Organizational Behavior and Social Psychology

Sowing the seeds of love: Cultivating perceptions of culture of companionate love through listening and its effects on organizational outcomes

Abstract

Fostering a culture of companionate love in the workplace offers numerous benefits for employees, yet the methods for achieving this remain unclear. We propose that high-quality listening, characterized by undivided attention, understanding, and a positive and nonjudgmental intention toward the speaker, could be a key facilitator. We hypothesized that such listening could enhance employees' perceptions of companionate love. Additionally, we hypothesized that an enhanced perception of companionate love would increase employees' subjective well-being, resilience, affective commitment, and willingness to cooperate at work. To examine these hypotheses, we conducted four studies. Study 1 was a preregistered and highly-powered field study (N = 752) involving employees from various organizations. Study 2 (N = 37), was a longitudinal research that included a listening training of 16 hours for teachers in a single school. Study 3 was a quasi-field experiment within a risk-management company, with employees receiving 12 hours of listening education while a waitlist served as a control group (N = 67). Study 4 was a quasi-experiment that served as a conceptual replication and extension of Studies 2 and 3. The study involved listening training for employees in a global communications company, providing 14 hours of online listening training. An active control group (N = 60) was included. Across all studies, we found that feeling listened to by colleagues led to increased perceptions of companionate love in the organization, which, in turn, increased employees' subjective well-being, resilience, affective organizational commitment, and willingness to collaborate. Theoretical and practical implications are discussed.
Harry T. Reis, Guy Itzchakov, Karisa Y. Lee, and Yan Ruan
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Responsiveness
Extensive research has documented people’s desire for social partners who are responsive to their needs and preferences, and that when they perceive that others have been responsive, they and their relationships typically thrive. For these reasons, perceived partner responsiveness is well-positioned as a core organizing theme for the study of sociability in general, and close relationships in particular. Research has less often addressed the downstream consequences of perceived partner responsiveness for cognitive and affective processes. This gap in research is important because relationships provide a central focus and theme for many, if not most, of the behaviors studied by social psychologists. This chapter begins with an overview of the construct of perceived partner responsiveness and its centrality to relationships. We then review programs of research demonstrating how perceived partner responsiveness influences three core social-psychological processes: self-enhancing social cognitions, attitude structure, and emotion regulation. The chapter concludes with a brief overview of how deeper incorporation of relationship processes can enhance the informativeness and completeness of social psychological theories.
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Eli Vinokur, Avinoam Yomtovian, Marva Shalev Marom, Guy Itzchakov and Liat Baron
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Listening
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.
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