Ears and Organisations

CHAPTER SIX ears and organisations A non-judgmental attitude, is critical when dealing with people who have listening problems. Training or coaching can help managers understand the nature of listening problems. INTRODUCTION Organisational processes are influenced in important ways by the widespread incidence of Indigenous listening problems that are the result of childhood ear disease. This chapter describes a project conducted within Indigenous health organisations, (Howard 2006) where about half of the Indigenous staff described with listening problems. These were identified through the Phoenix Listening Survey (see Appendix 2) that asked people a series of questions about listening in different acoustic conditions1. This chapter describes the findings of that study and reiterates points made earlier in the book by placing them within a real life context. Some workers already knew from formal hearing tests that they had a level of hearing loss. Although hearing aids had been recommended in some cases, none of the workers used them because they were expensive and could be obtained only after a complex referral process. Their co-workers were seldom aware that there were others around them who had problems hearing. However these listening problems significantly affected their work performance, and consequently, organisational processes. CommuniCation diffiCuLties Those staff members with listening problems often had strong preferences for particular communication styles and preferred to communicate with specific individuals. They preferred face-to-face communication, minimal background noise and working with people they knew well. They found it difficult to understand people who used a lot of jargon, and often avoided communication with people who judged them as a result of their difficulties in understanding what was being said. Certain types of communication - like telephone calls - were particularly difficult. Indigenous health workers with listening problems mentioned they often found it difficult to understand messages delivered over the phone, especially when the call was from a doctor. “The doctors that ring up are hardest because of the words they use and way they talk. They ring and want to talk to (GP at health centre) and tell you whole story (about why they are calling). They talk too fast and tell you too much.” (Remote Indigenous health worker with listening problems) People who telephone remote communities often find that messages do not ‘get through’ or that they are passed on inaccurately. Listening problems and the use of unfamiliar language contribute to this situation. Indigenous people with listening problems who make mistakes 73 Listening, Learning and Work taking telephone messages are often criticised for this (Howard 2005), so it is not surprising that they avoid this work where possible. For those with listening problems, Some managers with listening problems had a communication with unfamiliar, non-Indigenous preference for administrative work, because it was staff was often difficult. Consequently, a high structured and routine and mostly involved face-to-face turnover of non-Indigenous staff will have and one-to-one communication, or communication by more impact on Indigenous staff with listening email. problems than it will on other staff. It is commonly accepted that work effectiveness improves once non-Indigenous workers develop a relationship with the people in a community. While it is generally thought that this is related to cultural or linguistic factors, this study suggests that the widespread listening problems are also a factor. Indigenous staff with listening problems observed that their communication difficulties were reduced when they were dealing with familiar people. ‘Face watching’ and lip-reading are easier, with familiar people, and the speaker’s motivations more readily understood. This helps to ‘fill in the gaps’ created by listening problems. Importantly, in an established relationship there is less likelihood that they will be judged negatively and shamed as a result of communication difficulties. Comments following the departure of a wellestablished nurse/manager highlight this. “He knows us and we can talk to him. He is easy to talk to. If we ask him things he doesn’t think we’re stupid. It will be hard with someone new. You don’t know them so you feel shy in case feel shame.” (Remote Indigenous health worker with hearing loss) A non-judgmental attitude, is critical when dealing with people who have listening problems. Training or coaching can help managers understand the nature of listening problems. Managers who had been coached on listening problems as part of this project learnt to manage communication problems differently. One manager said that his knowledge of listening problems had improved his understanding of communication difficulties. He felt encouraged to become a more proactive communicator when working with people who had listening problems. “It is good to be aware of X’s listening problems. I take more care to work through issues one-to-one, to make sure he is on board. I try to always give a written briefing that is going to be tabled later so he can read it before it is discussed. When you forget about it and take issues to him that he has not understood it reminds you that you have not worked them through with him. If you are in a meeting and you do not get the 74 Listening, Learning and Work support you expected (from him), you think’ hang on I have not worked this through with him’. Before (I knew about listening problems) I would get frustrated and think why has he not come on board with this?” (Non-Indigenous manager) The manager was able to appreciate that the worker concerned did not disagree with the management approach proposed at the meeting. Rather, the worker had not completely understood the issue because it had not been fully discussed with him before the meeting. Preparation for meetings is crucial for those with listening problems so that they can better understand what is to be said. It is also important for those seeking support of people with listening problems, to take the time to brief them before meetings. Further, there was evidence that Indigenous staff who understood their own listening problems were more confident and effective. “I think I have got a little bit more confidence since our last conversation (when we talked about listening problems). I am more comfortable about asking people ‘What do you mean?’ and I don’t jump in with decisions now. I used to jump in and make a decision without understanding everything because I worried that people thought I was taking too long asking about stuff. Now I just keep asking things until I understand everything before I decide something. I do a lot of talking to myself too and say, ‘Goodness girl, you’ve got to start speaking up’. We have had visitors coming here and I have been part of the conversation where I will speak and talk. I mean I never used to do that because I was shy but also because I thought I would be saying the wrong thing, you know.” (Indigenous manager with listening problems) “It is good to understand why school was so hard for me and why I get so frustrated sometimes. I feel stronger about ‘keeping asking’ (for clarification) and not being shamed about asking. It makes me want to make sure the same does not happen with my kids and all those kids we see at the health centre with bad ears.” (Indigenous health worker with listening problems) “You know I always thought that I was dumb and that non-Indigenous people just did not like me. Knowing about this stuff helps me know I am not dumb like I thought. I can do things if it is explained the right way, but non-Indigenous people mostly can’t do that - it is them who are dumb (because thy do not know how to communicate effectively with Indigenous people with listening problems).” (Indigenous Health worker with listening problems) 75 Listening, Learning and Work understanding Listening probLems An understanding of listening problems can help build the capacity of Indigenous staff and the effectiveness of organisations providing services to Indigenous people. The 2009 Productivity Commission report on Indigenous disadvantage highlighted the difficulty in ‘closing the gap’ between Indigenous and non-Indigenous Australians. A contributing factor is that widespread Indigenous hearing loss is generally not considered to be a service provision issue. As well as institutions being proactive in addressing the issues around delivery of services to Indigenous people with listening problems, individuals with listening problems themselves also need to take action. BEING PROACTIVE The way those with listening problems operate in the face of communication difficulties is important in determining communication outcomes. One successful Indigenous manager with listening problems, commented that she had a reputation for asking ‘lots of dumb questions’. They were seen as ‘dumb’ by others because they concerned information that had already been discussed or were at a level of detail the others felt was unnecessary. However, these ‘dumb’ questions were in fact important for this Indigenous manager. She needed to ask her colleagues to clarify what had been said, and to build the knowledge frameworks that underpinned her work success. Her ‘dumb’ questions were critical for her The manager was able to appreciate that the worker success and if she had allowed the reactions concerned did not disagree with the management of others to constrain her questioning, she approach proposed at the meeting. would have been less effective in her work. Rather, the worker had not completely understood However, it is common for people with the issue because it had not been fully discussed with listening problems to remain silent when him before the meeting. they are unclear about the content of a discussion. This allows them to avoid the hurtful judgments that they are well aware of because of their astute reading of body language. Reading body language and developing general ‘visual literacy skills’ are important in minimizing adverse outcomes from listening problems. VISUAL LITERACY Visual literacy is the capacity to receive and express information through visual means. This includes gestures, facial expressions and body language. Visual literacy skills are an important component of Indigenous communication, so Indigenous people generally have better visual literacy skills than non-Indigenous people. 