Active listening is a person’s willingness and ability to hear and understand. At its core, active listening is a state of mind that involves paying full and careful attention to the other person, avoiding premature judgment, reflecting understanding, clarifying information, summarizing, and sharing. By learning and committing to the skills and behaviors of active listening, leaders can become more effective listeners and, over time, improve their ability to lead.
Tabla de materias
7 Listening and Leadership
12 The Active Listening Skill Set
18 Barriers to Active Listening
21 How to Improve Your Listening Skills
28 Leading with Active Listening
29 Suggested Readings
30 Background
31 Key Point Summary
Sobre el autor
This series of guidebooks draws on the practical knowledge that the Center for Creative Leadership (CCL) has generated, sinceits inception in 1970, through its research and educationalactivity conducted in partnership with hundreds of thousands ofmanagers and executives. Much of this knowledge is shared-in a waythat is distinct from the typical university department, professional association, or consultancy. CCL is not simply acollection of individual experts, although the individualcredentials of its staff are impressive; rather it is a community, with its members holding certain principles in common and workingtogether to understand and generate practical responses to today’sleadership and organizational challenges.
The purpose of the series is to provide managers with specificadvice on how to complete a developmental task or solve aleadership challenge. In doing that, the series carries out CCL’smission to advance the understanding, practice, and development ofleadership for the benefit of society worldwide.
Michael H. Hoppe is a senior program and researchassociate at CCL’s Greensboro campus. He delivers customprograms to clients worldwide, as well as the Leadership Development Program (LDP)¯® and otheropen-enrollment programs. He also researches and designs modules oncross-cultural leadership issues. Michael holds an M.S. in clinicalpsychology from the University of Munich, Germany; an M.S. ineducational psychology and statistics from the State University of New York at Albany; and a Ph.D. in adult education andinstitutional studies from the University of North Carolina at Chapel Hill.
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