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The role of listening in interpersonal influence
Abstract
Using informant reports on working professionals, we explored the role of listening in interpersonal influence and how listening may account for at least some of the relationship between personality and influence. The results extended prior work which has suggested that listening is positively related to influence for informational and relational reasons. As predicted, we found that: (1) listening had a positive effect on influence beyond the impact of verbal expression, (2) listening interacted with verbal expression to predict influence (such that the relationship between listening and influence was stronger among those more expressive), and (3) listening partly mediated the positive relationships between each of the Big Five dimensions of agreeableness and openness and influence.
... Good listening behavior promotes the psychological security level of subordinates [17]. Individuals who are good at listening are more likely to gain the trust of others [18], establish good interpersonal relationships, and promote teamwork [19], thus helping improve work performance. Brenner (2017) [20] showed that listening is at the heart of effective psychiatric practice and provides a foundation for many of the established competencies in psychiatry training. ...
... Listening competency is a special skill [66]. Ames et al. (2012) [18] found that HR managers who are good at listening were more influential, and listening skills were also an important factor that motivated people to achieve the desired behavioral results [67]. Therefore, HR managers who are good at listening not only gain advantages in developing relationship but also have increased self-confidence and respect [68]. ...
... Listening competency is a special skill [66]. Ames et al. (2012) [18] found that HR managers who are good at listening were more influential, and listening skills were also an important factor that motivated people to achieve the desired behavioral results [67]. Therefore, HR managers who are good at listening not only gain advantages in developing relationship but also have increased self-confidence and respect [68]. ...
Background
Listening is an important responsibilities of human resource managers, whether it will bring role stress to human resource managers, or lead to the risk of job burnout. This study aims to analyze the impact of listening competency on job burnout among human resource managers, and examine the mediating effect of role stress.
Methods
This study adopted a cross-sectional method to randomly select 500 human resource managers from China’s top ten human resource management cities to conduct an online questionnaire survey, and 232 valid samples were obtained. Descriptive statistical and one-way ANOVA were used to explore the status of job burnout among human resource managers in China. Correlation analysis, multiple linear regression and mediating effect analysis were employed to test the relationship between listening competency and job burnout, as well as the mediating effect of role stress.
Results
(1) 34.5% of the respondents reported mild burnout, while 3.0% respondents showed serious burnout. Emotional exhaustion was the most serious. (2) Those are good at listening could easily avoid job burnout. Among them, listening skills were conducive to reducing the degree of depersonalization of human resource managers, and empathy was more conducive to improving their personal sense of accomplishment. (3) The role stress had a significant mediating role in the relationship between listening competency and job burnout. Which means that listening competency can avoid job burnout by reducing role stress of human resource managers.
Conclusions
This study revealed the current situation of job burnout among human resource managers in China, and explored the influence of listening competency on job burnout. This study enriched the research content of job burnout, and provided references for preventing and intervening job burnout of human resource managers.
... Supervisor listening refers to the extent to which supervisors are perceived, by employees, as listening to employees' suggestions or concerns on work-related issues and demonstrating attention, interest, and care (Ames, Maissen, & Brockner, 2012;Lloyd, Boer, Keller, & Voelpel, 2015). The construct of supervisor listening partly overlaps with other positive leader behaviors such as leader consideration, support, inclusiveness, and interpersonal fairness because these perceptions of leadership broadly include supervisor listening as one potential characteristic. ...
... Leader inclusive is a broader term that not only targeted at the specific employee voice but also aims to build an inclusive team climate. In contrast, supervisor listening is more specifically addressing the perceived listening behavior of the supervisor directed at each individual employee, not the supervisor's general leadership style or behavior targeted at the group (Ames et al., 2012;Lloyd et al., 2015;Tangirala & Ramanujam, 2012). Similar to leader-member exchange (Graen & Uhl-Bien, 1995), supervisor listening relies theoretically on the idea of vertical dyad linkage and follows from leadership research indicating that managers are often selective in their behaviors toward employees (e.g., Graen & Scandura, 1987). ...
... Attentive listening is not solely about passively listening to employee suggestions and agreeing with them. It involves developmental processes in which supervisors incorporate what is heard into the conversation, build on the suggested ideas, and elaborate and share information (Ames et al., 2012). According to Deci and Ryan (1985), external conditions can provide individuals with behaviorally relevant information in the absence of pressure for a particular outcome. ...
Synthesizing the literature on voice, creativity, and supervisor listening, our research built and tested a theoretical model linking voice opportunity with creative performance, moderated by supervisor listening. Using multisource, multiwave survey data from 347 employees and 91 supervisors in a large company in China, we found that when supervisors were attentive and listened to their subordinates, voice opportunity was positively related with creative process engagement, which in turn resulted in creative performance. Exploring the link between voice opportunity and creative performance with supervisor listening as a boundary condition of the relationship, our study contributes to the successful transition of voice inputs into creative outcomes.
... People who listen well benefit both themselves and their partners. Good listeners have better objective measures of performance (Bergeron & Laroche, 2009;Levinson, Roter, Mullooly, Dull, & Frankel, 1997), and are perceived as better leaders (Ames, Maissen, & Brockner, 2012;Berson & Avolio, 2004;Kluger & Zaidel, 2013). They also improve their partner's well-being (Rogers, 1951;Rogers & Roethlisberger, 1991/1952, quality of speech (Bavelas, Coates, & Johnson, 2000), self-knowledge (Pasupathi, 2001;Pasupathi & Rich, 2005), attitude clarity (Itzchakov, DeMarree, Kluger, & Turjeman-Levi, 2018), and creativity (Castro, Anseel, Kluger, Lloyd, & Turjeman-Levi, 2018), while reducing their partner's extremism (Itzchakov, Kluger, & Castro, 2017). ...
... This is an intrapersonal (within-person) covariance in which Amy judges Bob's speaking and listening similarly. This is consistent with findings that working professionals who are perceived to be both good listeners and good speakers are perceived to be most influential (Ames et al., 2012). Moreover, if Amy reports that Bob listens especially well, Bob will report that Amy speaks especially well (interpersonal covariance). ...
... Specifically, phrases such as "silence is golden" and "the least said the better" are common, and management scholars implore organizations to "TEACH PEOPLE TO LISTEN, NOT TALK" (Gino, 2019, p. 75). Yet, when the outcome is a successful negotiation, it seems that both listening and speaking skills are necessary (Gino, 2019), and empirical findings suggest that listening and speaking skills interact in predicting perception of influence, such that those that are perceived as most influential are those perceived to speak and listen exceptionally well (Ames et al., 2012). Thus, it is not obvious whether perceived speaking quality affects intimacy independently from perceived listening. ...
Listening has powerful organizational consequences. However, studies of listening have typically focused on individual level processes. Alternatively, we hypothesized that perceptions of listening quality are inherently dyadic, positively reciprocated in dyads, and are correlated positively with intimacy, speaking ability, and helping-organizational-citizenship behavior, at the dyadic level. In two studies, teammates rated each other on listening and intimacy; in one, they also rated speaking ability, and helping-organizational-citizenship behavior, totaling 324 and 526 dyadic ratings, respectively. In both , social relations modeling suggested that the dyad level explained over 40% of the variance in both listening and intimacy, and yielded the predicted positive dyadic reciprocities (dyad members tend to rate each other similarly). Furthermore, listening perceptions correlated with intimacy, speaking ability, and helping reported by other workers, primarily at the dyadic level. Moreover, rating of listening, but not of speaking, by one dyad member, predicted intimacy reported by the other dyad member, and that intimacy, in turn, predicted helping-organizational-citizenship behavior. Counterintuitively, listening quality is more a product of the unique combination of employees than an individual difference construct. We conclude that perceived listening, but not perceived speaking, appears to be the glue that binds teammates to each other dyadically, and consequently affects helping.
... Fleishman's taxonomy of human abilities (Fleishman, Quaintance, & Broedling, 1984) defines oral expression as the ability to communicate information and ideas in speaking so others will understand. Ames et al. (2012) maintain that oral expression is saying what is right, expressing it well, speaking up, and holding the attention of the listening audience while saying it. ...
... Influencing behavior is not limited to hierarchical relationships. With the identification of teamwork as a high performance work practice (see Becker, Huselid, & Ulrich, 2001;Huselid, 1995), lateral influence (i.e., peers influencing peers) has drawn increased attention among practitioners and scholars (e.g., Ames, Maissen, & Brockner, 2012;C. Anderson, Spataro, & Flynn, 2008;Lee, Han, Cheong, Kim, & Yun, 2017;Yukl, Seifert, & Chavez, 2008). ...
... In fact, practically all of the influencing tactics (e.g., rationality, ingratiation, inspirational appeals) previously researched (e.g., Higgins et al., 2003;Kipnis et al., 1980;Yukl et al., 1993;Yukl & Falbe, 1990;Yukl & Tracey, 1992) require sufficient oral expression. For more recent evidence of this, oral expression was found to be strongly correlated with the influencing of coworkers (Ames et al., 2012;r = .63, p < .01). 1 The strong association between listening skills and influencing (Ames et al., 2012; r = .54, ...
