Chapter 10

Content Modules

This chapter contains all of the content modules referenced in the sample agendas in previous chapters. The term content refers to the emphases within the modules. Each content module is a self-contained learning experience that can be used either as a stand-alone training session or incorporated into a broader agenda. The interactive designs explore content areas in a step-by-step fashion. They are handy, readily available resources to help facilitators address the issues that learners face in effective listening training.

Using the Content Modules

These content modules are the building blocks of a training program for coaches. Each module includes, as appropriate:

Step-by-step instructions

Key learning points

Discussion questions

A list of materials to be used in each module, including

Training instruments

PowerPoint presentations

Structured exercises

Trainers should review the content module, along with all of the resources used in the module. After becoming familiar with the content, follow the step-by-step instructions for facilitating the module. Time estimates are provided for each module and each step, but the time needed for activities may vary, depending on the facilitators and the participants.

A trainer can modify these modules to comply with the organization's priorities; the readiness level of potential participants; or the resources in terms of time, space, and availability of trainees. These modules apply many of the principles of adult learning specified in chapter 3 of this book. It is important that the trainer understands and is committed to these principles before undertaking revisions of the step-by-step approaches included here.

The Modules

The modules included in this chapter emphasize learning through participation, using the materials in this book. As recommended in chapter 2, it's important to conduct a needs assessment before deciding which modules will be used, how they will be modified, and how you will combine various modules into longer sessions.

This section includes 11 modules:

Content Module 10-1: Participant Introductions. This module helps create a collaborative learning environment; it introduces participants to each other and suggests that each person's role is to contribute to the learning process.

Content Module 10-2: Listening Defined. The term listening can mean different things to different people. This module addresses the importance of properly defining this term and specifies the behaviors that are involved in listening.

Content Module 10-3: Listening Self-Assessment. This module uses a self-assessment instrument (Assessment 11-2) to help participants identify areas in which their learning can have the most impact. It also provides an action plan so that learners can identify steps they can take to improve their listening skills.

Content Module 10-4: Types of Listening. In this module, participants learn about the four primary types of listening, and they receive tips for using each of them. They also have the opportunity to practice two of these types of listening in the learning environment.

Content Module 10-5: The Listening Process. This module outlines a five-step process for effective listening. It includes common distractions when listening, as well as techniques for each of the steps.

Content Module 10-6: Nonverbal Communication. This module examines the important role that nonverbal communication plays in listening. It includes discussion of the different categories of nonverbals and tips for effective nonverbal communication.

Content Module 10-7: Effective Listening Behavior. This module includes general principles and techniques for being an effective listener, and it teaches participants to be able to separate fact from generalization, an important aspect of good listening.

Content Module 10-8: The Bad Listener. This module explores the many types of bad listening behaviors and how to recognize them. Participants also get firsthand experience in dealing with some bad listeners and strategies to remedy this problem.

Content Module 10-9: Paraphrasing. One of the many listening strategies, paraphrasing is an effective technique that produces good results for many people. This module introduces the strategy and provides steps and tips for successful paraphrasing.

Content Module 10-10: Empathic Listening. A primary type of listening, empathic listening is a common technique that is effective in diffusing emotionally charged situations or dealing with conflict. This module includes a formula to follow for empathic listening, as well as the opportunity for participants to practice the technique.

Content Module 10-11: Giving and Receiving Feedback. This module outlines the principles and techniques for giving and receiving feedback effectively. It also includes an assessment so learners can identify areas in which they may need to improve their behavior, since listening is a primary component in the feedback process.

Content Module 10-1: Participant Introductions

This module helps create a collaborative learning environment. It introduces participants to each other and suggests that each person's role is to contribute to the learning process.

TIME

10 minutes, and an additional 3 minutes for each participant

AGENDA

Discuss key points. (5 minutes)

Facilitate introduction exercise. (approximately 3 minutes per participant)

Review some of the strengths and learning priorities of participants. (5 minutes)

KEY POINTS

Everyone has strengths in listening and communicating, and each person can contribute to learning.

One person's development needs are often another's strengths.

