Writing Assignment 2: Listening Styles Directions

Writing Assignment 2 Listening Stylesassignment Directions Spring 20

Writing Assignment 2: Listening Styles Assignment Directions: Spring 2019 The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening, task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then answer the following prompts. Take time to read each of the following and assess how each statement applies to you by marking your level of agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a statement the lower the number you will write in the far right column next to the statement.

The stronger you agree with a statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7. Calculate your scores for each of the four categories. Relational Listening When listening to others, it is important to understand the feelings of the speaker. When listening to others, I am mainly concerned with how they are feeling.

I listen to understand the emotions and mood of the speaker. I listen primarily to build and maintain relationships with others. I enjoy listening to others because it allows me to connect with them. When listening to others, I focus on understanding the feelings behind words. Relational Listening Total Score

Analytical Listening I wait until all the facts are presented before forming judgments and opinions. I tend to withhold judgment about another’s ideas until I have heard everything they have to say. When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message. When listening to others, I consider all sides of the issue before responding. I fully listen to what a person has to say before forming any opinions. To be fair to others, I fully listen to what they have to say before making judgments. Analytical Listening Total Score

Task-Oriented Listening I am impatient with people who ramble on during conversations. I get frustrated when people get off topic during a conversation. When listening to others, I become impatient when they appear to be wasting time. I prefer speakers who quickly get to the point. I find it difficult to listen to people who take too long to get their ideas across. When listening to others, I appreciate speakers who give brief, to-the-point presentations. Task-Oriented Listening Total Score

Critical Listening When listening to others, I focus on any inconsistencies and/or errors in what’s being said. I often catch errors in other speakers’ logic. I tend to naturally notice errors in what other speakers’ say. I have a talent for catching inconsistencies in what a speaker says. When listening to others, I notice contradictions in what they say. Good listeners catch discrepancies in what people say. Critical Listening Total Score

*Bodie, G. D., Worthington, D. L., & Gearhart, C. G. (2013). The Revised Listening Styles Profile (LSP-R): Development and validation. Communication Quarterly, 61, 72-90. doi: 10.1080/.2012.720343

After you have totaled your scores for each category you will begin the writing assignment. Be sure to include a complete introduction to the paper that includes a thesis statement introducing the main ideas of the paper. Organize the body of the paper into main ideas that fit with your thesis statement. 1. Discuss the importance of listening in interpersonal relationships. 2. Analyze your results from the Revised Listening Styles Profile; each listening style (relational, task-oriented, critical, analytical) should be discussed in a complete paragraph. 3. Consider the responses that could increase your effectiveness as a listener and discuss nonverbal skills that will help you improve. Include a definitive conclusion that summarizes the key themes in the paper. Include proper in-text citations in either APA or MLA format. Be certain to include the textbook definitions of the concepts you use and cite these definitions correctly. A reference list or works cited should be included at the end of your paper. Your paper should be typed, approximately 3-4 pages long, and double spaced. The paper should also be proofread, and mistakes in grammar, spelling, sentence structure, formatting and other areas of paper mechanics should be kept to a minimum. In the first part of the paper, discuss the importance of listening in interpersonal communication. Define listening and hearing, explain how hearing and listening are different, and describe examples of each term.