Influence is a critical competency for success in the workplace. Past research has shown that two oral communication skills (listening and oral expression) are associated with interpersonal influence. This exploratory study examines the effectiveness of two pedagogies (leaderless group discussion [LGD] and oral presentation with a question and answer time [P+Q&A]) in developing these oral communication skills. MBA students enrolled in online courses participated in this pedagogical research. The results of paired-sample t test procedures and correlation analyses of self- and peer ratings suggest that LGD and P+Q&A are effective in developing listening and oral expression skills, which, in turn, are related to interpersonal influence. Other key findings indicate that the reactions of the MBA students to LGD and P+Q&A are favorable, and the intentions of MBA students to transfer these communication skills back to their jobs are strong. We discuss the two pedagogies from the perspectives of relevance, improvisation, inductive/deductive discourse, and Bloom’s taxonomy of learning. We end with a discussion of the implications of these findings for business education priorities and business instructors.
... Fleishman's taxonomy of human abilities (Fleishman, Quaintance, & Broedling, 1984) defines oral expression as the ability to communicate information and ideas in speaking so others will understand. Ames et al. (2012) maintain that oral expression is saying what is right, expressing it well, speaking up, and holding the attention of the listening audience while saying it. ...
... Influencing behavior is not limited to hierarchical relationships. With the identification of teamwork as a high performance work practice (see Becker, Huselid, & Ulrich, 2001;Huselid, 1995), lateral influence (i.e., peers influencing peers) has drawn increased attention among practitioners and scholars (e.g., Ames, Maissen, & Brockner, 2012;C. Anderson, Spataro, & Flynn, 2008;Lee, Han, Cheong, Kim, & Yun, 2017;Yukl, Seifert, & Chavez, 2008). ...
... In fact, practically all of the influencing tactics (e.g., rationality, ingratiation, inspirational appeals) previously researched (e.g., Higgins et al., 2003;Kipnis et al., 1980;Yukl et al., 1993;Yukl & Falbe, 1990;Yukl & Tracey, 1992) require sufficient oral expression. For more recent evidence of this, oral expression was found to be strongly correlated with the influencing of coworkers (Ames et al., 2012;r = .63, p < .01). 1 The strong association between listening skills and influencing (Ames et al., 2012; r = .54, ...
... However, other research indicates that when not combined with other traits, extraversion on its own is not associated with AEL competence (Pence & Vickery, 2012). Also, in research using the Big-Five, Ames, Maissen, and Brockner (2012) found extraversion to be the only trait for which being influential on others at work could not be accounted for by good listening. Furthermore, there is some evidence to indicate that extraversion has links with negative social characteristics. ...
... Openness was also observed to be associated with paying visual attention to interlocutors during initial interactions (Berry & BIG-5 TRAITS, ASSERTIVENESS AND LISTENING Hansen, 2000) and has been shown to influence empathic communication (Barrio, Aluja, & García, 2004;Lesh, 1970). Whilst Ames et al. (2012) found that listening partly accounted for the relationship between openness and workplace influence, the researchers claimed that openness is most likely to influence informational listening rather than relational listening. Although there is not any previous research correlating openness with AEL, given the evidence that openness is associated with emotionally supportive communication, the current study hypothesizes that the Big-Five trait of openness will significantly account for variation in AEL. ...
... The finding that openness was a predictor of AEL is also worthy of further discussion (RQ2), especially since this Big-Five trait has largely been investigated for its cognitive rather than social strengths and these are new findings highlighting the significance of openness as a trait conducive to positive relations with others based on interpersonal listening competence. Moreover, while previous research has suggested that being "open" fosters listening to obtain information (Ames et al., 2012) or as an expression of interest in intellectual topics (Funder & Sneed, 1993), this is the first study showing that openness is related to AEL. ...
As personality traits can influence important social outcomes, the current research investigated whether the Big-Five had predictive influences on communication competences of active-empathic listening (AEL) and assertiveness. A sample of 245 adults of various ages completed the self-report scales. Both Agreeableness and Openness uniquely predicted AEL. Extraversion had the biggest influence on assertiveness but did not uniquely explain AEL variance. Conscientiousness and Neuroticism had small predictive influences on assertiveness. Further investigation into the pathways linking Big-Five facets to the different components of these communication competences is proposed and practical implications including understanding personality traits for successful leadership is discussed.
... A final important outcome of perceived listening at work is that those perceived as better listeners are also more likely to be seen as influential (Ames, Maissen, and Brockner, 2012) and perceived as leaders (Johnson & Bechler, 1998). Good listeners acquire more information than poor listeners do, allowing them to customize their influence attempts to the situation. ...
... Supporting these arguments, Ames et al. (2012) found that the perceived listening behavior of MBA students predicted the level of perceived influence they had on their peers. They also found that listening partially explained the relationships between personality (i.e., agreeableness and openness) and influence. ...
We conducted an integrative review of research on listening relevant to work and organizations, published from 2000 to 2021, and across three disciplines (management, psychology, and communication studies). We found that listening research is fragmented across three perspectives: (1) perceived listening, (2) listeners’ experience, and (3) listening structures. We discuss how integrating these perspectives highlights two major tensions in listening research. First, there is a tension between speakers’ perceptions and listeners’ experience, which reveals a listening paradox – while listening is perceived to be beneficial for speakers, it can be experienced as costly and depleting for listeners. This paradox reveals why people struggle with listening when it is needed the most. Second, listening structures in organizations can create tensions between organizational goals and listeners’ experiences. While organizations use listening structures to enable and signal listening, these efforts can impose greater costs on listeners, reinforce existing power structures, and create opportunities for unwanted surveillance. Managing these tensions provides fertile ground for future research, in part because recent advances in communication technologies are changing the dynamics and structure of listening in organizations.
... Regretfully, the prevailing view of communication as job performance (Campbell & Wiernik 2015) seems to focus only on sending messages (i.e., talking), ignoring the fact that communication is a two-way process. Indeed, both listening and talking contribute to people's interpersonal influence (Ames et al. 2012). ...
... In separate studies, those researchers found correlations exceeding r = 0.70 between perceptions of listening and leadership when they employed coders to observe communication within teams (e.g., Johnson & Bechler 1998), suggesting that listening contributes to leadership emergence. Interestingly, Ames et al. (2012) found that people who were rated highest on interpersonal influence were perceived to both speak well and listen well, indicating that listening augments the benefit of speaking well. ...
Listening is associated with and a likely cause of desired organizational outcomes in numerous areas, including job performance, leadership, quality of relationships (e.g., trust), job knowledge, job attitudes, and well-being. To advance understanding of the powerful effects of listening on organizational outcomes, we review the construct of listening, its measurement and experimental manipulations, and its outcomes, antecedents, and moderators. We suggest that listening is a dyadic phenomenon that benefits both the listener and the speaker, including supervisor-subordinate and salesperson-customer dyads. To explain previous findings and generate novel and testable hypotheses, we propose the episodic listening theory: listening can lead to a fleeting state of togetherness, in which dyad members undergo a mutual creative thought process. This process yields clarity, facilitates the generation of novel plans, increases well-being, and strengthens attachment to the conversation partner. 4.1
... While listening seems to be a basic, almost self-evident, interpersonal behavior, it is surprising to see that the effects of supervisors' listening on subordinates have received relatively little empirical attention (for the benefits of supervisors' listening for the supervisors themselves, see e.g., Ames, Maissen, & Brockner, 2012). The few studies mentioning supervisors' listening effects on subordinates are largely theoretical, with listening being described as a relatively minor part of other overarching constructs. ...
... First, responsiveness includes a belief that the "partner will respond supportively to expression of needs" (Reis et al., 2004), whereas listening is not about a belief. Second, while responsiveness is a general and abstract term, the literature on listening describes more specific behaviors, such as asking questions (van Quaquebeke & Felps, 2018;Weger, Castle, & Emmett, 2010) and paying attention (Ames et al., 2012). ...
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, 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, r ̄ = .39, 95% CI [.13; .60]. Together, our results suggest that supervisor listening may be an underrated aspect of management that fosters creativity.
... While listening seems to be a basic, almost self-evident, interpersonal behavior, it is surprising to see that the effects of supervisors' listening on subordinates have received relatively little empirical attention (for the benefits of supervisors' listening for the supervisors themselves, see for example, Ames, et al., 2012). The few studies mentioning supervisors' listening effects on subordinates are largely theoretical, with listening being described as a relatively minor part of other overarching constructs. ...
... First, responsiveness includes a belief that the "partner will respond supportively to expression of needs" (Reis, Clark, & Holmes, 2004), whereas listening is not about a belief. Second, while responsiveness is a general and abstract term, the literature on listening describes more specific behaviors, such as asking questions (Van Quaquebeke & Felps, 2016;Weger et al., 2010) and paying attention (Ames, Maissen, & Brockner, 2012). ...
ABSTRACT
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, 𝑟 = .39, 95% CI [.13; .60]. Together, our results suggest that supervisor listening may be an underrated aspect of management that fosters creativity.
... Correlational studies suggest that the perception of good listening is positively associated with job satisfaction (Brownell, 1990;Lloyd, Boer, Kluger, & Voelpel, 2015), relational satisfaction (Canlas, Miller, Busby, & Carroll, 2015;Katz & Woodin, 2002), customer loyalty (Román, 2014), objective measures of performance (Bergeron & Laroche, 2009;Levinson, Roter, Mullooly, Dull, & Frankel, 1997), job commitment (Lobdell, Sonoda, & Arnold, 1993), trust (Drollinger & Comer, 2013;Lloyd et al., 2015), voice behavior (Tangirala & Ramanujam, 2012), and organizational citizenship behavior (Lloyd, Boer, Keller, & Voelpel, 2014;Schroeder, 2016). Subordinates who perceive their managers as good listeners attribute high levels of people leadership to them (Ames, Maissen, & Brockner, 2012;Berson & Avolio, 2004;Kluger & Zaidel, 2013). Experiencing good listening from one's supervisor was also shown to be negatively associated with job burnout (Pines, Ben-Ari, Utasi, & Larson, 2002). ...
