Homework help needed (50 word reply to each student response to further convo)

Apr 4th, 2015
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Sociology
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Question description

ORIGINAL QUESTION:

Listening in the Workplace

How would improving your listening skills increase the effectiveness of your communication in the workplace? In your personal life? Explain with examples. Using the effective listening strategies in the text, explain which strategy you need to work on and in which context (work, personal).

STUDENT 1 RESPONSE:

Improving listening skills could increase the effectiveness of my communication in the workplace by allowing me to be more open minded about things. Instead of just hearing what others have to say, I could improve my listening by actively engaging in further conversation with co-workers. It could increase the effectiveness because communication is very important in the work place. If you can't listen and give feedback on something, you are less likely to have your opinion heard about something. In my personal life improving listening skills could benefit many things. Not only could listening skills benefit my ability to be more open about things, it can also benefit my personal relationship, as well as the communication with my daughter. If I can better interpret others communication such as my significant others words an thoughts, than more than likely we are able to agree on certain things. Rather than just feeling like I have to have an input on everything, if I listen to what he has to say too and take it into consideration than our level of communication is stronger. After reading the effective listening strategies, I think something I need to work on in my personal life is to avoid preoccupation. Sometimes I get so caught up in things that it is hard for me to focus on what I should really be concerned about. Another reason we may not listen effectively is that we prejudge others or their communication (O'Keefe, 2002). I also struggle with this as well. At times, I can be so quick to jump the gun and judge a situation or someone just based on what they are telling me. Instead, if I took in all the facts of the matter and sorted things out first, I will more than likely have better luck at understanding certain situations and people. Improving these things can help greatly in my personal life.

STUDENT 2 RESPONSE

Unit 6 Discussion

How would improving your listening skills increase the effectiveness of your communication in the workplace?  If I could improve my listening skills then I would be less likely to: Make errors stemming from communication failure; disturb my boss for repeated clarity of assignment, task, procedure, or protocol; and show my dedication to my role/title in the company.  If I lacked comprehension of what my supervisor was telling me I should ask as soon as possible, but never should I just smile, nod, and attempt it without fully knowing.  Wood (2012) states, “Repetition, mnemonics, and regrouping are ways to enhance what we remember.  Poor listening causes mistakes and problems, which explains why many companies now require employees to attend listening workshops.” (pg. 158)  The only way I could probable deter this from happening is to prove mastery of listening for information.

How would improving your listening skills increase the effectiveness of your communication in your personal life?  If I applied the skills from our text book on mindful listening I would: be more supportive; show my honest care and concern for the other person’s problem; be helpful in my friends/family overcoming an obstacle; have remembrance for future scenarios; and be able to listen and fully receive the information they are putting out instead of just hearing them.

Explain with examples. Using the effective listening strategies in the text, explain which strategy you need to work on and in which context (work, personal).  In my professional life I should adapt a new process of using aids to recall on, mnemonic devices.  Wood (2012) instructs, “If your supervisor asks you to code and log in all incoming messages, you might remember the instruction by inventing CLAIM, a word that uses the first letter of each key word in your supervisor’s instructions.” (pg. 158)  My memory is not as great as it could be, and fact is I work with a lot of uncontrolled obstacles.  My office is in the front of our county office building. I hear loud cell phone calls in front of my window, the security booth is adjacent with loud beeping sounds from screening those who enter the building, and I have a huge air vent directly above my desk.  Those factors prevent me from clearly hearing my clients and remaining 100% focused on the information they are trying to give me.  If I use the information I hear to create a acronym then I could retain the knowledge even throughout all of the distractions that's taking place.

Personally when listening to support others I need to tread lightly on expressing judgments.  Wood (2012) warns, “That’s appropriate only if someone invites our evaluation or if we think another person is in danger of making a serious mistake.  If someone asks our opinion, we should try to present it in a way that doesn’t disconfirm the other person.” (pg. 159) Some people just want to vent and don’t want any advice at all and some people are broken.  Those who are broken are currently too distressed and emotionally torn to respect or appreciate even the wisest counsel, they just want to be heard and consoled.  People are raised and wired differently and my ways of handling things may not work perfect for them or give the same results.

ORIGINAL QUESTION

Getting Down to Details

Assessment and goal setting are the "meat and potatoes" of the professional interview. In addition, assessments help both the professional and the client identify goals to work toward in the client-professional relationship. Once you have read and watched the videos for this unit, answer the following questions in the Discussion:

  • What information should an assessment include? Why? How might you go about gathering the information you want? Give specific examples.
  • Are there any topics that should be "off limits" in the professional interview? Why or why not?
  • How do you set goals for yourself? How would you help a client identify a goal they might want to achieve?
  • Why do you think setting goals is important in the helping relationship?

