![]() ![]() Critical ListeningĬritical listening entails listening with the goal of analyzing or evaluating a message based on information presented verbally and information that can be inferred from context. Additionally, many bosses are not as open to questions or requests to repeat themselves as professors are. Most college professors provide detailed instructions and handouts with assignments so students can review them as needed, but many supervisors and managers will expect you to take the initiative to remember or record vital information. I caution my students that they will be expected to process verbal instructions more frequently in their profession than they are in college. In many professional contexts, informational listening is important, especially when receiving instructions. These also happen to be skills that many college students struggle with, at least in the first years of college, but will be expected to have mastered once they get into professional contexts. Since retention and recall are important components of informational listening, good concentration and memory skills are key. We also use informational listening when we listen to news reports, voice mail, and briefings at work. This type of listening is not evaluative and is common in teaching and learning contexts ranging from a student listening to an informative speech to an out-of-towner listening to directions to the nearest gas station. Informational listening is l istening with the goal of comprehending and retaining information. Think of how musicians, singers, and mechanics exercise specialized discriminative listening to isolate specific aural stimuli and how actors, detectives, and sculptors discriminate visual cues that allow them to analyze, make meaning from, or recreate nuanced behavior (Wolvin & Coakley, 1993). This type of listening can be refined and honed. Although this is the most basic form of listening, it provides the foundation on which more intentional listening skills are built. In the absence of a hearing impairment, we have an innate and physiological ability to engage in discriminative listening. ![]() Or we may look for a particular nonverbal cue to let us know our conversational partner received our message (Hargie, 2011). For example, we may focus our listening on a dark part of the yard while walking the dog at night to determine if the noise we just heard presents us with any danger. Here we engage in listening to scan and monitor our surroundings in order to isolate particular auditory or visual stimuli. Discriminative listening a focused and usually instrumental type of listening that is primarily physiological and occurs mostly at the receiving stage of the listening process. ![]()
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