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While research suggests that individuals may increase their own creativity by listening to other's ideas, the effects of being listened to by others have remained understudied to date. We hypothesized that listening behavior of superiors may positively impact employees to explore new ideas flexibly, leading to higher levels of creativity. We further hypothesized this link to be mediated by psychological safety. Therefore, we developed and tested a mediated model of listening behavior, psychological safety and creativity at the individual level. In a series of five complementary studies, we found evidence for the hypothesized effects using self-report, supervisor-report, and objective measures of creativity, while excluding alternative explanations such as reversed causality with experimental designs. A meta-analysis of all our studies provided compelling evidence that listening was related to creativity, N = 744, k = 5, = .39, 95% CI [.13; .60]. Together, our results suggest that supervisor listening may be an underrated aspect of management that fosters creativity.

This study explores the value of supervisor listening as a seeming key competence in effectively leading employees. We conceptualize listening within the theoretical framework of leader-member exchange (LMX). Specifically, we argue that supervisor listening contributes to satisfaction with the supervisor, interactional justice, and job satisfaction, and that listening unfurls its effect through fostering strong LMX. Data from 250 German employees from various professional backgrounds was used to assess validity criteria as prerequisites for the examination of listening vis-à-vis LMX for the three outcome variables. Good performance in all validity criteria and path-modeling results indicated that perceived supervisor listening provides value for future research on supervisor-employee interactions in the work setting.

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This article presents the findings of an exploratory randomised controlled trial of the PAX Good Behaviour Game (PAX GBG) in Northern Ireland. The PAX GBG is an evidence‐based universal prevention programme designed to improve mental health by increasing self‐regulation, academic engagement, and decreasing disruptive behaviour in children. The study was designed in line with the Medical Research Council guidance on the development of complex interventions and is based on the Medical Research Council framework, more specifically within a Phase 2 exploratory trial. The study used a cluster randomised controlled trial design with a total of 15 schools (19 classes) randomised to intervention and control. This article reports specifically on the outcome of self‐regulation with 355 elementary school pupils in year 3 (age M = 7.40, SD = 0.30). Participating schools in the trial were located in areas of socio‐economic disadvantage. The teachers in the intervention group received training in the delivery of the PAX GBG and implemented the PAX GBG intervention for 12 weeks. A range of pre‐ and post‐test measures, including child reported behaviours, were undertaken. After the 12 weeks of implementation, this exploratory trial provided some evidence that the PAX GBG may help improve self‐regulation (d = .42) in participating pupils, while the findings suggest that it may offer a feasible mental health prevention and early intervention approach for Northern Ireland classrooms. However, a larger definitive trial would be needed to verify the findings in this study.