Riepilogo didattico Lezione 5 Prof Daniele Trevisani

www.studiotrevisani.it

Presso Campus Ciels Padova, Laurea Magistrale in Comunicazione Strategica LM-94

Corso di Negoziazione, vedi Trevisani Daniele – Campus Ciels

Parole chiave della lezione

  • Emozioni
  • Modello dei quattro livelli di empatia
  • Empatia comportamentale
  • Empatia emozionale
  • Empatia cognitiva
  • World Economic Forum
  • Problem solving
  • Pensiero critico
  • Creatività
  • People management
  • Capacità di coordinamento
  • Intelligenza emotiva
  • Capacità di giudizio e decisione
  • Orientamento al servizio
  • Capacità di negoziazione
  • Flessibilità cognitiva
  • Evocazioni semantiche
  • Topic shifting
  • Ruota delle emozioni di Plutchik
  • Leadership emozionale
  • Metacomunicazione
  • Goal setting
  • Life plan
  • Domande aperte
  • Domande chiuse

Concetti fondamentali trattati

  1. Il concetto di leadership emozionale, nell’ambito della gestione delle emozioni durante la comunicazione, è la capacità di dirigere le emozioni e portarle dove si vuole.
  2. Riconoscere le evocazioni semantiche ovvero i richiami a mondi percettivi che provengono da gesti o parole durante la comunicazione.
  3. Individuazione delle competenze più richieste nell’ambito lavorativo secondo il World Economic Forum: “problem solving“; pensiero critico che permetta di rivisitare un problema; creatività; “people management“, ovvero gestire il flusso di lavoro; capacità di coordinamento; intelligenza emotiva, cogliere quale sia il nostro stato emotivo in una data situazione; capacità di giudizio e decisione; orientamento al servizio, cioè la creazione del valore; capacità di negoziazione; flessibilità cognitiva capacità di possedere diversi punti di vista.
  4. Il modello dei quattro livelli di empatia (4LE): l’empatia cognitiva, in base a come abbiamo affrontato la comunicazione; emozionale, cosa si è provato durante lo svolgimento della comunicazione; comportamentale, comprendere gesti e atteggiamenti altri; relazionale, in base alle persone e al contesto con cui relazioniamo.
  5. La ruota delle emozioni, sviluppata dallo psicologo Robert Plutchik, è un modello che rappresenta l’evoluzione delle emozioni; il modello si propone come tentativo di etichettare le emozioni: più sono intense più si avvicineranno al centro della ruota e viceversa.
  6. La rappresentazione delle connessioni primarie, secondarie e terziarie tra emozioni mostra come ognuna derivi dalla somma di altre due emozioni correlate.
  7. Il concetto di metacomunicazione, spiegare cioè il proprio codice comunicativo nel momento in cui la persona che abbiamo di fronte non ne sia a conoscenza perché di cultura differente o abituata a comunicare diversamente.
  8. La distinzione tra domande chiuse e domande aperte: le prime prevedono una risposta finita e schematica, le seconde invece permettono risposte più ampie e personalizzate.
  9. L’importanza della redazione di un “life plan“, dove fissare gli obiettivi (goal setting) che si desidera raggiungere in un dato periodo di tempo (in questo caso cinque anni).

Sintesi del mio apprendimento:

Ho capito che è molto importante revisionare il proprio lavoro soprattutto da segretario organizzativo in quanto se il lavoro non è fatto bene dal traduttore o dallo scrittore, la responsalità è di chi non ha ben revisionato il lavoro.

Ho imparato a concludere le mie presentazioni con una domanda rivolta al pubblico per poter meglio catturarne l’attenzione.

Ho riflettuto sull’importanza del goal setting e sul metodo utilizzato per individuare i nostri principali obiettivi.

Fonti:

-Dott. Trevisani D., Negoziazione InterculturaleComunicazione oltre le barriere culturali. Dalle relazioni interne sino alle trattative internazionali, Franco Angeli Edizioni, 2016.

