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Listening Sample. We
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Ryan
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PREFACE

Understanding Your Training Package

Your Velsoft training package contains the following items:

o Instructor Guide: Contains all textbook information plus this preface, icebreakers,
activities, delivery tips, and more!
o Student Manual: Contains textbook information as well as areas to take notes. Each
manual also includes an evaluation form, action plan, and recommended reading
list.
o Handouts: Contains pre and post class answer keys as well as any additional
information or activity resources.
o Pre-Assignment: Task for participants to complete before the workshop to get them
thinking about the learning that will take place.
o PowerPoint Slides: PowerPoint presentation highlighting talking points in the
course.
o Quick Reference Guide: Two-page cheat sheet of tips and facts covered in the
course.
o Outline: Word document that outlines the overview and objectives of the course
and summarizes each session to be covered.
o Advertorial: Pre-made flyer that you can customize and distribute.

Look what you get!

Fully customizable Word and PowerPoint files!
Instructor Guide PowerPoint Slides
Student Manual Quick Reference Guide
Handouts Outline
Pre-assignment Advertorial

 2005-2018, Velsoft Training Materials Inc.

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Preparing for Training

To begin, read through this Instructor Guide. This is intended to be a guide and not a bible! Be
guided by your experience, the needs of the participants, and your own common sense, as well
as the information in here. Most of the suggestions and all of the information have been
developed through research and hands-on, classroom experience, but you will want to
customize the material for your particular audience.

Practice writing on flip chart paper before the workshop. You may want to draw lines on the
paper (lightly, in pencil) to help you. As well, many of the flip charts suggested in this course can
be prepared ahead of time. The first page should be set up like this:
o Name of Workshop
o Facilitated by < Your Name>
o Your Organization’s Name

For an extra touch, include sheets with the words Courtesy, Participation, and Confidentiality
written on them and post them around the room. You might also want to add the words
Exercises, Role Play, Learning, and Fun.

Have an emergency kit ready with the following items:

o Extra markers
o Tape and sticky putty
o Adhesive bandages
o An extension cord
o Safety pins
o Tissues
o A bottle of water
o A fuzzy toy (which can be used for many activities and to spice up any lecture)

Arrive at least one hour before the start of the session to ensure that:
o Signs are placed directing trainees to your room.
o The classroom is set up as desired.
o You know where washrooms, break facilities, smoking areas, and fire exits are
located.
o You have all necessary resources for the day.
o Materials for the morning are laid out, particularly for the icebreaker.
o Pens, sticky notes, and scrap paper are placed at every table.
o If you are using a laptop, it should be connected to the projector and both items
should be turned on.

 2005-2018, Velsoft Training Materials Inc.

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Our Top 10 Training Tips

Although we will provide advice throughout the workshop, there are a few tips that we think
every trainer should know.
1. I always shake hands with each participant and introduce myself as they come into the
classroom. I find that it breaks the ice and sets the type of friendly atmosphere that is
conducive to learning.
2. I always practice before the big day, even if I have delivered the course beforehand.
3. Bring extra activities with you. I have a list of children’s games that I’ve adjusted for
adults.
4. Always have a backup plan! For example, if you plan to use PowerPoint slides, make
sure you have a copy of the Instructor Guide, which includes the information to be
covered.
5. I like to print my instructor guide and place it in a three-ring binder. I put any
customized information in here, plus during the workshop I make notes about what
worked and what didn’t. This will be a resource that you can build on in the future too!
6. Things will go wrong during your workshop. If you are well prepared and confident, you
should be able to resolve most situations quickly and easily. Try not to let participants
see you stressed!
7. Involve participants as much as you can. Have them help you set the agenda, guide
activities (by passing out or collecting forms, for example), lead discussions, and
improve the course. The more participants put into it, the more they will get out of it.
8. Be ready to learn. I have not yet taught a workshop where I didn’t learn something.
Challenge yourself!
9. Tie everything back to the workplace. It’s no good knowing information unless
participants know how to use it.
10. And finally… don’t be afraid to have fun! I always bring a few fuzzy toys with me. I use
them as a speaking hat during discussions – whoever is speaking has the toy. Plus, it
sparks creativity and keeps participants interested.

