Think of a time that you felt you
were not being heard. What made
you feel that way?
Listening and Critical
Thinking
Communication Skills
LISTENING IS
IMPORTANT
• CEOs, politicians, teachers
• +60% errors
• Practice listening
• 44% of time listening
Objectives
• Understand listening is a process
• Barriers to listening
• The 4 types of listening
• Become a better listener
Listening is
a process
Stage 1: Receiving
Physiological Mental
Stage 1: Receiving/Hear and Attend
Automatic/Selective Attention
Stage 2: Understanding
Working Memory: Makes sense of the stimuli
Stage 3:
Remembering
Short-term: temporary
Long-term: schemas
Remembering
We remember 50% immediately after hearing it
We remember 35% after eight hours
We remember 25% after two months
Stages 4 and 5
Interpreting/Evaluating
https://www.youtube.com/watch?v=XpaOjMXyJGk
https://www.youtube.com/watch?v=XpaOjMXyJGk
Stage 6:
Responding
What are your two strongest areas of the listening
stages? Why?
Barriers to Listening
Physical
Mental
Multi-tasking
Noise
Barriers to Listening
Factual distractions
Semantic distractions
Noise
120-150 WPM
400-800 WPM
Barriers to Listening
Perception of others
Status
Stereotypes
Jumping to conclusions
Barriers to Listening
Yourself
Egocentrism
Defensiveness
Superiority
Personal bias
Psuedolistening
Four types of Listening
• Appreciative
• Empathic
• Comprehensive
• Critical
Become a
better
listener
BY
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better
https://creativecommons.org/licenses/by/4.0/
http://coutequecoute.blogspot.com/2012/08/odeur-ss2013-plain.html
https://creativecommons.org/licenses/by-nc-nd/3.0/
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better
Recognize differences in listening
WOMEN
• To understand
• Like complex
• Highly perceptive
• Attentive, eye contact
• Signals agreement
MEN
• To take action
• Like concise, unambiguous
• Don’t recognize
• Less, glances,
• Switch topics
Purpose
Preferences
List. Awareness
NV
Interrupt
Listen and think critically
• Analyzing the speaker, the situation, and the speaker’s ideas to make
critical judgments about the message being presented
• Situation: staff meeting after a huge layoff
• Source credibility: perception of competence
• Message
• Data: facts and evidence
• Claim: Overall point
• Warrant: Reasoning made for bridge b/w data and claim
Use nonverbal communication effectively
• Demonstrate bodily responsiveness (head nods, etc.)
• Lean forward
• Use direct body orientation and open positions
• Maintain relaxed but alert posture
• Establish direct eye contact
• Sit or stand close to speaker
• Be vocally responsive
• Provide supportive utterances
Use verbal communication effectively
• Invite additional comments
• Ask Questions
• Identify areas of commonality
• Vary verbal responses
• Pro.
This document outlines the agenda for Day 2 of a Level 5 Certificate in Coaching and Mentoring program. It includes:
1. Identifying personal development needs through a learning styles questionnaire and Johari window exercise.
2. Reviewing communication skills with a focus on non-verbal communication, language use, listening skills, and developing rapport.
3. Assessing and discussing individual, operational, and organizational barriers to coaching/mentoring.
4. Undertaking coaching practice sessions in small groups with roles of coach, client, and observer to gain experience.
This document discusses the importance of listening skills. It begins by explaining that listening is the most used communication skill, taking up 45% of our time, but it is the least taught. It then identifies why listening skills are important for employability. The document outlines common barriers to effective listening and bad listening habits. It describes different types of listening including active listening and reflective listening. It provides tips for effective listening such as avoiding distractions, being open-minded, and paraphrasing. Finally, it emphasizes that listening requires mental effort and involves more than just hearing.
This document discusses the importance of listening skills. It begins by explaining that listening is the most used communication skill, taking up 45% of our time, but it is the least taught. It then identifies why listening skills are important for employability. The document outlines common barriers to effective listening and bad listening habits. It describes different types of listening including active listening and reflective listening. It provides tips for effective listening such as avoiding distractions, being open-minded, and paraphrasing. Finally, it emphasizes that listening requires mental effort and involves more than just hearing.
This document discusses the importance of listening skills. It begins by explaining that listening is the most used communication skill, taking up 45% of our time, but it is the least taught. It then identifies why listening skills are important for employability. The document outlines common barriers to effective listening and bad listening habits. It describes different types of listening including active listening and reflective listening. It provides tips for effective listening such as avoiding distractions, being open-minded, and paraphrasing. Finally, it emphasizes that listening requires mental effort and involves more than just hearing.
Listening is an active mental process that requires effort and focus, unlike hearing which is passive. Effective listening skills include maintaining a constructive attitude, paying attention, cultivating adjustment to others, and reflecting on content and feelings at a deeper level. Poor communication often stems from messages being misunderstood, misinterpreted, rejected, or distorted rather than being fully heard. Active listening improves understanding between people, builds trust and respect, and leads to better outcomes compared to passive hearing. However, active listening can be difficult due to distractions like preoccupation or emotions like anger.
