Expert Answer :Verbal and Nonverbal Communication and Listening S

  

Solved by verified expert:Complete the University of Phoenix Material: Student Listening Inventory.Write a 700- to 1,050 word paper discussing the following:
How do people communicate? Provide examples of verbal and nonverbal communication. How do you communicate nonverbally?
In what way can knowledge of nonverbal communication help your communication with others?
Analyze your results for the Student Listening Inventory. What do you do well? What can you improve on? What changes can you make in your behavior to become a better listener? What results do you expect to get from this change?
Format your assignment according to appropriate course-level APA guidelines.PLEASE MAKE SURE ALL BULETTS ARE ADDRESSED. I HAVE ATTACHED THE LISTENING INVENTORY. PlEASE NO PLAGAIRSM. I WILL CHECK!! THANK YOU!
listening_inventory.doc

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Student Listening Inventory
SOC/110 Version 9
University of Phoenix Material
Student Listening Inventory
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.
Listening Behavior
1
2
3
4
5
1. When someone is speaking to me, I purposely block out
distractions such as side conversations and personal
problems.
1
2
3
4
5
2. I am comfortable asking questions when I do not understand
something a speaker has said.
1
2
3
4
5
3. When a speaker uses words I do not know, I jot them down
and look them up later.
1
2
3
4
5
4. I assess a speaker’s credibility while listening.
1
2
3
4
5
5. I paraphrase or summarize a speaker’s main ideas in my head
as I listen.
1
2
3
4
5
6. I concentrate on a speaker’s main ideas rather than the
specific details.
1
2
3
4
5
7. I try to understand people who speak indirectly as well as I
understand those who speak directly.
1
2
3
4
5
8. Before reaching a conclusion, I try to confirm with a speaker
my understanding of his or her message.
1
2
3
4
5
9. I concentrate on understanding a speaker’s message when he
or she is explaining a complex idea.
1
2
3
4
5
10. When listening, I devote my full attention to a speaker’s
message.
1
2
3
4
5
11. When listening to someone from another culture, I factor in my
knowledge of cultural differences to interpret meaning.
1
2
3
4
5
12. I watch a speaker’s facial expressions and body language for
additional information about the speaker’s meaning.
1
2
3
4
5
13. I encourage speakers by providing positive nonverbal
feedback – nods, eye contact, and vocalized agreement.
1
2
3
4
5
14. When others are speaking to me, I establish eye contact and
stop doing other nonrelated tasks.
1
2
3
4
5
15. I avoid tuning out speakers when I disagree with or dislike
their message.
1
2
3
4
5
Copyright © 2016 by University of Phoenix. All rights reserved.
1
Student Listening Inventory
SOC/110 Version 9
16. 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
17. I try to match my nonverbal responses to my verbal
responses.
1
2
3
4
5
18. When someone begins speaking, I focus my attention on the
message.
1
2
3
4
5
19. I try to understand how past experiences influence the ways in
which I interpret a message.
1
2
3
4
5
20. I attempt to eliminate outside interruptions and distractions.
1
2
3
4
5
21. When I listen, I look at the speaker, maintain some eye
contact, and focus on the message.
1
2
3
4
5
22. I avoid tuning out messages that are complex, complicated,
and challenging.
1
2
3
4
5
23. I try to understand the other person’s point of view when it is
different from mine.
1
2
3
4
5
24. I try to be nonjudgmental and noncritical when I listen.
1
2
3
4
5
25. As appropriate, I self-disclose a similar amount of personal
information as the other person shares with me.
1
2
3
4
5
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.
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.
Copyright © 2013 by Pearson Education, Inc. All rights reserved. Used with permission.
Copyright © 2016 by University of Phoenix. All rights reserved.
2

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