Materials Required

o Flip chart paper

o Markers
o Soft ball or object
o Three index cards or sticky notes per participant (Morning Icebreaker)
o One blank sheet of paper per participant and a timer (Afternoon Energizer)

 2005-2018, Velsoft Training Materials Inc.

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Related Courses

o Communication Strategies
o Giving Effective Feedback
o Emotional Intelligence
o Introduction to Neuro Linguistic Programming
o Managing Difficult Conversations

Additional Resources

If you would like more information on training, Velsoft offers Train-the-Trainer courses at
several different levels. We also like the following books:
o The Trainer’s Tool Kit, by Cy Charney and Kathy Conway
o Diversity Training, by Cris Wildermuth
o Games that Teach, by Steve Sugar
o Sivasailam Thiagarajan’s books on games and activities

If you have a favorite resource, please share it with us!

 2005-2018, Velsoft Training Materials Inc.

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AGENDA

8:30-8:45 Icebreaker: Three Wishes

8:45-9:00 Session One: Course Overview

9:00-10:00 Session Two: Defining Active Listening

10:00-10:15 Session Three: Body Language Basics

10:15-10:30 Break

10:30-11:45 Session Four: Attitude is Everything!

11:45-12:00 Morning Wrap-Up

12:00-1:00 Lunch

1:00-1:15 Energizer: Photographic Memory

1:15-3:00 Session Five: Encouraging Conversation

3:00-3:45 Session Six: Building Relationships

3:45-4:15 Session Seven: Getting Over Listening Roadblocks

4:15-4:30 Workshop Wrap-Up

 2005-2018, Velsoft Training Materials Inc.

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Session One: Course Overview

(8:45-9:00)

Setting the Stage

Introductions
Introduce yourself. Establish credibility by giving examples of training experience, and your own
experiences with today’s topic, including some war stories if you have them.

Give the participants a chance to introduce themselves to you. You will probably want to know
their name, their department, their position title, and what their interest is in today’s topic.

Ground Rules
Ask participants for some ground rules that should be followed during the course. Record ideas
on flip chart paper. After the activity, create a final version and post them where everyone can
see.

Some common ground rules include:

o What we say in this room will stay in this room.
o We can disagree with one another and provide feedback as long as we do so
constructively and respectfully.
o We will all put on our listening hats when someone else is speaking.
o Everyone will participate to the extent that he or she feels comfortable. You get out
of a workshop what you put into it.
o We agree that this is the place to make mistakes and to learn.
o We agree to each be responsible for our own behavior.

Housekeeping Items
Let participants know:
o When the workshop will end
o When breaks and lunch will be
o Where they can find break and restroom facilities
o Where fire exits are and what will happen if there is an emergency
o What the building’s smoking policy is
o How you would like cell phones to be handled, although this should be agreed upon
by all participants
o What the classroom food and drink policy is

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Agenda Review

Present the agenda as a handout, PowerPoint slide, or on flip chart. Review the topics and the
timeline.

Here is how our in-house trainer handles some common concerns.

This looks like a lot of information. Will we be able to cover it all?

Reassure participants that today’s timeline is indeed feasible. If issues arise, promise that you
will involve participants in solving the problem, rather than cutting out topics or breaks
autocratically.

We’d rather spend more time on x rather than y. Is that possible?

If it is at all possible, accept suggestions like these. For example, you may be able to move an
activity (particularly discussion activities) from one topic to another. Make a few minutes
before the session to prepare.

I was expecting to discuss _______. Is it included in today’s course?

If it is included, reassure participants and let them know when it will be covered. If it’s not
included, suggest resources or provide additional information. If you don’t have the answers,
promise participants that you will track the information down and get it to them as soon as
possible. (Give a timeline if you can.)

I didn’t realize that this course covered_______. Why is it included in today’s course?
This can be a tough one! Usually, I briefly explain the connection and let participants know
more information will be provided when the topic is covered.

