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Skills Icon: Listening
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Communication

Listening

Receiving, retaining and processing information
Transmitting information or ideas
Finding solutions to challenges
Using imagination and generating new ideas
Overcoming challenges and setbacks to achieve goals
Setting goals and designing routes to achieve them
Supporting, encouraging and motivating others to achieve a shared goal
Working cooperatively with others to achieve a shared goal
Step
10
:

Recognising tone

I recognise tone of communication

Core ideas

A

What is meant by tone and how it varies 

Tone is how something is said, not just the words used. The same sentence can sound polite, frustrated, relaxed, or like a command - depending on tone:

Pitch: How high or low the voice sounds.

  • High pitch: Can suggest stress, anxiety, or uncertainty.
  • Low pitch: Often sounds calm and confident but may seem disengaged.

Tempo: The speed of speech.

  • Fast: Can show energy and excitement but may also suggest nervousness.
  • Slow: Can seem authoritative and calm but might sound uninterested if too slow.

Volume: How loudly or quietly someone speaks.

  • Quiet: Can show control and confidence, but too quiet may seem uncertain.
  • Loud: Can sound strong and authoritative, but too loud may seem aggressive.

Intonation: How the voice rises and falls.

  • Falling intonation: Sounds confident, often used for statements or instructions.
  • Rising intonation: Sounds like a question or uncertainty.

Stress: Emphasising different words to change meaning.

  • Could you give me that? (Focus on ability)

Could you give me that? (Focus on who should do it)

B

Why recognising tone is important when communicating

For now, imagine that someone is saying the same thing - for example, “Could you get that piece of work to me tomorrow?”

Without changing the words, the way they sound and the meaning they convey can change a lot depending on the way in which someone says them. It is amazing how much meaning comes from the way that something is said, rather than just what is being said. This simple sentence could sound:

  • Positive: you are doing them a favour by getting the piece of work done for tomorrow.
  • Exasperated: the piece of work should have been done today or sooner.
  • Relaxed: getting the piece of work done for tomorrow would be great, but it could plausibly be at a later date.
  • Like a direct instruction: it is actually a command, not a question. 

Understanding tone helps you to recognise what the communicator’s purpose is.

C

How to recognise and understand tone when listening

Different emotions: As listeners, we might be able to interpret something of how the speaker is feeling depending on their tone.

  • Anger could be suggested by a loud voice and falling intonation
  • Anxiety could be suggested by speaking quickly and with a high pitch
  • Confidence could be suggested by moderate volume and steady speaking pace
  • Excitement could be suggested by a louder voice and quick speaking
  • Doubt could be suggested by stressing an uncertain element of a statement

The purpose of the communication: As listeners, we can also infer the purpose of the communication from the tone. For example:

  • Instructions tend to have a falling intonation
  • Questions tend to have rising intonation
  • An invitation for discussion will often have falling and then rising intonation

There are a lot of different combinations of the five elements of tone (pitch, tempo, volume, and intonation, stress). As such, this is a skill step that is worth exploring in greater depth through listening carefully and then identifying the elements of tone.

Assessment

Reflective questions for individuals can include:

  • What is tone and what are the five ways that it varies?
  • Why is it important to understand the tone being used?
  • How can you understand meaning from tone, sharing some examples?
  • When have you had to understand tone in a conversation?

Observation cues for trainers can include:

  • Is the individual able to interpret tone when hearing different examples?

Evidence can include individuals’ self-reflections, examples of interpreting the tone of what they might have heard, and observations from others.

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