76 Listening, Learning and Work “Indigenous English makes considerable use of non-verbal signs… (they) are an integral part of the communication process … they are systematised and integrated in a way that makes them an essential part of the vocabulary of the language.” (Queensland Government 1993:37) The visual cues that play a part in face-to-face communication assist all Indigenous staff, but are critical for successful communication with people who have listening problems. “I tend to watch (people). It helps me to form an opinion and an idea of how they feel about certain things … and what to say next to make them feel how you think they want to feel sort of thing. And I know when I’ve said something wrong. Their reaction tells me. I know if they’re uncomfortable. I’m uncomfortable because of it even (if) they won’t say it.” (Indigenous manager with listening problems) One Indigenous health worker with listening problems said that she preferred to use sign language to ask for clarification from other Indigenous staff, instead of asking a question that might mean being shamed in front of non-Indigenous people. A number of people commented that visual cues greatly helped communication outcomes. One non-Indigenous manager described how he always used a white board in meetings to help explain things. One doctor said he always had a pen and paper on hand to draw pictures to illustrate what he was trying to explain to Indigenous health workers and clients. Most Indigenous managers and Indigenous health workers with listening problems had a strong preference for face-to-face, one-to-one communication. This allowed them to make maximum use of visual cues and seek verbal Indigenous staff with listening problems clarification without the danger of being described strategies that helped them to cope, publicly shamed. such as spending extra time on preparation. FINDING STRATEGIES TO COPE Indigenous staff with listening problems described strategies that helped them to cope such as spending extra time on preparation. This helped them to build a basic framework of understanding (thinking-listening skills) about the work they were involved in. They were then able to ‘hear’ better, as their background knowledge filled in the auditory gaps created by their listening problems. Preparation One manager explained that if she was going to attend a meeting, she would read all she could about the topic beforehand and then talk to people about what was discussed afterwards. The preparation gave her background information on the issues that would be discussed and some knowledge of the terminology that would be used. She would also consider what she wanted to say, even to the point of scripting it in her mind. Without this type of preparation she would be worried that she would not understand what was happening at the meeting and about the 77 Listening, Learning and Work possibility that she might be shamed. One manager described how he made sure an Indigenous health worker with listening problems had ‘the big picture’. “It is important to give her the background so that she knows the big picture. And I know I have to be very clear in what I say, not give any room for mixed messages. She likes to think it through herself. I ask her what she is thinking, rather than tell her what I want her to do. She likes to feel she is making the decision herself, through understanding the reason for it. All that takes more time explaining and discussing, but if I don’t do it that way there are likely to be arguments and misunderstanding that take lots more time to sort out.” (Indigenous manager) By providing background information, the manager was helping the worker to develop her knowledge framework. When anticipating what may happen, people often think first of their preferred scenario and they may become upset if others, who have not been consulted or have not agreed to the plan, frustrate it. By finding out what the worker is thinking about a problem, rather than issuing instructions, the manager avoids the potential for conflict if her ‘thought plans’ are frustrated. The manager works with the Indigenous health worker to help her make her ‘own’ decisions, rather than simply directing her. While this could be seen as a good management process for most staff, it can be essential for staff with listening problems. Otherwise, staff with listening problems may, too often, become frustrated and upset with managers who they see as excessively directive. This manager also described another strategy he used with Indigenous health workers, who experienced listening problems. The tendency to construct anticipated scenarios as a coping strategy often results in high levels of anxiety and in suspicion about the intent of others. The manager had discovered the workers’ first response to an email was either to call him or to ‘stew’ over what they saw as a personal attack. He decided to phone them when he sent out an email on a general issue, to assure them it was not intended as personal criticism. Listening mates Managers and colleagues sometimes provided effective support to Indigenous staff with listening problems, without realising why this particular support was needed. One manager said she would make friends with some of the people she worked with, so she could enlist them as mentors or ‘listening mates’. If she did not understand something that was discussed she would turn to them for an explanation, at the meeting or afterwards. They became her extra pair of ears. Most of her ‘listening mates’ are other Indigenous people. In mainstream organisations where there are few Indigenous workers, those workers with listening problems 78 Listening, Learning and Work may enlist non-Indigenous people, with whom they share a mutual respect and who they feel ‘safe’ with, to help them in a similar way. Indigenous people with listening problems have usually experienced recurrent failure in ‘talkfocused’ schooling and workplaces. They often need to satisfy themselves that they are not going to face more of the same experiences before they become comfortable about accepting help. This highlights the importance of