Chapter Six

Listening and Nonverbal Communication

Chapter Overview

Listening to others and understanding the meaning behind nonverbal messages is an important
skill for managers today. In this chapter we discuss listening: what it is, why it’s important, the
benefits of active listening, and the barriers to effective listening. We discuss the characteristics
of active listening and strategies for listening actively. We also discuss what is involved in
nonverbal communication and how to improve one’s communication skills by being attuned to a
person’s non-verbal messages.

Learning Objectives

After reading this chapter, the student/reader will be able to:

 Ask a colleague to be a sounding board when discussing something important.

 Use behaviors that demonstrate willingness to be a good listener or sounding board.
 Differentiate between effective and noneffective listening behaviors.
 Accurately send nonverbal signals.
 Accurately interpret others' nonverbal signals.
 Actively listen.

Chapter Outline

Communication is a two-way street. When done correctly it is a fluid, evolving process. Listening
is a critical component of communication and enables us to not just hear but to construct
meaning out of what is being said. This chapter reviews the basic concepts of effective listening
and nonverbal communication and how these principles can be applied in personal and
professional life. It also addresses dealing with anger and emotion. Chapter 7 goes into greater
detail about communicating effectively and assertively.

What is Listening?

Listening is the process of hearing someone speak, processing what you’re hearing, and
demonstrating you understand the speaker’s intent. Effective listening has three dimensions:

1. Sensing involves hearing the words and receiving the nonverbal signals such as body
language and facial expressions.

2. Processing/evaluating involves understanding the meaning, interpreting the implications,

evaluating the nonverbal cues, and remembering the message.

3. Responding involves the listener sending the speaker verbal or nonverbal signals that
they are being heard.

Why is Listening Important?

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  Listening is critical for effective communication.
 Effective communication is hampered because few people have acquired training in
effective listening.
 Effective listening demands, and rewards, attention, concentration and effort.

 There are several different types of listening:

1. Passive listening occurs when one is trying to absorb as much of the information
presented as possible.

2. Attentive listening occurs when one is genuinely interested in the speaker’s point of
view.

3. Active or empathetic listening is the most powerful level of listening; involves high levels
of attentiveness, clarification and processing of messages. True active listeners spend
almost 70 percent of their time listening and less than 30 percent of their time talking
(the “70/30” principle).

Benefits of Active Listening

 Active listening:

 Shows the listener that you are concerned about the message being sent.
 Encourages further communication.
 Has the potential to enhance relationships, involves offering mutual support and
developing common understanding.
 Others feel cared for.
 Can be calming.
 Invites others to listen to you.
 Leads to better cooperation and problem solving.

 Active Listening and Organizations

 Important for intraorganizational communication.

 Can be useful in addressing employee considerations.
 Raised performance levels through responsive and creative problem solving.
 Employees spend one-third of their time listening; executives spend two-thirds of
their time listening.
 A powerful competitive tool.

Barriers to Effective Listening

 Many factors contribute to difficulties in listening:

 Physiological limitations - listening can be fatiguing.

 Speaking/listening gap - we can process information faster than people speak.
 Inadequate background information - lack of information to engage in conversation.
 Selective memory - we hear and remember what we want.
 Selective expectation -the “self-fulfilling prophecy”.
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  Fear of being influenced or persuaded - inability to entertain another’s point of view.
 Bias and being judgmental - negative judgments about the speaker.
 Boredom - lack of desire to listen closely.
 Partial listening and distractions - getting only part of the message because of lack of
focus.
 Rehearsing - mentally preparing a rebuttal instead of listening.
 Selective perception - letting your perception distort the true message you are
receiving.
 Interference from emotions - inability to understand, control or express emotions
clearly.
 Online distractions - multitasking with mobile devices.

Dealing with Anger and Emotion

Anger conveys a message that a situation is perceived as upsetting, unjust, or threatening. You
can’t control another person’s anger but you can control how you respond to it. Two core skills
are required to successfully resolve a conflict: the ability to quickly reduce stress in the moment
and the ability to remain comfortable enough with your emotions to react in constructive ways
even in the midst of an argument or a perceived attack.

 Tips for dealing with an angry person:

 Remain alert and calm, pay attention to the feelings being expressed as well as the
spoken words of others.

