What are the four listening styles

Writing Assignment 2: Listening Styles

Assignment Directions: Spring 2019

The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,

task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of

your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then

answer the following prompts.

Take time to read each of the following and assess how each statement applies to you by marking your level of

agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a

statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a

statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly

Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.

Calculate your scores for each of the four categories.

Relational Listening

When listening to others, it is important to understand the feelings of the speaker.

When listening to others, I am mainly concerned with how they are feeling.

I listen to understand the emotions and mood of the speaker.

I listen primarily to build and maintain relationships with others.

I enjoy listening to others because it allows me to connect with them.

When listening to others, I focus on understanding the feelings behind words.

Relational Listening Total Score

Analytical Listening

I wait until all the facts are presented before forming judgments and opinions.

I tend to withhold judgment about another’s ideas until I have heard everything they have to say.

When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.

When listening to others, I consider all sides of the issue before responding.

I fully listen to what a person has to say before forming any opinions.

To be fair to others, I fully listen to what they have to say before making judgments.

Analytical Listening Total Score

Task-Oriented Listening

I am impatient with people who ramble on during conversations.

I get frustrated when people get off topic during a conversation.

When listening to others, I become impatient when they appear to be wasting time.

I prefer speakers who quickly get to the point.

I find it difficult to listen to people who take too long to get their ideas across.

When listening to others, I appreciate speakers who give brief, to the-point presentations.

Task-Oriented Listening Total Score

Critical Listening

When listening to others, I focus on any inconsistencies and/or errors in what’s being said.

I often catch errors in other speakers’ logic.

I tend to naturally notice errors in what other speakers’ say.

I have a talent for catching inconsistencies in what a speaker says.

When listening to others, I notice contradictions in what they say.

Good listeners catch discrepancies in what people say.

Critical Listening Total Score *Bodie, G. D., Worthington, D. L., & Gearhart, C. G. (2013). The Revised Listening Styles Profile (LSP-R): Development and

validation. Communication Quarterly, 61, 72-90. doi: 10.1080/01463373.2012.720343

After you have totaled your scores for each category you will begin the writing assignment.

 Be sure to include a complete introduction to the paper that includes a thesis statement introducing the main ideas of the paper.

 Organize the body of the paper into main ideas that fit with your thesis statement. 1. Discuss the importance of listening in interpersonal relationships.

2. Analyze your results from the Revised Listening Styles Profile; each listening style (relational,

task-oriented, critical, analytical) should be discussed in a complete paragraph.

3. Consider the responses that could increase your effectiveness as a listener and discuss nonverbal

skills that will help you improve.

 Include a definitive conclusion that summarizes the key themes in the paper.

 Include proper in-text citations in either APA (see https://owl.english.purdue.edu/owl/resource/560/02/ ) or MLA (see https://owl.english.purdue.edu/owl/resource/747/02/ ) format.

 Be certain that you include the textbook definitions of the concepts you use and that you cite these definitions correctly. A reference list (see https://owl.english.purdue.edu/owl/resource/560/05/ ) or works

cited (see https://owl.english.purdue.edu/owl/resource/747/05/ ) should be included at the end of your paper.

 Your paper should be typed, approximately 3-4 pages long, and double spaced.

 The paper should also be proofread, and mistakes in grammar, spelling, sentence structure, formatting and other areas of paper mechanics should be kept to a minimum.

1. In the first part of the paper, discuss the importance of listening in interpersonal communication. Define the

terms listening and hearing. Explain how hearing and listening are different. Describe an example of each

term.

Listening vs. Hearing Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed the importance of listening AND/OR it is not complete.

The student attempts to

address the importance of

listening but fails to provide

definitions AND/OR fails to

explain or provide examples.

The student may be

developing ideas but the

introduction of the paper

needs improvement to meet

minimum requirements.

The student addresses the

importance of listening and

identifies the differences

between hearing and listening.

However, the definitions are

incomplete, not explained

well or examples may not be

provided OR some of the

information is addressed but

the overall answer lacks

evidence.

The student identifies and explains the importance of listening within communication, AND the student explains how listening and hearing are different by defining each term AND the explanation of listening and hearing is clear AND the student provides examples to support his or her explanation.