relationship-building and the need to identify people’s strengths, when they are dealing with listening problems. CONTROLLING WORK While staff with listening problems may prefer non-directive management styles, some Indigenous managers with listening problems may be more likely to use a directive management style. This is consistent with findings that non-Indigenous people with auditory processing problems may seek high levels of social control, as one way of coping (Howard 2004). One Indigenous manager with listening problems said that she coped best in the workplace when she was ‘the boss’. Being the boss allowed her to manage listening demands and the listening environment. She could tell people to stop ‘talking on the side’ in meetings, so she could hear the person addressing the group. She was also able to manage her communication with people by choosing situations and circumstances that allowed her to listen better or she asked people to communicate more through email. Some managers with listening problems had a preference for administrative work because it was structured and routine and mostly involved face-to-face and one-to-one communication, or communication by email. For these individuals, large meetings and networking with unfamiliar people can force them into uncomfortable roles that they would rather avoid or engage in only reluctantly, with a ‘listening buddy’ present. The highly directive management style evident in some Indigenous organisations and among some Indigenous managers may, in some cases, be a coping strategy for managers with listening problems. ANXIETY AND SUSPICION As outlined earlier, listening problems can contribute to people feeling more anxious, especially if their conversational partners lack communication skills. It is hard for those who are unfamiliar with the effects of listening problems to understand how a simple conversation may lead to anxiety and an accompanying reticence that may be seen by others as inexplicable shyness. When people regularly miss what is said, it is easy for them to suspect that others may be purposely withholding information. Some Indigenous managers with listening problems 79 Listening, Learning and Work commented that they often felt that other managers and staff might be keeping information from them or not involving them in key decision-making processes. One described her embarrassment after emailing a strongly worded complaint about a decision made without her involvement, only to be told that she was present at the meeting where the decision had been made. She then realised that it was discussed and decided-on during a part of the meeting she had ‘tuned-out’ from. Other members of staff Indigenous managers and Indigenous workers can sometimes use this anxiety to manipulate with listening problems experienced high levels of people and thereby contribute to conflict. discomfort and anxiety when faced with cross-cultural communication challenges in the workplace. Their level of anxiety was lower when communicating with Indigenous people who were familiar with their communication needs, or who themselves had the same needs. “Sometimes I don’t get told and X loves it that she is involved in something and I’m not and she makes a point of coming back and saying ‘You really should have been involved’ and all this bullshit. But it only makes me feel worse because I know that I should have been involved and I wasn’t. That’s the thing I hate and I get paranoid about it and then I start thinking silly things.” (Indigenous health worker with listening problems) Jane described her difficulties with change which were associated with her listening difficulties. When combined with a ‘bossy’ new nurse, these problems escalated into a major conflict that undermined her confidence and led to her mistrusting non-Indigenous staff. “I get a bit nervous of new staff - one new nurse was growling and bossing me, then it was worse. He thinks we’re all dumb and hopeless - makes us feel really put down. He said in front of everyone ‘You know you’re paid to do that’. He shamed me. I worked six months on ignoring him. (Sometimes) the way he talked to me I thought he was going to hit me and I said to him one time ‘If you hit me I will hit you back’. I’ve been through domestic violence when younger. He complained about me and then I got told off. After that I did not trust Kardya (non-Indigenous people) I still don’t talk much to Kardya. It makes you feel funny. You think you are going to do things wrong.” (Indigenous health worker with listening problems) In another situation between an Indigenous manager and a non-Indigenous staff member, listening problems appeared to compound the difficulty of different communication styles. The non-Indigenous staff member outlined her concerns in a calm manner. She placed a high value on professional conduct, which in her mind meant that she should not show any emotion when dealing with her concerns. Her manager had listening problems and focused strongly on the non-verbal content of communications, often paying more attention to how things were said, than what was said. Her response to her staff member’s calmly expressed complaints was ‘She is lying; she says she is upset about this but she does not show it’. In the manager’s view, the lack of congruence between what was being said and how it was expressed made the message suspect. The manager’s descriptions of her dealings with others often referred to the way people showed their feelings by how they looked. A mediated 80 Listening, Learning and Work discussion