מאמרים באנגלית

For example, in one laboratory experiment, we assigned 112 undergraduate students to serve as either a speaker or a listener and paired them up, sitting face-to-face. We asked speakers to talk for 10 minutes about their attitudes toward a proposal for basic-universal income or a possible requirement that all university students must also volunteer. We instructed the listeners to “listen as you listen when you are at your best.” But we randomly distracted half of the listeners by sending them text messages (e.g., “What event irritated you the most recently?”) and instructed them to answer briefly (so the speakers saw that they were distracted). Afterward, we asked the speakers questions about whether they were worried about what their partner thought of them, whether they acquired any insight while talking, and whether they were confident in their beliefs.

We found that speakers paired with good listeners (versus those paired with distracted listeners) felt less anxious, more self-aware, and reported higher clarity about their attitudes on the topics. Speakers paired with undistracted listeners also reported wanting to share their attitude with other people more compared with speakers paired with distracted listeners.

Another benefit of high-quality listening is that it helps speakers see both sides of an argument (what we called “attitude complexity”). In another paper we found that speakers who conversed with a good listener reported attitudes that were more complex and less extreme — in other words, not onesided.

In another lab experiment we instructed 114 undergraduates at a business school to talk for 12 minutes about their fitness to become a manager in the future. We randomly assigned these speakers to one of three listening groups (good, moderate, and poor). Speakers in the good listening condition talked to a trained listener, who was either a certified management coach or a trained social-work student. We asked these trained listeners to use all their listening skills, such as asking questions and reflecting. Speakers in the moderate listening condition talked to another undergraduate at the business school who was instructed to listen as he or she usually does. Speakers in the poor listening condition talked with a student from the theatre department who was instructed to act distracted (e.g., by looking aside and playing with their smartphones).

After the conversation, we asked the speakers to indicate separately the extent to which they thought they were suitable for becoming managers. Based on these answers, we calculated their attitude complexity (whether they saw both strengths and weaknesses that would affect their ability to be a manager) and extremity (whether they saw only one side). We found that speakers who talked to a good listener saw both strengths and weaknesses more than those in the other conditions. Speakers who talked to a distracted listener mostly described their strengths and barely acknowledged their weaknesses. Interestingly, the speakers in the poor listening condition were those that, on average, reported feeling the most suitable for becoming a manager.

We tested the relevance of these lab findings in three field studies conducted among city-hall employees, high-tech workers, and teachers (180 workers, in total). In these studies, we asked employees to talk about their colleagues, their supervisor, or about a meaningful experience at work, before and after participating in a listening intervention known as a listening circle. In the listening circle, employees are invited to talk openly and honestly about an issue, like a meaningful experience they had at work. They’re trained to listen without interrupting, and only one person talks at a time.

We replicated all of our lab findings. Namely, employees who participated in the listening circles reported lower social anxiety, higher attitude complexity, and lower attitude extremity regarding various work-related topics (e.g., attitude towards a manager) in comparison to employees who participated in one of the control conditions that did not involve trained listeners.

In concert, our findings suggest that listening seems to make an employee more relaxed, more self-aware of his or her strengths and weaknesses, and more willing to reflect in a non-defensive manner. This can make employees more likely to cooperate (versus compete) with other colleagues, as they become more interested in sharing their attitudes, but not necessarily in trying to persuade others to adopt them, and more open to considering other points of view.

Going back to giving feedback, of course we do not claim that listening must replace feedback. Rather, it seems that listening to employees talk about their own experiences first can make giving feedback more productive by helping them feel psychologically safe and less defensive.