... Responsiveness includes a belief that the "partner will respond supportively to expression of needs" (Reis et al., 2004), whereas listening is about the perception of the partner's behavior. While responsiveness is a general and abstract term, listening is described in the literature as being associated with specific behaviors, such as asking questions (Van Quaquebeke & Felps, 2016) and paying attention (Ames et al., 2012). Therefore, following Castro et al. (2016), we define listening "as a behavior that manifests the presence of attention, comprehension, and good intention toward the speaker". ...
The Listening Circle is a method for improving listening in organizations. It involves people sitting in a circle where only one talks at a time. Talking turns are signaled by a talking object. Although there are several reports regarding the effectiveness of the Listening Circle, most are based on case studies, or confounded with another intervention, and do not use theory to predict the listening-induced outcomes. We predicted that perceiving good listening decreases employees’ social anxiety, which allows them to engage in deeper introspection, as reflected by increased self-awareness. This increased self-awareness enables an acknowledgment of the pros and cons of various work-related attitudes, and can lead to attitudes that are objectively more ambivalent and less extreme. Further, we hypothesized that experiencing good listening will enable speakers to accept their contradictions without the evaluative conflict usually associated with it (subjective-attitude ambivalence). In three quasi-experiments (N's = 31, 66, 83) we compared the effects of a Listening Circle workshop to a self-enhancement workshop (Studies 1 and 2), a conflict-management workshop (Study 2), and to employees who did not receive any training (Study 3), and found consistent support for the hypotheses. Our results suggest that the Listening Circle is an effective intervention that can benefit organizations.
... Subsequently, participants were asked to introduce themselves. 1 Each participant who spoke held a "talking object," which indicated who has the permission to speak. Afterwards, participants shared the significant experience they have had with a colleague, which they referred to in the pre-workshop questionnaire, while their colleagues listened without interruptions. ...
... Eventually, my friend, 2 who we work together many years, got the position. Initially I thought 1 Most employees who participated in the workshops did not have a previous acquaintance with one another. 2 We asked the attendees in the workshop to not mention any names while describing the event in case other attendees might know the employees that were described. ...
Listening is an essential part of interpersonal communication at the workplace, and it is often considered one of the most important forms of communication behavior. Employees' spend almost half their day listening to their interlocutors, such as their managers, colleagues, or their customers. However, despite listening' prevalence, most people, and most of the time, listen poorly, even though practitioners continually point out its importance to individuals and organizations. Moreover, listening has received relatively little attention in the field of organizational behavior (in both journals and textbooks). The poor state of listening is curious because as early as 1952, Carl Rogers, one of the noted fathers of modern clinical psychology, pointed out the huge potential of good listening to solve a multitude of organizational problems including poor leadership and management. Listening, according to Rogers, restores inner communication among parts of the self of the speaker, and as a result creates a more balanced person that operates more peacefully in the world. However, although Rogers' theoretical arguments received much attention in clinical psychology, they have yet to receive attention nor been systematically implemented in organizations. In this work, we discuss the Listening Circle paradigm, which was developed independently of the Rogerian tradition, as an intervention to improve employees' listening abilities. Furthermore, we hypothesized, based on Rogers' theory, that participating in the Listening Circle, and thus experiencing good listening, will reduce employees' levels of social anxiety, and thereby will make their work-related attitudes more balanced and less extreme.
... Listening competency is one of the most important communication skills and has a critical impact on one's life and work achievements. Research has shown that listening competency can lead to more effective interactions, higher relationship satisfaction and better health care (Ames et al., 2012). Human resource managers who are good at listening can easily avoid job burnout (Wang & Chen, 2022). ...
In view of the lack of research involving psychological monitors’ listening competency, the study aims to construct a preliminary model of listening competency and develop the Psychological Monitors’ Listening Competency Questionnaire in College (PMLCQC). The data of 349 open questionnaires and 21 interview reports were coded and analyzed by using NVivo 11.0 software, and a preliminary structural model of psychological monitors’ listening competency in college was constructed to form the initial questionnaire. The initial questionnaire was then distributed online to psychological monitors of a university in Tianjin, and 625 valid questionnaires were collected. The data obtained from the initial test were analyzed by using SPSS 22.0 for item analysis and exploratory factor analysis of the initial questionnaire, and the questionnaire items were progressively screened to obtain a formal questionnaire. Then 504 psychological monitors responded to the formal questionnaire. The data were analyzed by using AMOS 21.0 for confirmatory factor analysis, and SPSS 22.0 for reliability/validity analysis. PMLCQC has 38 items, including seven dimensions which are grasping of contents, inclusiveness and acceptance, nonverbal aiding, responsiveness and feedback, preference for listening willingness, observing and focusing on hints, and uninterruption. The result of confirmatory factor analysis showed that the seven-factor structural model had a good construct validity (χ²/df = 2.27, CFI = 0.91, IFI = 0.91, TLI = 0.90, RMSEA = 0.050). The Psychological Monitors’ Listening Competency Questionnaire in College has good reliability and validity and can be used for the assessment of psychological monitors in college. By rearranging the initials of the seven dimensions, we have named this model of psychological monitors’ listening competency in college as POURING Listening Model.
... Psychological safety is part of making feedback constructive. The leader speaks with expressiveness and listens to the team member's reactions (Ames, Maissen, & Brockner, 2012;. Listening well is a way to establish psychological safety in the leader-member relationship (Dimotakis, Lambert, Fu, Boulamatsi, Smith, Runnalls, Corner, Tepper, and Maurer, 2022). ...
This conceptual article develops a model of how attachment style affects how leaders give feedback and members' react to it. Drawing on attachment theory, we propose that leaders whose trait attachment style is grounded in a desire for security are likely to deliver feedback that is constructive—that is, specific, frequent, timely, behavioral, and future-focused expressed in a way that establishes psychological safety. Leaders who have an anxious attachment style do not want to give members unfavorable feedback that may cause a negative reaction. Leaders who avoid attachment are likely to present little feedback or present unfavorable feedback in a manner that is not constructive—potentially blunt and ego-threatening. Our model also predicts that team members' trait attachment style influences their feedback acceptance mediated by their feelings of psychological safety, with secure attachment style members benefiting most from constructive feedback. Further, we consider how the match (or mismatch) in attachment style between the leader and member influences their reactions to each other as the leader offers feedback and the member reacts. This has implications for assessing the fit between the leader's and team member's attachment styles and designing HR interventions for more constructive feedback and positive reactions.
... With the establishment and development of oral communications as a learning competency for students, a clear and functional definition of oral communication is initially important to develop the processes for evaluation. Ames, Maissen, and Brockner (2012) maintain that "oral expression is saying what is right, expressing it well, speaking up, and holding the attention of the listening audience while saying it." ...
The COVID-19 epidemic has severely harmed the worldwide higher education business, resulting in an enormous health and socioeconomic tragedy that will be remembered for a long time. The COVID-19 pandemic has underlined the need for improved international and global perspectives to assess the numerous COVID-19 ramifications in the short, medium, and long term. Several higher education organizations and associations, including student groups and other higher education organizations, conducted surveys with a specific focus on a topic or problem that developed. This article investigates the pandemic's initial consequences on education and research activities. We want to look at how coronaviruses impact academic research in higher education. We employed a geographically distributed responder survey from Albanian private and public higher education institutions.
... Further, it is possible that these additional strategies could moderate the effects we found in Study 3. For example, a person who speaks up, self-discloses, asks thoughtful questions, and listens well might be particularly well-liked, and it will be important for future research to test how conversational strategies such as these interact to promote liking (e.g., Ames et al., 2012). ...
We hypothesized that people would exhibit a reticence bias, the incorrect belief that they will be more likable if they speak less than half the time in a conversation with a stranger, as well as halo ignorance, the belief that their speaking time should depend on their goal (e.g., to be liked vs. to be found interesting), when in fact, perceivers form global impressions of each other. In Studies 1 and 2, participants forecasted they should speak less than half the time when trying to be liked, but significantly more when trying to be interesting. In Study 3, we tested the accuracy of these forecasts by randomly assigning participants to speak for 30%, 40%, 50%, 60%, or 70% of the time in a dyadic conversation. Contrary to people’s forecasts, they were more likable the more they spoke, and their partners formed global rather than differentiated impressions.
... Second, the present research focused solely on the impact of the training on its attendees. Previous research indicates that good listeners benefit their speakers in numerous ways (e.g., Ames et al., 2012;Pasupathi et al., 1998;Weinstein et al., 2021). The present studies did not control for team variables such as tenure, wage, and rewards. ...
The present work focuses on listening training as an example of a relational human resource practice that can improve human resource outcomes: Relatedness to colleagues, burnout, and turnover intentions. In two quasi-field experiments, employees were assigned to either a group listening training or a control condition. Both immediately after training and three weeks later, receiving listening training was shown to be linked to higher feelings of relatedness with colleagues, lower burnout, and lower turnover intentions. These findings suggest that listening training can be harnessed as a powerful human resource management tool to cultivate stronger relationships at work. The implications for Relational Coordination Theory, High-Quality Connections Theory, and Self-Determination Theory, are discussed.
