The Benefits of Evidence-Based Practices in Public Administration: Does Therapeutic Listening Training Increase Emotional Intelligence to Affect Change Management Outcomes in Public and Private Sector Organizations

The Benefits of Evidence-Based Practices in Public Administration: Does Therapeutic Listening Training Increase Emotional Intelligence to Affect Change Management Outcomes in Public and Private Sector Organizations


Describe the source(s) of participants and the selection criteria. Include inclusion/exclusion criteria for selection and why this population is appropriate for the study. Include an approximate number of participants. Also specifically, how will you obtain potential participants, and how will you contact them? As an Appendix – include a copy of all emails, flyers, advertisements, etc. that you will use to invite people to participate. 

Will any compensation or incentives be given for participation? If so, what?

Description of Human Subjects: 

The sample for this study is healthcare leaders in a healthcare organization (Paksn Inc.) that will be recruited via email . Administrative Leaders are between the ages of 21-65 years old as administrative leaders they govern each satellite healthcare facility within the healthcare organization. They will be enrolled in a training where therapeutic use of self is taught and practiced. They will be a total of 10 leaders as participants in this study with 5 students in a control group and 5 students in the experimental group, all contacted via email.


Recruitment Procedures: 

All administrative leaders enrolled in an therapeutic listening training will be asked to participate in this study by their Director of Operations. The instructor will define the SoTL for the enrolled Administrative leaders.
Costs to Participants: There will be no cost to Administrative leaders/participants with the exception of the 10 minutes used to complete the TEIQue-SF (see Appendix)
INFORMED CONSENT PROCESS: Describe the consent process step by step, including who will be doing the consenting process, where, etc.

(or if you are applying for a waiver of consent, provide detailed justification for the requested waiver. (see 45 CFR 46.116(c) and/or 45 CFR 46.116(d) for waiver guidelines.)

Attach a copy of all consent documents as an Appendix after Section III, Signatures Page – do not include it in this section.

Subject/Participant Consent Process: 

To meet the ASPA Code of Ethics, all Administrative leaders/participants will receive an informed consent form by the student investigator first through email and followed up with a Zoom Video Call, explaining the purpose, risks and benefits of this research. Administrative leaders/participants will be encouraged to ask questions about the research prior to consenting to participate (see Appendix for a copy of the consent form).


Provide a step-by-step description of each procedure, including the frequency, duration, and location of each procedure. Include specific information about the participants’ time and effort commitment. Also include all data collection instruments (e.g., surveys, questionnaires, scripts, data collection sheets, interview questions, audio/video recording methods). Explain how the data will be analyzed.


The methodology will follow the guidelines SoTL and as such is an inquiry into the effectiveness of a teaching strategy. This particular research will use a quantitative experimental design including a pre/post test to determine if the teaching strategy of therapeutic listening training will increase administrative leaders’ emotional intelligence. This study will be completed at Paksn Inc. in Vacaville, CA through virtual Zoom Video platforms. The therapeutic listening training intervention will be implemented during the training portion of an Administrative leadership course taught by the Director of Operations and Student Investigator, John Sillup. 

The participants of this study are administrative leaders who will be recruited as a partial requirement to complete a training on administrative leadership as a part of the continuing education for Paksn Inc. Both the experimental group and the control group will participate in pretest measures of EI using the Trait Emotional Intelligence Questionnaire-short form (TEIQue-SF). Additional data that will be collected includes age, gender, and undergraduate degree. The therapeutic listening training will be delivered as a .5-hour course given once a week for six weeks. This course will focus on evidence-based therapeutic listening techniques such as asking open-ended questions, learning how to implement reframing and reflection, using appropriate descriptive words, and giving appropriate feedback. 