INTRODUCTION EXERCISE

Use a variety of introduction techniques based on the time available and the facilitator's preference. One good technique is to ask participants to share information about themselves with the other participants, identifying what they each have in common. At the end of each person's introduction, ask for a show of hands from participants who had at least one thing in common with another person regarding his or her listening skills. Then, from this group, ask for a volunteer or two to share their common items. Introductions should include this information:

Name

Area or function in which the participant works

How long the participant has been in that role or with the same organization

One thing the participant does well when it comes to listening

One thing the participant would like to learn about being a more effective listener

Content Module 10-2: Listening Defined

The term listening can mean different things to different people. This module addresses the importance of properly defining this term and specifies the behaviors that are involved in listening.

TIME

1 hour

MATERIALS

Structured Experience 12-1: Listening Buddies (chapter 12)

PowerPoint presentation Listening Defined.ppt (on the CD)

AGENDA

Lead group through the first discussion question below. (5 minutes)

Review PowerPoint presentation “Listening Defined.” (25 minutes)

Discussion questions 2 and 3 are included in the presentation.

Facilitate Structured Experience 12-1: Listening Buddies. (30 minutes)

KEY POINTS

Listening means to hear something with thoughtful attention; we must make an effort to hear something and give heed to it.

Listening is not simply hearing sound or preparing what we will say in response to a speaker.

There are many different reasons to listen, including building better relationships, clarifying information, diffusing emotional situations, and developing trust.

Listening is an active activity, not a passive one. To listen well, we need to put a lot of energy into the process and eliminate factors that may interfere.

DISCUSSION QUESTIONS

1. What does listening mean to you?

2. The average adult has an attention span of only seven minutes. What are the implications of this for listening?

3. Listening well is as powerful and influential as talking well. How do you interpret this idea?

Content Module 10-3: Listening Self-Assessment

This module uses a self-assessment instrument (Assessment 11-2) to help participants identify areas in which their learning can have the most impact. It also provides an action plan so that learners can identify steps they can take to improve their listening skills.

TIME

1 hour

MATERIALS

Assessment 11-2: Listening Self-Assessment (chapter 11)

AGENDA

Discuss key points. (5 minutes)

Administer the assessment and have participants review the section called “Why These Behaviors Are Important.” (15 minutes)

Ask participants to divide into pairs and help each other complete the “Plan for Self-Improvement” at the end of the assessment. (20 minutes)

Lead entire group through discussion questions. (20 minutes)

KEY POINTS

Effective listeners have clearly defined behaviors and are able to focus on the speaker, filter information, and provide feedback.

It's important to identify which listening behaviors are important to you in your interactions with others and to practice these behaviors.

Knowing your listening strengths and weaknesses will help you be a better listener.

DISCUSSION QUESTIONS

1. How can the strengths you identified in the self-assessment help you be an effective listener? (Ask for examples from past experiences.)

2. What can you do specifically to improve the areas identified in your self-assessment?

Content Module 10-4: Types of Listening

In this module, participants learn about the four primary types of listening, and they receive tips for using each of them. They also have the opportunity to practice two of these types of listening in the learning environment.

TIME

2 hours

MATERIALS

Structured Experience 12-2: What's That Sound? (chapter 12)

Structured Experience 12-3: Newsworthy Note-Taking (chapter 12)

PowerPoint presentation Types of Listening.ppt (on the CD)

AGENDA

Lead group through Discussion Question 1. (5 minutes)

Facilitate Structured Experience 12-2: What's That Sound? (30 minutes)

Review PowerPoint presentation “Types of Listening.” (25 minutes)

Point out to the participants that what they did in Structured Experience 12-2 was an example of appreciative listening and that they soon will practice informative listening.

Discuss the key points. Lead participants through the remaining discussion questions. (15 minutes)

Facilitate Structured Experience 12-3: Newsworthy Note-Taking. (45 minutes)

KEY POINTS

The four primary types of listening are informational, critical, appreciative, and empathic, and each has its own characteristics and strategies.

Critical listening involves using logic and facts to make a decision. Evidence is a key component of this type of listening.