... In the last decade, however, research has begun to emphasize the importance of listening for personality and social psychology. For example, a study of co-workers' perceptions found that listening positively affected social influence above and beyond the effect of verbal expressiveness (Ames et al., 2012). In this study, listening also mediated the association between personality and social influence. ...
Social psychologists have a longstanding interest in the mechanisms responsible for the beneficial effects of positive social connections. This paper reviews and integrates two emerging but to this point disparate lines of work that focus on these mechanisms: high-quality listening and perceived partner responsiveness. We also review research investigating the downstream consequences of high-quality listening and perceived partner responsiveness: the how and why of understanding the process by which these downstream benefits are obtained. High-quality listening and perceived responsiveness, though not isomorphic, are related constructs in that they both incorporate several key interpersonal processes such as understanding, positive regard, and expressions of caring for another person. We develop a theoretical model for representing how listening embodies one form of interactive behavior that can promote (or hinder) perceived partner responsiveness and its downstream affective, cognitive, and behavioral effects. Finally, we discuss our model’s implications for various social-psychological concerns, such as social cognition, self-evaluation, constructive disagreements, and interpersonal relationships.
... The construct of listening in an interpersonal context is multi-faceted, and three main facets of good listening have been identified: attention, comprehension, and relational components (Itzchakov, 2020;Kluger et al., 2021). Attention refers to being fully present with the speaker and avoiding internal and external distractions (Ames et al., 2012). Comprehension refers to the extent to which listeners signal that they understand the speaker. ...
What is ‘good’ qualitative research? Considerable literature articulates criteria for quality in qualitative research. Common to all these criteria is the understanding that the data gathering process, often interviews, is central in assessing research quality. Studies have highlighted the preparation of the interview guide, appropriate ways to ask questions, and especially the interaction between interviewer and interviewee. To a lesser extent, qualitative scholars mention the importance of the interviewer’s listening abilities in obtaining the interviewee’s cooperation. Based on results of listening studies in the fields of psychology and organizational behavior, we argue that good listening is crucial for assessing the quality of qualitative research, yet remains a blind spot in qualitative data gathering. Drawing on our experience as qualitative researcher and listening researcher, we present practices for enhancing good listening in qualitative research, thereby enabling researchers to calibrate themselves as research instruments and obtain richer data.
... Kellett, Humphrey, and Sleeth (2006) found that, over and above cognitive ability, people who were rated by their peers in small-group settings as higher in empathy were also rated as higher in leadership. In a similar vein, Ames, Maissen, and Brockner (2012) showed that listening behaviors (e.g., listening frequently) are linked to being rated higher in influence (e.g., ability to persuade others and build coalitions) by work colleagues. Along somewhat related lines, Flynn and colleagues found that individuals who score high in self-monitoring-a personality disposition that is associated with being more attuned to and accurate about status dynamics and the status implications of one's own and others' behaviors-were more apt to be granted status in the eyes of their peers (Flynn, Reagans, Amanatullah, & Ames, 2006). ...
Philosophers, scientists, policymakers, and the public have questioned about who ascends to power and how power affects the person. This chapter reviews and discusses social–cognitive literature from the last decade or so that examines how dispositions and contextual factors affect the emergence of power and how having power affects the links between dispositions and behavior. Following a process-based perspective that contemplates the cognitive strategies of people in power, a model is proposed of power as a magnifier of the active self—that is, the subset of self-knowledge that is active on a moment-to-moment basis. The active self channels attention and action in line with priorities and plays a key role in action facilitation and goal-directed behavior. The active self is responsive to chronic dispositions, emotions, and current states of the person and to inputs from the environment in a flexible manner. Extant research is integrated based on this model.
... Similarly, Sims (2017) revealed that extraversion had the greatest influence on assertiveness in communication but did not uniquely explain the variance in active-empathic listening. According to a study by Ames, Maissen and Brockner (2012), extraversion does not account for good listening skills. Extraversion has been described as a combination of assertiveness and sociability (Lucas, et. ...
This paper explores the Big-Five personality traits and their effects on communication skills amongst ethnic Khmer students in multicultural higher education in Vietnam. A total of 426 first-to-third year Khmer students were randomly sampled via a cross-sectional study. Instruments used in the study consist of Big Five Personality Factors and a communication skill questionnaire employing a Likert scale. The results reveal that when rating their personality, Khmer students rated Agreeableness as the highest strait and Extraversion as the lowest. Female students tended to be more oriented towards Agreeableness than their male fellows, while male students were recorded to be more focused on Emotional stability than females. Furthermore, significant positive correlations were found between personality traits and communication skills. Multiple regression analysis indicated personality characteristics accounted for 11.2 percent of variance in communication skills in which Extraversion, Conscientiousness and Openness to Experience directly affected the communication skills of ethnic Khmer students while Emotional Stability and Agreeableness did not. These results are interpreted within the context of educators in Vietnam developing a better understanding of ethnic Khmer students' personality traits in predicting their communication skills within a learning setting to encourage and nurture student motivation and achievement.
... First, it would be longitudinal. Concurrent designs that assess personality and power simultaneously leave the origin of causality unclear (22,23), in part, because power can foster disagreeable behavior (5). Second, the study would need to span a considerable length of time-years rather than weeks or months-to allow for the effects of personality to unfold. ...
Significance
Are disagreeable individuals more likely to attain power than agreeable individuals? This question is important because highly disagreeable individuals in positions of power can do a lot of damage. For example, CEOs who are nasty and bullying create cultures of abuse and tend to lead their organizations to fail. In two longitudinal prospective studies, we found that disagreeableness did not predict the attainment of power. Selfish, deceitful, and aggressive individuals were no more likely to attain power than were generous, trustworthy, and nice individuals. Why not? Disagreeable individuals were intimidating, which would have elevated their power, but they also had poorer interpersonal relationships at work, which offset any possible power advantage their behavior might have provided.
... Work about the effect of high quality listening on speakers' attitudes found empirical support for Rogers's theory (Castro et al., 2016;Itzchakov et al., 2017). Although responsiveness and listening are both forms of support, they differ in their level of abstraction, that is, responsiveness is a general and abstract term, whereas listening is associated with specific behaviors, such as paying attention (Ames et al., 2012). Future research integrating these different levels of abstraction will be useful. ...
Can perceived responsiveness, the belief that meaningful others attend to and react supportively to core defining feature of the self, shape the structure of attitudes? We predicted that perceived responsiveness fosters open-mindedness, which, in turn, allows people to be simultaneously aware of opposing evaluations of an attitude object. We also hypothesized that this process will result in behavior intentions to consider multiple perspectives about the topic. Furthermore, we predicted that perceived responsiveness will enable people to tolerate accessible opposing evaluations without feeling discomfort. We found consistent support for our hypotheses in four laboratory experiments (Studies 1-3, 5) and a diary study (Study 4). Moreover, we found that perceived responsiveness reduces the perception that one's initial attitude is correct and valid. These findings indicate that attitude structure and behavior intentions can be changed by an interpersonal variable, unrelated to the attitude itself.
... In the studies related to communication disputes, depending on the lack of listening, the problem that partners do not understand one another underlies the communication disputess. This problem leads to communication disputes (Street, Brady and Putman, 1983;Castleberry and Shepherd, 1993;Brownell, 1994;Ryan et al., 1995;Janusik and Wolvin, 2002;Socha and Pitts, 2009;Mwolvin, 2010;Ames et al., 2012;Lau, 2017;Başar, Doğan, Şener, Uzun ve Topal, 2018). In conclusion, it has been found out that the important part of communication is listening and understanding the other party. ...
People sometimes use words and sometimes body language to invert interaction to communication. Especially, the use of body language has an important place for effective communication since cultural features come in to play in the use of body language. With the introduction of cultural features, the dimension of effective communication can change. The aim of this study is to examine the understanding of communicating and resolving conflicts among students of different nationalities. The study was qualitative and content analysis was used in studying collected data. The study group consist of 5 students from Turkey, 4 students from Azerbaijan, 5students from Turkmenistan, 5 students from Mali, 5 students from Somalia, 4 students from France, 5 students from Guinea, total of 33 students who continue their education in undergraduate programs in Turkey. The data of the study was collected by structured interview technique. The students were interviewed at different times, and the answers that they gave to the questions were noted. Then the answers given to each question were tabulated and the students were coded according to the countries. The collected data were subjected to content analysis. In the result of the study, students' understanding of communication and conflict resolution seemed to be similar at some points and at some points differentiated. According to the results, the first communication in effective communication is family and friends. It was seen that family, friends and experts are consulted respectively in order to solve the conflict in effective communication.
... Good Listening, too, offers a myriad of personal and organizational benefits. For example, people who are perceived to be good listeners are better performers (Bergeron & Laroche, 2009;Levinson, Roter, Mullooly, Dull, & Frankel, 1997), more liked (Lopez-Rosenfeld et al., 2015;Mein, Fay, & Page, 2016), trusted (Drollinger & Comer, 2013;Lloyd , Boer, Kluger, & Voelpel, 2015), and perceived as people leaders (Ames, Maissen, & Brockner, 2012;Berson & Avolio, 2004;Kluger & Zaidel, 2013). Thus, the contribution of this study is straightforward: (a) it proposes that good listening as an antecedent and outcome of humility. ...