Listening vs. Hearing Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (100%) The student has not addressed the importance of listening AND/OR it is not complete. The student attempts to address the importance of listening but fails to provide definitions AND/OR fails to explain or provide examples. The student may be developing ideas but the introduction of the paper needs improvement to meet minimum requirements. The student addresses the importance of listening and identifies the differences between hearing and listening. However, the definitions are incomplete, not explained well or examples may not be provided OR some of the information is addressed but the overall answer lacks evidence. The student identifies and explains the importance of listening within communication, AND the student explains how listening and hearing are different by defining each term AND the explanation of listening and hearing is clear AND the student provides examples to support his or her explanation. The student clearly identifies and explains the importance of listening within interpersonal communication, AND the student skillfully explains how listening and hearing are different by defining each term AND the explanation of listening and hearing is clear and articulate AND the student provides excellent examples to support his or her explanation. Points Earned:__________/ 8 Possible Points 2. In the next part of your paper, define each listening style, explain the listening style in your own words and discuss your results for each of the four listening styles. Each listening style should be a separate paragraph. In your discussion, provide your scores for each of the listening styles. Which styles did you score higher in? Which styles did you score lower in? Based on this data, what do you conclude about your listening? Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The student has not addressed the listening style. The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score. The student addresses the listening style AND provides his or her score. However, the overall answer lacks support. The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style AND the student discusses why he or she believes they scored the way they did AND the student provides evidence to support his or her explanation. The student clearly identifies, defines and explains the listening style, AND the student provides his or her score for the listening style AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to support his or her explanation. Points Earned:__________/ 8 Possible Points Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The student has not addressed the listening style. The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score. The student addresses the listening style AND provides the overall score. However, the overall answer lacks support. The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student discusses why they believe they scored the way they did AND the student provides evidence to support his or her explanation. The student clearly identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to support his or her explanation. Points Earned:__________/ 8 Possible Points Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The student has not addressed the listening style. The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score. The student addresses the listening style AND provides the overall score. However, the overall answer lacks support. The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to support his or her explanation. Points Earned:__________/ 8 Possible Points Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The student has not addressed the listening style. The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score. The student addresses the listening style AND provides the overall score. However, the overall answer lacks support. The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to support his or her explanation. Points Earned:__________/ 8 Possible Points Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The student has not addressed the listening style. The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score. The student addresses the listening style AND provides the overall score. However, the overall answer lacks support. The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to support his or her explanation. Points Earned:__________/ 8 Possible Points

Now that you’ve identified your lowest listening style score, what do you think needs to change about your listening to strengthen your interpersonal relationships at work or at home? Based on the style you identified as your lowest score, what do you plan to do to improve your listening for the future? Be specific in your plans to improve your listening. Choose one or two listening responses, such as questioning and paraphrasing, that you could use more often. Define each response and explain how using it would improve your listening. Explain how you will use nonverbal skills such as appropriate body language, eye contact, and haptics in a listening environment to improve your listening. Refer back to Chapter 6 and identify specific skills you could use, define them, and explain how they would improve your listening. Listening Responses Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (100%) The student has not addressed listening response OR the section is not complete. The student attempts to identify and define listening responses. The definition is not complete AND/OR there is no example provided. The student identifies, defines and explains at least one listening response AND the student provides an example of the listening response. However, the definition may be incomplete or incorrect AND/OR the example is not clearly connected. The overall example may lack evidence. The student identifies, defines and explains at least one listening response, AND the student provides an example with evidence. The student clearly identifies, defines and explains two or more listening responses, AND the student skillfully provides examples of the listening responses with excellent evidence. Points Earned:__________/ 8 Possible Points Listening Behaviors Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (100%) The student has not addressed the listening behaviors OR the section is not complete The student is developing or fails to demonstrate understanding of listening behaviors AND/OR does not identify a way to improve his or her listening to verbally presented information. The student does not provide examples. The student demonstrates some understanding of listening behaviors by identifying one way to improve his or her listening to verbally presented information. The student may discuss examples but does not provide specificity. The student demonstrates understanding of listening behaviors by identifying one or more ways to improve his or her listening to verbally presented information as evidenced by discussion of examples that may include but are not limited to: appropriate body language, eye contact, and responses/reactions to a speaker. The student demonstrates superior understanding of listening behaviors by identifying multiple ways to improve his or her listening to verbally presented information as evidenced by discussion of examples that may include but are not limited to: appropriate body language, eye contact, and responses/reactions to a speaker. Points Earned:__________/ 8 Possible Points Mechanics and Message Construction: Message Composition Unmet (0%) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The paper does not include an introduction and conclusion. The body of the paper is either not complete or lacks clarity and logical sequence. Composition of the message (theme, introduction, and conclusion, and a sequence of points with transitions) is unclear, not included in their entirety or is only intermittently observable in the paper. Composition of the message (central theme, introduction, and conclusion, and a logical sequence of points with transitions) is observable throughout the paper. Composition of the message (clear central theme, introduction, and conclusion, and a logical sequence of points with smooth transitions) is adequate and consistently observable throughout the paper. Composition of the message (clear central theme, introduction, and conclusion, and a logical sequence of points with smooth transitions) is superior and observable throughout the paper. Points Earned: / 8 Points Possible Message Delivery Unmet (0%) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The paper does not meet the minimum standards of effectively communicating the central message or was not completed. The message delivery incorporates grammatically incorrect, inarticulate language that ineffectively communicates the central message. The message delivery incorporates minimal errors in grammar and includes language that is understandable and is able to communicate the central message. The message delivery incorporates grammatically correct and consistently thoughtful language that is understandable and effectively communicates the central message. The message delivery incorporates grammatically correct, articulate, imaginative language that is easily understandable and effectively communicates the central message in a compelling manner. Points Earned: / 8 Points Possible Citation Unmet (0%) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The paper includes no citation of any sort. There is some attempt at citation, BUT: a significant number of concepts are not cited; OR there is no in-text citation; OR paraphrases are not cited. Some attempt at citation is included for most concepts used in the paper that are originally explained in a printed source AND most of these ideas are cited, whether they are paraphrased or directly quoted AND in-text citation is used but it is not in a recognizable style and/or a Works Cited may not be included. In-text citation is included for most concepts used in the paper that are originally explained in a printed source AND these ideas are cited, whether they are paraphrased or directly quoted AND the citation is in MLA or APA style, though there are some format errors AND a Works Cited is included at the end of the paper, though there are some format errors. In-text citation is included for all concepts used in the paper that are originally explained in a printed source AND these ideas are cited using correct in-text citation, whether they are paraphrased or directly quoted AND the citation is in correctly formatted MLA or APA style AND a correctly formatted Works Cited is included at the end of the paper.

