University of Phoenix MaterialÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â SOC/110 Â Student Listening Inventory Â This inventory should help identify your listening strengths and weaknesses within the context of a college classroom. The word speaker can mean the instructor or another student. Remember that most of us overestimate how well we listen. Give some serious, realistic thought to each statement before responding. Use the following numbers to indicate how often you engage in these listening behaviors: 1 = almost never, 2 = not often, 3 = sometimes, 4 = more often than not, and 5 = almost always. Â Listening Behavior 1 2 3 4 5 When someone is speaking to me, I purposely block out distractions such as side conversations and personal problems. 1 2 3 4 5 I am comfortable asking questions when I donâ€™t understand something a speaker has said. 1 2 3 4 5 When a speaker uses words I donâ€™t know, I jot them down and look them up later. 1 2 3 4 5 I assess a speakerâ€™s credibility while listening. 1 2 3 4 5 I paraphrase or summarize a speakerâ€™s main ideas in my head as I listen. 1 2 3 4 5 I concentrate on a speakerâ€™s main ideas rather than the specific details. 1 2 3 4 5 I try to understand people who speak indirectly as well as I understand those who speak directly. 1 2 3 4 5 Before reaching a conclusion, I try to confirm with a speaker my understanding of his or her message. 1 2 3 4 5 I concentrate on understanding a speakerâ€™s message when he or she is explaining a complex idea. 1 2 3 4 5 When listening, I devote my full attention to a speakerâ€™s message. 1 2 3 4 5 When listening to someone from another culture, I factor in my knowledge of cultural differences to interpret meaning. 1 2 3 4 5 I watch a speakerâ€™s facial expressions and body language for additional information about the speakerâ€™s meaning. 1 2 3 4 5 I encourage speakers by providing positive nonverbal feedback â€“ nods, eye contact, and vocalized agreement. 1 2 3 4 5 When others are speaking to me, I establish eye contact and stop doing other nonrelated tasks. 1 2 3 4 5 I avoid tuning out speakers when I disagree with or dislike their message. 1 2 3 4 5 When I have an emotional response to a speaker or the message, I try to set aside my feelings and continue listening. 1 2 3 4 5 I try to match my nonverbal responses to my verbal responses. 1 2 3 4 5 When someone begins speaking, I focus my attention on the message. 1 2 3 4 5 I try to understand how past experiences influence the ways in which I interpret a message. 1 2 3 4 5 I attempt to eliminate outside interruptions and distractions. 1 2 3 4 5 When I listen, I look at the speaker, maintain some eye contact, and focus on the message. 1 2 3 4 5 I avoid tuning out messages that are complex, complicated, and challenging. 1 2 3 4 5 I try to understand the other personâ€™s point of view when it is different from mine. 1 2 3 4 5 I try to be nonjudgmental and noncritical when I listen. 1 2 3 4 5 As appropriate, I self-disclose a similar amount of personal information as the other person shares with me. 1 2 3 4 5 Â Add up your scores for all of the questions. Use the following guidelines to assess how well you think you listen. Your score only represents your personal perceptions about your listening behavior and skills. Â Score Interpretation 0-62 You perceive yourself to be a poor classroom listener. Attention to all of the items on the inventory could improve your listening effectiveness. 63-86 You perceive yourself to be an adequate listener in the classroom. Learning more about listening and listening skills could improve your overall listening effectiveness. 87-111 You perceive yourself to be a good listener in the classroom, but you could still improve your listening skills. 112-125 You perceive yourself to be an outstanding listener in the classroom. Â Copyright Â© 2013 by Pearson Education, Inc.Â All rights reserved. Used with permission.
PADM 530 week 2 part 1
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