The Research Behind Active Listening

Much of our understanding of active listening originates from the work of the psychologist Carl Rogers.

Rogers (1957) argued that meaningful professional relationships are built upon three core conditions:

• Empathy – seeking to understand another person's perspective.
• Congruence – being authentic and genuine within professional relationships.
• Unconditional positive regard – demonstrating respect and acceptance whilst maintaining appropriate challenge.

Although Rogers developed these ideas within counselling, they have become highly influential within education, coaching and mentoring.

For mentors, empathy does not mean agreeing with everything a trainee says. Rather, it involves making a genuine attempt to understand how the trainee is experiencing their professional learning.

Consider the following example.

A trainee says:

"I'm finding Year 5 really difficult."

A mentor who immediately begins offering behaviour management strategies may overlook the real issue.

What the trainee may actually be communicating is:

• "I'm beginning to lose confidence."
• "I feel overwhelmed."
• "I'm worried I'm letting everyone down."
• "I'm struggling to balance workload."

Without careful listening, mentors risk responding to the problem they think they have heard rather than the one the trainee is actually experiencing.

Rogers' work reminds us that understanding should precede advice.