Recent research shows that humility plays a key role in improving lives in a work-setting. In this symposium, we invite a group of active humility researchers to share their latest thoughts and findings. Two studies address how humble leaders affect their subordinates. Wang and colleagues propose and find that humble leaders reduce subordinates’ counter-productive work behaviors towards the leader by increasing subordinates’ trust in the leader and perceptions of interpersonal justice. Their study represents one of the few attempts to study the implications of humility to the leaders themselves. Relatedly, Oc and colleagues show that humble leaders increase subordinate performance by increasing their authenticity while leader-member-exchange quality further strengthens such processes. Chiu and Marrone examine how humble teams affect team behaviors. They look into teams’ humility composition and find that team-collective humility increases team helping behaviors by reducing team incivility norms, and that such a process is more prominent when leader morality is high and when team humility is homogeneous. Lastly, Lehmann & Kluger find that increasing listening quality induces humility in both the listener and the speaker, showing a novel effort that carries important implication for humility training. Collectively, these studies expand the nomological network of humility by studying new antecedents, outcomes, processes, and boundary conditions of humility, and thus are highly informative of future humility research directions.
... Agreeableness, Openness/Intellect, and Extraversion personality dimensions might explain various requirements for being successful at investigative interviewing. In a study examining the impact of listening and verbal expression skills on interpersonal influence, Ames, Maissen, and Brockner (2012) found that Agreeableness and Openness mediates the relationship between listening skills and influence. They also found that Extraversion is a mediator in the association between verbal expression and interpersonal influence. ...
We examined whether and how individual differences impact investigative interviewing performance by using the Police Interviewing Competencies Inventory (PICI) and the Five Factor Model (FFM) in a two-step research design. In Study 1, the structure of a modified version of the PICI was assessed using a general population sample (N = 300) and a four-dimensional aptitudes scale was created. In Study 2, student participants (N = 154) completed the aptitudes and the FFM scales, and then interviewed witnesses who watched a mock robbery crime video. Interviewer performance was assessed based on the amount of details they could elicit, the perception of the witness, and researcher ratings of behaviours and question usage. Three dimensions of the FFM were correlated with the success measures: Agreeableness with witness perception and appropriate questioning, Extraversion with researcher ratings and inappropriate questioning, and Openness with researcher ratings. Only the Communicative-Insisting dimension of the aptitudes scale predicted high researcher ratings. Findings might help police departments to identify potential successful interviewers.
... Based on research prior to 2014, Anderson and Cowan [10] suggested several mediating processes (Figure 1) for the finding that extraversion is linked to status attainment across contexts: (a) extraverts desire status more strongly and thus draw more attention to themselves and their positive attributes than introverts (b) they display social and leadership skills that are useful in most group settings (e.g., verbally expressiveness; [18]), and (c) they are perceived and (d) evaluated by others as task-competent (e.g., shyness of individuals is negatively related to others' intelligence perceptions, [19]). In line with the reasoning that extraverts desire status more strongly, several recent studies showed that extraversion is moderately to strongly positively associated with the motivation and intention to lead (e.g., [20, 21, 22*]. ...
The current review summarizes recent advances in research on personality predictors of status attainment. In line with previous research, recent studies indicate that extraverted and narcissistic individuals tend to attain status in groups. Research on mediating processes includes a wide range of underlying motivational, behavioral, and interpersonal perception processes. Most generally speaking, those high in extraversion and narcissism attain status because they are more motivated to do so and thus display assertive behavior that makes them look competent. Situational contexts, group tasks, and cultural contexts can moderate the personality-status links by shaping these processes. For example, studies inspired by evolutionary psychology suggest that dominant individuals are more likely to attain status when dominance is instrumental to address a threatening environment.
... Agreeableness, Openness/Intellect, and Extraversion personality dimensions might explain various requirements for being successful at investigative interviewing. In a study examining the impact of listening and verbal expression skills on interpersonal influence, Ames, Maissen, and Brockner (2012) found that Agreeableness and Openness mediates the relationship between listening skills and influence. They also found that Extraversion is a mediator in the association between verbal expression and interpersonal influence. ...
We examined whether and how individual differences impact investigative interviewing performance by using the Police Interviewing Competencies Inventory (PICI) and the Five Factor Model (FFM) in a two-step research design. In Study 1, the structure of a modified version of the PICI was assessed using a general population sample (N = 300) and a four-dimensional aptitudes scale was created. In Study 2, student participants (N =154) completed the aptitudes and the FFM scales, and then interviewed witnesses who watched a mock robbery crime video. Interviewer performance was assessed based on the amount of details they could elicit, the perception of the witness, and researcher ratings of behaviours and question usage. Three dimensions of the FFM were correlated with the success measures: Agreeableness with witness perception and appropriate questioning, Extraversion with researcher ratings and inappropriate questioning, and Openness with researcher ratings. Only the Communicative-Insisting dimension of the aptitudes scale predicted high researcher ratings. Findings might help police departments to identify potential successful interviewers.
... In a survey of van Vuuren et al. (2007), for example, listening was shown to be the second most important factor of leader communication style for follower commitment. Furthermore, there is empirical evidence that careful listening is associated with transformational leadership (Berson and Avolio, 2004) and effective interpersonal influence (Ames et al., 2012). Also, a qualitative study conducted by Alvesson and Sveningsson (2003) revealed that leaders themselves consider listening a central feature of their role. ...
In recent years, the construct of mindfulness has gained growing attention in psychological research. However, little is known about the effects of mindfulness on interpersonal interactions and social relationships at work. Addressing this gap, the purpose of this study was to investigate the role of mindfulness in leader–follower relationships. Building on prior research, we hypothesize that leaders’ mindfulness is reflected in a specific communication style (“mindfulness in communication”), which is positively related to followers’ satisfaction with their leaders. We used nested survey data from 34 leaders and 98 followers from various organizations and tested mediation hypotheses using hierarchical linear modeling. Our hypotheses were confirmed by our data in that leaders’ self-reported mindfulness showed a positive relationship with several aspects of followers’ satisfaction. This relationship was fully mediated by leaders’ mindfulness in communication as perceived by their followers. Our findings emphasize the potential value of mindfulness in workplace settings. They provide empirical evidence for a positive link between leaders’ dispositional mindfulness and the wellbeing of their followers, indicating that mindfulness is not solely an individual resource but also fosters interpersonal skills. By examining leaders’ mindfulness in communication as an explanatory process, we created additional clarification about how leaders’ mindfulness relates to followers’ perceptions, offering a promising starting point for measuring behavioral correlates of leader mindfulness.
... The goal is to help students who are experiencing strong negative emotions that are interfering with their focus on academic tasks to become more positive and willing to persist and work hard to recover from their perceived loss. Interventions administered by teachers or friends that have been found to change negative mood states include powerful active listening activity teachers can use to help students get control of their emotions and be open to alternative views of what happened (Ames, Maissen, & Brockner, 2012;Weger, Bell, Minei, & Robinson, 2014).Active listening is a three-stage process: ...
This article describes a practical approach to diagnosing and solving some of the motivation problems encountered in educational settings using the evidence-based Belief-Expectancy-Control (BEC) Framework. We think of this framework as a “learning engineering” approach, because it integrates and applies a wide array of research results and clinical experience by teachers and instructional designers to guide the solution of a practical problem at scale.
... Trying to take someone else's perspective based on observation is one of the major skills that is often listed in intercultural competence models and is also called "attributional reasoning" (Spitzberg & Changnon, 2009;Morris et al., 2014, p. 198). Instead of taking-perspectives (implicitly tracing observed behaviours to intentions), Epley and other social psychologists encourage us to consider getting-perspectives, meaning the verbalization and the verification of our perceived cues (Johnson & Bechler, 1998;Ames, Benjamin & Brockner, 2012;Epley, 2015, pp. 180-181). ...
Against the background of increased global mobility and the need to communicate effectively across cultures, the development of Emotional Intelligence (EI) is of growing importance to those involved in intercultural education. There are important theoretical synergies between EI, which is comprised of components such as self-awareness, self-regulation, motivation, empathy and social skills (Goleman, 1998), and models of intercultural competence (IC) commonly utilised in intercultural education (e.g., Byram, 1997; Deardorff, 2006). In particular, one of the components of EI, empathy has recently attracted attention from new perspectives (Epley, 2014; Bloom, 2016; Breithaupt, 2017a, 2017b). In this paper, we consider the place of EI within models of intercultural competence and then offer theoretical and pedagogical discussion on one particular element of EI—empathy—that we believe will be useful to intercultural educators.
... However, listening is a strong predictor of social cohesion in work groups and interpersonal relationships. 25 Simply putting phones away, creating a culture and practices that encourage listening, and being present can dramatically improve social connection in the workplace. ...
... Listening behavior includes sensing, evaluating and responding to the considerable amount of information provided by the speakers (Castleberry and Shepherd 1993;Ramsey and Sohi 1997). As an informational channel, listening behavior can not only enable the listeners to approach the inner aspects of the speakers, for example, their beliefs and attitudes (Ames et al. 2012), but also make the speakers feel the listeners' care and support (Ashford et al. 2009;Lloyd et al. 2015a). As a result, both a strong relationship and a high-quality communication channel will be built between listeners and speakers. ...
Identifying the antecedents of feedback seeking has attracted and continues to attract considerable research attention. In this study, we developed a model to advance this research line and tested it with data from a sample of 248 supervisor–subordinate dyads. The results suggest that leader’s listening behavior positively relates to employees’ feedback seeking, mediated by employees’ feedback self-efficacy. Furthermore, perceived organizational support moderates the relationship between leader’s listening behavior and employees’ feedback self-efficacy.