This document discusses effective communication and non-verbal communication. It begins by explaining the importance of effective communication and what effective communication entails. It then discusses various types of communication including verbal, non-verbal, and body language. Specific types of non-verbal communication like facial expressions, gestures, and body posture are examined in detail. The document also covers communication barriers, listening skills, vocal skills, and using body language to reinforce messages. Overall, the document provides a comprehensive overview of effective communication with a strong emphasis on non-verbal communication aspects.
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.
This document outlines the agenda for Day 2 of a Level 5 Certificate in Coaching and Mentoring program. It includes:
1. Identifying personal development needs through a learning styles questionnaire and Johari window exercise.
2. Reviewing communication skills with a focus on non-verbal communication, language use, listening skills, and developing rapport.
3. Assessing and discussing individual, operational, and organizational barriers to coaching/mentoring.
4. Undertaking coaching practice sessions in small groups with roles of coach, client, and observer to gain experience.
This document discusses the importance of listening skills. It begins by explaining that listening is the most used communication skill, taking up 45% of our time, but it is the least taught. It then identifies why listening skills are important for employability. The document outlines common barriers to effective listening and bad listening habits. It describes different types of listening including active listening and reflective listening. It provides tips for effective listening such as avoiding distractions, being open-minded, and paraphrasing. Finally, it emphasizes that listening requires mental effort and involves more than just hearing.
This document discusses the importance of listening skills. It begins by explaining that listening is the most used communication skill, taking up 45% of our time, but it is the least taught. It then identifies why listening skills are important for employability. The document outlines common barriers to effective listening and bad listening habits. It describes different types of listening including active listening and reflective listening. It provides tips for effective listening such as avoiding distractions, being open-minded, and paraphrasing. Finally, it emphasizes that listening requires mental effort and involves more than just hearing.
This document discusses the importance of listening skills. It begins by explaining that listening is the most used communication skill, taking up 45% of our time, but it is the least taught. It then identifies why listening skills are important for employability. The document outlines common barriers to effective listening and bad listening habits. It describes different types of listening including active listening and reflective listening. It provides tips for effective listening such as avoiding distractions, being open-minded, and paraphrasing. Finally, it emphasizes that listening requires mental effort and involves more than just hearing.
Listening is an active mental process that requires effort and focus, unlike hearing which is passive. Effective listening skills include maintaining a constructive attitude, paying attention, cultivating adjustment to others, and reflecting on content and feelings at a deeper level. Poor communication often stems from messages being misunderstood, misinterpreted, rejected, or distorted rather than being fully heard. Active listening improves understanding between people, builds trust and respect, and leads to better outcomes compared to passive hearing. However, active listening can be difficult due to distractions like preoccupation or emotions like anger.
This document discusses effective communication and non-verbal communication. It begins by explaining the importance of effective communication and what effective communication entails. It then discusses various types of communication including verbal, non-verbal, and body language. Specific types of non-verbal communication like facial expressions, gestures, and body posture are examined in detail. The document also covers communication barriers, listening skills, vocal skills, and using body language to reinforce messages. Overall, the document provides a comprehensive overview of effective communication with a strong emphasis on non-verbal communication aspects.
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.
This document discusses effective listening skills. It defines listening as an active mental process that requires focus and effort, unlike passive hearing. Good listening skills are important for communication, relationships, conflict resolution and career success. The document outlines barriers to listening like distractions. It recommends active listening techniques like reflecting and paraphrasing to ensure understanding. Effective listening takes practice to overcome natural tendencies to plan responses rather than focus on the speaker.
The document discusses the active listening process and how to improve listening skills. It outlines the five steps of listening as hearing, filtering, comprehending, remembering, and responding. It then discusses the importance of listening, barriers to effective listening like physical and psychological factors, and tips for being a better listener such as maintaining eye contact, concentrating, and asking questions. The conclusion emphasizes that listening is a crucial skill that affects both personal and professional success.
The document discusses listening and provides information on:
- Definitions of listening as an active process of receiving, constructing meaning from, and responding to spoken messages.
- Reasons for being a good listener including being recognized, feeling valued and respected, and feeling understood.
- The difference between listening and hearing, with listening being both a physical and mental process that is active and learned.
- Habits of both the best listeners, such as concentrating on the message, and worst listeners, such as criticizing delivery.
- Models and steps of active listening including listening, questioning, reflecting and paraphrasing, and agreeing.
- Barriers to listening like physical noise, psychological distractions
The document provides information on basic communication skills and active listening. It defines key terms like communication, message, feedback loop, and barriers to communication. It explains reflective listening as carefully listening to another and repeating back their message to correct inaccuracies. Active listening is described as a way of listening that improves mutual understanding through behaviors like paying full attention, avoiding distractions, and not interrupting. The benefits of active listening include opening people up, showing empathy, and building relationships. Barriers to active listening can be external like noises or internal like comparing or personal experiences.