 Control your emotions and behavior. When you are in control of your emotions, you
can accurately read and interpret verbal and nonverbal communication and
communicate your needs without threatening, frightening, or punishing others.

 Fight fair, expressing your own needs while still respecting the other person and his
or her viewpoint. By avoiding disrespectful words and actions, you can almost always
resolve a problem faster.

 Set clear boundaries about what you will and will not tolerate.

 Put your safety first. If you feel unsafe or threatened in any way, get away from the
person.

 Consider counseling or coaching if you are having a hard time standing up for
yourself.

Active Listening Strategies

 Several strategies to become an active listener:

 Show interest and be sincere in listening.

 Ask questions if you don't understand completely.
 Avoid distractions.
 Use direct eye contact.
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  Do not interrupt.
 Read both the verbal and nonverbal messages.
 Be empathetic.
 Paraphrase to correct misinterpretations.
 Evaluate the message after hearing all the facts.
 Concentrate on the message, not the messenger.
 Give feedback to check accuracy, express your perspective and broaden the
interaction.
 Listen with your entire body.
 Don't talk so much yourself.

What is Nonverbal Communication?

 Nonverbal communication is conveying meaning or expressing feelings consciously or

subconsciously through means other than words. Research indicates that over 55
percent of interpersonal communication is conveyed nonverbally.

 Nonverbal communication cues fall into two broad classes:

1. Nonverbal visual cues include facial expressions, eye blinks, eye contact, gaze
aversion, nodding, smiles, postural shifts, physical positioning, and other bodily
behaviors.

2. Paraverbal communication cues include aspects related to speech, such as pitch,

pauses, tone of voice, inflection, and voice volume.

Why is Nonverbal Communication Important?

 Most of us trust nonverbal cues far more than we trust another’s words. When asked which
part of a message they relied on to detect the speaker’s true feelings, people relied on the
spoken word only 7 percent; on tone of voice and pace of speech, 38 percent; and on facial
expression and other body language, 55 percent. People will almost always disbelieve the
spoken word if an opposite message is being delivered with tone of voice, posture, and
facial expression.

Benefits of Nonverbal Communication

 Covers items which can’t be expressed in words.

 Effective at sending accurate messages.
 Easier to get immediate feedback.
 Makes you more aware of your conscious and subconscious thoughts.
 Improves trust.
 Increases cross-cultural understanding.

Nonverbal Communication Components

 We communicate nonverbally in several ways:

1. Kinesics involves body movement, gestures and posture.

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 2. Para-language refers to the tone of voice, volume, pitch or speech rate.

3. Environment refers to the signals sent by the layout of the space or room, lighting, color
scheme, noise, decorations, etc.

4. Chronemics is the study of how human beings use and structure time.

5. Proxemics is the study of what you communicate by the way you use interpersonal
space.

6. Haptics (tactile communication) refers to the use of touch.

Barriers to Effective Nonverbal Communication

 Some nonverbal behaviors are culturally specific.

 Some nonverbal behaviors are in our “blind area.”
 Misinterpretation.
 Constant reliance on mobile devices.
 Short attention spans.
 Email limitations.

Nonverbal Communication Strategies

 Be aware of self-mannerisms that may signal distraction or boredom.

 Show respect by paying attention.
 Research cross-cultural mores to avoid offensive mannerisms.
 Don’t email, take phone calls, or text during meetings.
 Be aware of your use of email and texting in business settings.
 Watch yourself on tape.
 Take a class on presentation skills, debate, improv, etc.
 Slow down, concentrate, and think before you speak.
 Schedule blocks of time to meet with people about important issues.
 Be aware how some behaviors like always being late may be perceived by others.
 Don’t nod automatically in agreement unless you are in 100% agreement with what is
being said.
 Develop a genuine interest in others and their perspective.

Teaching Notes

Motivating the discussion

 Imagine you were traveling to a business meeting. You (or your secretary) made
reservations several weeks earlier, yet when you arrive, there's only one room available
and it's not non-smoking as you requested. You're upset. It's 2am, you're tired and you
want the room you reserved. The desk clerk says there's nothing she can do; she'll call
the manager. How are you feeling at this point? Angry, frustrated that you have to wait to
talk with the manager—without any guarantee that s/he will fix the problem). Now, what
if the desk clerk said, "I'm truly sorry. I know how frustrated you must feel; I would if this
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 happened to me. Let me get the manager; it's possible we can work something out that's
acceptable to you." In this scenario, the desk clerk is still unable to offer immediate
assistance, however, when she empathizes with you, you are more likely to calm down
and become a little less upset than when no such empathy is offered. Discuss why this
is so.