Empathic listening emphasizes understanding someone else's feelings, even if you disagree. This type of listening may take a lot of practice to use (and is expanded upon in Content Module 10-10).

Listeners should decide which type of listening to use based on the situation. In many cases, the best choice is clear; however, it is not uncommon for a seemingly informational listening scenario to become an empathic listening situation.

DISCUSSION QUESTIONS

1. Think of your most common listening situations. Do you listen more for content, or are you more often a sounding board? Why do you think that is?

2. What types of appreciative listening do you enjoy? What do you gain from these experiences?

3. What's an example of being in a critical listening situation? How did you make your decision?

4. Are you comfortable with silence? Is having background noise a

Content Module 10-5: The Listening Process

A five-step process for effective listening is covered in this module. Common distractions when listening are discussed, as well as techniques for each of the steps.

TIME

2 hours, 15 minutes

MATERIALS

Training Instrument 11-1: Memory Game Word Lists (chapter 11)

Structured Experience 12-4: Having a Ball (chapter 12)

Structured Experience 12-5: Memorize This (chapter 12)

PowerPoint presentation The Listening Process.ppt (on the CD)

AGENDA

Lead group through Discussion Question 1. (5 minutes)

Review slides 1-10 in PowerPoint presentation “The Listening Process.” (20 minutes)

Facilitate Structured Experience 12-4: Having a Ball. (60 minutes)

Review remaining slides in PowerPoint presentation “The Listening Process.” (10 minutes)

Discuss the key points. Lead participants through Discussion Questions 2 and 3. (10 minutes)

Facilitate Structured Experience 12-5: Memorize This. (30 minutes)

KEY POINTS

Listening is a five-step process that includes everything from hearing to understanding and remembering the messages that you hear.

A variety of external and internal distractions can surface when listening, and it is up to the listener to make a conscious effort to minimize these distractions as much as possible.

We can prepare ourselves to listen physically and mentally, and we can adapt to listening situations quickly to better understand and respond appropriately to a speaker's message.

A number of poor responses as a listener include interrupting or ignoring the speaker and changing the subject or giving conflicting nonverbal messages.

DISCUSSION QUESTIONS

1. What needs do you think can be fulfilled when others really listen to us?

2. Why is it important to have a process for listening?

3. What are some techniques that haven't already been discussed that you use to help you recall information?

Content Module 10-6: Nonverbal Communication

This module looks at the important role that nonverbal communication plays in listening. It includes discussion of the different categories of nonverbals, as well as tips for effective nonverbal communication.

TIME

1 hour, 40 minutes to 2 hours

MATERIALS

Handout 12-1: Emotion Word Slips (chapter 12)

Handout 12-2: Cultural Differences in Nonverbal Communication (chapter 12)

Structured Experience 12-6: Nonverbal Nonsense (chapter 12)

Structured Experience 12-7: Culture Shock (chapter 12)

PowerPoint presentation Nonverbal Communication.ppt (on the CD)

AGENDA

Facilitate Structured Experience 12-6: Nonverbal Nonsense. (35-45 minutes)

Review PowerPoint presentation “Nonverbal Communication.” (15-20 minutes)

Facilitate Structured Experience 12-7: Culture Shock. (40 minutes)

Discuss the key points. Lead the participants through the discussion questions. (10-15 minutes)

KEY POINTS

Most of the meaning during communication is reflected in body language rather than in words.

The many types of nonverbal communication to attend to when listening include gestures, tone of voice, posture, and facial expression.

To be effective, establish eye contact with the speaker when listening to indicate focus and interest.

It is important to match your nonverbal communication to the tone of the speaker and the conversation at hand.

DISCUSSION QUESTIONS

1. Was there a situation in which you received mixed messages from someone's nonverbal communication? What was the outcome?

2. What are some of your common mannerisms or nonverbals? Are there any you would eliminate or change when listening? Why or why not?

3. What are some techniques we can use to remind ourselves to pay attention to a speaker's nonverbal communication?

Content Module 10-7: Effective Listening Behavior

General principles and techniques for being an effective listener are covered in this module. It also includes separating fact from generalization, an important aspect of good listening.