The document discusses effective listening and note taking techniques. It defines listening as actively paying attention to understand what is heard, while hearing is a more passive process of sounds reaching the ears. Good listening involves concentrating, understanding different perspectives, and providing feedback through responses. Barriers to effective listening include mental distractions, lack of focus on the message, making premature judgments, and filtering information.
This document discusses key aspects of teaching listening and speaking skills. It addresses questions about what listeners and speakers are doing, factors that affect good listening and speaking, characteristics of real-life communication, common techniques used, and principles for instruction. Some techniques discussed include using authentic materials, developing strategies, emphasizing response, and ensuring activities lead to communicative goals rather than testing. Drills should be limited and guidelines followed. Factors like motivation and feedback are important for teaching pronunciation and conversation skills effectively.
This document discusses designing research instruments for qualitative data collection. It emphasizes that the instrument should be closely related to the research aims and objectives. Examples of qualitative research instruments include semi-structured questionnaires, themed interviews, and observational guides. The document provides guidance on piloting the instrument, essential skills for interviewers such as active listening and adapting to situations, moderating focus groups, recording responses, and storing data securely.
The document discusses coaching and provides definitions, benefits, principles, and models for coaching. It defines coaching as a collaborative process that facilitates self-directed learning and growth. Some key benefits mentioned are improved performance, relationships, creativity and unlocking a person's potential. It introduces the GROW and BOOST models for goal setting and feedback in coaching. It emphasizes the importance of listening skills, questioning techniques and putting coaching into practice.
1. The document provides guidance on effective communication skills, including communicating when first meeting someone, maintaining appropriate personal space during interactions, and types of communication.
2. It discusses both verbal and non-verbal communication, with non-verbal communication making up 93% of interactions. Body language, facial expressions, eye contact, and other non-verbal cues are important to effective communication.
3. The document outlines various questioning techniques that can be used for different purposes like learning, building relationships, managing people, and persuading others. Open-ended questions elicit more information while closed questions confirm understanding.
The document discusses effective listening. It defines listening as an active process involving receiving, interpreting, and reacting to messages from a speaker. The listening process includes hearing, understanding, remembering, evaluating, and responding. Some key points are that people spend 45% of communication time listening but understand only 25% of what is said. Barriers to effective listening include physical and mental distractions, biases, personal factors like ego and poor retention, and behaviors like interrupting and pretending to listen. Principles of good listening include stopping talking, preparing to listen, empathizing, being patient, listening with an open mind, and avoiding biases.
Creating Resilient Nonprofit Staff from the Inside/OutBeth Kanter
The document provides an agenda and materials for a staff training workshop on developing resilience from the inside out. The workshop covers topics like self-awareness, social styles, listening skills, empowering questions, and peer coaching. Participants learn about their own communication styles, practice reflective listening techniques, and do role plays asking empowering questions and coaching peers. The goal is for staff to gain insights into how to better communicate, support each other, and build resilience both individually and collectively.
The document provides guidance on conducting focus group discussions (FGDs). It outlines the key steps in conducting FGDs which include recruiting 8-10 participants with similar backgrounds, arranging the venue to encourage interaction, conducting the session, and writing up and analyzing the results. For each step, details are provided on the roles of the facilitator and recorder, with tips on facilitating discussion, taking notes, and translating/transcribing the discussions. Common mistakes in note taking and expanding notes are also discussed. The document emphasizes capturing participants' verbatim words and perspectives.
This document provides an overview of effective listening skills. It discusses the importance of listening and describes the steps of active listening: preparing physically and mentally, receiving the message, reviewing and evaluating the message, responding to show understanding, and remembering the key points. It also covers techniques for improving understanding such as questioning skills, interpreting body language, paraphrasing, and listening effectively in emotional situations. The goal is for learners to understand effective listening and be able to apply steps to become better listeners.
The document discusses effective listening skills, including barriers to listening, reasons people do not listen well, and techniques for active listening. It describes four types of listeners and techniques for listening such as restating, paraphrasing, and summarizing. It emphasizes the importance of focusing on the speaker, maintaining eye contact, avoiding distractions, and responding appropriately in order to be a good listener.
Listening is the most important communication skill but is rarely developed. It requires active attention to understand and interpret messages rather than just passively hearing words. There are different types of listening including active listening, where the listener restates and verifies their understanding, and competitive listening, where the goal is promoting one's own views rather than understanding others. Barriers to effective listening include physical and psychological distractions as well as habits like lack of interest or prejudice. Developing listening skills can improve relationships and job performance.
Communication skill - A four-fold analysis of Communication skills - Skill of...Vijayalakshmi Murugesan
The document discusses communication skills, specifically focusing on listening skills. It provides a four-fold analysis of communication skills, identifying the main components as listening, speaking, reading, and writing. Of these four, listening is described as the most important skill, with people spending more time listening than any other communication activity. Effective listening is characterized as an active process that involves hearing, understanding, and judging what is being communicated. Barriers to listening and techniques for improving listening skills are also outlined.
The document discusses listening and provides information on:
1) Listening is an essential leadership skill that involves receiving, interpreting, and reacting to messages, and people spend 45% of their time listening.