 Ask participants if they ever completed a task or assignment incorrectly because they
misunderstood the directions given. How could the situation have been prevented? What
responsibility do the student/teacher, employee/boss and/or child/parent have in the
creation and resolution of this misunderstanding?

 Other questions that can be asked to motivate the discussion are:

o Think about a recent time when you had a personal problem and shared your
concern with a good friend. Was your friend a good listener? What listening
behaviors did he or she exhibit that made you feel you were being
heard/understood?

o Can you identify someone in your workplace or class who is "good" at listening?
What characteristics does this person exhibit? What behaviors do they use that
exemplify effective listening?

o Think about your most recent manager: your boss, summer employer, club officer,
teacher or parent. Would you describe this person as a good listener? Why or why
not?

Ideas for presenting material

 One way to begin is with an activity like “Listening Via the Rumor Mill” (Exercise 6-A).
The difficulties in communication— especially listening—are likely to be illustrated
clearly. You could then ask students to brainstorm the reasons why the beginning story
became so modified in the end. Throughout the lecture, discussion, and activities, refer
back to this brainstormed list, e.g., "by doing this, this particular problem should
decrease." (Interesting data point: studies show that the grapevine is not only an
important source of information, but it is also about 75% accurate.1) Another option is to
videotape a talk show or debate (e.g., political). Show several minutes and ask students
to identify characteristics of effective and ineffective listening skills. Ask students what
impact one's listening skills have on "likeability," professionalism, etc. How do listening
skills in a talk show or debate differ from those in a one-on-one conversation?

 A dynamic way to begin the class is to have the participants engage in an activity
designed to help them experience the frustration that non-listening can cause. Arrange
the group into pairs and have one try to talk for a few minutes while the other actively
engages in non-verbal and verbal ineffective listening behaviors. Anything short of hitting
someone is permissible! The inattentive listener can avoid eye contact, take notes while
"listening," talk about something else, say they're listening while looking around the
room, pretend to check their text messages or play a video game while "listening," over-
talk, etc. Afterwards you can facilitate a discussion about (and scribe on the board) the
non-verbal and verbal examples of non-effective listening that were the most frustrating

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 for those who were trying to speak. This is a good lead-in to a discussion about what
strategies do work when trying to listen effectively.

 Non-Verbal Messages and Organizations–Have students create a list of non-verbal

signals organizations send to stakeholders. Using the non-verbal categories listed in the
chapter, challenge groups to find examples for each category. Discuss how these
messages can impact business. Discuss how organizations can use non-verbals to
improve relationships with stakeholders

Discussion Questions

Why is active or empathic listening so hard to do?

 Selective perception, bias

 Physical and physiological barriers or limitations
 Selective memory
 Selective expectation or belief you know what the speaker is trying to say before s/he
completes (related to this is the self fulfilling prophecy)
 Boredom or disinterest
 Preoccupied coming up with our rebuttals to the speaker's arguments
 Use of jargon or language specific to a group, organization, etc.—not mentioned in
the book

Few would argue the importance of active or empathic listening. However, there may be
times when you aren't in the mood. Should a friend or loved one catch us at this time and
begin sharing a problem with you, what would you do?

 One option is to pretend to listen. Nod and say "uh huh" now and again.
 Another is to gently stop your friend and say, "I really want to hear what you have to
say, but I'm really preoccupied at the moment. Can we talk after lunch?
 Another option is to muster up the energy to get in the mood and be there for your
friend. You'd want the same from him/her.
 Discuss these options. While there's no right answer, the first option is not
recommended. Ask students why this is so.

One element of active listening is maintaining eye contact with the speaker. For various
reasons, some people don't or can't do this. Why is this so and what impact might this
have on communication?

 Why? Self-esteem issues, fear of appearing confrontational, cultural differences (in

some cultures, direct eye contact is a sign of disrespect or challenge), habits.
 Based on our interpretation of eye contact, we could judge a speaker who makes
little or no eye contact as untrustworthy, sneaky, trying to hide something, inattentive,
uncaring. However, these interpretations may not hold in all cultures.