-Dott. Trevisani D., Parliamoci Chiaro: il modello delle quattro distanze per una comunicazione efficace e costruttiva, Gribaudo, 2019

-Dott. Trevisani D., Ascolto attivo ed empatia. I segreti di una comunicazione efficace, Franco Angeli Edizioni, 2019

-Dott. ssa Brusamento Spinelli E., Appunti di Negoziazione degli ostaggi, lezione 5 di Prof. Trevisani D. 25/03/2021

Per ulteriori informazioni consultare:

Altre risolse disponibili online:

CIELS Institutional Website: https://www.ciels.it/

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The scale of listening levels

Article translated by dott. Martina GIannotti, CIELS Advanced Degree in Strategic Communication (“Laurea Magistrale in Comunicazione Strategica”), extracted with the author’s permission from the book Active Listening and Empathy. The Secrets for Effective Communication (original title: “Ascolto attivo ed empatia. I segreti di una comunicazione efficace”), written by Daniele Trevisani, published by Franco Angeli, Milan.

2.5. Fragmented listening


It’s not the chatter of people around us that is the most powerful distractor, but rather the chatter of our own minds. Utter concentration demands these inner voices be stilled.
(Daniel Goleman)

Sometimes attentive listening, sometimes distracted. It is a mechanism that creates bad listening.
Distracted listening is extremely common, probably the most realistic state of average daily interactions.
We listen, then something about someone else’s content ‘turns us on’ because it relates to our own interests, then maybe we ask a follow-up question, then someone else’s content changes, or something comes to mind, we jump from one thought to another, our head ‘goes away’, or we hear a sentence from someone else’s conversation that catches our attention, we get lost, we ‘walk away’ from the conversation, even though we are still physically there. The quickest way to apply bad listening “at times” is to listen with a media on, listen while typing on a keyboard or screen, listen with the TV on or with a monitor on, which we may consider “background” but background is not, as information comes out of it that sometimes catches us, and this is one of the worst listening ever, except for a few moments of “mental presence”.
The effort of talking to someone who listens ‘in fits and starts’ is enormous, both physically and emotionally. After this review of bad listening, let’s move on to listening of a better nature highlighted on the scale.


2.6. Effective listening. Selective, active, empathic and sympathetic listening
When we think of effective listening we first think of positive experiences, moments when we felt heard with our hearts and not just our ears.
But effective listening can have many nuances, which are worth exploring. It is essential to understand that listening becomes effective when it achieves its ends, and its ends are different depending on the relationship. In a phase of listening to a person who has experienced trauma, empathic listening will be important and indeed healing.
But if we are listening to a person who is telling us about an accident in progress in which there are people still in danger, we will have to know how to switch to active and selective listening immediately, not a word more, not a word less. Fast, quick and incisive, getting what we need, to move on to action or swiftly pass the information on to others. And the information must be ‘clean’, otherwise we risk circulating ‘dirty’ and wrong information, and doing damage.
The good listener is therefore not always “good, good, patient, nice and always says yes”, but rather, knows how to use the right listening mode for the purpose, knows how to understand the context, knows how to use multiple tools and modes, which can sometimes be quick and sharp, other times slow, soft and welcoming.

2.7 Selective listening
With selective listening we overcome the “red zone” of listening and enter into modes that can be really useful.
Selective listening, although not empathic in intent, seeks very precise information, which can be both objective (things, people, times) and emotional (moods, feelings), with respect to a certain episode or theme being explored. Whoever wants to do active listening must know how to do selective listening, because in some moments it is essential to know how to “take apart an episode”, to understand what to repeat or not to do again, and to know how to take apart positive episodes, to understand the success factors that we managed to create, and how precisely the chains of events followed one another.
Some listening techniques become fundamental here:
Reflecting: acting as a mirror, reformulating what has been understood. It allows one to be more precise and opens up other content.
Deflecting: Recognising the input of themes that do not belong and managing to get them out of the conversation, dampening them and expelling them.
Probing: Testing a piece of information with a related question, e.g. asking “since you told me he arrived late, when did he arrive?”. Useful for further investigation.
Recap: Recap and relaunch. Recapitulate what has been collected so far and open “OK, we’ve reached the point where you turn up for the interview, they make you wait, you start to get nervous, you walk in and you don’t know what to say. Then what happened?”
Contact: constant eye contact signals, nodding of the head, guttural and paralinguistic expressions (uhm, ah, oh), everything that is a “Fàtic” signal (fàtic signals are those that say, in essence, “I am there”, I am present, I am here for you).
All these techniques will be discussed in more detail when we talk about “conversation analysis”, but it is good to know that they exist, and that active, selective or empathic listening uses precise techniques, and is not limited to the will to listen.

