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.
The effects of listening on speaker and listener while talking about character strengths: an open science school-wide collaboration
Tia Moin, Netta Weinstein, Guy Itzchakov, Amanda Branson, Beth Law, Lydia Yee, Emma Pape, Rebecca Y. M. Cheung, Anthony Haffey, Bhismadev Chakrabarti and Philip Beaman
Listening
Listening is understood to be a foundational element in
practices that rely on effective conversations, but there is
a gap in our understanding of what the effects of highquality
listening are on both the speaker and listener.
This registered report addressed this gap by training one
group of participants to listen well as speakers discuss
their character strengths, allowing us to isolate the role
relational listening plays in strengths-based conversations.
Participants were paired and randomly assigned to a highquality
listening (experimental) or moderate-quality listening
(comparison) condition manipulated through a validated
video-based training. High-quality listening predicted a
more constructive relational experience; specifically, positivity
resonance. Intrapersonal experiences (perceived authenticity
and state anxiety) were not affected. Those who engaged
in high-quality listening expressed a behavioural intention
to continue listening, but condition did not predict a
behavioural intention for speakers to continue applying
character strengths. This is the first evidence of positivity
resonance as a shared outcome between both a speaker and listener when the listener conveys high-quality (as opposed to ‘everyday’) listening. These early
findings merit further study with stronger listening manipulations to explore the potential role
of listening within interpersonal communication, and inform the applied psychological sciences
(counselling, psychotherapy, coaching, organizational, education).
Keep reading
“Do you hear me?”: Understanding the interplay of listening and perceived partner responsiveness
Harry T. Reis and Guy Itzchakov
Listening