Listening to Others

Understanding Listening Competency

Article Abstract

To better understand what constitutes listening competency, we perform a systematic review of listening scales. Our goal was twofold: to determine the most commonly appearing listening traits and to determine if listening scales are similar to one other. As part of our analysis, we identified 53 relevant scales and analyzed the scales qualitatively and quantitatively. We conclude that the most commonly mentioned listening traits include responding or giving feedback, asking questions, and using nonverbal communication. We also show that the scales are relatively dissimilar, thereby suggesting that researchers have different perspectives on how best to characterize competent listening.

Article Critique

Fontana, P., Cohen, S., Wolvin, A. (2015_. Understanding Listening Competency: A Systematic Review of Research Scales. The International Journal of Listening, vol. 29 iss. 3, pp. 148-176.

Identify the research question

Do all youth have the ability to listen to others in order to gain knowledge? How can we teach youth to listen?

Identify the independent variable/s

Different environments for learning/listening, different learning aids (surveys, experiments, etc.), different socio-demographic factors

Identify the dependent variable/s

Information conveyed about ability to listen to others

Describe the data type

Qualitative data

Describe the data collection method/s used

Samples of youth where independent variables were altered in order to see results

Summarize the research results

The research results showed most commonly used listening traits – feedback, asking questions, and using nonverbal communication

Did this article include internal and/or external validity?

In any experiment, the validity refers to the trust that we have in those results and if they reflect the truth about an experiment. Internal validity asks us if we are sure we know what caused the results of a certain study. Here we are able to manipulate a variable in experiments with control and randomization. In this case we could manipulate the environment in which the youth listen to see if it has an effect on their ability to listen and retain information. External validity questions if the results reflect what happened in the real world or a naturalistic observation. The external validity could be determined by observing youth in their natural habitat such as school with their teachers or at home with their parents. We would be able to see their ability to listen by their actions in response to their authority and peers. Internal and external validity make your information and your experiments reliable and beneficial. Research and development allows for your information to be beneficial and educational, but at the same time accurate because of the careful planning that has gone in to it.