about other areas of experience may seem challenging, for example, "Why wont
you do that?" or they may not be readily answerable, for example, "Why are you depressed?"
(To which people may answer, "I dont know.") Another type of open-ended question which
may not be productive is the ritual question. Ritual question, like "How are you?" may signal
that you are being polite, and people are inclined to respond in a superficial way.
3.PROBING/FOLLOW-UP QUESTIONS
4.LEADING QUESTIONS
OPEN-ENDED QUESTIONS
12
way.
CLOSED QUESTIONS
Focus discussion.
Other Questioning Tips
Generally, its best to start with open questions (go from general to more
specific).
Take notes.
STEP 3: REFLECT-PARAPHRASE
In that step listeners will use some other techniques for active listening process.;
1. Reflecting,
4. Acknowleding,
2. Paraphrasing,
5. Summarizing
3. Reframing,
1.REFLECTING
Reflection, or reflective response technique, borrowed from certain types of counseling
techniques, is designed to elicit as full a sense as possible of the speaker's thoughts and
especially feelings. It is a way of helping someone explore her own personal meanings. This
technique involves reflecting back to the speaker what you believe she has said in order to
verify (or clarify) your understanding and to encourage the speaker to continue elaborating on
her point of view.
WHY YOU DO IT
to show you understand how the person feels
to reflect what you are observing rather than what you are hearing
to help the person evaluate their own feelings after hearing them expressed by
someone else
HOW YOU DO IT
listen to voice tone and watch for non-verbal cues that indicate feelings
listen to what the person tells you about what they feel
state back your sense or hunch of what they are feeling
An active listener is already using aspects of this technique, but reflection requires taking
even greater care in the following area:
Reflect the speaker's thoughts and feelings. Restate what you believe the speaker has said
to check for the accuracy of your understanding (e.g., "So you couldn't finish the assignment
on time." "Then you think the time allotted was inadequate?"). Even more importantly, reflect
back the speaker's feelings as you have heard or inferred them (e.g., "You seem to feel
13
anxious because you couldn't finish the assignment on time."). This interpretation of feelings
is, of course, more tricky in that it often requires you to read between the lines, to infer
feelings underlying what has been said (e.g., "You seem angry about the reorganization,"
rather than "So the department was reorganized."). Thus you may want to use wording or
voice tone make your inferences into questions, rather than statements (e.g., "So you feel
anxious because you couldn't finish the assignment on time?" "Do you feel anxious because
you couldn't finish the assignment on time?").
2.PARAPHRASING
Check the accuracy of your understanding what the speaker is saying by paraphrasing
back to them what they just said using your own words.
WHY YOU DO IT
to show the other person you have been listening to what they are saying,
to check meaning and interpretation
HOW YOU DO IT
restate basic ideas and facts in your own words
Introduce your paraphrase with such comments as:
So, if I understand you right, youre saying (repeat what they just said in your own words)
Do I have it right?
Let me see if I get what you mean. Youre suggesting that Is that it?
OK, your point is that Correct?
Use your paraphrasing to separate factual content from feelings by saying something like:
The factual situation is (repeat their facts) and the way you feel
about that is (empathetically describe how you think they feel). Is that right?
Move toward problem solving
3.REFRAME
We can definereframing as preserving the content of a communication but altering
its form so it can be heard and possibly result in a solution.
Why You Do It?
4.ACKNOWLEDGING
Demonstrate an understanding of their perspective and their feelings.
14
5.SUMMARIZE
Bring together the facts and pieces of the problem to check understanding.
Why You Do It?
to review progress
STEP 4: AGREE
Solution Is Near!
Remember that the objective of all of this is increase understanding of the others
point of view, not necessarily to agree with it or support it.
Good listener tries to understand thoroughly what the other person is saying. In the end he
may disagree sharply, but before he disagrees, he wants to know exactly what it is he is
disagreeing with.
