Evaluate Demonstrative listening

 

Question 1 of 20

People spend a considerable part of their working day _________ with others. One of the findings of the early work activity studies (Burns, 1954, 1957; Horn and Lupton, 1965), echoed more recently by Oshagbemi (1988), is that managers and others consistently underestimate the amount of time they spend …

A. relating

B. hiding from

C. talking about

D. misunderstanding

Question 2 of 20

_________ is a core competence. People who cannot _______ cannot relate. Nichols and Stevens (1957) estimate that 45 per cent of all communication time is spent __________ compared with 30 per cent speaking, 16 per cent reading and 9 per cent writing. Despite the fact that people spend so much time __________, few ever receive any formal training on how to __________ effectively.

A. Talking

B. listening, listening

C. Observing

D. selling

Question 3 of 20

__________ __________is the kind of listening people engage in for pleasure. It might occur when listening to poetry or children playing.It involves the listener seeking out signals or messages that she wants to hear.

A. Corrobative listening

B. Demonstrative listening

C. Appreciative listening

D. Explanative listening

Question 4 of 20

Being aware of one’s own _________ _______ can help a person listen more effectively.

A. personal filters

B. great ideas

C. careful observations

D. sound beliefs

Question 5 of 20

The _______ __________ offers a set of pointers to the kinds of behaviour that communicate a sense of presence to the speaker. These need not always be adhered to strictly. They are not rules, rather they are reminders of the importance of non-verbal behaviour. The listener?s body is a vehicle for communication and she should constantly be aware of all the cues and messages she is sending.

A. next chapter

B. holy books

C. SOLER mnemonic

D. summer memories

Question 6 of 20

_____________ _____________ can also be used to regulate the communicative flow between people. The importance of a person?s regulatory skills is reflected by the evaluative statements we often make about others, such as, “talking to him is like talking to a brick wall”, “you can’t get a word in edgeways” or, “she keeps butting in”.

A. Non-verbal behaviours

B. Meditative insights

C. Relaxed approaches

D. Open awareness

Question 7 of 20

One of the most common definitions of the ____________ is “a conversation with a purpose” (Bingham, Moore and Bruce 1942). This is a wide ranging, umbrella-like definition, which encompasses many kinds of purposeful conversations ranging from disciplinary interviews to counselling sessions, and possibly even including negotiations.

A. counseling-statement

B. meeting

C. walk-about

D. interview

Question 8 of 20

Psychological factors, such as attitudes, motives and expectations, can also be important sources of __________. The motivation of the interviewer and respondent to engage in the interview might be different.For example, in an appraisal interview the interviewer might be motivated to help the appraisee develop and realize his full potential, and, therefore, might regard seeking accurate information about the appraisee’s strengths and weaknesses as an important objective of the interview.

A. bias

B. motivation

C. insight

D. agreement

Question 9 of 20

__________ and motivation can be closely linked. What happens in the early stage of the interview can have important implications for the interviewee?s motivation, which in turn will influence the quantity and quality of information that will be available to the interviewer. Where motivation is low, the respondent may disrupt the interview, may refuse to answer any questions or may give false answers deliberately, thus defeating the interviewer?s purpose.

A. Punishment

B. Talkativeness

C. Rapport

D. Culture