... However, recent research suggests that listening can play a significant role in influencing others. Ames, Maissen, and Brockner (2012) found that listening behavior predicted influence above and beyond the impact of verbal behavior, arguing that listening yields both informational benefits (e.g., better understanding a counterpart's position and how to persuade them) and relational benefits (e.g., counterparts have more liking and trust for those who listen to them and are therefore more readily persuaded by them). As such, one approach to being effectively assertive may be not only to listen to a counterpart's perspective but also to let them feel heard. ...
Whether in everyday disagreements, bargaining episodes, or high-stakes disputes, people typically see a spectrum of possible responses to dealing with differences with others, ranging from avoidance and accommodation to competition and aggression. We believe people judge their own and others' behaviors along this dimension, which we call interpersonal assertiveness, reflecting the degree to which someone stands up and speaks out for their own positions when they are faced with someone else who does not want the same outcomes. In this article, we review long-standing and recent scholarship to characterize the curvilinear consequences of assertiveness (both “too little” and “too much” can be problematic). We consider the sources of accommodating and assertive behavior, such as motivations, expectancies, and failures of self-regulation. We also examine ways in which people can assert themselves effectively, ranging from making precise offers in negotiations to employing rationales as part of their proposals. We conclude by noting promising directions for future research.
... According to Münte and Klump, active listening means that listeners carefully listen to what speakers are saying and observe their behavior and body language, and then make some responses to speakers. By using active listening, listeners often can create effective communication with speakers, and achieve effective interpersonal relationship because speakers often will perceive that they are respected by listeners (Ames et al, 2012). Normally, employees of EckoTours Australia often need to interact with international tourists. ...
... Kellett, Humphrey, and Sleeth (2006) found that, over and above cognitive ability, people who were rated by their peers in small-group settings as higher in empathy were also rated as higher in leadership. In a similar vein, Ames, Maissen, and Brockner (2012) showed that listening behaviors (e.g., listening frequently) are linked to being rated higher in influence (e.g., ability to persuade others and build coalitions) by work colleagues. Along somewhat related lines, Flynn and colleagues found that individuals who score high in self-monitoring-a personality disposition that is associated with being more attuned to and accurate about status dynamics and the status implications of one's own and others' behaviors-were more apt to be granted status in the eyes of their peers (Flynn, Reagans, Amanatullah, & Ames, 2006). ...
This chapter presents a comprehensive, scholarly review on the effects of power on powerholders’ social judgments and behavior. Power is with no doubt a key concept that characterizes asymmetric social relations. The chapter does not only bring together the most important approaches to the understanding of what it means to be in a powerful position, but also proposes a very clear conclusion namely that power amplifies the active self of the powerholder, a self that is understood as situated and linked to the social context. Implications of this conclusion resonate that power may magnify problematic self-aspects such as tendencies to preserve ones power and to pay less attention to other’s needs compared to one’s own—tendencies that contribute to the maintenance and aggravation of social inequality beyond of what is acceptable. Yet what is magnified by power depends on what dominates in the person and in the contextualized situation, including the possible inclusion of others in the self and the possible endorsement of ideologies promoting equality.
Dieses Buch gibt Führungskräften wertvolle Hilfe bei der Gestaltung zentraler Prozessschritte zu einer kundenzentrierten Organisation. Praxisorientierte Beispiele namhafter Unternehmen machen schnell den Wert einer durchgängigen Kundensicht auf Produkte, Prozesse und Services deutlich. In Lebenswelten der Kunden einzutauchen und zu verstehen, wie und was sie wirklich bewegt, bedeutet für viele Unternehmen ein großes Umdenken. Dabei können wir in Zeiten der fortgeschrittenen Digitalisierung Kunden durchaus einfacher verstehen - Tools und Technologien helfen, Daten entlang der Kundenreise aufzunehmen und in Verbindung setzen. Denn die meisten Kundenreisen sind mittlerweile auf die eine oder andere Art digital messbar. Es entstehen Datenpunkte, die analysiert und sinnvoll ausgewertet, nutzenstiftende Impulse liefern. So können Kundenerlebnisse in Produkt, Beratung oder Services unmittelbar verbessert werden. Daten lassen sich mit klassischen Finanzkennzahlen wie Umsatz, Marge, Gewinn und Wachstum in Beziehung bringen und genügen damit den Ansprüchen eines shareholdergetriebenen Unternehmensverständnisses. Die datengetriebene „Customer Experience“ (CX) wird so zum Treiber für messbaren Unternehmenserfolg - online wie in der persönlichen Interaktion.
Destinasyon kavramına verilen anlam, lokasyon göre değişiklik gösterebilmektedir. Turistik faaliyet alanı ya da destinasyon; ülkede bütünden küçük olmakla beraber, ülkedeki pek çok şehirden daha büyük, kişinin zihninde belli bir imaja sahip olan ve marka olmuş ulusal bir alandır. Bununla beraber literatürde farklı tanımlar görmek mümkündür. İlgili alan yazını incelendiğinde gerek kişilerarası etkileşim gerekse bilişsel çelişki üzerine birçok çalışma yapılmış olmasına rağmen, özellikle destinasyon seçim sürecinde bu iki değişken arasındaki ilişkiyi inceleyen az sayıda sayıda çalışmaya rastlanmıştır. Yapılan bu çalışma ile araştırmacıların ilgili konuya dikkatinin çekilmesi amaçlanmıştır. ABSTRACT The meaning given to the concept of destination may vary according to the location. Touristic activity area or destination; Although it is smaller in the country as a whole, it is a national area that is larger than many cities in the country, has a certain image in one's mind, and has become a brand. However, it is possible to see different definitions in the literature. When the relevant literature is examined, although many studies have been conducted on both interpersonal interaction and cognitive conflict, few studies have been found that examine the relationship between these two variables, especially in the destination selection process. This study is aimed to draw the attention of researchers to the relevant subject.
Extraverts are often characterized as highly social individuals who are highly invested in their interpersonal interactions. We propose that extraverts' interaction partners hold a different view-that extraverts are highly social, but not highly invested. Across six studies (five preregistered; N = 2,456), we find that interaction partners consistently judge more extraverted individuals to be worse listeners than less extraverted individuals. Furthermore, interaction partners assume that extraversion is positively associated with a greater ability to modify one's self-presentation. This behavioral malleability (i.e., the "acting" component of self-monitoring) may account for the unfavorable lay belief that extraverts are not listening.
Listening is associated with and a likely cause of desired organizational outcomes in numerous areas, including job performance, leadership, quality of relationships (e.g., trust), job knowledge, job attitudes, and well-being. To advance understanding of the powerful effects of listening on organizational outcomes, we review the construct of listening, its measurement and experimental manipulations, and its outcomes, antecedents, and moderators. We suggest that listening is a dyadic phenomenon that benefits both the listener and the speaker, including supervisor-subordinate and salesperson-customer dyads. To explain previous findings and generate novel and testable hypotheses, we propose the episodic listening theory: listening can lead to a fleeting state of togetherness, in which dyad members undergo a mutual creative thought process. This process yields clarity, facilitates the generation of novel plans, increases well-being, and strengthens attachment to the conversation partner.
Expected final online publication date for the Annual Review of Organizational Psychology and Organizational Behavior, Volume 9 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
Results from second language acquisition (SLA) research have shown that an L2 is best acquired when learners have opportunities to use L2 grammar and vocabulary in a manner that is meaningful and relevant to their lived lives. One promising approach to L2 instruction that appears to achieve this end is service-learning. As service-learning is an emerging field of study, there is a need for descriptions on how CALL-based technology can be implemented and evaluated in a service-learning classroom. The first part of this chapter describes service-learning and how CALL-based technology is used to achieve service and learning objectives and TESOL CALL standards. The second part of this chapter describes five CALL-based activities used by service-learning instructors to help their students meaningfully engage with each other and the content. The third part concludes the chapter by offering advice on how teachers could effectively implement CALL-based technology in service-learning classes.
Can perceived responsiveness, the belief that meaningful others attend to and react supportively to core defining feature of the self, shape the structure of attitudes? We predicted that perceived responsiveness fosters open-mindedness, which, in turn, allows people to be simultaneously aware of opposing evaluations of an attitude object. We also hypothesized that this process will result in behavior intentions to consider multiple perspectives about the topic. Furthermore, we predicted that perceived responsiveness will enable people to tolerate accessible opposing evaluations without feeling discomfort. We found consistent support for our hypotheses in four laboratory experiments (Studies 1-3, 5) and a diary study (Study 4). Moreover, we found that perceived responsiveness reduces the perception that one's initial attitude is correct and valid. These findings indicate that attitude structure and behavior intentions can be changed by an interpersonal variable, unrelated to the attitude itself.
Purpose
The purpose of this paper is to expand our understanding on team listening by incorporating an action component. The authors empirically test the effect of this expanded concept, namely team action listening on team success, and investigate how team commitment moderates the relationship between team trust and team action listening.
Design/methodology/approach
The authors explored listening in teams in the field and in the lab, both qualitatively and quantitatively, through studying 474 team members representing 100 teams. The authors tested the hypotheses by structural equation modeling augmented with in-depth team interviews.
Findings
The findings showed that: teams demonstrate that they listen by taking action, teams that exhibit action listening are more successful, there is a direct relationship between team trust and team action listening and team commitment negatively moderates this relation in larger teams.
