ACTIVE LISTENING - Toastmasters-lightning
ACTIVE LISTENING LEVEL 3 PROJECT
TABLE OF CONTENTS 2 Introduction 3 Your Assignment 4 Assess Your Skills 5 Competencies 6 Hearing Versus Listening 6 Nonverbal Cues 7 The Importance of Listening in Leadership 8 Review and Apply 8 Complete Your Assignment 9 Resources TOASTMASTERS INTERNATIONAL www.toastmasters.org 2016 Toastmasters International. All rights reserved. Toastmasters International, the Toastmasters International logo, and all other Toastmasters International trademarks and copyrights are the sole property of Toastmasters International and may be used only with permission. Rev. 11/2016 Item 8200L3
INTRODUCTION Adults retain only 25–50 percent of what they hear. Listening requires concentration and focus to process meaning from words and sentences. When truly listening, you recognize body language, verbal cues, and nonverbal cues that confirm or alter what the speaker is saying. In this project, you will learn the difference between hearing and listening, study how to comprehend and connect with a speaker, and explore why listening helps build strong, lasting connections. You will uncover the relationship between listening and strong leadership. Page 2 ACTIVE LISTENING
YOUR ASSIGNMENT For all assignment details and requirements, review the Project Checklist on page 9. Purpose: The purpose of this project is to demonstrate your ability to listen to what others say. Overview: At a club meeting, fulfill the role of Topicsmaster. As Topicsmaster, comment on each speaker’s Table Topics speech to demonstrate your active listening skills. For example, you might say, “Thank you. That was a compelling opinion on the benefits of gardening. I understand you feel strongly that everyone needs to spend some time doing something they love.” Throughout this project you will see icons in the margins next to the text. These icons indicate additional resources available online. Video: Sign in to Base Camp to watch a video that supports this project. Interactive Activity: Sign in to Base Camp to complete an interactive activity. Resource: Sign in to Base Camp to view this resource online. ACTIVE LISTENING Page 3
ASSESS YOUR SKILLS Evaluate your current skill level by rating each statement. Select the appropriate number based on your skills today: 5 4 EXEMPLARY EXCEL Pre-Project 3 ACCOMPLISHED 2 EMERGING Statement 1 DEVELOPING Post-Project 5 4 3 2 1 I understand the difference between hearing and listening. 5 4 3 2 1 5 4 3 2 1 I am confident in my listening skills. 5 4 3 2 1 5 4 3 2 1 I am an active listener. 5 4 3 2 1 5 4 3 2 1 I ask questions to clarify what I am hearing. 5 4 3 2 1 5 4 3 2 1 I defer judgment while listening. 5 4 3 2 1 5 4 3 2 1 I recognize how this project applies to my life outside of Toastmasters. 5 4 3 2 1 Page 4 ACTIVE LISTENING
COMPETENCIES The following is a list of competencies that you will learn and practice in this project. Apply listening skills to increase comprehension and connection. Acknowledge the need for active listening. Recognize the difference between hearing and listening. Improve basic listening skills. ACTIVE LISTENING Page 5
HEARING VERSUS LISTENING Hearing is the physical act of processing sounds in your environment. It is passive. Listening occurs when you take what you hear and extract meaning. Active listening is the process of understanding and repeating what you have heard. Focus on these steps to become a better listener: Respect the speaker’s point of view. Relax and remain engaged, giving the speaker your full attention. Reserve judgment. Notice the speaker’s comfort level and excitement. Avoid interrupting. Ask clarifying questions to ensure understanding. Find instances where you empathize with the speaker’s experiences. Give nonverbal cues to demonstrate your interest. Summarize and repeat to demonstrate you understood what the speaker has said. NONVERBAL CUES Listening requires you to be aware of more than the words a person speaks. Recognizing the different cues a person gives while communicating is an essential aspect of good listening and can lead to increased understanding. Cues are split into two categories: verbal and nonverbal. Verbal cues are found in the volume of the speaker’s voice or the tone she uses. They can also be heard in the questions a speaker asks, or whether a speaker is seeking approval. Verbal cues may indicate the speaker’s state of mind. For example, if she is uncomfortable, her voice might be too loud or too quiet. An uncomfortable speaker may ask questions to seek affirmation or encouragement. Nonverbal cues are expressed through body language, such as eye contact, crossed arms or legs, and fidgeting. Fidgeting can indicate the speaker is uncomfortable. Speakers who are comfortable talking with you come across as relaxed during your interaction. Page 6 ACTIVE LISTENING