2) There are different types of listening including inactive, selective, active, and reflective listening.
3) Barriers to effective listening include equating listening with hearing, uninteresting topics, poor speaker delivery, distractions, and mentally preparing a response rather than focusing on listening.
Think and Discuss QuestionsPRINT or TPYE all Responses- you wil.docxirened6
The document contains comprehension and analysis questions about All Quiet on the Western Front by Erich Maria Remarque. It asks the reader to summarize key events and analyze themes and characters from each chapter. Some questions ask about how characters relate to one another and how they change over time in response to the horrors of war. Other questions ask the reader to make connections between events in the novel and their own experiences watching movies or television shows.
Think about your own organization, or one that you know well. Sh.docxirened6
Think about your own organization, or one that you know well. Share a fact about one of your organization's resources (human, financial, technological, relationships, etc.). Would you characterize that fact as a strength or a weakness within your organization? Explain why you feel as you do, in light of the goals the organization is trying to achieve. What would it take to derive even greater value from that resource?
.
More Related Content
Similar to Think of a time that you felt you were not being heard. What.docx
This document discusses effective listening skills. It defines listening as an active mental process that requires focus and effort, unlike passive hearing. Good listening skills are important for communication, relationships, conflict resolution and career success. The document outlines barriers to listening like distractions. It recommends active listening techniques like reflecting and paraphrasing to ensure understanding. Effective listening takes practice to overcome natural tendencies to plan responses rather than focus on the speaker.
The document discusses the active listening process and how to improve listening skills. It outlines the five steps of listening as hearing, filtering, comprehending, remembering, and responding. It then discusses the importance of listening, barriers to effective listening like physical and psychological factors, and tips for being a better listener such as maintaining eye contact, concentrating, and asking questions. The conclusion emphasizes that listening is a crucial skill that affects both personal and professional success.
The document discusses listening and provides information on:
- Definitions of listening as an active process of receiving, constructing meaning from, and responding to spoken messages.
- Reasons for being a good listener including being recognized, feeling valued and respected, and feeling understood.
- The difference between listening and hearing, with listening being both a physical and mental process that is active and learned.
- Habits of both the best listeners, such as concentrating on the message, and worst listeners, such as criticizing delivery.
- Models and steps of active listening including listening, questioning, reflecting and paraphrasing, and agreeing.
- Barriers to listening like physical noise, psychological distractions
The document provides information on basic communication skills and active listening. It defines key terms like communication, message, feedback loop, and barriers to communication. It explains reflective listening as carefully listening to another and repeating back their message to correct inaccuracies. Active listening is described as a way of listening that improves mutual understanding through behaviors like paying full attention, avoiding distractions, and not interrupting. The benefits of active listening include opening people up, showing empathy, and building relationships. Barriers to active listening can be external like noises or internal like comparing or personal experiences.
The document discusses effective listening and note taking techniques. It defines listening as actively paying attention to understand what is heard, while hearing is a more passive process of sounds reaching the ears. Good listening involves concentrating, understanding different perspectives, and providing feedback through responses. Barriers to effective listening include mental distractions, lack of focus on the message, making premature judgments, and filtering information.
This document discusses key aspects of teaching listening and speaking skills. It addresses questions about what listeners and speakers are doing, factors that affect good listening and speaking, characteristics of real-life communication, common techniques used, and principles for instruction. Some techniques discussed include using authentic materials, developing strategies, emphasizing response, and ensuring activities lead to communicative goals rather than testing. Drills should be limited and guidelines followed. Factors like motivation and feedback are important for teaching pronunciation and conversation skills effectively.
This document discusses designing research instruments for qualitative data collection. It emphasizes that the instrument should be closely related to the research aims and objectives. Examples of qualitative research instruments include semi-structured questionnaires, themed interviews, and observational guides. The document provides guidance on piloting the instrument, essential skills for interviewers such as active listening and adapting to situations, moderating focus groups, recording responses, and storing data securely.
The document discusses coaching and provides definitions, benefits, principles, and models for coaching. It defines coaching as a collaborative process that facilitates self-directed learning and growth. Some key benefits mentioned are improved performance, relationships, creativity and unlocking a person's potential. It introduces the GROW and BOOST models for goal setting and feedback in coaching. It emphasizes the importance of listening skills, questioning techniques and putting coaching into practice.
1. The document provides guidance on effective communication skills, including communicating when first meeting someone, maintaining appropriate personal space during interactions, and types of communication.
2. It discusses both verbal and non-verbal communication, with non-verbal communication making up 93% of interactions. Body language, facial expressions, eye contact, and other non-verbal cues are important to effective communication.
3. The document outlines various questioning techniques that can be used for different purposes like learning, building relationships, managing people, and persuading others. Open-ended questions elicit more information while closed questions confirm understanding.
The document discusses effective listening. It defines listening as an active process involving receiving, interpreting, and reacting to messages from a speaker. The listening process includes hearing, understanding, remembering, evaluating, and responding. Some key points are that people spend 45% of communication time listening but understand only 25% of what is said. Barriers to effective listening include physical and mental distractions, biases, personal factors like ego and poor retention, and behaviors like interrupting and pretending to listen. Principles of good listening include stopping talking, preparing to listen, empathizing, being patient, listening with an open mind, and avoiding biases.