Practical implications
Managers should encourage taking action in team discussions. Yet, they should be wary of the detrimental effects of team commitment to team action listening particularly in teams with high trust. Commitment increases the risk of groupthink and decreases the participation to team discussions and listening. In particular, managers may benefit from keeping the team smaller, as in large teams, commitment suppresses the relationship between trust and team action listening.
Originality/value
This study extends research on team listening by adding the action aspect that distinguishes successful teams. It is one of the first to investigate the interrelationships between team trust, commitment, team action listening and success in teams.
Deep learning is a methodology applied across many fields. User comments are important for recommender systems because they include various types of emotional information that may influence the correctness or precision of the recommendation. Improving the accuracy of user ratings from obtained feasible recommendations is essential. In this paper, we propose a deep learning model to process user comments and to generate a possible user rating for user recommendations. First, the system uses sentiment analysis to create a feature vector as the input nodes. Next, the system implements noise reduction in the data set to improve the classification of user ratings. Finally, a deep belief network and sentiment analysis (DBNSA) achieves data learning for the recommendations. The experimental results indicated that this system has better accuracy than traditional methods.
Interpersonal listening research is marked by a wealth of conceptual definitions and measurement instruments, with a consensus about neither. Therefore, we sought to discover how laypeople, rather than theoreticians, construe listening, and to construct a scale that reflects these perceptions. In Study 1, laypeople listed the features and characteristics of interpersonal listening in four different contexts (general, romantic, colleague-to-colleague, and manager–subordinate). In Study 2, a second sample of individuals rated the centrality of the features found in Study 1 for the definition of listening. These centrality ratings were similar to the frequency of good-listening features in Study 1. In Study 3, we used the features identified in Study 1 and 2 and asked a sample of employees to rate each one regarding their experience with their supervisor or one of their work colleagues listening to them. These ratings yielded a single factor. Thus, we conclude that, although people can describe the complexities of listening, they seem to perceive it as a holistic and unitary experience. Practically, a small set of good items pertaining to perceptions of listening may yield an acceptable, or even excellent, unidimensional reliability estimate.
The article sets out to examine the way the Hararghe Oromo in Ethiopia use their mirriiysa culture to express and cultivate criticality, mindfulness, interpersonal sensitivity and emotional intelligence. The paper discusses the nature of the performance culture and analyses the social psychological meanings of a set of mirriiysa texts collected from a group of folk performers who participated also in the interpretation and analysis of the cultural, social and psychological meanings of the texts. For theory, the study drew on interpretivism. During data analysis, the horizontal and vertical planes of analysis interacted and reinforced each other. The act of removing earwax symbolizes a cultural dimension of intersubjectivity and interaffectivity. The analyses indicated that mirriiysa is a socio-cultural performance wherein listening, understanding and responding occur in socially meaningful and interactive contexts. To understand the communicative intent of a mirriiysa text, one should take broader perspectives and pay due attention to the non-linguistic elements that offer the performance holistic import. The paper highlights the implication of these and other findings for our understanding of the meanings of mirriiysa and other genre performances.
Reactions to trait self-enhancers were investigated in 2 longitudinal studies of person.perception in discussion groups. Groups of 4-6 participants met 7 times for 20 rain. After Meetings 1 and 7, group members rated their perceptions of one another. In Study 1, trait self-enhancement was indexed by measures of narcissism and self-deceptive enhancement. At the first meeting, self-enhancers made positive impressions: They were seen as agreeable, well adjusted, and competent. After 7 weeks, however, they were rated negatively and gave self-evaluations discrepant with peer evaluations they received. In Study 2, an independent sample of observers (close acquaintances) enabled a pretest index of discrepancy self-enhancement: It predicted the same deteriorating pattern of interpersonal perceptions as the other three trait measures. Nonetheless, all self-enhancement measures correlated positively with self-esteem.
We investigate the relationships between two types of change-oriented leadership (transformational leadership and managerial openness) and subordinate improve- ment-oriented voice in a two-phase study. Findings from 3,149 employees and 223 managers in a restaurant chain indicate that openness is more consistently related to voice, given controls for numerous individual differences in subordinates' personality, satisfaction, and job demography. This relationship is shown to be mediated by subordinate perceptions of psychological safety, illustrating the importance of leaders in subordinate assessments of the risks of speaking up. Also, leadership behaviors have the strongest impact on the voice behavior of the best-performing employees.
Presents methods for assessing agreement among the judgments made by a single group of judges on a single variable in regard to a single target. For example, the group of judges could be editorial consultants, members of an assessment center, or members of a team. The single target could be a manuscript, a lower level manager, or a team. The variable on which the target is judged could be overall publishability in the case of the manuscript, managerial potential for the lower level manager, or a team cooperativeness for the team. The methods presented are based on new procedures for estimating interrater reliability. For such situations, these procedures furnish more accurate and interpretable estimates of agreement than estimates provided by procedures commonly used to estimate agreement, consistency, or interrater reliability. The proposed methods include processes for controlling for the spurious influences of response biases (e.g., positive leniency and social desirability) on estimates of interrater reliability. (49 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
These studies investigate whether individuals with high narcissism scores would be more likely to emerge as leaders during leaderless group discussions. The authors hypothesized that narcissists would emerge as group leaders. In three studies, participants completed personality questionnaires and engaged in four-person leaderless group discussions. Results from all three studies reveal a link between narcissism and leader emergence. Studies 1 and 2 further reveal that the power dimension of narcissism predicted reported leader emergence while controlling for sex, self-esteem, and the Big Five personality traits. Study 3 demonstrates an association between narcissism and expert ratings of leader emergence in a group of executives. The implications of the propensity of narcissists to emerge as leaders are discussed.
Reactions to trait self-enhancers were investigated in 2 longitudinal studies of person perception in discussion groups. Groups of 4-6 participants met 7 times for 20 min. After Meetings 1 and 7, group members rated their perceptions of one another. In Study 1, trait self-enhancement was indexed by measures of narcissism and self-deceptive enhancement. At the first meeting, self-enhancers made positive impressions. They were seen as agreeable, well adjusted, and competent. After 7 weeks, however, they were rated negatively and gave self-evaluations discrepant with peer evaluations they received. In Study 2, an independent sample of observers (close acquaintances) enabled a pretest index of discrepancy self-enhancement: It predicted the same deteriorating pattern of interpersonal perceptions as the other three trait measures. Nonetheless, all self-enhancement measures correlated positively with self-esteem.
A collaborative theory of narrative story-telling was tested in two experiments that examined what listeners do and their effect on the narrator. In 63 unacquainted dyads (81 women and 45 men), a narrator told his or her own close-call story. The listeners made 2 different kinds of listener responses: Generic responses included nodding and vocalizations such as "mhm." Specific responses, such as wincing or exclaiming, were tightly connected to (and served to illustrate) what the narrator was saying at the moment. In experimental conditions that distracted listeners from the narrative content, listeners made fewer responses, especially specific ones, and the narrators also told their stories significantly less well, particularly at what should have been the dramatic ending. Thus, listeners were co-narrators both through their own specific responses, which helped illustrate the story, and in their apparent effect on the narrator's performance. The results demonstrate the importance of moment-by-moment collaboration in face-to-face dialogue.
This article provides a qualitative review of the trait perspective in leadership research, followed by a meta-analysis. The authors used the five-factor model as an organizing framework and meta-analyzed 222 correlations from 73 samples. Overall, the correlations with leadership were Neuroticism = -.24, Extraversion = .31, Openness to Experience = .24, Agreeableness = .08, and Conscientiousness = .28. Results indicated that the relations of Neuroticism, Extraversion, Openness to Experience, and Conscientiousness with leadership generalized in that more than 90% of the individual correlations were greater than 0. Extraversion was the most consistent correlate of leadership across study settings and leadership criteria (leader emergence and leadership effectiveness). Overall, the five-factor model had a multiple correlation of .48 with leadership, indicating strong support for the leader trait perspective when traits are organized according to the five-factor model.
Two studies test the prediction of the four-component model of procedural justice that people evaluate the fairness of group procedures using four distinct types of judgment. The model hypothesizes that people are influenced by two aspects of the formal procedures of the group: those aspects that relate to decision making and those that relate to the quality of treatment that group members are entitled to receive under the rules. In addition, people are hypothesized to be separately influenced by two aspects of the authorities with whom they personally deal: the quality of decision making by those authorities and the quality of the treatment that they receive from them. The results of two studies support the hypothesis of the four-component model by finding that all four of the procedural judgments identified by the model contribute to overall evaluations of the fairness of group procedures.
The authors report results from 2 studies assessing the extent to which narcissism is related to self- and other ratings of leadership, workplace deviance, and task and contextual performance. Study 1 results revealed that narcissism was related to enhanced self-ratings of leadership, even when controlling for the Big Five traits. Study 2 results also revealed that narcissism was related to enhanced leadership self-perceptions; indeed, whereas narcissism was significantly positively correlated with self-ratings of leadership, it was significantly negatively related to other ratings of leadership. Study 2 also revealed that narcissism was related to more favorable self-ratings of workplace deviance and contextual performance compared to other (supervisor) ratings. Finally, as hypothesized, narcissism was more strongly negatively related to contextual performance than to task performance.