THE IMPORTANCE OF LISTENING IN LEADERSHIP The best leaders tend to be great listeners. Sensing the moods, social dynamics, and attitudes in a room allow a brilliant leader to adjust the tone of her message to fit the audience. Leaders who develop an acute external awareness also tend to be more successful. Individual performance in an organization is directly connected to the ability to listen effectively. Good listening skills can lead to innovation, because considering different perspectives can increase the chance of discovering a more creative answer to any problem. ACTIVE LISTENING Page 7
REVIEW AND APPLY Before you complete the assignment, take a moment to read through the questions you see here. If you are not able to answer them comfortably, review the project. How does improving your listening skills help you build better connections? What is the value of active listening? Describe the difference between hearing and listening. What steps can you take to improve your basic listening skills? COMPLETE YOUR ASSIGNMENT Now that you have read through the project, plan and prepare your speech or report. Review: Return to page 3 to review your assignment. Organize: Use the Project Checklist on page 9 to review the steps and add your own. This will help you organize and prepare your assignment. Schedule: Work with the vice president education to schedule your Table Topics session. Prepare: Prepare for your evaluation. Review the evaluation resources on pages 10–12 and share all resources with your evaluator before your speech. You may choose to share your evaluation resources online. Page 8 ACTIVE LISTENING
PROJECT CHECKLIST Active Listening Purpose: The purpose of this project is to demonstrate your ability to listen to what others say. Overview: At a club meeting, fulfill the role of Topicsmaster. As Topicsmaster, comment on each speaker’s Table Topics speech to demonstrate your active listening skills. For example, you might say, “Thank you. That was a compelling opinion on the benefits of gardening. I understand you feel strongly that everyone needs to spend some time doing something they love.” This project includes: Serving as Topicsmaster at a club meeting Below are tasks you will need to complete for this project. Please remember, your project is unique to you. You may alter the following list to incorporate any other tasks necessary for your project. Request to be the Topicsmaster at a club meeting. Explain to the vice president education that you will be completing your “Active Listening” project and will need extra time and an evaluator to evaluate your active listening skills. Complete the role of Topicsmaster as described in the “Active Listening” project. After you have completed all components of the assignment, return to page 4 to rate your skills in the post-project section. ACTIVE LISTENING Page 9 Page 1 of 1
EVALUATION FORM Active Listening Member Name Date Evaluator Speech Length: 5 – 7 minutes Speech Title Purpose Statement The purpose of this project is for the member to demonstrate his or her ability to listen to what others say. Notes for the Evaluator The member completing this project is practicing active listening. At your club meeting today, he or she is leading Table Topics . Listen for: A well-run Table Topics session. As Topicsmaster, the member should make short, affirming statements after each speaker completes an impromptu speech, indicating he or she heard and understood each speaker. For example, the member may say, “Thank you, Toastmaster Smith, for your comments on visiting the beach. It sounds like you really appreciate how much your dog loves to play in the water.” The goal is for the member to clearly show that he or she listened and can use some of the active listening skills discussed in the project. The member completing the project is the ONLY person who needs to show active listening. The member should not try to teach or have others demonstrate active listening skills. The member should follow all established protocols for a Table Topics session. General Comments You excelled at: You may want to work on: To challenge yourself: Page 10 ACTIVE LISTENING Page 1 of 3
EVALUATION FORM – Active Listening For the evaluator: In addition to your verbal evaluation, please complete this form. 5 4 3 2 1 EXEMPLARY EXCELS ACCOMPLISHED EMERGING DEVELOPING Clarity: Spoken language is clear and is easily understood 5 4 3 2 Comment: 1 Vocal Variety: Uses tone, speed, and volume as tools 5 4 3 2 Comment: 1 Eye Contact: Effectively uses eye contact to engage audience 5 4 3 2 Comment: 1 Comfort Level: Appears comfortable in the role of Topicsmaster 5 4 3 2 Comment: 1 Active Listening: Responds to specific content after each Table Topics Comment: speech 5 4 3 2 1 Engagement: Shows interest when others are speaking 5 4 3 2 Comment: 1 ACTIVE LISTENING Page 11 Page 2 of 3