TIME

1 hour, 15 minutes

MATERIALS

Handout 12-3: Argument Analysis (chapter 12)

Structured Experience 12-8: Fact or Fiction? (chapter 12)

PowerPoint presentation Effective Listening Behavior.ppt (on the CD)

AGENDA

Lead group through the first discussion question below. (5 minutes)

Review PowerPoint presentation “Effective Listening Behavior.” (15 minutes)

Discussion Question 2 is included in the presentation.

Facilitate Structured Experience 12-8: Fact or Fiction? (45 minutes)

Discuss key points. Lead the group through the remaining discussion questions. (10 minutes)

KEY POINTS

We spend more time each day listening than doing any other activity, whether or not we consciously realize it.

It is important to recognize your own communication style to use your strengths and mitigate weaknesses when listening.

It's a good idea to practice listening skills with family and friends to improve in a safe environment.

We should adopt a caring attitude when listening and keep our emotions in check so they do not interfere with the speaker's message.

It is critical to separate fact from inference as a listener to be able to provide an appropriate response and maintain objectivity.

DISCUSSION QUESTIONS

1. Think about someone you know who you consider to be a good listener. What behavior does he or she exhibit that works well?

2. People speak at 100-175 words per minute, but can listen intelligently at 600-800 words per minute. What are the implications of this data on listening? (Some responses may be that this can lead to our minds drifting, that we may then formulate responses while listening, or that we may try to finish a speaker's sentences. This is all the more reason that we need to concentrate on listening.)

3. Was there an occasion in which you did not go into a conversation with an open mind? What happened?

4. What are some specific benefits to being nonjudgmental when listening?

Content Module 10-8: The Bad Listener

This module explores the many types of bad listening behaviors and how to recognize them. Participants also get firsthand experience in dealing with some bad listeners and strategies that will remedy the situation.

TIME

1 hour

MATERIALS

Structured Experience 12-9: Driven to Distraction (chapter 12)

PowerPoint presentation The Bad Listener.ppt (on the CD)

AGENDA

Facilitate Structured Experience 12-9: Driven to Distraction. (40 minutes)

Review PowerPoint presentation “The Bad Listener.” (10 minutes)

Discuss the key points. Lead the participants through the discussion questions. (10 minutes)

KEY POINTS

Many forms of bad listening behavior exist, and we are probably all guilty of engaging in some of them.

Pseudo-listening and selective listening are two common types of bad listening.

Rehearsing, problem solving, and daydreaming are bad listening behaviors that many people engage in, often without being aware of it.

To improve our listening skills, we must consciously be aware of our bad behaviors and take steps to correct them.

DISCUSSION QUESTIONS

1. Think about someone you know who you consider to be a poor listener. What behaviors does he or she exhibit that are ineffective?

2. What was a specific occasion in which you engaged in one of the types of bad listening? How did it affect the speaker or the conversation?

3. What specifically could you do to coach a bad listener to help him or her be more effective?

Content Module 10-9: Paraphrasing

One of the many listening strategies, paraphrasing is an effective technique that produces good results for many people. This module introduces the strategy and provides steps and tips for successful paraphrasing.

TIME

1 hour, 30 minutes

MATERIALS

Structured Experience 12-10: Paraphrasing Partners (chapter 12)

PowerPoint presentation Paraphrasing.ppt (on the CD)

AGENDA

Lead group through the first discussion question below. (5 minutes)

Review PowerPoint presentation “Paraphrasing.” (25 minutes)

Facilitate Structured Experience 12-10: Paraphrasing Partners. (45 minutes)

Discuss the key points. Lead the participants through the remaining discussion questions. (15 minutes)

KEY POINTS

Paraphrasing is an effective listening technique to try to gain deeper understanding of a speaker's message.

Paraphrasing can help to calm a speaker who is in an emotional state.

Paraphrasing is most effective when you restate the speaker's words in your own words rather than simply parroting back to the speaker. This shows interest and care for the speaker.

