Understanding and Cultivating Effective Listening: A Dialectical Theory of the Tensions between Intuition and Intentional Behavior

Abstract High-quality listening is a multifaceted social behavior, and theories and research concerning listening and how to train people to listen are mixed in terms of listening definitions and recommendations. The current study canvassed lay practitioners’ understanding of optimal listening qualities and training, drawing on a wide range of listening training materials (N = 207) sourced from the World Wide Web. Thematic analysis results were critically examined to systematically position praxis against our current understanding of listening theories. Findings are presented as a “dialectical listening theory,” which posits that at its core, listeners’ behaviors often exist in direct tension with their mindset or intuition. Furthermore, we posit that this tension is amplified when individuals are faced with conversations that conflict with their perspectives or values, making learning to listen challenging in practice. We conclude that high-quality listening requires direct recognition and strategic management of these tensions throughout the listening process and make recommendations based on listening and cognitive theories to inform best practice in listening training. Keywords: listening; listening training; active listening; dual-processing

Training teachers to listen may enable them to experience increasingly attentive and open peer relationships at work. In the present research, we examined the outcomes of a year-long listening training on school teachers' listening abilities and its downstream consequences on their relational climate, autonomy, and psychological safety. Teachers in two elementary schools engaged in a similar listening training program throughout the entire school year. The measures included indicators of a supportive relational climate that are known to be important to teacher well-being, namely, autonomy, psychological safety, and relational energy. Results of growth curve modeling showed linear increases in all three outcomes, such that more listening training corresponded to a more positive relational climate. Specifically, the teachers reported increasingly higher quality listening from their group member teachers, felt more autonomy satisfied, psychologically safe, and relationally energetic. Furthermore, latent growth curve modeling indicated that the teachers' listening perception was positively and significantly associated with all three outcomes. We concluded that listening training is associated with teachers perceiving higher quality listening from their peers and, therefore, feeling more autonomy-satisfied, psychologically safe, and relationally energetic and discussing theoretical and practical implications.