EVALUATION CRITERIA Active Listening This criteria lists the specific goals and expectations for the speech. Please review each level to help you complete the evaluation. Clarity Comfort Level 5 – Is an exemplary public speaker who is always understood 4 – Excels at communicating using the spoken word 3 – Spoken language is clear and is easily understood 2 – Spoken language is somewhat unclear or challenging to understand 1 – Spoken language is unclear or not easily understood 5 – Appears completely self-assured in the role of Topicsmaster 4 – Appears fully at ease in the role of Topicsmaster 3 – Appears comfortable in the role of Topicsmaster 2 – Appears uncomfortable in the role of Topicsmaster 1 – Appears highly uncomfortable in the role of Topicsmaster Vocal Variety 5 – Uses the tools of tone, speed, and volume to perfection 4 – Excels at using tone, speed, and volume as tools 3 – Uses tone, speed, and volume as tools 2 – Use of tone, speed, and volume requires further practice 1 – Ineffective use of tone, speed, and volume Eye Contact 5 – Uses eye contact to convey emotion and elicit response 4 – Uses eye contact to gauge audience reaction and response 3 – Effectively uses eye contact to engage audience 2 – Eye contact with audience needs improvement 1 – Makes little or no eye contact with audience Active Listening 5 – Responds with interest and fully supportive comments after each Table Topics speech 4 – Responds with clear interest after each Table Topics speech 3 – Responds to specific content after each Table Topics speech 2 – Responds to specific content after some Table Topics speeches 1 – Responds to content after few or no Table Topics speeches Engagement 5 – Highly interested and engaged with every speaker 4 – Shows interest and is fully engaged when all others are speaking 3 – Shows interest when others are speaking 2 – Shows some interest in speakers 1 – Shows little or no interest in speakers Page 12 ACTIVE LISTENING 2016 Toastmasters International. All rights reserved. Toastmasters International, the Toastmasters International logo, and all other Toastmasters International trademarks and copyrights are the sole property of Toastmasters International and may be used only with permission. Rev. 11/2016 Item 8200E Page 3 of 3
www.toastmasters.org
Active Listening Page 1 of 1 Request to be the Topicsmaster at a club meeting. Explain to the vice president education that you will be completing your "Active Listening" project and will need extra time and an evaluator to evaluate your active listening skills. Complete the role of Topicsmaster as described in the "Active Listening .
In 2015 I visited a Toastmasters club in South Africa where I participated in an evaluation coaching/mentoring exercise. This activity impressed me in its capacity to support and upskill Toastmasters in the critical tools required . 1 Speechcraft courses are an intense public speaking training course that Toastmasters International runs for .
Creating new Lightning Page using Lighting App Builder Salesforce Lightning pages can be created using Lightning App Builder. To create, navigate to Build Lightning Bolt Lightning App Builder New. Lightning App Builder - App page. In this step, select App page and click on next button as shown below. Lightning App Builder
2021 ANNUAL LIGHTNING REPORT V aisala 2022 Global lightning detection for more than 10 years. Vaisala's owned-and-operated . Global Lightning Dataset GLD. 360 is the only truly global lightning detection network and has been detecting lightning around the planet since 2009. It is the most advanced and accurate long-range lightning detection .
TOEFL Listening Lecture 35 184 TOEFL Listening Lecture 36 189 TOEFL Listening Lecture 37 194 TOEFL Listening Lecture 38 199 TOEFL Listening Lecture 39 204 TOEFL Listening Lecture 40 209 TOEFL Listening Lecture 41 214 TOEFL Listening Lecture 42 219 TOEFL Listening Lecture 43 225 COPYRIGHT 2016
hearing and listening and to speculate on the difference between active and passive listening. Based on student input, create a definitionof active listening (e.g., attentive listening to avoid misunderstanding). Suggest to students that active listening
The Geostationary Lightning Mapper (GLM) on board the new NOAA GOES-16 and 17 satellites provides continuous full-disk lightning observations at 8 km resolution (nadir) and in quasi-real-time. Lightning pulses are detected through their signature in the 777.4 nm oxygen band (lightning peak emission). GOES-16 GLM lightning observations:
minimum lightning current magnitudes. If the arrester performs well at a minimum lightning current, it will be even more efficient at any heavier lightning current. With all this taken into account, cal culations were made for the minimum magnitude of lightning current Il 5 kA. Using the equivalent charge method, the lightning channel was
Introduction to Literature, Criticism and Theory provides a completely fresh and original introduction to literary studies. Bennett and Royle approach their subject by way of literary works themselves (a poem by Emily Dickinson, a passage from Shakespeare, a novel by Salman Rushdie), rather than by way of abstract theoretical ideas and isms. In 32 short chapters they focus on a range of .