In selective listening, we are extremely focused on understanding a specific thing, a specific question about what the other person is thinking, or a precise piece of information that we want to grasp. 

Everything else is of no interest to us. 

Our mental presence is switched on, sharp, but directed like a laser towards an information point, and not – as in empathic listening – welcoming towards whatever emerges. When material emerges that does not interest us, we bring the conversation back to the ‘focus’ we are interested in with questions (with topic shifting, or conversational refocusing).

In terms of the efficiency and effectiveness of selective listening, our questions only become ‘diagnostic’ when they manage to cleanse the picture, leaving only what really interests us, so practicing it well requires technique and study. This also happens in daily life, and we need not worry about it. The question can be “what time will you be home?” and we can only be interested in one hour, and nothing else. Not the story of life. We have to worry instead if the intention is to listen actively and empathetically to an emotional and human experience, and only questions of clarification or monosyllabic answers come out. If we ask selective listening “where would you like to go on holiday”, the listening will focus only on the “where”, neglecting the “how”, the “subtle nature” of the type of holiday the other person would like to take. Practicing selective listening is not in itself wrong or right. It depends on the consistency between our underlying purpose and the type of questions that come up. We can assess it on the basis of the empathy factor – if our purpose is to create empathy, it can be used but it must be dosed very carefully. Empathy is a process that ‘welcomes’ rather than excludes and so selective listening is great for gathering data but very poor for really targeting emotions.

2.8. Active listening

A good listener is one who helps us overhear ourselves.
(Yahia Lababidi)

When we practice active listening we are immersed in a special activity. We are giving interest, our time, our energy, to understand a person, their content, their intentions, and a piece of their story. People are generally wary of opening up and telling about themselves, their inner selves, even to themselves. Active listening offers a ‘life platform’ where the words of others and the thoughts of others can gently and progressively rest.

Each opening is followed by a greater opening, until the ‘core’ of the person is revealed for what it is, in its splendor, in its pain, in its truth. Freed from masks and self-consciousness.

Getting to the ‘human core’ of a person takes a long way, but it can be done. From the nothingness of empathic listening, every small step towards ‘sharing’ is always significant.

The person who engages in listening, basically, wants to listen, considers it an important fact, to the point of putting the brakes on his or her thinking, omitting to say how he or she thinks, putting the brakes on ‘taking the turn of the conversation’ to make an argument or express opinions. 

Active listening focuses on listening. It does this with words, with questions, and also with the body. It uses bodily and paraverbal signals of participation in what is said, reformulations and recapitulations of perceived content, and other linguistic and non-verbal devices that serve to give the signal “what you say interests me, I am following you”. Active listening can be practiced for two major classes of interests, even opposite to each other. It can be done as an extreme act of love, a gift we give to a friend, or a moment of great humanity in which we take an interest in others. 

Or it can be an extremely strategic listening, a professional listening in which we need the information inside someone else’s mind. We may need it to help the other person, as in coaching or therapy, or we may need it to run an organization, or to make decisions, as in leadership.

In any case, what we have in our minds is always enriched by listening to others.

It is natural that more information emerges from active listening and the person can also expose emotional information, which is all the more profound the more the listener is committed to not judging, not judging, not interrupting, not ‘interpreting’.

Active listening requires energy, commitment, a rested body, an alert and watchful mind. When we are in this mode, even a single nod of the eyebrow can give us valuable information.

We can not be distracted for a moment that we’re screwed 

for the rest of our life! 

Micaela Ramazzotti – Anita

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CIELS Institutional Website: https://www.ciels.it/