was arranged. Before this took place the non-Indigenous staff member was encouraged to show her feelings about what was happening. When she did so, the Indigenous manager realised how upset the staff member was and her attitude changed immediately. She accepted the validity of what was being said and was willing to consider ways of resolving the problem. As a postscript to this episode, the manager received coaching in strategies such as paraphrasing - using different words to repeat back the gist of what others said to her - to ensure that she was clear about what other people had said. She said that she also tried this technique at home and found she was getting on better with family members. She had long thought people were making things up when they said they had told her something which she could not remember. She found she understood what family members were saying better than before and there were fewer family disputes arising from misunderstandings. aduLt ear disease In general, past middle-ear disease contributes to a persistent level of hearing and auditory processing problems in adulthood. However, adults may continue to have acute episodes of middle-ear disease which can cause a temporary and significant further hearing loss. This, in association with general ill health, can have a negative effect on work performance. One manager reported that an Indigenous staff member, who was approached about poor work performance, explained that she had recently been having trouble with her ears with an episode of acute otitis media. Her manager’s concerns about her poor work performance, included her apparent low level of motivation and lack of initiative. The other elements of her poor performance all related to tasks that required her to communicate with others. It was clear that her performance problems resulted from a combination of poor physical health, and communication problems related to an episode of acute ear disease. THOSE WITH FEW LISTENING PROBLEMS In this study, the Indigenous staff with the fewest listening problems were identified by others as coping best with cross-cultural demands. One Indigenous health worker prided himself on how quickly he had completed his training. Another was often asked to be a spokesperson when groups were dealing with non-Indigenous people because he was recognised as an effective cross-cultural broker. In general, the staff with fewer listening problems thought they related especially well to nonIndigenous people and coped well in situations where there were heavy listening demands. The ease these people felt, when working in cross-cultural environments, serves to highlight the significant adverse effects that listening problems can have on work performance in these 81 Listening, Learning and Work environments. These results are similar to results found among the Indigenous apprentices (Howard 2005). Those with fewest listening problems were described as ‘catching on’ quickly to explanations in English and coping well with cross-cultural demands. NON-INDIGENOUS STAFF WITH LISTENING PROBLEMS Research indicates that about 10% of the non-Indigenous population have listening problems. The comparable figure for Indigenous people is more than 40% (Yonovitz and Yonovitz 2000). This difference is primarily attributable to the levels of middle ear disease in each group. However, interviews with non-Indigenous staff working for Indigenous health organisations revealed that a significant number of them also had listening problems. This was supported by the results from the listening questionnaires completed with both non-Indigenous and Indigenous staff. These non-Indigenous people with listening problems often mentioned feelings of affinity with Indigenous people and said that they often felt more comfortable with them than with people from their own culture. They described a communication ‘connection’ that made it easier for them to relate to others in cross-cultural settings. Their sense of ease when working crossculturally saw them gravitate towards cross-cultural work and to the establishment of crosscultural relationships. It was noticeable that they appeared to have had a longer history of cross-cultural work or had plans to engage in this over the longer term. Non-Indigenous people with listening problems described themselves as having highly visual communication styles, where they relied on non-verbal cues, and avoided verbal communication when there was background noise. They often preferred to get straight to the point in conversations. They were prone to misunderstanding verbal communication and disliked large meetings such as formal training sessions. While they typically had very positive relationships with Indigenous people, many had been involved in interpersonal conflict with their non-Indigenous peers or managers. These conflicts were often related to misunderstood verbal communications and negative judgements about their work performance or motivation, in a way that paralleled the experiences of Indigenous people with listening problems. This is a subject that needs further examination. However, communication strategies that are effective for people with listening problems may work well not only for Indigenous staff but also for a significant number of non-Indigenous staff. 