Creating Resilient Nonprofit Staff from the Inside/OutBeth Kanter
The document provides an agenda and materials for a staff training workshop on developing resilience from the inside out. The workshop covers topics like self-awareness, social styles, listening skills, empowering questions, and peer coaching. Participants learn about their own communication styles, practice reflective listening techniques, and do role plays asking empowering questions and coaching peers. The goal is for staff to gain insights into how to better communicate, support each other, and build resilience both individually and collectively.
The document provides guidance on conducting focus group discussions (FGDs). It outlines the key steps in conducting FGDs which include recruiting 8-10 participants with similar backgrounds, arranging the venue to encourage interaction, conducting the session, and writing up and analyzing the results. For each step, details are provided on the roles of the facilitator and recorder, with tips on facilitating discussion, taking notes, and translating/transcribing the discussions. Common mistakes in note taking and expanding notes are also discussed. The document emphasizes capturing participants' verbatim words and perspectives.
This document provides an overview of effective listening skills. It discusses the importance of listening and describes the steps of active listening: preparing physically and mentally, receiving the message, reviewing and evaluating the message, responding to show understanding, and remembering the key points. It also covers techniques for improving understanding such as questioning skills, interpreting body language, paraphrasing, and listening effectively in emotional situations. The goal is for learners to understand effective listening and be able to apply steps to become better listeners.
The document discusses effective listening skills, including barriers to listening, reasons people do not listen well, and techniques for active listening. It describes four types of listeners and techniques for listening such as restating, paraphrasing, and summarizing. It emphasizes the importance of focusing on the speaker, maintaining eye contact, avoiding distractions, and responding appropriately in order to be a good listener.
Listening is the most important communication skill but is rarely developed. It requires active attention to understand and interpret messages rather than just passively hearing words. There are different types of listening including active listening, where the listener restates and verifies their understanding, and competitive listening, where the goal is promoting one's own views rather than understanding others. Barriers to effective listening include physical and psychological distractions as well as habits like lack of interest or prejudice. Developing listening skills can improve relationships and job performance.
Communication skill - A four-fold analysis of Communication skills - Skill of...Vijayalakshmi Murugesan
The document discusses communication skills, specifically focusing on listening skills. It provides a four-fold analysis of communication skills, identifying the main components as listening, speaking, reading, and writing. Of these four, listening is described as the most important skill, with people spending more time listening than any other communication activity. Effective listening is characterized as an active process that involves hearing, understanding, and judging what is being communicated. Barriers to listening and techniques for improving listening skills are also outlined.
The document discusses listening and provides information on:
1) Listening is an essential leadership skill that involves receiving, interpreting, and reacting to messages, and people spend 45% of their time listening.
2) There are different types of listening including inactive, selective, active, and reflective listening.
3) Barriers to effective listening include equating listening with hearing, uninteresting topics, poor speaker delivery, distractions, and mentally preparing a response rather than focusing on listening.
Similar to Think of a time that you felt you were not being heard. What.docx (20)
Think and Discuss QuestionsPRINT or TPYE all Responses- you wil.docxirened6
The document contains comprehension and analysis questions about All Quiet on the Western Front by Erich Maria Remarque. It asks the reader to summarize key events and analyze themes and characters from each chapter. Some questions ask about how characters relate to one another and how they change over time in response to the horrors of war. Other questions ask the reader to make connections between events in the novel and their own experiences watching movies or television shows.
Think about your own organization, or one that you know well. Sh.docxirened6
Think about your own organization, or one that you know well. Share a fact about one of your organization's resources (human, financial, technological, relationships, etc.). Would you characterize that fact as a strength or a weakness within your organization? Explain why you feel as you do, in light of the goals the organization is trying to achieve. What would it take to derive even greater value from that resource?
.
Think about your early years of education (elementary through high s.docxirened6
Think about your early years of education (elementary through high school) and identify that which influenced and/or impacted you. Consider your family life, friendships (or lack of), specific classrooms, teaching styles, teachers, other students, etc. What stuck with you and what have you let go? Do early experiences “build character” or perhaps linger?
Reply Must Contain A Thought-Provoking Question.
.
Think about what you have learned from Greenleafs principles of ser.docxirened6
Think about what you have learned from Greenleaf's principles of servant leadership and the biblical foundations of servant leadership. Identify specific principles of servant leadership that demonstrate respect for multiculturalism and diversity within organizations and communities. Provide specific examples to illustrate your ideas. Strengthen your claims with supporting citations from "Edward Slover : Inclusion and Multiculturalism.
.
Think about your own research study of interest for the RFP. What .docxirened6
Think about your own research study of interest for the RFP. What are examples of independent, dependent, intervening/mediating,moderating, control and confounding variables?
Consider the research project you are developing.How will you incorporate theory into your research? Remember the use of theory is different for qualitative, quantitative, and mixed methods approaches.
