HOLLAND COLLEGE PLAN FOR INSTRUCTION

Calendar Year: 2012 Instructor Name: Mitch Cobb Program(s): Culinary Arts Course Title: CULART 135 - Business Communication Session number and Topic: 6 Listening and Non Verbal Communication Session or Class Duration: 50 mins

Instructional Objective: Through a series of activities including small group discussion, individual work, lecture, and hands on learning, students will be able to demonstrate proficient listening skills. Learning Outcome(s) and Competencies: 2. Develop listening skills as a professional. 2.1 Recognize poor listening habits. 2.2 Demonstrate an understanding of the listening process and its barriers. 2.3 Apply good listening practices and techniques.

Resources and Materials Required: PowerPoint presentation on SAM Video Youtube (Business Communication Playlist) Whiteboard Markers Handouts Geometric Shape Handout Reflection and Summary Handout

Content: The information will presented throughout this lesson by starting with theoretical information on the listening process and then moving into more practical information, tips and skills. A study of over 8,000 people employed in businesses, hospitals, universities, the military and government agencies found that virtually all of the respondents believed that they communicate as effectively or more effectively than their co-workers. We only listening with 25% efficiency the other 75% is distorted or forgotten
Culinary Arts - 2012 Page: 1

HOLLAND COLLEGE PLAN FOR INSTRUCTION

The average person cannot recall half of a ten minute oral message immediately after hearing it. Within 48 hours, he is doing good to recall only 25% of the message. The rest of the message is distorted, forgotten, ignored or misunderstood.

The Listening Process Perception Conscious act of listening begins when you focus on the sounds around you and select those you choose to hear. You tune in when: o Sense the message is important o Are interested in the topic o Are in the mood to listen

Perception is reduced by impaired hearing, noisy surroundings, inattention, and pseudo listening.

Interpretation Also known as decoding, can be influenced by culture, education, and social frames of reference. Meanings are filtered through your life experience, thus your interpretation may be quite different than what the speaker intended. Evaluation This means that you analyze its merit and draw conclusions, by: o Separating fact from opinion o Being objective and aware of biases o Considering all the information o Not jumping to conclusions Action Essential for feedback to clarify message Barriers to Listening Mental Inattention Prejudgment Frame of Reference Close-mindedness Pseudo listening Physical and Other Barriers Hearing Impairment Noisy Surroundings Speakers Appearance
Culinary Arts - 2012 Page: 2

HOLLAND COLLEGE PLAN FOR INSTRUCTION

Speakers Mannerisms Lag Time

Most speakers speak at 125-150 words per minute. Listeners can think at about 1000-3000 WPM. The lag time fosters daydreaming and reduces the effectiveness of listening. Tips for Listening in the Workplace Stop talking Control external and internal distractions Become actively involved Separate fact from opinions Identify important facts Ask clarifying questions Paraphrase to increase understanding Capitalize on lag time Take notes to ensure retention Be aware of gender differences

Teaching Points and Organization:

Delivery Method

Opening
Background probe: Raise your hand if you think that you are good communicators. State:

A study of over 8,000 people employed in businesses, hospitals, universities, the military and government agencies found that virtually all of the respondents believed that they communicate as effectively or more effectively than their co-workers.

Write on Board: We only listening with 25% efficiency Question: What do you think about this statement? Do you think its true? If so, why is this the case?

Culinary Arts - 2012

Page: 3

HOLLAND COLLEGE PLAN FOR INSTRUCTION

Process: Solicit responses to questions from students. Explain to students that studies show: o The average person cannot recall half of a ten minute oral message immediately after hearing it. Within 48 hours, he is doing good to recall only 25% of the message. The rest of the message is distorted, forgotten, ignored or misunderstood. Middle Activity Have students read pages 79 80 The Listening Process and it Barriers Activity In groups of 4, have students discuss their observations and summarize their learnings. Summarize each of the 4 steps in the listening process. Discuss some common barriers to listening. Can you think of any other barriers? Circulate around the room to clarify points to groups or individuals who have questions. Process: Call on groups to summarize to the class each of the 4 steps in the listening process. When each group is finished, ask the class if there is anything else they would like to add. Power Point (Slides 4 7) - As groups summarize their key points for each step, put up the slide for that step and reinforce the key points for the class. Solicit examples of common barrier to listening from class. Write them on the board under mental or physical. Activity Video Im listening. Wait, what did you say? Show video of wrong way to listen stop halfway for discussion. Solicit examples of barriers that prevented the person for listening effectively. Show second half of video. Process: What did the person do differently to increase his effectiveness in listening? Ask students for examples. Powerpoint Slide 14 Explain to students different ways to improve listening in the workplace. Activity Communication Breakdown Tell students to get into pairs. If there is an odd number, allow one group of three. Have them appoint one person as the leader and another as the recorder. Have leaders raise their hands and give them a sheet of paper with a geometrical shape on it and tell

Culinary Arts - 2012

Page: 4

HOLLAND COLLEGE PLAN FOR INSTRUCTION

them not to let the partner see it. They must sit with their backs to their partner, and using no hand gestures explain the shape. Tell students that they must reproduce what their partner is describing to them. Encourage them to use the strategies to improve listening. Give groups 5 minutes and then stop the exercise.

Reflection: Tell students to take out a sheet of paper and reflect on their experience in the last activity based on what we learned today. What barriers to listening did you notice as you were completing this exercise? What strategies did you try to use to improve your listening? Which strategies were effective? Which strategies require more practice? Closing

Assessment Summary In no more than three sentences, have students summarize what they learned so that they could explain it to a friend.
Remind students of oral presentations the following day. Encourage them to come see me if they are having difficulty. Wish them a great afternoon.

Assessment and Evaluation Strategies:

Outline or attach learner evaluation strategies that align with specific Learning Outcome(s) and Competency statements. Self Assessment Reflection and Summary

Accommodations:
Describe any teaching/learning accommodations that may be implemented in this session to support learner diversity. The lesson is developed to appeal to various learning styles. Information is reinforced in a number of different ways including self directed learning (reading), group discussions, and class discussions with the use of power points to assist in understanding. Kinesthetic activities are also used to reinforce theories and techniques. Powerpoints are put on SAM so that all students, but especially students who have difficulties can refer to slides before class. Course schedules are also given to students at the start of the course so that each student knows the topics that will be covered on a given day. This is also reinforced at the end of each class. Although reading chapters ahead of class is not mandatory unless assigned, student who have learning difCulinary Arts - 2012 Page: 5

HOLLAND COLLEGE PLAN FOR INSTRUCTION

ficulties are encouraged to read chapters ahead of class to increase comprehension and decrease anxiety about having to read in class.

Culinary Arts - 2012

Page: 6