Paraphrasing may not be appropriate for some conversations, especially ones that are more quick and simple.

DISCUSSION QUESTIONS

1. Have you ever used paraphrasing as a listening technique, or have you had someone paraphrase your words back to you? If so, what was the experience like?

2. What is an example of a situation in which you could have used paraphrasing?

3. What immediate concerns do you have about using a technique like this?

4. What are some strategies that would help you use paraphrasing when listening?

Content Module 10-10: Empathic Listening

A primary type of listening, empathic listening is a common technique for diffusing emotionally charged situations or dealing with conflict. This module includes a formula to follow for empathic listening and the opportunity for participants to practice the technique.

TIME

1 hour, 30 minutes

MATERIALS

Training Instrument 11-2: Empathic Listening Observation Check list (chapter 11)

Structured Experience 12-11: Empathic Listening Practice (chapter 12)

PowerPoint presentation Empathic Listening.ppt (on the CD)

AGENDA

Review PowerPoint Presentation “Empathic Listening.” (25 minutes)

Facilitate Structured Experience 12-11: Empathic Listening Practice. (50 minutes)

Discuss the key points. Lead the participants through the discussion questions. (15 minutes)

KEY POINTS

Listening empathically means to listen with the intent of understanding how the speaker feels, in addition to understanding his or her message.

The goal of empathic listening is to enable the speaker to share his or her emotions without being judged or criticized.

The formula for effective empathic listening involves acknowledging the speaker, reflecting his or her feelings, and describing the facts or situation as you hear it.

The difference between empathic listening and paraphrasing has to do with emotions. The intent in empathic listening is primarily focused on the speaker's emotions, but the intent in paraphrasing may be to get additional information or clarify meaning regardless of emotion.

DISCUSSION QUESTIONS

1. How is empathic listening different from other listening strategies you use?

2. Have you heard of this technique before? If so, from what source? How did you react to it then? Why?

3. Think back to a situation in which you could have used empathic listening. What specifically would you do differently?

4. Why would some people hesitate to use empathic listening? What obstacles could get in the way? How could these be solved?

Content Module 10-11: Giving and Receiving Feedback

This module addresses principles and techniques for giving and receiving feedback effectively. An assessment is also included so learners can identify areas in which they may need to improve their behavior, because listening is a primary component in the feedback process.

TIME

2 hours

MATERIALS

Assessment 11-7: Feedback Self-Assessment

Handout 12-4: Feedback Role-Play Scenarios (chapter 12)

Training Instrument 11-3: Feedback Observation Worksheet (chapter 11)

Structured Experience 12-12: Fun With Feedback (chapter 12)

PowerPoint presentation Giving and Receiving Feedback.ppt (on the CD)

AGENDA

Lead group through the first two discussion questions below. (15 minutes)

Administer Assessment 11-7: Feedback Self-Assessment. Ask for volunteers to share their insights about their results. (15 minutes)

Review PowerPoint presentation “Giving and Receiving Feedback.” (30 minutes)

Facilitate Structured Experience 12-12: Fun With Feedback. (45 minutes)

Discuss the key points. Lead the participants through the remaining discussion questions. (15 minutes)

KEY POINTS

Giving and receiving feedback effectively is an important part of being a good listener. The feedback can be verbal or nonverbal, positive or constructive.

The more specific and descriptive the feedback, the more helpful it will be to the receiver.

It's important to ask the receiver if he or she is open to feedback at the time, as that can significantly affect the person's willingness to listen and be receptive. If the timing or location is poor, the feedback conversation may not go well.

The person receiving feedback can focus on effective listening techniques to help him or her react well and concentrate on the speaker without becoming defensive.

DISCUSSION QUESTIONS

1. Was there a situation in which you received negative feedback? What behaviors did the person giving the feedback exhibit?

2. Think about a time when you received feedback well. How did this conversation differ from your negative experience?

3. How will you now approach your next feedback conversation, especially in light of your feedback assessment results?

4. What can you specifically do to coach someone in receiving feed-back positively?

5. Why may giving feedback be uncomfortable at times?