Listening in the Business Context: Reviewing the State of Research

Flynn, Jan; Välikoski, Tuula-Riitta; Grau, Jennie

doi:10.1080/10904010802174800

Cited by 62 publications

(43 citation statements)

References 21 publications

(29 reference statements)

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“…Active listening was originally researched in studies investigating counselors' techniques (Rogers and Farson 1979;Meier and Davis 1993;Egan 1998;Levitt 2002). Subsequently, it was investigated in other health-related professions offering support and assistance (Brown et al 2002;Gilbert 2004;Edwards et al 2006;Fassaert et al 2007;Boudreau et al 2009;Santos and Torres 2012;Wloszczak-Szubzda and Jarosz 2012), as well as in the sales and corporate sectors (Kubota et al 2004;Rautalinko and Lisper 2004;Flynn et al 2008;Nishiuchi et al 2007;Ramsey and Sohi 1997;Kubota et al 1997). As a result, there have been studies which have focused on the development of scales assessing active listening mainly in management (e.g., Mishima et al 2000) and medical services (e.g., Fassaert et al 2007) contexts.…”

Section: Introductionmentioning

confidence: 99%

Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

et al. 2017

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Abstract:The presented study examined the Active Empathic Listening Scale's (AELS) validity and reliability in a sample of 3955 Greek educators of all teaching levels and specialties. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale's construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the goodness of fit index (GFI) values were 0.080, 0.971, and 0.962, respectively, further supporting the fit of the three-factor model. Cronbach's alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.76 for AELS' subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.46 to 0.54. Student's t-tests and the computation of effect sizes showed that women, principals, and those who had received training in mental health promotion scored higher on all three subscales. Age and years of teaching experience were also positively correlated with most of the AELS' subscales, but the correlations were very low. The analyses confirmed the three-factor model of AELS and demonstrated its validity and reliability in measuring Greek teachers' active listening attitudes.

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Section: Introductionmentioning

confidence: 99%

Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

et al. 2017

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“…Consequently, as shown by the literature's descriptive and experimental research, the interest in active listening has spanned different fields, from marital relationship interventions [18][19][20], to counseling [21,22] and mediation [23], doctor-patient relationships [24,25], nurse-patient relationships [26,27] and even crisis management, such as hostage negotiations [28]. A vast majority of publications for more than 50 years has focused on the corporate world [12,[29][30][31][32] and on the effects of managers' active listening training on workers' mental health [16,17,32,33].…”

Section: Introductionmentioning

confidence: 99%

Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators

Kourmousi

Amanaki

Tzavara³

et al. 2017

Social Sciences

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Abstract:The present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale's construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.079, 0.969 and 0.960, respectively, further supporting the fit of the three-factor model. Cronbach's alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.72 for ALAS subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.20 to 0.42. Student's t-tests and the computation of effect sizes revealed that women scored higher on Listening Skill and Conversation Opportunity, while principals and participants trained on mental health promotion scored higher on all three subscales. The analyses confirmed the three-factor model of ALAS and demonstrated its validity and reliability in measuring Greek teachers' active listening attitudes.

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“…The more aware they are about their listening skills, the better they adapt to the communicational requirements of their profession. It has been discovered that particularly in professional contexts people understand that listening is a situational process and thus, it varies what is considered to be optimal in various listening situations (Flynn, Välikoski, & Grau, 2008;Rubin, 1982). However, the interpersonal aspect of communication cannot be forgotten either in the legal context, because a professional communication relationship is a communicational phenomenon and actualizes in interaction.…”

Section: Listening As a Part Of A Professional Communication Relationmentioning

confidence: 98%

Relational tensions and professionally optimal listening in the legal communication context: Finnish judges’ perceptions of their own listening

Ala-Kortesmaa

Isotalus

2015

Studies in Communication Sciences

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Listening in the Business Context: Reviewing the State of Research

Cited by 62 publications

References 21 publications

Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators

Relational tensions and professionally optimal listening in the legal communication context: Finnish judges’ perceptions of their own listening

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