The student clearly identifies and explains the importance of listening within interpersonal communication, AND the student skillfully explains how listening and hearing are different by defining each term AND the explanation of listening and hearing is clear and articulate AND the student provides excellent examples to skillfully support his or her explanation.

Points Earned:__________/ 8 Possible Points

2. In the next part of your paper, define each listening style, explain the listening style in your own words and

discuss your results for each of the four listening styles. Each listening style should be a separate paragraph.

In your discussion, provide your scores for each of the listening styles. Which styles did you score higher

in? Which styles did you score lower in? Based on this data, what do you conclude about your listening?

Task-Oriented Listening Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed

the listening style. The student attempts to

address the listening style but

may fail to provide his or her

score AND/OR fails to

compare the score. There is

little to no discussion as to the

results of the score.

The student addresses the

listening style AND provides

the overall score. However,

the overall answer lacks

support.

The student identifies, defines

and explains the listening

style, AND the student

provides his or her score for

the listening style AND the

student discusses why he or

she believes they scored the

way they did AND the student

provides evidence to support

his or her explanation.

The student clearly identifies,

defines and explains the

listening style, AND the

student provides his or her

score for the listening style

AND the student clearly

discusses why he or she

believes they scored the way

they did AND the student

provides excellent evidence to

skillfully support his or her

explanation.

Points Earned:__________/ 8 Possible Points

Relational Listening Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed

the listening style. The student attempts to

address the listening style but

may fail to provide his or her

score AND/OR fails to

compare the score. There is

little to no discussion as to the

results of the score.

The student addresses the

listening style AND provides

the overall score. However,

the overall answer lacks

support.

The student identifies, defines

and explains the listening

style, AND the student

provides his or her score for

the listening AND the student

discusses why he or she

believes they scored the way

they did AND the student

provides evidence to support

his or her explanation.

The student clearly identifies,

defines and explains the

listening style, AND the

student provides his or her

score for the listening style,

AND the student clearly

discusses why he or she

believes they scored the way

they did AND the student

provides excellent evidence to

skillfully support his or her

explanation.

Points Earned:__________/ 8 Possible Points

Analytical Listening Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed

the listening style. The student attempts to

address the listening style but

may fail to provide his or her

score AND/OR fails to

compare the score. There is

little to no discussion as to the

results of the score.

The student addresses the

listening style AND provides

the overall score. However,

the overall answer lacks

support.

The student identifies, defines

and explains the listening

style, AND the student

provides his or her score for

the listening style, AND the

student discusses why he or

she believes they scored the

way they did AND the student

provides evidence to support

his or her explanation.

The student clearly identifies,

defines and explains the

listening style, AND the

student provides his or her

score for the listening style,

AND the student clearly

discusses why he or she

believes they scored the way

they did AND the student

provides excellent evidence to

skillfully support his or her

explanation.

Points Earned:__________/ 8 Possible Points

Critical Listening Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed

the listening style. The student attempts to

address the listening style but

may fail to provide his or her

score AND/OR fails to

compare the score. There is

little to no discussion as to the

results of the score.

The student addresses the

listening style AND provides

the overall score. However,

the overall answer lacks

support.

The student identifies, defines

and explains the listening

style, AND the student

provides his or her score for

the listening style, AND the

student discusses why he or

she believes they scored the

way they did AND the student

provides evidence to support

his or her explanation.

The student clearly identifies,

defines and explains the

listening style, AND the

student provides his or her

score for the listening style,

AND the student clearly

discusses why he or she

believes they scored the way

they did AND the student

provides excellent evidence to

skillfully support his or her

explanation.

Points Earned:__________/ 8 Possible Points

3. Now that you’ve identified your lowest listening style score, what do you think needs to change about your

listening to strengthen your interpersonal relationships at work or at home?

Based on the style you identified as your lowest score, what do you plan to do to improve your listening for the

future? Be specific in your plans to improve your listening. Choose one or two listening responses, such as

questioning and paraphrasing, that you could use more often. Define each response and explain how using it

would improve your listening.

Explain how you will use nonverbal skills such as appropriate body language, eye contact, and haptics in a

listening environment to improve your listening. Refer back to Chapter 6 and identify specific skills you could

use, define them, and explain how they would improve your listening.

