Can listening training empower service employees? The mediating roles of anxiety and perspective-taking
Abstract
Can improving employees’ interpersonal listening abilities impact their emotions and cognitions during difficult conversations at work? The studies presented here examined the effectiveness of listening training on customer service employees. It was hypothesized that improving employees’ listening skills would (a) reduce their anxiety levels during difficult conversations with customers, (b) increase their ability to understand the customers’ point of view (i.e., perspective-taking), and (c) increase their sense of competence. The two quasi-experiments provide support for the hypotheses. Study 1 (N = 61) consisted of a pre-post design with a control group and examined the effect of listening training on customer service employees in a Fortune 500 company. Study 2 (N = 33) conceptually replicated the results of Study 1 using listening training conducted in one branch of a company that provides nursing services compared to another branch of the company that did not receive training. The results indicated that listening training had lasting effects on employees’ listening abilities, anxiety reduction, and perspective-taking during difficult conversations. The discussion centers on the importance of interpersonal listening abilities to the empowerment and well-being of employees in the workplace.
A Possible Dark Side of Listening? Teachers Listening to Pupils Can Increase Burnout
Eli Vinokur, Guy Itzchakov and Avinoam Yomtovian
Listening
A growing body of the literature on interpersonal listening has revealed numerous positive outcomes in the workplace. For example, employees wholisten well are perceived as leaders, perform better at work, gain trust, and succeed in negotiations, among other benefits. However, there is a gap in the literature regarding the potential negative consequences of listening in the workplace, especially when it is effortful and challenging. This study explored the potential relationship between teachers listening to their pupils and burnout. Conducted in 2024, this field study involved 106 middle and high school teachers from Israel. We used multiple regression analysis to control for well-known predictors of job burnout: motivation, job satisfaction, and competence. The results indicated that teachers’ perception of their listening quality significantly and positively predicted job burnout, even whenaccounting for these variables as well as seniority and school-type; 0.24 ≤ βs ≤ 0.36. This study highlights the potential negative consequences of workplace listening and contributes to the less explored aspect of listening in the literature with important implications for work-related outcomes.
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Don't let the facts ruin a good story: The effect of vivid reviews on attitude ambivalence and its coping mechanisms
Guy Itzchakov, Moty Amar, Frenk Van Harreveld
Attitudes
Purchasing decisions are increasingly based on reviews by fellow consumers which often consist of positive and negative evaluations about the product (i.e. valence-
inconsistency). We tested how the vividness of these reviews affects individuals' attitude ambivalence towards the product and their strategies to cope with this ambivalence. We hypothesized that reading vivid and valence-inconsistent reviews would lead to increased awareness of opposing features of attitudes towards the
product (i.e. increased simultaneous accessibility) as compared to reading less vivid valence-inconsistent reviews. If this is indeed the case, individuals should feel
more conflicted towards the attitude object (i.e. increased subjective ambivalence) and should be motivated to reduce it by using ambivalence-coping strategies,
specifically (a) processing additional information that is congruent with their initial attitude and (b) delaying their decision. These hypotheses were mostly supported across five experiments. The experiments included manipulations of valence-inconsistent information between reviews and within a review including three pre-
registered studies (Ns = 247, 396, 701, 433, 313, respectively).
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