The text discusses proxemics or the way in which we use space in communicating and
how one's "safe zone" may be larger or smaller depending on the context (business or
personal) and the culture. If someone were too close, how would you respond?

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  One option is to back away. The closer they come, the more you move away.
 Another option is to give nonverbal indications that the distance between you is too
small.
 Another option is to politely express your feelings about personal space in an "I"
message. "I feel uncomfortable when you stand so close to me. I don't want to offend
you, however, I need more space."
 Offer your conversation partner a seat across a table from you. Even if there's no
table, some feel more comfortable when seated closely than when standing closely.
 Discuss the pros and cons of the options.

Tell us about a time when your nonverbal cues were inconsistent with what you were
saying verbally. How did this affect the conversation?

What are some positive and negative nonverbal behaviors you’ve seen in other people?
In yourself?

Notes on Selected Exercises

Exercise 6-A LISTENING VIA THE RUMOR MILL

Purpose: To illustrate effective listening techniques

Time: 20 min.

Resources/Set-up: Need five volunteers, copies of the rumor or story (see below) and a
chalkboard

Activity Instructions:

1. Five volunteers will be listeners. Have four of the volunteers leave the room.

2. Instruct all others in the room to serve as observers, taking note of effective or ineffective
listener behaviors (i.e., paraphrasing, eye contact, interrupting the speaker).

3. Tell the first listener (A) a brief story or read a short passage. Another volunteer (B)
returns to the room. The first volunteer (A) relates the story to (B). They then have a
conversation. Another volunteer (C) returns, and (B) relates the story to (C). This
process continues through five volunteers. The final listening volunteer (E) writes on the
board what (E) recalls of the story.

4. The volunteers are allowed to compare notes—and laugh at the distortions between the
first version of the story and the last!

Possible story:

Bonnie Simpson, an honors senior, is running for Student Government President against Bob
Harper, a junior from Pittsburgh. My friend Mike Baker saw Bonnie at a Beta Sigma party last
Friday, and she was drunk and obnoxious. Another friend Pam told me she saw Bonnie later
that night cutting Bob apart and telling him how she was going to make a fool out of him in the

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election. Dr. Cook is looking into charges filed by Bob and may force Bonnie to leave the race. If
so, I heard that Karen Piper, a senior basketball player, wants to run in her place.

(or make up your own story)

Discussion/Debrief: See questions in text. This exercise could lead to a discussion on

identifying effective techniques for improving listening skills as well as a discussion on the
barriers to and importance of listening. Discuss what you can do as a listener and as a sender
to ensure the message is sent and received correctly.

You can also use this exercise to discuss the informal aspects (or grapevine) within an
organization.

Variations: This could be done with a shorter story, and/or with the entire class. Develop a
scenario based around your organization or industry.

Exercise 6-B ACTIVE LISTENING

Purpose: To practice techniques for effective listening

Time: 30-50 min.

Resources/Set-up: Need groups of three, copy of the observation rating form (in chapter), list
of potential topics to be used (see chapter)

Activity Instructions: See chapter

Discussion/Debrief: See questions in the text. Some points worth emphasizing relative to
these questions include:

1. Behaviors that lead to effective communication and problem resolution.

2. The list of hindering factors should reinforce barriers to effective listening.

3. If the assigned position was opposite the student's actual position, some might note the
difficulty of being persuasive. Others might note how taking the opposite position
enabled them to put themselves in the other's shoes more easily—a kind of forced
empathy.

4. It's also possible that if the topic was uninteresting or didn't resonate for the student/s,
there may have been no discernible difference on which position was taken.

5. This question can be discussed in small groups or as a large class discussion.

Exercise 6-C ACTIVE LISTENING TECHNIQUES

Purpose: To practice developing appropriate responses and use of several active listening
tools

Time: 20-30 min.

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Resources/Set-up: Copy of Active Listening Techniques worksheet (in chapter)

Activity Instructions: After providing information or a lecture on active listening, this exercise
can be assigned as a homework/assessment worksheet and used to lead a discussion of active
listening tools.