STUDENT 1 RESPONSE:

Hello classmates and Professor Russell,

What information should an assessment include? Why? How might you go about gathering the information you want? Give specific examples.

Assessment involves gathering and analyzing information about the client, the story to date, and the contextual or larger system influences affecting the client and the story.  Clinician should use the skills of exploration and elaboration to help access and make sense of the client’s story.  Six classic questions are used by interviewers to organize the assessment agenda: Who? What? Where? Why? When? How?   (Murphy, B. 2010).  The best tool to use to gather information is by asking questions.  Asking open ended and closed ended questions is one of the most reliable and effective techniques for gathering information, deepening discussion, or broadening focus.  Clinician ask questions about: the clients thoughts, feelings, behaviors, and relationships, strengths, resources, cultural identities, beliefs about help seeking and about what causes problems and how they may be resolved, other people in client’s life, family, work. (Murphy, B. 2010). 

Are there any topics that should be "off limits" in the professional interview? Why or why not?

There should not be any topics that are “off limits” in the professional interview.  The best way to learn about your client would be to ask all questions surrounding his life to be able to help him with his problems.  The only thing about certain questions or to start a certain topic should be done at the right time.  Arnold Lazarus (1981) was the first to describe the layers, or circles of personal territory.  The interview conversation itself has outer, middle, and inner layers or circles.  The outer circle houses the opening-sometimes surface-exploratory conversation between people who are just getting to know each other.  The middle circle houses a more revealing exploration of deeper-level content, conflicts, and feelings as the relationship develops and both the client and the interviewer feel themselves on more secure ground.  The inner circle houses feelings and content about frightening, taboo, or shame –bound areas.  Questions should be well timed.  (Murphy, B. 2010). 

How do you set goals for yourself? How would you help a client identify a goal they might want to achieve?

I have two set of goal short term and long term.  I set my short term goals and as I reached them I keep adding to them until I reach my long term goal.  I focus more on my short term goal so I will not get discourage when I hit barriers trying to reach my long term goal.  When I reach one of my short term goals it motivates me to continue to adding new goals.  Goals express the desired outcomes of the working relationship agreed upon by the clinician and the client.  Many human service professionals working in schools or other settings are required to use formalized methods to assess change and progress toward goals.  As often as possible, goals should include desired outcomes that are observable and measurable and that can be assessing the effectiveness of interventions.  Goals should be specific and concrete to provide clear directions for ensuing work together.  (Murphy, B. 2010). 

Why do you think setting goals is important in the helping relationship?

To improve self-esteem and self efficacy, Client will tolerate praise and positive feedback, client will make more positive statements about himself, clients will demonstrate increased eye contact with others, client will identify positive talents and strengths about self, client will increase frequency of speaking with confidence in social situations, client will increase statements of self acceptance. .  (Murphy, B. 2010)

STUDENT 2 RESPONSE

The steps to getting the information needed in an assessment is a complex task. There is the main information, then the sub information. Not to say one is more important than another, however with a main question there is almost always little questions. Much like a tree with a broad tree and the limbs which branch out to leaves. The information that should be included in an assessment are the “who, what, when, where, why and how.” (Dillon, 2010) When doing an assessment there should also be “conceptualization or formulation of assessment findings, assessment summaries, the clinical record, and goal settings.” (Dillon, 2010) In order to get the information we want, or may need, we need to ask questions. They can be opened ended questions or dead end questions. Here is an example of both:

Client: “I hate when I can’t seem to get things right.

Clinician: You hate when you can’t get things right, such as?......

This gives the client an opportunity to open up more and speak what they are thinking. I could also ask a solid dead end question such as, “What things do you hate that you don’t get right?” I would rather ask an open ended question though so it gives the client the option of taking it further.

When going into a professional interview, there shouldn’t be any topics that are off-limits. Asking all sorts of questions that revolve around the client’s life, help to inform the clinician of what the client is there for. It’s a matter of right timing to ask such questions. Such as during an already touchy subject, “is not a time to fish into painful areas.” (Dillon, 2010)

In order to set goals for myself, I usually set up a budget. I know it’s usually set for money, but I plan it step by step, brick by brick because in order to have a solid reachable goal, you have to have a solid foundation. I would recommend this a client as a tool to help set goals. It would be showing them how to build up towards what they want. I think setting goals helps with relationships in the sense that it gives your client something to reach towards.


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