Kenneth A. WELLS
15
Internal Barriers Within the Listener: There are also many barriers to active listening
that come from within the listener. They include things such as past experiences, prejudices,
assumptions made, certain attitudes, and personality traits, etc. that affect how well you truly
hear what is said. Here are some samples:
0
- Comparing: Trying to figure out how what is being said is better/worse than
something else (e.g. Does she think that she is the only unhappy person? My problem
is so much bigger than hers.)
1
- Personal Experience: Your own past experience can leave emotional
cotton in your ears. This can cause you to misinterpret what someone is saying based
on your own personal experiencenot theres.
2
- Automatic Talking: Listener responds to the first recognized word speaker
says; not to the overall meaning of what the speaker has said.
3
- Mind-Reading: Thinking in advance that you know what someone is going
to say. This can lead to mentally tuning out before the speaker is finished talking, or
worse yet, interrupting the person to finish their sentence. In either case, this leads to
misunderstanding, frustration, and possibly even anger.
4
- Rehearsing: Trying to figure out what you are going to say in response.
Instead of listening to the person, you are thinking about your response to them.
5
- Judging: Discounting or judging the speakers values and therefore writing
off what the person is saying. This distorts your ability to really hear their message.
(e.g. Look at that haircut or Hes loud and obnoxious.)
6
- Day Dreaming: Something the speaker says has triggered your own thought
process and you start to day dream.
7
- Fixing/Advising: This is the tendency to only listen initially to the speaker,
then begin to search for a fix or advice to offer the person. Note: People overall do not
want to be fixed, and most suggestions will be disregarded (unless specifically asked
for) and may result in anger toward the fixer.
8
- Sparring: You focus on things that you disagree with and will verbally attack
the person when they are finished speaking. You fail to take into consideration that this
persons experiences are unique, and that only he/she is the expert on themselves.
9
- Filtering / Twisting the Message: You only hear what you want to hear and
ignore everything else. You do not really hear what is being said.
10
- Making Assumptions: This is the process of coming to some kind of
conclusion about someone or something with incomplete information. Assumptions
about people are made constantly, and can severely limit your ability to communicate
effectively and honestly with other people.
11
- Perceptual Errors: Perceptions of people and events are often distorted due
to the failure to consider important information. You can overemphasize certain things,
while downplaying others. This process is affected by a number of factors: age, health,
sex, culture, social roles, previous experiences, and even self-concept. People tend to
judge others on the basis of how they view ourselves.
1 Barriers Within the Speaker: Sometimes the barriers come from the speaker
themselves, which can make true communication difficult. They include:
1
- Expectations: Speakers may sometimes have certain expectations of the
listener and these are often not expressed to others. This is where clarifying what the
speaker has said and asking pertinent questions is important.
2
- Risk Taking: Taking risks in communication can be scary but necessary.
Often the speaker has this silent question: If I risk myself and this is all Ive got, what
16
18
9. Practice Active Listening ask questions, seek clarification, reflect the speakers
feelings, and periodically summarize. Ask questions! This encourages others & shows you are
listening while developing ideas further.
10. Dont get hung up on the speakers delivery. Then there are factors that simply
reveal an awkwardness in delivery rather than any attempt to mislead. The key is being able to
distinguish between the two. Its easy to get turned off when someone speaks haltingly, has an
irritating voice, or just doesnt come across well. The key to good listening, however, is to get
beyond the manner of delivery to the underlying message. In order for this to happen, you
have to resolve not to judge the message by the delivery style. Its amazing how much more
clearly you can hear once youve made the decision to really listen rather than to criticize.
11. Empathize seek first to understand the speakers words, intent, and feelings. Try
avoiding autobiographical responses, a.k.a. relating the information to your self, because it
has a tendency to make others feel like their message isnt unique. Try to see the other
person's point of view.
12. Avoid structured listening. Its popular among some communications teachers to
recommend a format for listening, either in the form of questions (What is the speakers
main point? What is he/she really saying?) or key words (e.g., purpose, evidence, intent). The
problem with this approach is that it creates a dialogue of noise in the listeners mind which
interferes with clear reception. Better to operate from the openness of the centered state
(above) and receive the information just as it comes, without any attempt to structure or judge
it. Think of your mind as similar to the central processing unit of a computer in which the data
comes in and is stored without change, available for subsequent access.
