Introduction
The present project examines the research-based behavior modification approaches to reinforcing active listening skills. Arnold and Boggs (2019) defined active listening as an intentional form of listening that involves more than hearing the words uttered by the interlocutor. It is especially important when one asks open-ended questions requiring extended answers, thus focusing on the provided response instead of offering their own input at once. Thus, engagement in active listening contributes to less misunderstanding in communication, stronger relationships, and an ability to collect more valuable data from communicative acts.
The participant of this study will be a female college student who interacts with diverse people through work and extracurricular activities every day. The participant has a behavioral deficit of active listening, which will be shown through the baseline phase of the experiment, and it is essential that she finds treatment before entering a role in a Human Resource Management career. This study will address the behavioral deficit of active listening skills with the help of a selected treatment approach. The behavioral modification is expected to help the participant recognize and prevent efforts to interrupt the interlocutor, contribute too early to a conversation, or offer her own perspective.
Solid communication skills are vital components of effective interactions in any professional setting. However, research suggests that while many professionals state they are good listeners, they often tend to be not fully present in the conversation (Mulvania, 2020). Sometimes the attentional deficit can be clear when having a conversation, but it can also be hard to determine if the listener is listening actively or passively. Passive listening is listening without reacting and allowing the speaker time to express themselves without interruptions, though with little insight (Mulvania, 2020). Active listening, in its turn, is listening without reacting but including correctly timed responses that demonstrate understanding and attention.
Research on Target Behavior
Studies on the active listening show this behavior is an essential communication skill, yet many are not trained to utilize it properly. Prior research found that active listening produces positive communication outcomes, such as better understanding and stronger relationships (Weger et al., 2014). The study of Weger et al. (2014) revealed that simple acknowledgment of the received information typical for passive listening caused lower conversational satisfaction and social attractiveness among respondents. In this way, the researchers showed how inattentiveness or passivity in listening could hinder the outcomes of communicative acts.
It is vital to focus on developing active listening skills because of their direct contribution to organizational effectiveness. As Kluger et al. (2020) pointed out, listening has far-reaching organizational consequences, with attentive listening being the glue that binds teammates and establishes trust and intimacy in the workplace. Besides, proneness to active listening was found to contribute to helping-organizational-citizenship behavior, thus contributing to positive cultural change in organizations (Kluger et al., 2020). This evidence suggests that people value their teammates’ listening aptitude higher than their speaking skills and that listening is instrumental in team dynamics.
Finally, one should note that high-quality active listening produces positive social and psychological effects on the speakers, making an active and empathetic listener more attractive for communication. Itzchakov et al. (2018) discovered that empathetic, attentive, and non-judgmental listening reduces the speaker’s social anxiety and boosts their self-awareness. People talking to effective listeners have higher attitude clarity, meaning they understand what their interlocutors think about the interaction. This level of clarity contributes to their attitude expression and reduces their desire to persuade the listener, which may be explained by a lack of conversational competition and interruptions.
Treatment Approaches
The chosen treatment approach for developing active listening skills via behavioral modification is reinforcement. As a rich body of research evidence suggests, reinforcement is universally applicable in all spheres of desired behavioral changes and works equally well with people of all ages. Miltenberger (2016) defined reinforcement as a process in which a target behavior is strengthened by immediate positive consequences of the completed action. The participant perceives such a sequence positively, encouraging them to continue practicing such behaviors. Therefore, this project will examine the impact of positive reinforcement on strengthening the participant’s active listening skills.
Though reinforcement mostly relates to physical conditioning, it has also found a broader application in teaching social and communication skills. For instance, Muharib et al. (2021) examined the effects of multiple schedules of reinforcement on appropriate communication and frequency of challenging behaviors. Their sample included 74 individuals with intellectual and developmental disabilities. The findings of this study suggest that reinforcement works well in terms of encouraging appropriate communicative conduct and has a moderate impact on discouraging challenging behavior in the studied population.
Reinforcement was previously used to teach active listening skills for peer interviewing. Weger et al. (2010) conducted a study with college students to train them in terms of effective listening responses in the interviewing process. The study showed that students receiving a paraphrased reflection on their information from the listener were much more positively perceived by the speakers. Getting a paraphrased reflection served as a positive reinforcement for students practicing active listening, showing that the interpersonal outcomes are better than a simple acknowledgment of the provided information (Weger et al., 2010). Therefore, message paraphrases were found more socially attractive for the speakers, giving them a feeling of being understood by the interviewer.
Active listening skills training with the help of reinforcement is also practiced in the military sector. Military leaders need to communicate with their subordinates effectively to achieve organizational goals and discipline. However, the majority of surveyed military leaders lack this skill. Bjornestad et al. (2021) introduced an active listening curriculum in an ROTC academy and examined the evolution of 64 Army ROTC cadets’ skills on the AELS scale. The researchers revealed that cadets reacted to positive reinforcement, quickly adopting active listening competencies in response to the rising effectiveness of their interpersonal communication after the intervention.
Conclusion
Active listening is one of the deeply cherished qualities in personal and professional communication today. This skill enables the listener to understand the interlocutor better, get more data from their conversation, and show support and empathy. Such interactions reduce people’s anxiety and instill the feeling of being respected and understood in the active listeners’ communication partners. Therefore, listeners who can approach their interlocutors’ stories with patience, respect, and insight are more socially appealing for communication and more favored in any team. The participant of this project will work on the active listening skill deficit to attain a higher competency in this sphere and function effectively in their role as an HR manager. The reinforcement model of behavioral modification was chosen for this intervention because it helps strengthen the target behavior with positive stimuli, which are the positive outcomes of active listening episodes.
References
Arnold, E. C., & Boggs, K. U. (2019). Interpersonal relationships: Professional communication skills for nurses. Elsevier Health Sciences.
Bjornestad, A., Olson, S., & Weidauer, L. (2021). Improving officer-soldier communication through active listening skills training with Army ROTC cadets. Military Psychology, 33(3), 205-215. Web.
Itzchakov, G., DeMarree, K. G., Kluger, A. N., & Turjeman-Levi, Y. (2018). The listener sets the tone: High-quality listening increases attitude clarity and behavior-intention consequences. Personality and Social Psychology Bulletin, 44(5), 762-778.
Kluger, A. N., Malloy, T. E., Pery, S., Itzchakov, G., Castro, D. R., Lipetz, L., Sela, Y., Tirjeman-Levi, Y., Lehmann, M., New, M., & Borut, L. (2020). Dyadic listening in teams: Social relations model. Applied Psychology, 70(3), 1045-1099. Web.
Miltenberger, R. G. (2016). Behavior modification. (6th ed.). Cengage Learning.
Muharib, R., Walker, V. L., Alresheed, F., & Gerow, S. (2020). Effects of multiple schedules of reinforcement on appropriate communication and challenging behaviors: A meta-analysis. Journal of Autism and Developmental Disorders, 51, 613-631. Web.
Mulvania, P. (2020) The importance of active listening. Gift of Life Institute. Web.
Weger, H. Jr., Bell, G. C., Minei, E. M., Robinson, M., & Robinson, M. C. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), 13-31. Web.