A Meta‑analytic Systematic Review and Theory of the Efects of Perceived Listening on Work Outcomes
Abstract
The quality of listening in interpersonal contexts was hypothesized to improve a variety of work outcomes. However, research
of this general hypothesis is dispersed across multiple disciplines and mostly atheoretical. We propose that perceived listening improves job performance through its efects on afect, cognition, and relationship quality. To test our theory, we
conducted a registered systematic review and multiple meta-analyses, using three-level meta-analysis models, based on 664
efect sizes and 400,020 observations. Our results suggest a strong positive correlation between perceived listening and work
outcomes, r = .39, 95%CI=[.36, .43], 휌 = .44, with the efect on relationship quality, r =.51, being stronger than the efect
on performance, r =.36. These fndings partially support our theory, indicating that perceived listening may enhance job
performance by improving relationship quality. However, 75% of the literature relied on self-reports raising concerns about
discriminant validity. Despite this limitation, removing data solely based on self-reports still produced substantial estimates
of the association between listening and work outcomes (e.g., listening and job performance, r = .21, 95%CI=[.13, .29], 휌
= .23). Our meta-analyses suggest further research into (a) the relationship between listening and job knowledge, (b) measures assessing poor listening behaviors, (c) the incremental validity of listening in predicting listeners’ and speakers’ job
performance, and (d) listening as a means to improve relationships at work.
An Enumerative Review and a Meta-Analysis of Primed Goal Effects on Organizational Behavior
Xiao Chen, Gary P. Latham, Ronald F. Piccolo, Guy Itzchakov
Goal Setting
Drawing on results from 32 published and 20 unpublished laboratory and field experiments, we conducted an enumerative review of the primed goal effects on outcomes of organizational relevance including performance and the need for achievement. The enumerative review suggests that goal-setting theory is as applicable for subconscious goals as it is for consciously set goals. A meta-analysis of 23 studies revealed that priming an achievement goal, relative to a no-prime control condition, significantly improves task/job performance (d = 0.44, k = 34) and the need for achievement (d = 0.69, k = 6). Three moderators of the primed goal effects on the observed outcomes were identified: (1) context-specific vs. a general prime, (2) prime modality (i.e., visual vs. linguistic), and (3) experimental setting (i.e., field vs. laboratory). Significantly stronger primed goal effects were obtained for context-specific primes, visual stimuli, and field experiments. Theoretical and managerial implications of and future directions for goal priming are discussed.
Keep reading
Education toward cosmopolitanism as a pathway to reducing polarisation
Eli Vinokur, Avinoam Yomtovian, Guy Itzchakov
Organizational Behavior and Social Psychology
Polarisation poses significant challenges to societal cohesion and democracy. This article explores how education, guided by cosmopolitan principles, can address these divides by fostering empathy, promoting intercultural dialogue, and challenging exclusionary narratives. This article advances the concept of rooted cosmopolitanism by demonstrating how local cultural attachments can complement global ethical principles by balancing particularistic and universalistic values. Through examples of case studies conducted in Canada, Israel, and India, this article highlights the adaptability of cosmopolitan education in diverse sociopolitical contexts and illustrates how education can bridge divides, promote mutual respect, and foster unity in diversity. The practical strategies include integrating global and local perspectives into curricula, promoting experiential learning to engage with diversity, and equipping educators with cultural competence and anti-bias tools. While resistance to change and resource constraints persist, the findings underscore education’s transformative potential to reduce polarisation and cultivate inclusive, equitable communities. This calls for sustained efforts to embed rooted cosmopolitan principles into education, by providing a framework for bridging divides and preparing students to navigate an interconnected world.
Keep reading