 2005-2018, Velsoft Training Materials Inc.

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Course Overview

Ask students to turn to Session One in their workbooks. Read the introduction below.

 Workbook Material

Communication skills are at the heart of everything we do each day, whether at home, at
work, or at play. Active listening encompasses the best of communication, including listening
to what others are saying, processing the information, and responding to it in order to clarify
and elicit more information. This one-day workshop will help participants develop and
practice their active listening skills.

Learning Objectives

At the end of this workshop, you will be able to:

o Define active listening and its key components
o Identify ways to become a better listener
o Use body language to reflect a positive listening attitude
o Understand the difference between sympathy and empathy, and when each is
appropriate
o Create a listening mindset using framing, positive intent, and focus
o Be genuine in your communications
o Understand the communication process
o Ask questions, probe for information, and use paraphrasing techniques
o Build relationships to create an authentic communication experience
o Identify common listening problems and solutions

Give participants a moment to write down their own learning objectives in their workbook.

Action Plans and Evaluations

Next, pass out evaluations and action plans. (Both of these items are in the Handouts folder and
the Student Manual.) Ask participants to work on these throughout the day. They will also have
a few minutes at the end of the workshop to finalize their ideas.

 2005-2018, Velsoft Training Materials Inc.

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Session Two: Defining Active Listening

(9:00-10:00)
Let’s have a look
What is Active Listening? at Session Two, it’s
one of my favorites.
(15 minutes)

Active listening means that we try to understand things from the speaker’s point of view. It
includes letting the speaker know that we are listening and that we have understood what was
said. This is not the same as hearing, which is a physical process, where sound enters the
eardrum and messages are passed to the brain. Active listening can be described as an attitude
that leads to listening for shared understanding.

When we make a decision to listen for total meaning, we listen for the content of what is being
said as well as the attitude behind what is being said. Is the speaker happy, angry, excited,
sad…or something else entirely?

Responding to Feelings

The content (the words spoken) is one thing, but the way that people feel really gives full value
to the message. Responding to the speaker’s feelings adds an extra dimension of listening. Are
they disgusted and angry or in love and excited? Perhaps they are ambivalent! These are all
feelings that you can reply to in your part of the conversation.

Reading Cues

Active listening means that we are also very conscious of the non-verbal aspects of the
conversation.
o What are the speaker’s facial expressions, hand gestures, and posture telling us?
o Is their voice loud or shaky?
o Are they stressing certain points?
o Are they mumbling or having difficulty finding the words they want to say?
o Does their body language indicate that they are uncomfortable or feeling like their
message is not being heard?

Active listeners watch for these cues and adjust their approach accordingly. Sometimes just
taking one step back, or ceasing talking and getting the other person to talk to you instead, will
be all it takes to ease the tension.

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Demonstrating Listening

When you are listening to someone, these techniques will show a speaker that you are paying
attention, providing you are genuine in using them.

Physical indicators include making eye contact, nodding your head from time to time, and
leaning into the conversation.

You can also give verbal cues or use phrases such as “Uh-huh,” “Go on,” “Really!” and, “Then
what?”

You can ask questions for clarification or use summarizing statements. Examples:
o “Do you mean they were charging $4.00 for just a cup of coffee?”
o “So after you got a cab, got to the store, and found the right sales clerk, what
happened then?”

 2005-2018, Velsoft Training Materials Inc.

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Identifying Good Listeners

(15 minutes)

 Activity Ideas
 Slide Material

Ask participants to write down the names of three people that they consider good listeners.
Some people have a hard time identifying three, so help them out if you can.

Once everyone has three names, ask if anyone wrote down the name of a person they do
not like. (Usually the answer is no.) Then, ask if any of the three people fit into one of these
categories:
o Someone they like
o Someone they love
o Someone they respect

Normally the three people will fit into one of these categories. People don’t normally write
down names of people they do not like (although if they do, they will probably be someone
that they respect).

Ask participants the following question: If they wish to be liked, loved, or respected, how is it
they need to behave? (The answer is that they need to be good listeners, of course!)