13. Be patient Do not interrupt. Allow plenty of time, do not interrupt, do not ever
walk away. If the conversation becomes heated, reschedule another time to sit down.
14. Hold your temper!
15. Tune out distractions. Poor listeners are distracted by interruptions; good listeners
tune them out and focus on the speaker and the message. Its a discipline that lends itself to
specific techniques for maintaining ones focus. Here are some things that will help:
Maintain eye contact with the speaker; lean forward in your chair; let the speakers words
ring in your ears; and turn in your chair, if necessary, to block out unwanted distractions.
16. Acknowledge Criticism, but dont React if the speaker offers criticism, seek to
absorb it and acknowledge that it has been offered, but avoid becoming defensive or angry. If
you decide in advance not to become defensive, then there is no need to think about your own
plan of attack (i.e. counter arguments, excuses, denial), and there is more time to listen to the
speaker.
17. Go easy on arguments & criticism. This attitude will put others on the defensive,
making communication difficult.
18. Be alert to your own prejudices. This goes along with #3 above, but its so
important that you may want to think specifically about the impact of your prejudices on your
ability to really hear whats being communicated. Often, we are unaware how strongly our
prejudices influence our willingness and ability to hear. The fact is: any prejudice, valid or
not, tends to obscure the message.
19. Resist the temptation to rebut. Why is it that, when we hear someone saying
something with which we strongly disagree, we immediately begin mentally formulating a
rebuttal? Many reasons, but one of the most common is our natural tendency to resist any new
information that conflicts with what we believe. Keep in mind: you can always rebut later,
when youve heard the whole message and had time to think about it.
20. Take notes sparingly. The world seems to be split between those who take prolific
notes and those who take few or none, with each side equally strong in its position. I come
down toward the latter view for this reason: the more focused you are on writing down what is
19
being said, the more likely you are to miss the nuances of the conversation. There are two
good ways around this dilemma. You can write down only key words and then, after the
conversation, meeting, etc., go back and fill in, or you can take notes pictorially, that is, by
diagramming what the speaker is saying. Its a technique called, mindmapping and it was
first popularized by a writer named Tony Buzan well over a decade ago in a book entitled,
Use Your Head. You may want to look up his books; hes written several.
21. Stop Talking! First & last, this is most important!
20
Good listening skills are useful for discovering the needs of constituents, for
understanding the case the other side is presenting, for detecting subtle movement in the other
side, for demonstrating a sense of understanding and concern to them.
CONCLUSION
Listening is a critical communication skill for managers and consultants, as well as for
all of us in our personal lives. Advising someone well on a career, personal, or organizational
issue requires that you understand that person's point of view. You can't negotiate effectively
until you understand what the other person wants. Effective persuasion depends on a clear
understanding of the other person's perspective. In all of these situations, active listening, is
crucial to achieving your ultimate communication objectives.
Active listening is a skill that, like other communication skills, must be developed. It
does not come naturally to most of us. By practicing you can develop these skills and then
integrate them with your other communication skills.
21
REFERENCES
1. Cushman Donald P., Cahn Dudley D., Communication in Interpersonal Relationships,
Newyork Pres (1985)
2. DeVito Joseph A.,Communication: Concepts and Processes, Prentice-Hall(1971)
3. Fisher Aubrey, Interpersonal Communication, Mc-Grawhill (1994)
4. Johnson Ralph A., Negotiation Basics, SAGE Publications (1993)
5. Karrass Chester L., Give&Take (1974)
6. Nierenberg Gerard I.,The Complete Negotiator, Perkins Associations (1973)
7. John Stewart, 6th edition, (New York: McGraw- Hill, 1995)
http://www.ccsf.edu/Services/LAC/lern10/listening.html
http://www.cambridgeesol.org/teach/bec/bec_vantage/listening/aboutthepaper/what_is_listeni
ng.htmhttp://www.hrmvideo.com/items.cfm?
