HU Credits: 3

Degree/Cycle: 2nd degree (Master)

Responsible Department: Business Administration

Semester: 2nd Semester

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: Sarit Pery

Coordinator Email: sarit.pery@mail.huji.ac.il

Coordinator Office Hours: by email appointment

Teaching Staff:
Ms. Sarit Pery

Course/Module description:
**** THE COURSE'S LANGUAGE IS HEBREW *****

Next year's language will probably be English


Great managers don’t just speak well—they listen exceptionally. Listening is more than just hearing; it’s an active skill that shapes leadership, decision-making, and team dynamics. This practical course goes beyond theory, giving you the tools to develop listening into a strategic advantage.
This course combines theory with practice in an engaging and enjoyable learning experience. We will explore the cognitive foundations of listening and apply them through hands-on exercises and real-world scenarios, allowing you to experience the power of listening in action.
Throughout the semester, we will strengthen the soft skills that set great managers apart, help you understand your unique leadership style, and equip you with practical tools to lead with clarity and confidence.

Course/Module aims:
By committing to this course, you will enhance your leadership toolkit, becoming a more insightful, collaborative, and influential manager, equipped to navigate complex professional challenges with confidence. Join us to unlock the potential of listening as a powerful tool for both personal and professional growth

Learning outcomes - On successful completion of this module, students should be able to:
By committing to this course, you will enhance your leadership toolkit, becoming a more insightful, collaborative, and influential manager, equipped to navigate complex professional challenges with confidence. Join us to unlock the potential of listening as a powerful tool for both personal and professional growth

Attendance requirements(%):
85

Teaching arrangement and method of instruction: Class:
Theoretical presentation
Skill Practice
Reading:
Read academic papers
Practice:
Practice skills outside class every week

Course/Module Content:
1. Inviting affirmative stories
2. Time exchange – learning to not interrupt
3. Expanding the skill of time exchange
4. Accepting offers: "Yes, But…" vs. "Yes, and …"
5. Active Listening
6. Using Active Listening to handle an angry customer (subordinate/colleague)
7. The art of asking questions
8. The Feedforward interview
9. Feedforward designed to solve a problem
10. Planning to listen when you are angry
11. Provocative questions
12. Listening to one's self
13. Building the habit
14. Becoming a leader

* Course content/order of lessons might change

Required Reading:
1. Kluger, A. N., & Itzchakov, G. (under preparation). The Power of Listening at Work. Annual Review of Organizational Psychology and Organizational Behavior.
2. Itzchakov, G., Kluger, A. N., & Castro, D. R. (2017). I am aware of my inconsistencies but can tolerate them: The effect of high quality listening on speakers’ attitude ambivalence. Personality and Social Psychology Bulletin, 43, 105–120. https://doi.org/10.1177/0146167216675339
3. Yeomans, M., Minson, J., Collins, H., Chen, F., & Gino, F. (2020). Conversational receptiveness: Improving engagement with opposing views. Organizational Behavior and Human Decision Processes, 160, 131-148. https://doi.org/10.1016/j.obhdp.2020.03.011
4. Curhan, J. R., Overbeck, J. R., Cho, Y., Zhang, T., & Yang, Y. (in press). Silence is golden: Extended silence, deliberative mindset, and value creation in negotiation. Journal of Applied Psychology.
5. Hart, E., VanEpps, E. M., & Schweitzer, M. E. (2021). The (better than expected) consequences of asking sensitive questions. Organizational Behavior and Human Decision Processes, 162, 136-154. https://doi.org/10.1016/j.obhdp.2020.10.014

* The final papers' list might update

Additional Reading Material:
1. The psychological foundation of listening
Bavelas, J. B., Coates, L., & Johnson, T. (2000). Listeners as co-narrators. Journal of Personality and Social Psychology, 79(6), 941-952. doi: 10.1037//0022-3514.79.6.941
2. Rogers, C. R., & Roethlisberger, F. J. (1991/1952). HBR Classic - Barriers and gateways to communication (Reprinted from Harvard Business Review, July August, 1952). Harvard Business Review, 69(6), 105-111.
3. Palmer-Mehta, V. (2016). Theorizing listening as a tool for social change: Andrea Dworkin’s discourses on listening. International Journal of Communication, 10, 4176–4192.
4. Van Quaquebeke, N., & Felps, W. (2016). Respectful Inquiry: A motivational account of leading through asking open questions and listening. Academy of Management Review. doi:10.5465/amr.2014.0537
5. Greene, J. O., & Herbers, L. E. (2011). Conditions of Interpersonal Transcendence. International Journal of Listening, 25(1-2), 66-84. doi:10.1080/10904018.2011.536472
6. Kluger, A. N., & Lehmann, M. (2018). Listening first, feedback later. Management Research: Journal of the Iberoamerican Academy of Management, 16, 343-352. https://doi.org/10.1108/MRJIAM-12-2017-0797
7. Itzchakov, G., & Kluger, A. N. (2018). The power of listening in helping people change. Harvard Business Review.
8. The measurement of listening
Kluger, A. N., & Bouskila-Yam, O. (2018). Facilitating Listening Scale. In D. L. Worthington & G. D. Bodie (Eds.), The sourcebook of listening research: Methodology and measures (pp. 272-280). John Wiley & Sons, Inc.
Lipetz, L., Kluger, A. N., & Bodie, G. D. (2018). Listening is listening is listening: Employees’ perception of listening as a holistic phenomenon. International Journal of Listening, 1-26. https://doi.org/10.1080/10904018.2018.1497489