Listening Responses Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed

listening response OR the

section is not complete.

The student attempts to

identify and define listening

responses. The definition is

not complete AND/OR there

is no example provided.

The student identifies, defines and explains at least one listening response AND the student provides an example of the listening response. However, the definition may

be incomplete or incorrect

AND/OR the example is not

clearly connected. The overall

example may lack evidence.

The student identifies, defines

and explains at least one

listening response, AND the

student provides an example

with evidence.

The student clearly identifies,

defines and explains two or

more listening responses,

AND the student skillfully

provides examples of the

listening responses with

excellent evidence.

Points Earned:__________/ 8 Possible Points

Listening Behaviors Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed

the listening behaviors OR the

section is not complete

The student is developing or

fails to demonstrate

understanding of listening

behaviors AND/OR does not

identify a way to improve his

or her listening to verbally

presented information. The

student does not provide

examples.

The student demonstrates

some understanding of

listening behaviors by

identifying one way to

improve his or her listening to

verbally presented

information. The student may

discuss examples but does not

provide specificity.

The student demonstrates understanding of listening behaviors by identifying one or more ways to improve his or her listening to verbally presented information as evidenced by discussion of examples that may include but are not limited to: appropriate body language, eye contact, and responses/reactions to a speaker.

The student demonstrates superior understanding of listening behaviors by identifying multiple ways to improve his or her listening to verbally presented information as evidenced by discussion of examples that may include but are not limited to: appropriate body language, eye contact, and responses/reactions to a speaker.

Points Earned:__________/ 8 Possible Points

Mechanics and Message Construction:

Message Composition Unmet (0%) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (90-100%)

The paper does not include an

introduction and conclusion.

The body of the paper is

either not complete or lacks

clarity and logical sequence.

Composition of the message (theme, introduction, and conclusion, and a sequence of points with transitions) is unclear, not included in their entirety or is only intermittently observable in the paper.

Composition of the message

(central theme, introduction,

and conclusion, and a logical

sequence of points with

transitions) is observable

throughout the paper.

Composition of the message

(clear central theme,

introduction, and conclusion,

and a logical sequence of

points with smooth

transitions) is adequate and

consistently observable

throughout the paper.

Composition of the message (clear central theme,

introduction, and conclusion,

and a logical sequence of

points with smooth

transitions) is superior and

observable throughout the

paper.

Points Earned: / 8 Points Possible

Message Delivery

Unmet (0%) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (90-100%)

The paper does not meet the

minimum standards of

effectively communicating the

central message or was not

completed.

The message delivery

incorporates grammatically

incorrect, inarticulate

language that ineffectively

communicates the central

message.

The message delivery

incorporates minimal errors in

grammar and includes

language that is

understandable and is able to

communicate the central

message.

The message delivery

incorporates grammatically

correct and consistently

thoughtful language that is

understandable and effectively

communicates the central

message.

The message delivery

incorporates grammatically correct, articulate, imaginative language that is easily

understandable and effectively communicates the central message in a compelling

manner. Points Earned: / 8 Points Possible

Citation

Unmet (0%) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The paper includes no

citation of any sort. There is some attempt at

citation, BUT: a significant

number of concepts are not

cited; OR there is no in-text

citation; OR paraphrases are

not cited.

Some attempt at citation is

included for most concepts

used in the paper that are

originally explained in a

printed source AND most of

these ideas are cited, whether

they are paraphrased or

directly quoted AND in-text

citation is used but it is not in a

recognizable style and/or a

Works Cited may not be

included.

In-text citation is included for

most concepts used in the

paper that are originally

explained in a printed source

AND these ideas are cited,

whether they are paraphrased

or directly quoted AND the

citation is in MLA or APA

style, though there are some

format errors AND a Works

Cited is included at the end of

the paper, though there are

some format errors.

In-text citation is included for all concepts used in the paper that are originally explained in a printed source AND all of these ideas are cited using

correct in-text citation, whether they are paraphrased or directly quoted AND the citation is in correctly formatted MLA or APA style AND a correctly formatted Works Cited is included at the end of the paper.

Points Earned: / 8 Points Possible