Discussion/Debrief: A few areas worth clarification include:

 The first tool, responding empathetically, seems simple, yet many students go too far in
their listener response. Many will respond with statements like, "you should talk to your
boss about this" or "this happened to me, too, and here's how I fixed it." Neither of these
demonstrates empathetic listening; rather they represent problem solving. Instead, an
appropriate empathetic response would be "I sense that you're upset about being told
one thing and being treated differently. That must be frustrating."

 The difference between repetition/restatement and paraphrasing. Restatement uses the

speaker's words to demonstrate you've heard what s/he has said. Paraphrasing involves
your interpretation—in your own words—of what the speaker has said. It demonstrates
you've heard and understood the speaker.

 Summative statements can be very helpful in negotiations, team meetings and

conversations in which one or more speakers have agreed to do or decide on
something. They can focus, reinforce key points, and bring closure to a discussion.

Exercise 6-D CONFLICT RE-DO

Purpose: To use reflection and self-analysis as tools for better understanding communication
style when under pressure.

Time: 20-30 minutes as homework assignment; 30-40 minutes to meet in small groups to
discuss; scribe and report.

Resources/Set-up: Newsprint and markers for small groups.

Activity Instructions: In small groups, have students/participants share their selected concepts
and describe steps they can take or strategies they can use when faced with a conflict situation.
Ask for volunteers in each group to scribe, and one to report back in summary fashion to the
group.

Exercise 6-E ANGER RE-DO

Purpose: To use reflection and self-analysis as tools for better understanding communication
style when angry.

Time: 20-30 minutes as homework assignment; 30-40 minutes to meet in small groups to
discuss; scribe and report.

Resources/Set-up: Newsprint and markers for small groups.

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6-10
Activity Instructions: In small groups, have students/participants share their selected concepts
and describe steps they can take or strategies they can use when angry. Ask for volunteers in
each group to scribe, and one to report back in summary fashion to the group.

Exercise 6-F IMPROVING NONVERBAL OBSERVATION SKILLS

Purpose: To observe and evaluate nonverbal gestures and communication.

Time: Varies

Resources/Set-up: TV, TV/VCR/streaming adaptor if in class/group setting; large room with

significant open space.

Activity Instructions:

1. Have participants observe on TV or in everyday life how people use body movements to
convey meaning. Have them make note of:

 Facial gestures  look at eyes and eyebrows, mouths, etc.

 Arm and hand gestures
 Feet, balance and posture
 Breathing

What patterns do they pick up? Are there clusters of body movements, i.e., simultaneous
hand, face and posture changes?

 If clusters are observed, are the components of the clusters congruent with one
another? Have them specify these behaviors. If congruence is lacking, have
them explain why this is the case and what impact this might have in
communication.
 Are the nonverbal clusters congruent with the speaker's verbal message?
Explain.

2. Have participants form dyads and have one participant stand in the middle of a room or
empty space and have the other partner walk slowly toward them. The first partner
should ask the other person to stop walking as soon as they begin to feel uncomfortable.
They should then instruct their partner to move closer or further away until they are at a
comfortable distance. This is your personal buffer zone.

 Does this zone change when different people walk toward you? Explain.
 Have them compare their notes with one or two others that have done this
exercise. Were there differences? To what can they attribute these differences?
 Experiment with others' buffer zones. For example, stand "too close" while
waiting in line, on an elevator or in a bus. Observe that person's response to you.
(Proceed carefully…possibly with members of your own gender).

Discussion/Debrief:

 See questions in text.

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6-11
  Ask participants what they learned about themselves through this exercise.
 Ask participants to discuss in small groups how their behavior and reactions in this
exercise are similar to/different from their behavior and reactions in past situations. What
role does context (e.g., work, social, public setting) play?

Exercise 6-G NONVERBAL ROLE PLAY

Purpose: To practice using and reading non-verbal gestures and messages

Time: Depends on the number of scenes role-played; approx. 15 mins. per scene

Resources/Set-up: Small groups of 3-5

Activity Instructions:

1. In small groups, have participants create a role-play involving only body language with
no talking. They are to pick a scene and characters and let the rest be improvised by the
members.

2. They are not to overplay the scene but rather allow the audience to guess and make
assumptions based on use of everyday nonverbal cues.

3. Have the groups present their role-play in front of the class. They may or may not set up
the scene for the audience. Allow them to play out the scene for a few minutes.