 Workbook Material

There is room in the workbook for participants to write down their ideas.

 2005-2018, Velsoft Training Materials Inc.

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Tips for Becoming a Better Listener

(15 minutes)

 Activity Ideas
 Slide Material

Divide participants into groups of four to six. Ask groups to review the list of listening tips
below. After they have reviewed the information, groups should rank the list from one to
seven, with one representing the least useful tip and seven representing the least useful tip.

 Workbook Material

There is room in the workbook for participants to record their ideas.

Active Listening Tip Rating

Make a decision to listen. Close your mind to clutter and noise and look at the
person speaking with you. Give them your undivided attention.

Don’t interrupt people. Make it a habit to let them finish what they are saying.
Respect that they have thoughts they are processing and speaking about, and wait to
ask questions or make comments until they have finished.

Keep your eyes focused on the speaker and your ears tuned to their voice. Don’t let
your eyes wander around the room, just in case your attention does too.

Carry a notebook or start a conversation file on your computer. Write down all the
discussions that you have in a day. Capture the subject, who spoke more (were you
listening or doing a lot of the talking?), what you learned in the discussion, as well as
the who, what, when, where, why, and how aspects of it. Once you have conducted
this exercise eight to ten times, you will be able to see at what level your listening
skills are.

Don’t be afraid to ask the other person what they want from the conversation. Are
they looking for advice, validation, an opinion, or just an opportunity to vent?
Knowing what they want will help you structure your listening approach to effectively
communicate with them.

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Active Listening Tip Rating

Ask a few questions throughout the conversation. When you ask, people will know
that you are listening to then, and that you are interested in what they have to say.
Your ability to summarize and paraphrase will also demonstrate that you heard them.

When you demonstrate good listening skills, they tend to be infectious. If you want
others to communicate well, you have to set a high example.

 2005-2018, Velsoft Training Materials Inc.

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Pre-Assignment Review

(15 minutes)

 Activity Ideas
 Slide, Handout, and Workbook Material

As a pre-assignment, participants were asked to complete the Active Listening Inventory.

Take a moment to ensure that everyone has done so. Then, divide participants into pairs and
have them discuss the assessment (if they are comfortable doing so) and the questions.

Instructions

For each question below, indicate whether you never, sometimes, often, or always do that
activity.

Active Listening Inventory

Statement Never Sometimes Often Always

I enjoy listening to others.

I multi-task, like organizing my e-mail while I am

talking on the phone.

I find listening to other people interesting.

When I am listening to other people, I focus on what

they are saying, rather than thinking about what I
want to say.

I interrupt others when they are speaking.

When possible, I watch the other person’s body

language.

When possible, I indicate that I am listening through

body language (nodding my head, leaning in, etc.).

I try to put myself in the other person’s shoes.

 2005-2018, Velsoft Training Materials Inc.

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Statement Never Sometimes Often Always

People often come to me for advice and help.

When someone is speaking, I know what they are

going to say.

Questions

o Based on this inventory, where do you think you are strongest in terms of active
listening?
o Based on this inventory, where do you think you are weakest in terms of active
listening?
o What is one thing that you could do to improve your listening skills?

 2005-2018, Velsoft Training Materials Inc.

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Workshop Wrap-Up

(4:15-4:30)

Take the last 15 minutes for a quick review and to answer any questions the class may have.

In closing:
o “We have two ears and one mouth so that we can listen twice as much as we
speak.” (Epictetus, Greek philosopher)
o “Most people do not listen with the intent to understand; they listen with the intent
to reply.” (Stephen Covey)
o “The art of conversation is the art of hearing as well as of being heard.” (William
Hazlitt)

This is also a good time to help participants wrap up their action plans, collect evaluations, and
to pass out certificates.

 Trainer’s Tip

If you haven’t provided students with the Student Manual, print out the Recommended
Reading List and give it to participants as a bonus.

Let’s jump to the end

with the Workshop
Wrap-Up.

 2005-2018, Velsoft Training Materials Inc.