82 Listening, Learning and Work praCtiCaL steps Services employing Indigenous staff can also take practical steps to create an acoustic environment to help people with listening problems to perform better at work: • Consider acoustic conditions when selecting and planning work spaces. • Conduct a ‘noise audit’ to review the placement of desks and meeting spaces. Noise dampening materials, such as acoustic ceiling tiles, carpets and curtains can improve acoustics. • Consider the acoustics of the rooms that are used for meetings and use amplification systems for larger groups. • Screen staff for listening problems and support those with listening problems by taking special care with the acoustics of their work environment. • When purchasing new equipment, give preference to machinery with the lowest noise emission levels. • Put noisy appliances and machines in places where they will not be heard during conversations. • Place computer equipment in locations which minimise intrusive noise. • Provide readily accessible ‘quiet spaces’ where conversations can take place, particularly in open-plan offices. • Use amplified equipment (telephones and equipment for meetings) as a standard practice and make sure that telephones are available in quiet and readily accessible places. • Ensure that staff training and mentoring includes information on listening problems and the way in which they affect cross-cultural management concerns, such as performance management and conflict resolution. Listening and governanCe Communication among members of governing boards and councils was also considered in one study (Howard 2006). The deliberations of these bodies play a central role in the operation of community-controlled health organisations. Two all-day meetings of two different bodies were observed, with the permission of committee members. Participants also completed the Phoenix Listening Survey to identify the members who had listening problems. Analysis of the communication during the meeting showed how the effect of listening problems varied according to the nature of the topic under discussion. The management committees were primarily concerned with two types of issues. First, committee members were discussing ‘community matters’ - representing the interests of their community - conveying community 83 Listening, Learning and Work wishes and reviewing and addressing complaints. Second, they were discussing ‘external matters’ in response to demands of non-Indigenous organisations including government regulators, professionals and researchers. Listening problems were less evident when the discussion was focused on community issues and more noticeable when external matters were addressed. This reflects the differences in the knowledge frameworks of participants and their communication experience in each subject area. In general, there was no time constraint when community issues were considered. Discussion was also conducted in language and terminology with which committee members were familiar, and signing was also used. On the other hand, discussion about ‘external matters’ often involved culturally unfamiliar concepts and took place under time constraints, with limited opportunity for clarification, where matters were often considered in an abstract way. These discussions took place in English, which can be a third or fourth language for committee members. Crucial information was often presented by non-Indigenous people, who provided less non-verbal cues than Indigenous people. In this situation, communication becomes very difficult for people with listening problems. Not surprisingly, listening problems are most evident when governing bodies are dealing with ‘external matters’. Those with listening problems were most involved in discussion when ‘representing community concerns’. During these discussions the participants were more actively involved in the conversation and watched others very closely to monitor nonverbal responses. However, those with listening problems were noticeably less involved in discussions that involved ‘dealing with non-Indigenous matters’. In discussing these matters the people with the fewest listening problems were generally also the most fluent English speakers and the most literate. They were notable in helping those with listening problems by explaining the issues and responding to non-verbal requests for help and clarifying apparent misunderstandings. When those with listening problems did participate in the discussions on these topics, it was often evident that they: • had misunderstood what was said • talked off-topic • asked for the repetition or clarification of points • asked about things that had already been discussed. 84 Listening, Learning and Work The participants with listening problems were the ones who most often used a familiar Indigenous language during the meetings, often to clarify points already mentioned in English. Those with the best listening skills helped by explaining or repeating what had been said, often in a mixture of an Indigenous language, Kriol or English. Some committee members with listening problems left the meeting for long periods, came back late after breaks or did not come back at all. The staff involved in these meetings confirmed that these responses were typical for individual committee members. Staff from agencies also confirmed that some of the council and board members with listening problems had difficulty when providing feedback to their communities about the things discussed at meetings. “People tell me that they ask her what was discussed and she tells them ‘I don’t know what all that was about.’” (Indigenous manager) However, some participants with listening problems were described as ‘proactive’ in their efforts to keep in touch with issues ‘outside’ the meetings. “She always comes