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Active listening is a promising communication technique to positively affect interactions and communication outcomes. However, theoretical propositions regarding its direct effects on interactions have rarely been empirically investigated. In the present research, we studied the role of naturally occurring active listening in the context of videotaped and coded integrative negotiations. Lag sequential analyses of 48 negotiations with 17,120 thought units show that active listening follows offers that comprise two or more issues (i.e., multi-issue offers) above chance level. These multi-issue offer—active listening patterns in turn promoted integrative statements (e.g., further multi-issue offers) and inhibited distributive statements (e.g., single-issue offers). Moreover, multi-issue offer—active listening patterns (and neither multi-issue offers nor active listening alone) also positively related to the achieved joint economic outcomes in the negotiation. Contrary to common expectations, we did not find evidence that active listening promotes the understanding of the other party or rapport between negotiators.

Active or empathic listening is a basic social work practice skill. Past research involving this skill has focused primarily on the relationship between level of empathy and ultimate outcome. Little research has focused on the more immediate effects of this verbal procedure. Focusing on the short-term affective impact of two types of active listening, this article describes a series of replications of an analog experiment. The results, which replicate across experiments, across dependent measures, across client situations and affect, and across experimenters, suggest that differently worded active-listening responses may lead to different short-term client affective outcomes. The implications of these results for future social work research and practice are discussed

AbstractTraditional approaches to mediation treat active listening skills like formulation (reflecting, mirroring) as neutral means through which mediators may come to know the issues of concern to disputants. This study investigated the use of formulation through the microanalysis of a mediation session and a therapy session. The analysis shows that formulating is a nonneutral means of communication that allows the mediator to (1) transform disputants' statements, (2) select or ignore disputants' issues, and (3) invite or discourage disputants' contributions to these issues. Formulation apparently plays an important function in the reformulation of dispute narratives.

Are you as good a listener as you would like to be? If not, this article will show you how to effectively restate, respond to feelings, respond to non-verbal cues, and to summarize. All of these techniques are essential to becoming a good listener.

Active listening is a communication skill which is crucial for the development of cooperative relationships in the group, culture of friendship and fellowship, it is also important for the development of literacy skills and talent for speaking. Furthermore, it contributes to the improvement of the level of knowledge, skills and school achievement, as well as to the development of self-confidence of children. Developing of active listening is an important task in the activities with children of preschool age. In this paper, the author, wanting to determine the importance of the factors of active listening of preschool children, examines how preschool teachers (N = 198): (a) evaluate the importance of certain elements of active listening that relate to the speaker and the listener, and (b) estimate their role in the process of developing active listening skills of preschool children as an essential element of successful interpersonal communication. Results of the survey show that preschool teachers attach greater importance to the factors of active listening related to the listener (attention, listening skill, interest in the subject), than to the factors related to the speaker (motivation for listening, quality of the narrative). More than two-thirds of surveyed preschool teachers (172 or 86.9%) define its impact on the stimulation of active listening of children as significant. Work experience and professional qualifications as independent variables significantly influence the attitudes of preschool teachers about the importance of their impact in stimulating active listening. Preschool teacher is a key element of the training of preschool children in the area of the basic communication skills of active listening. In this sense, the results of our survey show that in the context of academic study programs for education of preschool teachers special attention is given to the communication skills and to their role in the development of active listening. But, bearing in mind the neglection of listening in comparison to other language skills, it is necessary to pay more attention to the improvement of the culture of listening, both in formal and nonformal, as well as in informal education and training of preschool teachers.

Listening is a critical communication skill and therefore an essential element of management education. Active listening surpasses passive listening or simple hearing to establish a deeper connection between speaker and listener, as the listener gives the speaker full attention via inquiry, reflection, respect, and empathy. This article offers a method and tools for teaching active listening that can be implemented in online, hybrid, or face-to-face platforms. We begin by reviewing the great demand for listening skills, in light of how little time is spent on listening instruction compared with that on speaking instruction. We then present a set of learning materials and a procedure for using them that includes both pre- and posttests, multimedia learning materials, and exercises that enhance skill development. We follow the learning plan with analyses of both quantitative and qualitative data, showing support for the suggested method. These results fit with our personal experience of consistent success with the method across student levels (graduate and undergraduate) and platforms (online and face-to-face). Finally, we conclude with a discussion of the presentation and some implications for teaching listening in management education.