The course will also teach administrative leaders how to practice motivational interviewing, Primary Accurate Empathy (PAE), and immediacy techniques. In addition, the experimental group will be given worksheets to complete in order to practice the listening techniques learned in the course. The experimental group will also have the opportunity to use therapeutic listening skills in a simulation laboratory working with aggressive or despondent clients. Administrative leaders will be given feedback and useful instruction on any improvements needed. The control group will also participate in training for .5-hours a week for six-weeks, but will not participate in the therapeutic listening training. Instead, the control group will learn documentation exercises, Wellness Recovery Action Plan (WRAP), and standardized and non-standardized client screenings and assessments.


A paper-based version (retrieved physically from each healthcare facility of the organization where the administrative leader works) of the Trait Emotional Intelligence Questionnaire-short form (TEIQue-SF) will be administered pre and post therapeutic listening training. The TEIQue-SF is a 30 item self-report questionnaire using a Likert scale ranging from 1 (completely disagree) to 7 (completely agree) to respond to each question. The TEIQue-SF was chosen for this study because it demonstrates excellent incremental validity and inter-rater reliability when compared to other trait EI scales (Cooper & Petrides, 2010). Once data is collected, it will be recorded on an Excel spreadsheet and sent to the London Psychometric Laboratory in University College London (UCL) for scoring. LCU uses SPSS for statistical analysis. The TEIQue-SF measurement tool is copyrighted under Thomas International Ltd. (2002-2015) and is free of charge and available to use for academic and clinical research purposes.


How will confidentiality of the data be maintained? Include the exact location (e.g., building and office number) of the signed originals of the Informed Consent Forms, the method of storage, and the names and titles of individuals having access to the consent documents and data. Specify the date for destruction of data (surveys, disks, etc.; must be a minimum of 3 years)? (The faculty advisor should have full access and be able to produce the data in the case of an audit.)

Confidentiality of Records: 

The data will not be anonymous. The data will be kept confidential by assigning a code to each measure that is collected. The code definitions and the measures will be kept in two separate files in a locked cabinet in the student investigator’s office at 11331 Isleta St, Los Angeles, CA 90049. No other persons except the researchers will see the data or raw measures. All data will be kept in a locked cabinet in the thesis investigator’s office with access given to John Sillup. There will be no administrative leader/participant identifiers on the data collected with the exception of demographic data. Once the data has been used it will be destroyed after 3 years as per federal regulation.


Describe all known and anticipated risks to the participant that they may encounter in this research. (e.g. side effects, risks of placebo, deception, confidentiality breach) Include how you are mitigating them and how you will handle them in the event that they occur.

Potential Risks to Subjects/Participants: 

There are no known risks to administrative leaders/participants. However, some administrative leaders/participants may participate based on social desirability, or how they believe the researcher would like them to participate. This may influence their behavior.

Minimization of Risks: 

The above risk will be minimized by educating the administrative leaders/participant that they may decline to complete the pre/post research measure. To further minimize risk, all administrative leaders will be given a cross-word puzzle with their research measure packet to complete if they have no desire to participate.
Conflict of Interest: One conflict of interest is that the therapeutic listening training instructor for this study is also the Student Investigator has an interest in the outcome. In addition, convenience sampling was used to recruit participants (because the student investigator is a consultant for the healthcare organization), which may effect the generalizability of the results. Furthermore, the participants and teacher will be placed in the dual roles of teacher and researcher, and student and participant. Distinction of roles will be a necessary ethical component that can affect the external validity of the results.


Describe the anticipated benefits to participants by participating in this study. If there are none, please state that there is no direct benefit to the participant. Also, please state the importance of the knowledge that may reasonably be expected to result from this research study.

Benefits: There will be no reimbursement or compensation to subjects/participants. The knowledge and the information obtained from this study may develop their skills to be better health care students and future professionals.

The Benefits of Evidence-Based Practices in Public Administration: Does Therapeutic Listening Training Increase Emotional Intelligence to Affect Change Management Outcomes in Public and Private Sector Organizations


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Reference no: EM132069492