Siinviidatu leidis oma koha peamiselt põhjusel, et minuni jõudvad praktikad avalikest organisatsioonidest on sageli vastupidises suunas kasutatava retoorikaga: rõhutatakse kaasamist, osalemist, “päriselt” hoolimist jms, kuid praktikas kaotatakse mõnes organisatsioonis neid väheseidki rutiinseid mehhanisme, mille kaudu töötajal “peab” midagi arvama (nt arenguvestlus), paljud ametnikud ei vaevu “alluvatelt” suurt midagi küsima, vaid ütlevad, kuidas asjad olema peavad – kuulamine jääb järjest kaugemale.
Artikli esimesed kaks lauset avavad lugejale horisondi:
This is a paper about the efforts of management educators to help learners develop the capacity to effectively build meaningful interpersonal relationships with others at work. These pedagogical efforts follow from Positive Organizational Scholarship (POS), which holds that positive relational experiences are an essential aspect of what makes the workplace a source of growth and development (Cameron et al., 2003).
Rääkimine hõbe, vaikimine kuld, kuulamine …?
While learning how to build positive relationships and connections is recognized as important, a key mechanism for how to do so often receives little attention in our lessons on relationship development: listening.
Artikli eesmärk veel selgemalt:
In this paper we address how the implicit power dynamics between listener and speaker can challenge the usefulness of current listening pedagogy to develop the capacity to build high-quality connections and positive relationships at work.
Conceptually, our articulation of “being relational” fleshes out recent advancements in listening theory that have begun to recognize the mutuality in which listening is embedded (e.g. Kluger et al., 2021).
Kuulamist näideldakse sageli:
People may learn to skillfully demonstrate attention and understanding but remain unpracticed in dynamically sensing and responding to a mutual sense of connection or disconnection.
we cannot adequately understand how humans make meaning and develop understanding without foregrounding the mutual dynamic between both speaker and listener.
Sammud relatsioonilise kuulamise suunas:
This aligns with a social constructionist learning pedagogy that assumes that the quality of listening and the overall conversation is cocreated by the conversation partners as well as the social context (Cunliffe, 2008; Shotter, 1994). […] we argue, we may better equip learners to build positive work relationships and HQCs by coupling a focus on “doing” key behaviors with a focus on “being relational” as a conversation partner with others.
By shifting away from teaching listening as an intrapersonal skill to be developed for high-quality listening and focusing instead on mutuality, listeners and speakers learn they are both a function of listening quality. This mutual process of being relational sensitizes participants to power asymmetries and interpersonal differences that conversation partners should mindfully attend to before, during, and after the connection.
Hinz, J., Stephens, J. P., & Van Oosten, E. B. (2021). Toward a pedagogy of connection: A critical view of being relational in listening. Management Learning. https://doi.org/10.1177/13505076211047506