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5 Ways to Listen Better, Julian Treasure
An egnaging and informative talk regarding the challenges in listening in today’s world.

The Power of Words: Susan Wranik at TEDxArcadiaUniversity, TedxTalks
This video offers some additional information about speech pathology clinical placements.

Roadblocks to Communication, CAPCSD
This video looks at the importance of choosing your words carefully through the lens of a clinical education setting specifically, and further explores Robert Bolton's "communication roadblocks."

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Defusing Defensive Situations, CAPCSD
This video discusses some of the defensive situations that might arise in a clinical education setting and offers some concrete strategies for keeping interactions productive.

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Gibb’s Supportive and Defensive Climates, Dr. Lori Zakel
This video further explores the six behaviors identified by Gibb that trigger a defensive response and the six contrasting behaviors that can maintain a supportive climate.

Activity 1: Practice Listening Skills

(This activity is adapted from Kevin Eikenberry’s blog, Leadership & Learning.)

In the learning materials for this module, you have had the chance to reflect on both speaking and listening as essential components to effective communication. In this activity, you will focus specifically on your skills as a listener.

Consider the following questions:

• When I communicate with others, how much time do I spend listening?
• When I “listen” to others, do I listen for meaning or am I planning what I will say in response?
• Over the course of a typical day, in what situations might I be when listening more would better serve me?

Now spend 10-15 minutes creating a list of strategies and reminders to help you become a better listener. Then, over the next few days, make a conscious effort to implement these strategies.  At the end of the two days, reflect on your list.  What worked?  What didn’t?  Was being a “good listener” more or less challenging in certain situations?  Continue to practice your listening skills in your daily life, and reflect back on your list of strategies, updating as appropriate.  This strategy list will become the start of Part 1 of your Participant Workbook as well.

Activity 2:  Empathy in Communication

Throughout this course we will be making extensive use of a tool called VoiceThread. This tool allows groups of people to come together to discuss images, documents, and videos using voice, text, or video comments.

NOTE: You will need to register for a free VoiceThread account to add your voice and ideas to this VoiceThread. Once you have registered and verified your account from your email, then you can sign in. Create your identity before adding your voice. To learn how to add your comments to this VoiceThread, explore this tutorial. The video shows how to comment using audio but you can scroll down to learn about the other ways to add your thoughts to the VoiceThread. To enlarge the VoiceThread, select the full screen icon in the top-right corner of the VoiceThread window. Enlarging the VoiceThread will make it easier to see comments made by others. Select the same icon or press the “esc” button on your keyboard to exit full-screen mode. Watch the “Using VoiceThread” tutorial video for more details.

Reflect on these words from Steven Covey from his book, “The 7 Habits of Highly Effective People”: “Seek first to understand, then to be understood.”

Now, think about your own personal and professional experiences. Using this VoiceThread board, describe what this phrase means to you personally. What do you believe the intent and impact of this statement means? How might this advice inform the way you interact with your students as their supervisor? Listen to the responses from your colleagues as well and see how other interpretations resonate with you.

Activity 3:  Defensive vs. Supportive Statements

Another tool we will use throughout the course is Padlet. Padlet is a virtual wall that allows people to express their thoughts on a common topic easily. It works like an online whiteboard where people can put any content (e.g., images, videos, documents, text) anywhere, together with anyone, from any device. Read over the directions below and then add your contribution to the Padlet board.

In the LEARN section of this Module you were introduced to the Defensive/Supportive Climate theory from Jack Gibb. Below are six statements that exemplify the six categories of defensive climates described by Gibb.  Choose one (or more if you wish) and practice rephrasing it to make it more reflective of a supportive climate.  Add your “improved” statement(s) to the growing library on the Padlet board below.  Take time to read through some of the other contributions as well to build your supportive statement vocabulary.

Defensive Statement Examples

Evaluation: “You didn’t put much thought into your assessment protocol for this morning’s hearing aid evaluation.”

Control: Your student suggests a radical treatment idea for one of her clients. “That won’t work, so we will do it my way.”

Strategy: The patient has requested that you assign a different student to work with them because they don’t think that the student clinician is adequately prepared… “Susan, it seems that you are a bit uncomfortable working with Mrs. Smith. I’d like to change your assignment to give you a better experience.”

Neutrality: Your student has missed two days of clinic this month and she is calling to inform you that she needs to leave town unexpectedly and will be out again. “Fine, whatever.”

Superiority: Your student is currently taking a class that is very relevant to the clinic that the two of you share.  One day she reports to you that Dr. Atlas said that the procedures and method of treatment that you had instructed her to use were wrong and needed to be changed.   “I’m the one with 20 years’ experience. He doesn’t actually treat clients, so how would he know?”

Certainty: “I know you didn’t turn in your work when you said you did.”

This module has focused on the skills of communication as the foundation of effective clinical instructor relationships. Use the Participant Workbook to help organize your thoughts about what you have learned and keep track of action items that will help you in your supervisory role as you move forward.

PART 1: Strategies for Effective Communication

In this module, you explored several resources and completed several activities designed to make you consciously think about your behavior when it comes to communicating with others. You have explored effective communication as an exercise in not only making sure you communicate your message, but also in making sure your message is received as intended and in a manner that promotes continued growth. Take some time now to list 5 top strategies that you would like to work on; then choose 1-2 of them and outline the steps you’ll follow to enhance your effective communication. Consider tracking these items as part of your reflective writing.

PART 2: Examining Your Defensive Triggers

List the defense mechanisms you personally use most often when defending yourself and then the behaviors you tend to use to put others on the defensive.

Describe a recent example that illustrates one of the behaviors you listed and concrete strategies or actions that could be used in a similar situation to create a more supportive atmosphere.

Complete a quiz to assess your understanding of the key concepts from this module. You must receive a minimum score of 80% to receive CEUs.

The resources listed in this section are optional selections for those who wish to continue their study on this topic.

• Knowledge, Skills and Training Considerations for Individuals Serving as Supervisors, American Speech-Language-Hearing Association (ASHA)
  This article is the 2013 report of an ASHA Ad Hoc Committee on Supervision. It outlines the knowledge and skills training required for persons engaged in supervision across all settings and with all levels of learners/personnel.
• A Look at Supervision in the 21st Century, Lisa O-Connor, The ASHA Leader
  This article is an overview of the evolution of supervision in CSD, the definition of the supervisory process and key supervisory issues to consider. It also includes the Top 10 Reasons to Supervise a Student.
• The Student’s Perspective on What makes an Exceptional Practice Placement Educator, Susan Mulholland, Michele Derdall and Brigitte Roy
  While the students surveyed are in training for occupational therapy, the themes that emerged apply to CSD. This article is for someone striving to improve the quality of the practice placement and learning experience for their student.

• The Art and Value of Good Listening, Psychology Today
  This article outlines the three most important behaviors needed to be a “good listener.” You may also want to explore the full list of resources on “The Art of Listening” as time allows.