How is social science theory used in research?
Write a theoretical perspective section for your research proposal following the script in Chapter 3 p. 59 #4
What is an example of how participatory social justice theory is used in mixed methods research?
.
Think about todays relationship between the citizenry and local pub.docxirened6
Think about today's relationship between the citizenry and local public agencies (STATE OF ALABAMA). Do you believe the discourse has taken on a more positive or negative tone? Why? Provide examples to support your reasoning.
ANSWER THE ABOVE QUESTION AND THEN REPLY TO MY CLASSMATE RESPONSE TO THE ABOVE QUESTIONS AND EXPLAIN WHY YOU AGREE? (A MINIMUM OF 200 WORDS or MORE EACH)
CLASSMATE’S RESPONSE
If you go into the City of Milwaukee, it is a mess with shootings of young children, senseless auto deaths and just things that simply go against my grain. The Mayor has gained the 2020 Democratic Convention for Milwaukee through crazy spending habits for things that won't benefit the City as a whole and has his head in the sand when issues of lead in drinking water laterals, huge uptick of opioid deaths (15 in the city in one day) and homelessness. He claims he is going to have all of that cleaned up by the time the convention comes to town. My fear is he is going to shift the problems to other surrounding communities. There are several activist groups that are constantly pounding on the Mayor's door and for the most part the Mayor spends a great time in parody of the local newspaper as well as online articles.
We had a couple police officer involved deaths where one person was cognitively challenged and attacked the police officer that stopped to wake him from sleeping in a public area. Big marches were organized by the dead person's family, which later came to light that the same family through the dead person out of the house because he was too much of a hassle to deal. Then ended up profiting from his death in wrongful death lawsuits.
So, there was a great deal of negativity going on and some officials lost their elected seats as well as the police officer lost his job although the court cleared him.
There were positives as much as negatives, over the last year we lost 3 police officers and a fire lieutenant due to fatal gunfire from people at the scene. That brought the city together. Since then, Milwaukee has experienced several fatal and non-fatal shooting of young innocent bystander kids. The community has finally grown tired of this and are now cooperating with police in capturing these people. At one time, a shooter could get lost in the city that knows everyone. Those days have gone by.
My question always is, why does there have to be several tragedies happen for people to say enough is enough? I grew up in a different era where the establishment was question but authority or others were still respected. Where did that go?
.
Think about the variety of healthcare organizations, such as a long-.docxirened6
Think about the variety of healthcare organizations, such as a long-term care facility, large for-profit hospital, physicians' practice, VA hospital, or state-run clinic. Consider how budgeting would be influenced depending on an organization's sources of funding. How do the purposes or uses of a budget vary according to the kind of healthcare organization it is (think nonprofit, for-profit, and governmental)?
.
Think about which have been the most influential forms of mass media.docxirened6
Think about which have been the most influential forms of mass media throughout your own personal socialization. How have the mass media impacted your beliefs about life, "personal success", and how society supposedly works? Are there any specific TV shows, web sites, movies, musical groups or performers, magazines, etc., that have had a particularly large impact, for better or worse? Is it possible and/or desirable to try to escape from the influence of the mass media, and if so, how?
.
Think about the most important features of a modern infrastructure. .docxirened6
Think about the most important features of a modern infrastructure. One assessment of this is
https://www.researchgate.net/topic/IT-Infrastructure
Infrastructures for future networks, including new Internets, must have the following characteristics:
1) Provide the right abstractions to software layer, in order to enable software-defined design, including management and control.
2) Hardware must be generalized and exposed for better resource exposition and orchestration.
3) Semantics rich resource description to enable proper orchestration at software layer.
4) Real-time support for time sensitive software-based management and control.
5) Flexible hardware to enable hardware implementation changes on the flow, e.g. FPGAs.
6) Identifiers must be decoupled from locators to enable improved traceability, mobility, and multihoming.
7) High level of physical connectivity and redundancy at hardware and software functionalities.
8) Cooperate each other to enable "social emergent" behaviors. Autonomic functionalities for self-management, self-awareness, self-situation, self-organization, self-adapting. In general, to enable self-* and *-awareness.
9) To enable simultaneous virtual entities over every physical resource.
10) Police-driven and context-aware control and management.
11) Contract-based exposition, orchestration, virtualization, life-cycling, etc.
12) Self-similar design to avoid unnecessary overlapping.
13) To explore deep synergies among design ingredients to avoid unnecessary overlapping.
14) Alignment to the digital business ecosystem idea.
15) High reliability, resilience, redundancy, capacity, and efficiency.
Review this list and reply in 175 words or more if you can think of other qualities that might be important.
.
Think about the number of social groups or categories to which you b.docxirened6
Think about the number of social groups or categories to which you belong. Following are some broad categories to consider as part of your social identity:
Race or ethnicity.
Religion, spirituality, or personal belief system.
Ability or disability.
Sex or gender roles.
Sexual orientation.
Age.
Social class.
Physical attributes.
Other.