Two studies test the prediction of the four-component model of procedural justice that people evaluate the fairness of group proced procedures using four distinct types of judgment. The model hypothesizes that people are influenced by two aspects of the formal procedures of the group: those aspects that relate to decision making and those that relate to the quality of treatment that group members are entitled to receive under the rules. In addition, people are hypothesized to be separately influenced by two aspects of the authorities with whom they personally deal the quality of decision making by, those authorities and the quality of the treatment that them receive from them. The results of two studies support the hypothesis of the four-component model by finding that all four of the procedural judgments identified by the model contribute to overall evaluations of the fairness of group procedures.
Presents an "Opener Scale" that measures the tendency to elicit intimate disclosure from others. Data from 740 undergraduates provided evidence for the scale's validity and reliability. In a face-to-face dyadic interaction between strangers in a laboratory study, 55 undergraduate women who scored either high or low on the Opener Scale were paired with other women who scored either high or low on a self-disclosure index. Low disclosers revealed more to high openers than to low openers. However, high disclosers were equally intimate with both types of partner. In a field study with 54 sorority women, acquaintances and friends were more willing to disclose to high openers than to low openers. High openers were more liked than low openers in the latter study only. It is suggested that high openers were able to elicit more disclosure because of their greater receptiveness and attentiveness and use of more follow-up questions. (44 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Agreeableness is probably best conceptualized as a general latent variable that summarizes more specific tendencies and behaviors. Agreeableness should certainly qualify as an individual difference having significance for people's daily transactions. It can be predominantly an affective evaluation and may be a more diffuse reaction. Across a range of studies, agreeableness emerges in the natural language descriptions of the self and peers. Furthermore, there is evidence that self-rating and peer evaluations converge in assessing agreeableness. Later, the prosocial personality is discussed in this chapter. Prosocial behavior can be conceptualized as a form of agreeableness. Recent research suggests that there may be important dispositional components to prosocial behavior, and these may be seen even in young children. Precise identification of these dispositions has been inhibited by problems of differentiating among social motives, and by weak measures of altruism as an outcome and as a disposition. Basic bio-behavioral research suggests that individual differences in agreeableness in adults may have their origins in affective self-regulatory processes in childhood. In particular, individual differences in the pattern of inhibition of negative effect may be related to the development of agreeableness and these may be related to health, especially cardiovascular disease.
This study examined the relationship between listening effectiveness and leadership emergence in the task-oriented small group. Subjects were 51 undergraduate students in lO classroom groups assigned as zero-history, leaderless work groups. The groups met together for 12 weeks prior to participating in the study. Groups were videotaped conducting a decisionmaking discussion, and members later completed a recall instrument, a listeningperceptions instrument, and a leadership-perceptions instrument. Three sets of coders viewed the taped discussions and coded listening effectiveness, leadership behavior, and recall. Results show strong, positive relationships among all variables except recall, indicating that emergent leaders typically display more effective listening skills than the other members.
This study investigated 3 broad classes of individual-differences variables (job-search motives, competencies, and constraints) as predictors of job-search intensity among 292 unemployed job seekers. Also assessed was the relationship between job-search intensity and reemployment success in a longitudinal context. Results show significant relationships between the predictors employment commitment, financial hardship, job-search self-efficacy, and motivation control and the outcome job-search intensity. Support was not found for a relationship between perceived job-search constraints and job-search intensity. Motivation control was highlighted as the only lagged predictor of job-search intensity over time for those who were continuously unemployed. Job-search intensity predicted Time 2 reemployment status for the sample as a whole, but not reemployment quality for those who found jobs over the study's duration. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Influence incidents described either by agents or targets were coded for the presence of 9 influence tactics, and the outcome was coded in terms of commitment, compliance, or resistance. Agent power and content factors for an incident were measured with a short questionnaire. This study is the first to show that influence tactics, agent power, and content factors independently affect influence outcomes. Target commitment was more likely when the request was important and enjoyable to implement, and the agent had strong referent power, used consultation, inspirational appeals, or a strong form of rational persuasion, and did not use pressure. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
An Opener Scale that measures the tendency to "open up" or elicit intimate disclosure from others is introduced. In a face-to-face dyadic interaction between strangers in a laboratory study, women who scored either high or low on the Opener Scale were paired with other women who scored either high or low on a self-disclosure index. Low disclosers revealed more to high openers than to low openers. However, high disclosers were equally intimate with both types of partner. In a field study, acquaintances and friends were more willing to disclose to high openers than to low openers. Implications of the results for future research on self-disclosure are discussed.
We propose a dynamic self-regulatory processing model of narcissism and review supporting evidence. The model casts narcissism in terms of motivated self-construction, in that the narcissist's self is shaped by the dynamic interaction of cognitive and affective intrapersonal processes and interpersonal self-regulatory strategies that are played out in the social arena. A grandiose yet vulnerable self-concept appears to underlie the chronic goal of obtaining continuous external self-affirmation. Because narcissists are insensitive to others' concerns and social constraints and view others as inferior, their self-regulatory efforts often are counterproductive and ultimately prevent the positive feedback that they seek-thus undermining the self they are trying to create and maintain. We draw connections between this model and other processing models in personality and employ these models to further elucidate the construct of narcissism. Reconceptualizing narcissism as a self-regulatory processing system promises to resolve many of its apparent paradoxes, because by understanding how narcissistic cognition, affect, and motivation interrelate, their internal subjective logic and coherence come into focus.
Narcissism has received increased attention in the past few decades as a sub-clinical individual difference with important everyday consequences, such as self-enhancement in perceptions of one’s own behavior and attributes. The most widespread measure used by non-clinical researchers, the 40-item Narcissistic Personality Inventory or NPI-40, captures a range of different facets of the construct but its length may prohibit its use in settings where time pressure and respondent fatigue are major concerns. In this article, we draw from the NPI-40 set of items to create and validate a shorter, unidimensional measure, the NPI-16. In five studies, we show that this short NPI closely parallels the NPI-40 in its relation to other personality measures and dependent variables. We conclude that the NPI-16 has notable face, internal, discriminant, and predictive validity and that it can serve as an alternative measure of narcissism when situations do not allow the use of longer inventories.
When time is limited, researchers may be faced with the choice of using an extremely brief measure of the Big-Five personality dimensions or using no measure at all. To meet the need for a very brief measure, 5 and 10-item inventories were developed and evaluated. Although somewhat inferior to standard multi-item instruments, the instruments reached adequate levels in terms of: (a) convergence with widely used Big-Five measures in self, observer, and peer reports, (b) test–retest reliability, (c) patterns of predicted external correlates, and (d) convergence between self and observer ratings. On the basis of these tests, a 10-item measure of the Big-Five dimensions is offered for situations where very short measures are needed, personality is not the primary topic of interest, or researchers can tolerate the somewhat diminished psychometric properties associated with very brief measures.
Hypotheses involving mediation are common in the behavioral sciences. Mediation exists when a predictor affects a dependent variable indirectly through at least one intervening variable, or mediator. Methods to assess mediation involving multiple simultaneous mediators have received little attention in the methodological literature despite a clear need. We provide an overview of simple and multiple mediation and explore three approaches that can be used to investigate indirect processes, as well as methods for contrasting two or more mediators within a single model. We present an illustrative example, assessing and contrasting potential mediators of the relationship between the helpfulness of socialization agents and job satisfaction. We also provide SAS and SPSS macros, as well as Mplus and LISREL syntax, to facilitate the use of these methods in applications.
Contemporary assessment models have focused on the degree to which self- and other reports of personality description agree in an effort to define consensus and agreement about personality attributes. In general, we believe that analyses of this type of data have been limited in that they tend to focus on both simple models (usually dyad-based) and simple aggregations of data (usually correlations between self- and other ratings). In addition, the behaviors used as stimuli in experimental settings lack the richness of behaviors in natural social settings. Here, we present some ideas from social network models in an effort to influence broader conceptualizations of agreement and consensus in assessment. Social network models provide a more complete description of interpersonal behavior beyond the dyadic level in both laboratory and natural settings. After defining some basic social network concepts, we go on to suggest the applicability of these concepts to personality assessment and, more specifically, to how these models might be used to study self-other agreement and consensus about personality judgments. Empirical data are used to illustrate social network concepts in the domain of personality assessment.
Openness to Experience is one of the 5 broad factors that subsume most personality traits. Openness is usually considered an intrapsychic dimension, defined in terms of characteristics of consciousness. However, different ways of approaching and processing experience lead to different value systems that exercise a profound effect on social interactions. In this article, the author reviews the effects of Openness versus Closedness in cultural innovation, political ideology, social attitudes, marital choice, and interpersonal relations. The construct of Openness and its measures could profitably be incorporated into research conducted by social psychologists, sociologists, political scientists, anthropologists, and historians.
How can individuals attain influence in organizations? Prior research has identified structural determinants of influence, such as formal authority and position in a social network. However, indirect evidence suggests that influence might also stem from personal characteristics. The authors tested whether influence can stem from the fit between the person and his or her organization (P-O fit). Consistent with expectations, extraverts attained more influence in a team-oriented organization, whereas conscientious individuals attained more influence in an organization in which individuals worked alone on technical tasks. Further, these effects held up after controlling for formal authority, job performance, and demographic characteristics, such as gender, ethnicity, and socioeconomic status. The multiple ways in which individuals can gain influence are discussed.
Social influence: Social norms, conformity, and compliance The handbook of social psychology
- R B Cialdini
- M B Trost
Cialdini, R. B., & Trost, M. B. (1998). Social influence: Social norms, conformity, and compliance. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (pp. 323–390). New York: McGraw-Hill.