Effects of Training Reflective Listening in a Corporate Setting

Rautalinko, Erik; Lisper, Hans‐Olof

doi:10.1023/b:jobu.0000016712.36043.4f

Cited by 39 publications

(37 citation statements)

References 34 publications

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“…Ivancevich 535 used a full experimental design to show that intense training compared with mere discussion or no training, helped reduce errors. Similarly, studies by Cash and Vellema, 536 Rautalinko and Lisper, 537 Leivo, 538 Green and Skinner, 539 Adam, 531 and Price and Mueller 532 concluded that training leads to a range of positive results, for example improvement in communication skills, job performance, planning and prioritising. At the organisational level, general skill enhancement was associated with reduced labour turnover, in organisational performance (e.g.…”

Section: Performance and Skill Enhancement Trainingmentioning

confidence: 97%

Systematic review of the links between human resource management practices and performance

Patterson

Rick²,

Wood³

et al. 2010

Health Technol Assess

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How to obtain copies of this and other HTA programme reports An electronic version of this title, in Adobe Acrobat format, is available for downloading free of charge for personal use from the HTA website (www.hta.ac.uk). A fully searchable DVD is also available (see below).Printed copies of HTA journal series issues cost £20 each (post and packing free in the UK) to both public and private sector purchasers from our despatch agents.Non-UK purchasers will have to pay a small fee for post and packing. For European countries the cost is £2 per issue and for the rest of the world £3 per issue. How to order:-fax (with credit card details) -post (with credit card details or cheque) -phone during office hours (credit card only).Additionally the HTA website allows you to either print out your order or download a blank order form. Contact details are as follows:Synergie UK (HTA Department) Digital House, The Loddon Centre Wade Road Basingstoke Hants RG24 8QW Email: orders@hta.ac.uk Tel: 0845 812 4000 -ask for 'HTA Payment Services' (out-of-hours answer-phone service) Fax: 0845 812 4001 -put 'HTA Order' on the fax header Payment methods Paying by chequeIf you pay by cheque, the cheque must be in pounds sterling, made payable to University of Southampton and drawn on a bank with a UK address. Paying by credit cardYou can order using your credit card by phone, fax or post. SubscriptionsNHS libraries can subscribe free of charge. Public libraries can subscribe at a reduced cost of £100 for each volume (normally comprising 40-50 titles). The commercial subscription rate is £400 per volume (addresses within the UK) and £600 per volume (addresses outside the UK). Please see our website for details. Subscriptions can be purchased only for the current or forthcoming volume. How do I get a copy of HTA on DVD?Please use the form on the HTA website (www.hta.ac.uk/htacd/index.shtml). HTA on DVD is currently free of charge worldwide.The website also provides information about the HTA programme and lists the membership of the various committees. HTA NIHR Health Technology Assessment programmeT he Health Technology Assessment (HTA) programme, part of the National Institute for Health Research (NIHR), was set up in 1993. It produces high-quality research information on the effectiveness, costs and broader impact of health technologies for those who use, manage and provide care in the NHS. 'Health technologies' are broadly defined as all interventions used to promote health, prevent and treat disease, and improve rehabilitation and long-term care. The research findings from the HTA programme directly influence decision-making bodies such as the National Institute for Health and Clinical Excellence (NICE) and the National Screening Committee (NSC). HTA findings also help to improve the quality of clinical practice in the NHS indirectly in that they form a key component of the 'National Knowledge Service'. The HTA programme is needs led in that it fills gaps in the evidence needed by the NHS. There are three routes to the start of project...

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Section: Performance and Skill Enhancement Trainingmentioning

confidence: 97%

Systematic review of the links between human resource management practices and performance

Patterson

Rick²,

Wood³

et al. 2010

Health Technol Assess

View full text Add to dashboard Cite

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“…Pivotal in this social interaction is the reciprocity between meaningful dialogue, that is reflective questioning and listening (cf. Rautalinko & Lisper, 2004;Jacobs & Coghlan, 2005;Marshall et al, 2010;Jordi, 2011). We assume that listening is a group-level construct that refers to the responsive function of listening behavior by the 'other' participants in a group setting such as peers and academic supervisors (see also Figure 1).…”

Section: Reciprocity Of Questioning and Listeningmentioning

confidence: 99%

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

Romme

Seggelen-Damen

2015

Organization Management Journal

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Questioning is one of the most critical behaviors in management education and learning. In this paper we explore the antecedents, processes and outcomes of reflective questioning, as a key element of management learning and education. Reflective questioning involves raising tentative, nonrhetorical questions. By reviewing and synthesizing the literature, we develop a model of reflective questioning in the form of a causal loop diagram. This model implies that reflective questioning can be taught through particular forms of management education, but is also contingent on the psychological safety of the group setting, the individual need for cognition, and challenging tasks and experiences.

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“…Originally, active listening was developed as a counselors' technique for effective listening to their clients, according to the person-centered approach, but later on was also applied in non-therapeutic situations as a tool for better communication [12] in different support and assistance offering professions beyond psychology and counseling, e.g., in medical and nursing staff [13][14][15] and in business management executives [16,17]. Consequently, as shown by the literature's descriptive and experimental research, the interest in active listening has spanned different fields, from marital relationship interventions [18][19][20], to counseling [21,22] and mediation [23], doctor-patient relationships [24,25], nurse-patient relationships [26,27] and even crisis management, such as hostage negotiations [28].…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, as shown by the literature's descriptive and experimental research, the interest in active listening has spanned different fields, from marital relationship interventions [18][19][20], to counseling [21,22] and mediation [23], doctor-patient relationships [24,25], nurse-patient relationships [26,27] and even crisis management, such as hostage negotiations [28]. A vast majority of publications for more than 50 years has focused on the corporate world [12,[29][30][31][32] and on the effects of managers' active listening training on workers' mental health [16,17,32,33].…”

Section: Introductionmentioning

confidence: 99%

Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators

Kourmousi

Amanaki

Tzavara³

et al. 2017

Social Sciences

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Abstract:The present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale's construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.079, 0.969 and 0.960, respectively, further supporting the fit of the three-factor model. Cronbach's alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.72 for ALAS subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.20 to 0.42. Student's t-tests and the computation of effect sizes revealed that women scored higher on Listening Skill and Conversation Opportunity, while principals and participants trained on mental health promotion scored higher on all three subscales. The analyses confirmed the three-factor model of ALAS and demonstrated its validity and reliability in measuring Greek teachers' active listening attitudes.

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Effects of Training Reflective Listening in a Corporate Setting

Cited by 39 publications

References 34 publications

Systematic review of the links between human resource management practices and performance

Systematic review of the links between human resource management practices and performance

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators

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