Complete the My Social Identity Questionnaire and ask a person from a different cultural background to take the questionnaire.
After considering the responses carefully, write a short analysis (2–3 pages of content plus title, abstract, and reference pages) organized as follows:
Title page.
Abstract.
Introduction.
Description of how your responses to the social identity questionnaire were similar and different.
Possible explanations for these similarities and differences.
Application of concepts from the course readings and/or other scholarly material to further analyze both of your responses.
Reflections about what you need to learn, think about, and/or do differently to increase your cultural competence.
Summary and Conclusion.
References.
Additional Requirements
Include at least 2 scholarly resources.
Follow current APA style and formatting guidelines throughout; an APA paper template is located in Resources.
Font and font size: Times New Roman, 12 point.
.
Think about the ways the Catholic efforts for reform compare and con.docxirened6
Think about the ways the Catholic efforts for reform compare and contrast to the Protestant movement. Consider whether the changes in the Roman Catholic Church were primarily a result of the Protestant threat to church unity, or rather, if these changes were bound to occur with or without the movement started by Luther. Also, consider the impact of the Council of Trent on the Roman Catholic Church. Do you think the movement that occurred in the Roman Catholic church of the sixteenth century should be called a "Counter Reformation" or a "Catholic Reformation?" Explain 400 words
.
Think about Jesus as the ultimate change agent. Describe the cul.docxirened6
Think about Jesus as the ultimate change agent. Describe the culture in which he was operating, based on its ceremonies, stories, symbols, specialized language, selection and socialization practices, and daily actions. How did Jesus change that culture? To what extent did he follow the eight steps proposed by Kotter for changing an organizational culture?
.
think about the ways in which language and communication affect chil.docxirened6
think about the ways in which language and communication affect children's gender typing. Provide
one original example
of how one of the following shapes children's gender typing:
language in society/mass media
communication between parents and children
communication between teachers and children
communication among peers
Make sure to state in your post which of the above your example is about.
.
think about the medical social work profession and consider a d.docxirened6
think about the medical social work profession and consider a discipline (i.e., oncology social work, HIV/AIDS social work, psychiatric social work) of interest to you. Consider the distinct scope of practice within the discipline.
By Day 4
Post
a brief description of a specific discipline of medical social work that you find interesting. Explain the scope of the medical social work practice within the discipline. Explain how you might apply your professional roles within the scope of practice to meet the needs of the patients in this discipline. Explain how you might address the needs of the patients that are beyond the scope of practice of your selected discipline.
Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.
Beder, J. (2006).
Hospital social work: The interface of medicine and caring
. New York, NY: Routledge.
Chapter 12, “Social Work in the Emergency Room” (pp. 135–142)
Beder, J. (2006).
Hospital social work: The interface of medicine and caring
. New York, NY: Routledge.
Chapter 14, “Social Work on the Psychiatric Unit” (pp. 151–161)
Gehlert, S., & Browne, T. (Eds.). (2012).
Handbook of health social work
(2nd ed.). Hoboken, NJ: Wiley.
Chapter 4, “Public Health and Social Work”
Section: “Levels of Practice and Components of Prevention” (pp. 78–79)
Section: “Types of Public Health Social Work Interventions” (pp. 79–80)
Section: “Public Health Social Work Practice Today” (pp. 80–81)
Section: “Preparing To Be a Public Health Social Worker” (pp. 81–82)
Findley, P. A. (2013). Social work practice in the chronic care model: Chronic illness and disability care.
Journal of Social Work
[Published online before print]. doi:10.1177/1468017313475381
.
Think about the improvements you would make to your current or.docxirened6
Think about the improvements you would make to your current or previous organization’s human resource information systems (HRIS).
Review the systems development life cycle (SDLC).
Explain the system needs and provide a few details on what you would do during each phase of the SDLC.
.
Think about the last time you were ill or injured. Describe what it .docxirened6
Think about the last time you were ill or injured. Describe what it was like to be cast in the "sick role." What kind of special privileges or excuses from obligations could you claim? What kind of sympathy or special care did you receive? What kind of expectations did others have about you taking care of yourself?
.
Think about a time your family was in crisis (and remember crisis is.docxirened6
Think about a time your family was in crisis (and remember crisis is personal, so choose something meaningful to you).
Write a 1.5 page paper outlining how your family addressed the concepts in chapter 13 about family stress, coping and recovery, and resilience during this difficult time. Think back to the concepts of flexibility, cohesion, and communication. What were some of the strengths your family displayed? Do you think your family could have done anything different?
.
Think about the following scenario If you were asked to describe th.docxirened6
Think about the following scenario: If you were asked to describe the geologic history of a region that had not yet been explored, how would you proceed? What features would you look for in the rocks with regard to layering, rock types, geologic structures, and so on? What would these features tell you about the history?
.
Think about the different types of financial statements that you lea.docxirened6
Think about the different types of financial statements that you learned about in this unit (i.e., income statement, owner’s equity statement, and balance sheet). If you were an investor, would you place more emphasis on any one particular financial statement? Why, or why not?
