Group items tagged

Using informant reports on working professionals, we explored the role of listening in interpersonal influence and how listening may account for at least some of the relationship between personality and influence. The results extended prior work which has suggested that listening is positively related to influence for informational and relational reasons. As predicted, we found that: (1) listening had a positive effect on influence beyond the impact of verbal expression, (2) listening interacted with verbal expression to predict influence (such that the relationship between listening and influence was stronger among those more expressive), and (3) listening partly mediated the positive relationships between each of the Big Five dimensions of agreeableness and openness and influence.

Individual access and the ability of participants to use CMC are essential prerequisites for conference participation (stage one, at the base of the flights of steps). Stage two involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person's goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.