9. The evidence for listening effects
Perrin, C., & Blagden, N. (2014). Accumulating meaning, purpose and opportunities to change ‘drip by drip’: the impact of being a listener in prison. Psychology, Crime & Law, 20(9), 902-920. doi:10.1080/1068316x.2014.888429
10. Weeks, T. L., & Pasupathi, M. (2011). Stability and Change Self-Integration for Negative Events: the Role of Listener Responsiveness and Elaboration. Journal of Personality, 79(3), 469-498.
11. Itzchakov, G., Kluger, A. N., & Castro, D. R. (2017). I am aware of my inconsistencies but can tolerate them: The effect of high quality listening on speakers’ attitude ambivalence. Personality and Social Psychology Bulletin, 43(1), 105–120. doi:10.1177/0146167216675339
12. Hurwitz, A., & Kluger, A. N. (2017, August). The power of listeners: How listeners transform status and co-create power. Paper presented at the 77th Annual Meeting of the Academy of Management, Atlanta, GA.
Question asking versus listening
Kluger, A. N., & Malloy, T. E. (2019). Question asking as a dyadic behavior. Journal of Personality and Social Psychology, 117, 1127-1138. https://doi.org/10.1037/pspi0000156
Listening and leadership
Kluger, A. N., & Zaidel, K. (2013). Are listeners perceived as leaders? International Journal of Listening, 27(2), 73-84. doi: 10.1080/10904018.2013.754283
Ames, D., Maissen, L. B., & Brockner, J. (2012). The role of listening in interpersonal influence. Journal of Research in Personality, 46(3), 345-349. doi: 10.1016/j.jrp.2012.01.010
Listening and sales
Bergeron, J., & Laroche, M. (2009). The effects of perceived salesperson listening effectiveness in the financial industry. Journal of Financial Services Marketing, 14(1), 6–25. doi: 10.1057/fsm.2009.1
Drollinger, T., Comer, L. B., & Warrington, P. T. (2006). Development and validation of the active empathetic listening scale. Psychology & Marketing, 23(2), 161-180. doi: 10.1002/mar.20105
Listening and employee well being
Pines, A. M., Ben-Ari, A., Utasi, A., & Larson, D. (2002). A Cross-Cultural Investigation of Social Support and Burnout. European Psychologist, 7(4), 256-264. doi: 10.1027//1016-9040.7.4.256
Mineyama, S., Tsutsumi, A., Takao, S., Nishiuchi, K., & Kawakami, N. (2007). Supervisors’ attitudes and skills for active listening with regard to working conditions and psychological stress reactions among subordinate workers. Journal of Occupational Health, 49(2), 81-87.
Listening and performance
Stine, M., Thompson , T., & Cusella, L. (1995). The Impact of Organizational Structure and Supervisory Listening Indicators on Subordinate Support, Trust, Intrinsic Motivation, and Performance. International Journal of Listening, 9(1), 84-105.
Glynn, W. J., Búrca, S. d., Brannick, T., Fynes, B., & Ennis, S. (2003). Listening practices and performance in service organisations. International Journal of Service Industry Management, 14(3), 310-330. doi: 10.1108/09564230310478846
Castro, D. R., Llyod, K., J., Anseel, F., Kluger, A. N., & Turjemam-Levi, Y. (in press). Mere-Listening Effect on Creativity and the Mediating Role of Psychological Safety. Psychology of Aesthetics, Creativity and the Arts.
Listening and attitudes
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, 146167217747874. doi:10.1177/0146167217747874
Itzchakov, G., & Kluger, A. N. (2017). Can holding a stick improve listening at work? The effect of Listening Circles on employees’ emotions and cognitions. European Journal of Work and Organizational Psychology, 26(5), 663-676. doi:10.1080/1359432x.2017.1351429
Itzchakov, G., & Kluger, A. N. (2017). The listening circle: A simple tool to enhance listening and reduce extremism among employees. Organizational Dynamics, 46(4), 220-226. doi:10.1016/j.orgdyn.2017.05.005

Grading Scheme :

Additional information:
Online Attendence does NOT qualify as attendence due to the interactive nature of the course.
Recordings will only include the theoretical presentations and not the practices.

The evaluation consists of three elements: ‎
‎1.‎ Attendance is mandatory. Since the course is a practical one, to get full credit, the student ‎must attend at least 11 classes. Every class missed out of the 11 mandatory ‎classes reduces the ‎grade by 4%.‎
‎2.‎ Weekly homework: Every week, you will perform a short soft-skill assignment outside of class ‎and submit a reflection.
One must receive a "pass" grade on all reflections to be ‎eligible to receive a final grade.‎
Late submissions of more than one reflection reduce the grade by 4%‎.‎
‎3.‎ Analyses of five academic papers. Throughout the semester, you will submit reports of five ‎academic papers on listening. Each report will contribute 20% of the ‎final grade.
The analysis reports are structured and focused.
Late submissions reduce the grade by 4%.‎