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COLLEGE OF INSTALLATION MANAGEMENT (CIM)Faculty & Staff Development (FSD)Active Listening/ Lesson PlanLearning about ListeningLESSON PLAN PART ONE: Course Information and Instructor GuidanceCourse Author: Vincent Carlton, Workforce Development, USAG Fort Leonard Wood, MO. CIMSSDate Prepared: August 2016SCOPE: The purpose of this lesson is to introduce active listening, how it relates to effective communication and successful interactions, the six levels of listening, verbal and non-verbal cues, and contributions to counseling and feedback. These lessons lay the foundation from which the rest of the course is built, and they systematically progress the learners knowledge to the mastery level of the TLO. LEARNING OBJECTIVE(S): This lesson supports the course TLO:Action: Develop the skills needed to be an active listenerCondition: Given lectures, presentation slides, readings, discussions, the Experiential Learning Model (ELM), active listening exercises, peer and instructor feedback Standard: The Development of active listening skills will include:Definition of active listening and its relationship to effective communicationDescription of the six levels of listeningIdentification of verbal and non-verbal cuesExamination of the benefits of , and when to apply, active listening Explanation of how to become an active listenerLearning Domain: CognitiveLevel of Learning: ApplicationLearning Domain: AffectiveLevel of Learning: Valuing The following ELOs are addressed in this lesson and future lessons throughout the course.ELO AAction: Define active listening and its relationship to effective communicationCondition: Given lecture, presentation slides, discussion, and practical exerciseStandard: Definition of active listening and its relationship to effective communication will include:Paying attention Reflecting feelingsCheck interpretation Show comprehensionParaphrasing Requesting more informationSummarizing and respondingLearning Domain: CognitiveLevel of Learning: ComprehensionELO BAction: Describe the six levels of listening Condition: Given presentation slide, discussion, lecture, personal experiences, work environments, interactions with and feedback from peers, supervisors, and subordinates Standard: The Description of the six levels of listening will include:Level 1 – Ignoring (I don’t want to listen to you and I’m not listening to you)Level 2 – Pretend listening (I’m hearing your words, but I have already decided that you are wrong)Level 3 – Selective Listening (I’m hearing you but as soon as you take a breath, I’m going to explain it to you the “right” way)Level 4 – Attentive Data-Only Listening (Just the facts and figures please)Level 5 – Attentive Listening (Tell me more; help me to better understand what you are saying)Level 6 – Empathic or Empathetic listening (I sense that your feeling is…)Learning Domain: CognitiveLevel of Learning: ComprehensionELO CAction: Recognize verbal and non-verbal cuesCondition: Given lecture, presentation slide, discussion, and practical exercise.Standard: The Identification of verbal and non-verbal cues will include:Discussion on Elements of Personal Communication Words 7%Voice/Tone 38%Nonverbal 55%Description of level, syntax, and types of wordsLecture on Prosody and Acronym PRIVATEPaceRhythmInflectionVolumeAccentTimingEmotionDiscussion on Nonverbal communicationFacial ExpressionsMovementAppearanceEye ContactGesturesPostureLearning Domain: CognitiveLevel of Learning: ComprehensionELO DAction: State the benefits of, and when to apply, active listening Condition: Given presentation slides, discussion, peer and instructor feedback, counseling document, and practicum Standard: The identification of the benefits of Active listening and situations/events where and when active listening would be beneficial will include: Discussion on benefits of active listeningMakes the other people feel that they are important, respected, appreciated, cared for, worthy and that their talks are meaningful, sensible, interesting and worth listening toHelps us learn a lot and improve our knowledge in various fields that we might not have even thought of knowing about.Helps to avoid misunderstandings and conflictsOpens people up, to get them to say moreHealthier interpersonal relationshipsHelps one move up the career ladderHelps to socialize, get to know more about people, understand people better, and improve communicationDetermine is someone is experiencing stress, fear, and/or emotional distress.Builds trust and respect, and creates a safe environment that is conducive to collaborative problem solvingDiscussion of when or where to apply active listeningProfessionalCounseling Job InterviewsReceiving/Giving feedbackLearning eventsPresentationsCoworker/Work discussionsPersonalFamily FinanceFriends Learning Domain: Cognitive Level of Learning: ApplicationELO EAction: Explain how to become a better listenerCondition: Given presentation slide, discussion, peer and instructor feedback, counseling document, and verbal check on learning Standard: The explanation and application of how to become an active listener will include: Discussion on Tips for better listeningAsk questionsEncourage elaborationListen empatheticallyGive feedback to check your understandingBe accepting and nonjudgmentalPay attention. Don’t let your mind wanderMaintain eye contactDon’t jump to conclusionsRemain open-mindedDon’t finish your counterpart’s sentence.Check your understanding by paraphrasing and summarizing what you think was said.Do not ask “Why” questions. They tend to make people defensive.Do not provide quick reassurance, “Don’t worry about that.”Do not advise “I think the best thing for you is to move to assisted living.”Do not dig for information and force someone to talk about something they would rather not.Do not patronize - “You poor thing, I know just how you feel.”Do not preach - “You should. . .” Or, “You shouldn’t. . .”Do not interrupt - Shows you aren’t interested in what someone is saying.Performance of counseling/feedback session Learning Domain: Cognitive Level of Learning: Application ................
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