action=view&item_id=2814&type=&search_keywords=real%20character
http://en.wikipedia.org/wiki/Empathy#Definitions_of_empathy
http://www.psychological-hug.com/
http://neurocritic.blogspot.com/2006/10/misery-and-empathy.html
http://pbskids.org/mayaandmiguel/english/parentsteachers/activities/empathy.html
www.theneutralzone.ca/downloads/comskills.pdf
csue.msu.edu/conf2005/presentations/Topic_3_Institutional_Resources.pdf
cla.univ-fcomte.fr/english/sites/video.htm
www.family.samhsa.gov/talk/listener.aspx
www.mindtools.com/CommSkll/Mind%20Tools%20Listening.pdf
www.pbs.org/wnet/wideangle/classroom/handoutA.pdf
www.aelweb.vcu.edu/projects/observation/listening.pdf
www.uky.edu/GetInvolved/Leadership/pdf/Active%20Listening.pdf
www.cust.educ.ubc.ca/wprojects/schooladvisorstudy
www.asainstitute.org/advisory/pp/Skill-ActiveListening.ppt
www.ifuw.org/training/pdf/conflict-participant-2001.pdf
www.utc.edu/Administration/StudentSupportServices/PowerPointFiles/Listening_and_Noteta
king.ppt
www2.ku.edu/~kunrotc/academics/401/Lesson%20x13%20Class.ppt
http://www.essentialschools.org/cs/resources/view/ces_res/31
http://changingminds.org/techniques/listening/active_listening.htm
http://www.csufresno.edu/mediatormentors/training/materials/listening-tech.pdf
http://www.lorober.com/FOL/Documents/ActiveListening.htm
http://websrv.ewu.edu/groups/studentlife/Active_Listeners%20.pdf
http://ocw.mit.edu/NR/rdonlyres/Sloan-School-of-Management/15281Spring2004/369F673A-374C-42F8-8C42-F917567010C1/0/yates_listen.pdf
http://www.law.umkc.edu/faculty/profiles/glesnerfines/cali/listen/index.htm
http://www.mediaed.org/handouts/pdfs/ActiveListening.pdf
http://www.geocities.com/athens/agora/7076/listen.html
http://en.wikipedia.org/wiki/Active_listening
http://www.usu.edu/arc/idea_sheets/active.cfm
http://www2.stlu.com/catalog/catalog_item_n.asp?ugid=dmlhZ3JhZml4&pid=1748
http://www.eazhull.org.uk/nlc/active_listening.htm
http://www2.hawaii.edu/~bgaston/340Lecture12.ppt
http://www.belfastbiblecollege.com/files/Week_2_-_Worldviews.ppt
http://www.pnl.gov/edo/documents/Nyden_presentation.ppt
http://www.etsu.edu/edc/EDC%20Training
%20Handouts/CommunicationSkillsforManager_M_PW.ppt
http://psyc.queensu.ca/~craigw/communication_with_teens1.ppt
http://www.acf.hhs.gov/programs/cse/pubs/training/customer_service/trainer_guide/cs_modul
e_slides_3.ppt
http://usscouts.org/venturing/Presentations/Communication.ppt
http://www.vcu.edu/graduate/pdfs/Orientation_Mentoring_2005.ppt
http://spa.american.edu/executivempa/ag.ppt
http://www.nercomp.org/data/media/Performance%20Management%20PPHandouts.ppt
http://groups.citadel.edu/krause/files/Communication%20Skills_part%201_v3.ppt
http://ccrweb.ccr.uct.ac.za/fileadmin/template/Electronic_Training_Manual.ppt
http://www.nebhands.nebraska.edu/files/Mod7%20-%20Deescalation%2005.ppt
http://www.state.tn.us/education/speced/TEIS/training/module2/ppts/2.9%20rev.%20Skills
%20to%20Ease%20the%20Journey%20LR.ppt
http://www.etsu.edu/edc/EDC%20Training%20Handouts/The%20Power%20of
%20Listeningpowerpoint2.ppt
http://alamode.mines.edu/~qhan/research/talk/icdcs04.ppt
http://www.noycefdn.org/math/documents/MathNetworkMeeting102506.ppt