and talks to me one-on-one before a meeting, canvassing what the issues are. She will have talked to other people too. Then, after the meeting, she will come and discuss anything that she is not clear about. Yeah, she is really active outside of meetings following up stuff, even though she seems to miss a lot during meetings, like today when she asked about something we had just finished talking about.” (NonIndigenous manager who chaired the meeting) It was noticeable that in one of the committees, which had a longstanding reputation for effective governance, the members acted as a team. Some had literacy and language skills that gave them a better understanding of ‘non-Indigenous’ issues and they played a role in helping others to understand these. Some members with listening problems were important community leaders whose input into discussions or approval of decisions was crucial and the committee members worked as a team to engage them in a meaningful way. As in workplaces, the level of background noise in meetings also influences communication. One of the meeting rooms had a computer server with a fan that created a continuous background hum. On one occasion a committee member, with listening problems, referred to the noise made by the equipment, and said it limited his ability to follow the discussion. At morning tea the author asked the computer technician if the fan could be switched off for the rest of the meeting. This was done. Participants were asked at the end of the meeting if the quieter environment had helped them. Ten out of twelve participants said it had made a difference, with eight out of 85 Listening, Learning and Work twelve saying that it made a big difference. All of these eight either had a listening problem or were sitting closest to the equipment creating the noise. A recently appointed manager in this organisation, who had a functional listening problem, said that he had participated in two interviews for his position, one in a smaller office and a second in the larger meeting room with the computer server. He said he had found it difficult to follow conversations and questions during the second meeting because of the background noise level of the computer equipment. This study suggests that widespread listening problems affect the governance processes of management committees but can be managed in appropriate ways. For example: • Before meetings provide a plain language written outline of the issues that will be discussed. Include explanations of any technical or unfamiliar terminology. • Discuss issues using diagrams or illustrations that help to explain what is said. • Keep to the order of topics on the agenda, and note the transition from one topic to the next one. • Use gestures, tonal variation and facial expressions during any presentation - it is hard to listen to a ‘blank face going blah, blah, blah’. • Use amplification when presenting unfamiliar topics. The first two of the suggestions above help people to build the individual ‘frameworks of knowledge’ that are needed if they are to understand each subject and discuss the relevant issues. When the agenda is followed and the transition from one topic to the next is noted during the meeting, people know which topics are being addressed at any one time. They are then able to draw on their relevant ‘framework of knowledge’ to help them understand points that might otherwise be unclear, and they are better able to contribute to discussion in an appropriate way. Amplification helps ensure that what is said has the best chance of being heard. SHARED SOLUTIONS It is important that Indigenous listening problems are not simply treated as a new ‘deficit’ that explains Indigenous disadvantage because this would be counterproductive as well as erroneous. Rather, it is important to focus on the whole communication process. It is crucial Indigenous people with listening problems take action to avoid communication breakdowns, especially in cross-cultural settings. Non-Indigenous people can contribute to solutions when they understand the reasons for verbal communication difficulties, because this helps them to 86 Listening, Learning and Work avoid judgmental responses. They can also develop their visual literacy, by using non-verbal communication skills, managing acoustics and enabling effective use of ‘thinking listening skills’. Strategies include: • Using visual cues to help explain what is said. • Minimising levels of background noise during verbal communication. • Avoiding ‘verbal overload’. • Fostering the pre-learning that support ‘thinking listening skills’. • Encouraging people to ask ‘dumb questions’. On a systems level, mainstream institutions must address the consequences of widespread Indigenous listening problems. These listening problems constitute barriers to equal access to services, and restrict full participation in areas where Indigenous people are currently disadvantaged, such as schooling, training, employment, health and the criminal justice system. Endnotes 1 While the survey identifies the people who had functional listening difficulties it does not identify the origin of these. Difficulties can result from current Conductive Hearing Loss, auditory processing problems, some degree of Sensori-neural Hearing Loss, noise induced hearing loss, or some combination of these. However, it is commonly agreed that the greater prevalence of listening problems among Indigenous people has its origins in the endemic middle-ear disease experienced by Indigenous children. 87 Listening, Learning and Work