Discussion/Debrief:

 Some possible scenes (if participants can't decide) include: getting a raise, being
dumped by a boy/girlfriend, waiting for an important phone call, buying a car, disciplining
a child, bartering for goods or services, preparing an elaborate meal, playing a game of
basketball/baseball/volleyball, asking a professor for a higher grade. More elaborate
scenes may require some initial set-up discussion.
 See questions in text for the basis of discussion and debrief.

Exercice 6-H REFLECTION/ACTION PLAN

This can be done by the participants as an assignment or they can discuss in pairs or a class
discussion can be facilitated by the Instructor.

ADDITIONAL EXERCISES

INTERPRETING BODY LANGUAGE

Purpose: To discuss the meaning of non-verbal gestures

Time: 20-30 minutes for each

Resources/Set-up: None required

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6-12
Activity Instructions: Divide group into small groups and have them discuss the two topics in
the chapter.

Hand Gestures
Some gestures include: handshake, peace sign, hello (wave), the OK (North American)
sign, scolding with index finger, high five, stop (fingers outstretched, arm extended, palm
facing away), fist pounding on table, wringing of hands, pointing to nose

Facial Emotions
Some feelings or messages include: fear, sadness, anger, happiness, surprise,
boredom, reassurance, "I disagree," "I don't care," "I don't like you".

Discussion/Debrief:

 How clearly interpreted were the signals? To what do you attribute this?
 How does culture influence the interpretation of hand and facial gestures?
 How much of this is unconscious to the "speaker"? To the listener?
 How can you check whether your gestures are interpreted as intended?

Elevating Awarness of the Importance of Attentive Listening, see “Sharing the importance
of attentive listening skills,” Thomas Clark, Journal of Management Education, April 1999, Vol.
23, Iss.2, p216.

Additional Resources

Anonymous, “Mind-numbing Media,” Diverse Issues in Higher Education, v. 30, May 2013.

T. Bentley, “The Special Skills of Listening,” Management Development Review, v. 6, 1993.

J. Bronstein, “The Role and Work Perceptions of Academic Reference Librarians: a Qualitative
Inquiry,” Libraries and the Academy, v. 11, 2011.

Judi Brownell, “Creating Strong Listening Environments: a Key Hospitality Management Task,”
International Journal of Contemporary Hospitality Management, v. 6, 1994.

Leslie Gaines-Ross, “Get Social: a Mandate for New CEOs,” MITSloan Management Review,
February 2013.

M.M. Helms and P.J. Haynes, “Are You Really Listening? The Benefit of Effective
Intraorganizational Listening,” Journal of Managerial Psychology, v.7, 1992.

M. Jagadesh Kumar, “The Malady of Technology in Our Lives: Is Anyone Listening?” IETE
Technical Review, v. 30, 2013.

Brooks B. Kenny and Jill C. Rasmussen, “Best Practices in Communications: Ten Tips for
Improving Communications and Setting the Stage for Your Success,” Public Manager 34, no. 1
(Spring 2005), pp. 19–21.

Claus Jacobs and David Coghlan, “Sound from Silence: On Listening In Organizational
Learning,” Human Relations 58, no. 1 (Jan 2005), pp. 115–138.
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.

6-13
Max Messmer, “Communicating Effectively with Employees,” Strategic Finance 86, no. 8 (Feb
2005), pp. 15–16.

Sharon Myers, “Empathetic Listening: Reports on the Experience of Being Heard,” Journal of
Humanistic Psychology, v. 40, 2000.

Scott Nadler and Roy L. Simerly, “The Effect of Listening on the Formation of Students Trust
and Commitment in Academic Advising: A Study at a United States University,” International
Journal of Management 23, no. 2 (June 2006), pp. 215–221.

James S. O'Rourke and Sandra D. Collins, Listening and Responding (Mason, OH: Thomson
South-Western, 2005).

Manimoy Paul and Leanne Gelish, “College Students’ Texting Habit and Their Academic
Performance,” Proceedings of the Academy of Educational Leadership, v. 16, 2011.

J. William Pfeiffer, "Not Listening: A Dyadic Role Play," Structured Experiences Kit, locator # C-
L-2, University Associates, San Diego, CA, International Authors B.V. 1980.

Pfeiffer, "Listening Triads: Building Communication Skills," locator # C-L-1.

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Endnotes

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without the prior written consent of McGraw-Hill Education.

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