Your journal entry must be at least 200 words in length. No references or citations are necessary.
.
Think about the design of the table to hold a volunteers ID n.docxirened6
Think about the design of the table to hold a volunteer's ID number, name, mailing address, phone number, email address, and three more fields of your choice.
Briefly summarize (2–3 paragraphs) your design for this table.
Explain your decisions about the structure of the table and the data types used.
Discuss how you would go about gathering and normalizing the information that you need for putting the volunteer database together and how that fits into the database life cycle. Consider your vocabulary and communication style in your response. Your target audience would be the volunteer organization's leadership.
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Think of a time that you felt you were not being heard. What.docx
1. Think of a time that you felt you
were not being heard. What made
you feel that way?
Listening and Critical
Thinking
Communication Skills
LISTENING IS
IMPORTANT
• CEOs, politicians, teachers
• +60% errors
• Practice listening
• 44% of time listening
Objectives
• Understand listening is a process
• Barriers to listening
2. • The 4 types of listening
• Become a better listener
Listening is
a process
Stage 1: Receiving
Physiological Mental
Stage 1: Receiving/Hear and Attend
Automatic/Selective Attention
Stage 2: Understanding
Working Memory: Makes sense of the stimuli
Stage 3:
Remembering
Short-term: temporary
Long-term: schemas
3. Remembering
We remember 50% immediately after hearing it
We remember 35% after eight hours
We remember 25% after two months
Stages 4 and 5
Interpreting/Evaluating
https://www.youtube.com/watch?v=XpaOjMXyJGk
https://www.youtube.com/watch?v=XpaOjMXyJGk
Stage 6:
Responding
What are your two strongest areas of the listening
stages? Why?
Barriers to Listening
Physical
Mental
Multi-tasking
Noise
Barriers to Listening
4. Factual distractions
Semantic distractions
Noise
120-150 WPM
400-800 WPM
Barriers to Listening
Perception of others
Status
Stereotypes
Jumping to conclusions
Barriers to Listening
Yourself
Egocentrism
Defensiveness
Superiority
Personal bias
Psuedolistening
Four types of Listening
• Appreciative
• Empathic
5. • Comprehensive
• Critical
Become a
better
listener
BY
This Photo by Unknown Author is licensed under CC BY-NC-
ND
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_be
tter
https://creativecommons.org/licenses/by/4.0/
http://coutequecoute.blogspot.com/2012/08/odeur-ss2013-
plain.html
https://creativecommons.org/licenses/by-nc-nd/3.0/
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_be
tter
Recognize differences in listening
WOMEN
• To understand
• Like complex
• Highly perceptive
• Attentive, eye contact
6. • Signals agreement
MEN
• To take action
• Like concise, unambiguous
• Don’t recognize
• Less, glances,
• Switch topics
Purpose
Preferences
List. Awareness
NV
Interrupt
Listen and think critically
• Analyzing the speaker, the situation, and the speaker’s ideas
to make
critical judgments about the message being presented
• Situation: staff meeting after a huge layoff
• Source credibility: perception of competence
• Message
7. • Data: facts and evidence
• Claim: Overall point
• Warrant: Reasoning made for bridge b/w data and claim
Use nonverbal communication effectively
• Demonstrate bodily responsiveness (head nods, etc.)
• Lean forward
• Use direct body orientation and open positions
• Maintain relaxed but alert posture
• Establish direct eye contact
• Sit or stand close to speaker
• Be vocally responsive
• Provide supportive utterances
Use verbal communication effectively
• Invite additional comments
• Ask Questions
• Identify areas of commonality
• Vary verbal responses
• Provide clear, concrete responses
• Avoid complete silence
• Don’t interrupt
Check your understanding
• Ask questions for clarification
• Paraphrase the speaker’s message and intent
8. • Identify areas of confusion
• Invite clarification and correction
• Go back to the beginning
Effective listening in different situations
• Workplace
• Nuggets, Source, Slow down, Feedback
• Classroom
• Application, Openness, Practice, Main Ideas
• Media
• Information literacy (locate, evaluate, and effectively use
• Second language
• Vocabulary comprehension, metacognitive awareness
Ways to be an ethical listener
• Recognize the sources of your own conversational habits
• Recognize when you are engaging in poor listening behaviors
• Apply general ethical principles to how you respond
• Adapt to others
Can you?
9. • Identify different stages in the listening process
• Describe some of the barriers to listening
• Summarize 4 types of listening
• Demonstrate ways to improve your listening
When
people
talk, listen
completely
Slide Number 1Listening and Critical ThinkingListening is
ImportantObjectivesListening is a processSlide Number 6Slide
Number 7Slide Number 8Slide Number 9Slide Number 10Slide
Number 11Slide Number 12Slide Number 13Slide Number
14Slide Number 15Slide Number 16Slide Number 17Become a
better listenerRecognize differences in listeningListen and think
criticallyUse nonverbal communication effectivelyUse verbal
communication effectivelyCheck your understandingEffective
listening in different situationsWays to be an ethical listenerCan
you?When people talk, listen completely
