Listening

Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution

Abstract

Navigating conflicts is crucial for promoting positive relationships between pupils, teachers, and parents. The objective of this paper is to present Social- Based Learning and Leadership (SBL), an innovative approach to group dynamics and conflict resolution within the school setting, aiming to foster meaningful relationships and personal and social growth. The methods of SBL focus on group evolution by navigating conflicts rooted in higher needs while balancing the interplay of separation and connection. It proactively embeds prosocial values and conduct into the school culture, with teachers prioritizing the wellbeing of others, fostering shared problem-solving, and positive feedback amid conflicts. Teachers acquire tools to transform the classroom into a “social laboratory” and constructmeaningful partnerships with parents. Practical conflict management within the SBL framework involves dynamic group discussions, shifting fromother blaming to accountability, and reflective group introspection. Experiential learning through crafted case studies and role-plays enhances students’ conflict management skills by fostering perspective-taking and inclusiveness.We conducted a qualitative case study in an SBL training in a school from 2020 to 2023. These conflict management processes allow the school community to reimagine conflict as an invaluable educational opportunity, equipping pupils with essential soft skills for navigating the challenges of the 21st century.
Gary P. Latham, Xiao Chen, Ronald F. Piccolo and Guy Itzchakov
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Goal Setting
Environmental cues (e.g. achievement-related words and pictures) can prime/activate, in the absence of awareness, a mental representation of importance stored in memory. Chen et al.'s 2021 Applied Psychology: An International Review70, 216–253. (doi:10.1111/apps.12239) meta-analysis revealed a moderate, significant overall effect for the goal priming-organizational behaviour relationship, with three moderators identified: context-specific versus a general prime, prime modality (i.e. visual versus linguistic) and experimental setting (field versus laboratory). An independent researcher found that their finding was negligibly affected by a publication bias. Shanks & Vadillo (2021), Royal Society Open Science8, 210544. (doi:10.1098/rsos.210544) (field: k = 13, N = 683, d = 0.64), questioned Chen et al.'s conclusion regarding the effect size found in field studies (field: k = 8, N = 357, d = 0.68). In this paper, we discussed Shanks & Vadillo's selection of additional field experiments that led to their conclusion of a publication bias. We updated Chen et al.'s meta-analysis to include relevant studies conducted since that study's publication. The present meta-analysis reproduced the original findings in Chen et al. (field: k = 11, N = 534, d = 0.67). The updated findings are consistent with: (i) laboratory findings, (ii) the findings obtained in field experiments on consciously set goals and (iii) goal setting theory (Latham & Locke, 2018 In Handbook of industrial, work & organizational Psychology, vol. 1 (eds D Ones, N Anderson, C Viswesvaran, H Sinangil), pp. 103–124).
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Guy Itzchakov, Netta Weinstein, Nicole Legate, Moty Amar
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Listening
Theorizing from humanistic and motivational literature suggests attitude change may occur because high-quality listening facilitates the insight needed to explore and integrate potentially threatening information relevant to the self. By extension, self-insight may enable attitude change as a result of conversations about prejudice. We tested whether high-quality listening would predict attitudes related to speakers' prejudices and whether self-insight would mediate this effect. Study 1 (preregistered) examined scripted conversations characterized by high, regular, and poor listening quality. In Study 2, we manipulated high versus regular listening quality in the laboratory as speakers talked about their prejudiced attitudes. Finally, Study 3 (preregistered) used a more robust measure of prejudiced attitudes to testing whether perceived social acceptance could be an alternative explanation to Study 2 findings. Across these studies, the exploratory (pilot study and Study 2) and confirmatory (Studies 1 & 3) findings were in line with expectations that high, versus regular and poor, quality listening facilitated lower prejudiced attitudes because it increased self-insight. A meta-analysis of the studies (N = 952) showed that the average effect sizes for high-quality listening (vs. comparison conditions) on self-insight, openness to change and prejudiced attitudes were, ds = 1.19, 0.46, 0.32 95%CIs [0.73, 1.51], [0.29, 0.63] [0.12, 0.53], respectively. These results suggest that when having conversations about prejudice, high-quality listening modestly shapes prejudice following conversations about it, and underscores the importance of self-insight and openness to change in this process.
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