The effect of short-time active listening training.
OBJECTIVE
We conducted mental health training incorporating active listening for managers at a site of a general chemical company with 1,400 employees. Our purpose was to clarify the effect of active listening training of 2.5h.


METHODS
All subjects were managers. The mental health training was given to 229 managers, 21 times from May 2007 until March 2008. Surveys were conducted from May 2007 to September 2008. The training sessions were conducted in a company meeting room, starting at 2:00 p.m. The importance and significance of listening as a mental health measure and methods of active listening were explained in the training. Afterward, role-playing and follow-up discussions were done twice each. In summaries, participants wrote down what they noticed about listening and gave group presentations. The instructor commented on the presentations, and ended the session by passing out and explaining a paper summarizing what is important in listening. The training was evaluated with a questionnaire distributed at the completion of training, and questionnaires on implementation of what was learned were distributed 1, 3, and 6 mo later. The Active Listening Attitude Scale (ALAS; composed of two scales for method of listening and listening attitude) developed by Mishima et al. was also used before and 1, 3, and 6 mo after the training.


CONCLUSIONS
In questionnaires distributed on the same day after training, 60% of the 212 respondents said the training time was just right, and 30.1% felt it was too short. The difficulty level of the training was considered appropriate by 77.8%, and 79.7% intended to implement what they had learned. Overall satisfaction was high at 85.9%. In the questionnaire 6 mo after training, 81.4% of the 145 respondents remembered the content of the training and 49.7% said they were practicing what they had learned. They responded that their conversations with subordinates about non-work topics had increased, and communication and support at work had become smoother. ALAS was administered 4 times, from before training to 6 mo afterward, and analysis was conducted for 84 respondents. No significant difference was seen in attitude to listening, but the score increased compared with before the training. The score for method of listening increased significantly. The same results were seen when the analysis was expanded to 125 respondents before and 6 mo after the training. These results are similar to those reported previously for ALAS. The findings suggest that even short listening training of 2 h and 30 min has a positive lasting effect.
Tatsumi
Asami
A
Faculty of Nursing, Hamamatsu University School of Medicine, Hamamatsu-city, Shizuoka 431-3192, Japan.
Sumiyoshi
Kenichi
K
Kawaguchi
Hitomi
H
Sano
Yukiko
Y
D000328:Adult; D003142:Communication; D006801:Humans; D008875:Middle Aged; D010559:Personnel Management; D011795:Surveys and Questionnaires; D013997:Time Factors