Paper For Above instruction

Effective listening plays a crucial role in fostering healthy interpersonal relationships, both in personal and professional contexts. Listening is an active process that involves not just hearing sounds, but also paying attention, interpreting, and responding meaningfully to messages conveyed by others. In contrast, hearing is a passive, sensory process that simply involves perceiving sound without necessarily understanding or engaging with the message. An example of hearing would be passively listening to background noises, such as music playing in a café, without consciously focusing on any particular sound. Conversely, listening is exemplified when one attentively follows a conversation, interpreting the speaker’s emotions and responding appropriately, such as nodding and maintaining eye contact. The distinction between listening and hearing underscores the importance of active engagement in communication, enabling individuals to foster empathy, resolve conflicts, and strengthen connections.

Regarding the results from my Listening Styles Profile (LSP-R), I identified four styles with varying scores. The highest scores were in relational and analytical listening, while task-oriented listening scored lower, indicating that I am more inclined toward understanding emotions and considering multiple perspectives before forming judgments. My lowest score was in task-oriented listening, which suggests that I sometimes struggle with impatience or frustration when conversations deviate from my interest in getting to the point quickly. Defining each style, relational listening focuses on understanding the feelings of others to build rapport; analytical listening involves withholding judgment until all facts are presented to consider all sides; task-oriented listening emphasizes efficiency, getting to the main point quickly; and critical listening involves detecting inconsistencies and errors in what is being said. My high score in relational listening indicates my strength in connecting with others emotionally, especially in personal relationships. My analytical score, being also high, reflects my tendency to carefully process information before responding.

In contrast, my lower score in task-oriented listening reveals an area for improvement. To enhance my effectiveness as a listener, I need to develop strategies that balance my empathetic and thoughtful approach with a more direct style suited to situations that require quick resolution. Two responses I plan to incorporate are questioning and paraphrasing. Questioning involves asking clarifying or probing questions to deepen understanding, while paraphrasing entails restating what the speaker has said to confirm comprehension. Using questioning would help me ensure I accurately understand the message, especially in situations where speed is essential, such as during work meetings. Paraphrasing can also demonstrate engagement and facilitate clarity, preventing misunderstandings in conversations. Nonverbal skills such as maintaining appropriate eye contact, nodding affirmatively, and using open body language can reinforce my verbal responses, showing attentiveness and