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• Article | Journal of Personality and Social Psychology | December 2019

  It Helps to Ask: The Cumulative Benefits of Asking Follow-up Questions

  Michael Yeomans, Alison Wood Brooks, Karen Huang, Julia A. Minson and Francesca Gino

  In a recent article published in Journal of Personality and Social Psychology (JPSP; Huang, Yeomans, Brooks, Minson, & Gino, 2017), we reported the results of 2 experiments involving “getting acquainted” conversations among strangers and an observational field study of heterosexual speed daters. In all 3 studies, we found that asking more questions in conversation, especially follow-up questions (that indicate responsiveness to a partner), increases interpersonal liking of the question asker. Kluger and Malloy (2019) offer a critique of the analyses in Study 3 of our article. Though their response is a positive signal of engaged interest in our research, they made 3 core mistakes in their analyses that render their critique invalid. First, they tested the wrong variables, leading to conclusions that were erroneous. Second, even if they had analyzed the correct variables, some of their analytical choices were not valid for our speed-dating dataset, casting doubt on their conclusions. Third, they misrepresented our original findings, ignoring results in all 3 of our studies that disprove some of their central criticisms. In summary, the conclusions that Kluger and Malloy (2019) drew about Huang et al. (2017)’s findings are incorrect. The original results are reliable and robust: Asking more questions, especially follow-up questions, increases interpersonal liking. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

  Keywords: question-asking; communication; relationships; interpersonal communication; Conversation;

  Citation:

  Yeomans, Michael, Alison Wood Brooks, Karen Huang, Julia A. Minson, and Francesca Gino. "It Helps to Ask: The Cumulative Benefits of Asking Follow-up Questions." Journal of Personality and Social Psychology 117, no. 6 (December 2019): 1139–1144.  View Details

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• Article | Harvard Business Review | October 14, 2019

  Cracking the Code of Sustained Collaboration

  Francesca Gino

  When most organizations strive to increase collaboration, they approach it too narrowly: as a value to cultivate—not a skill to teach. So they create open offices, talk up collaboration as a corporate goal, and try to influence employees through other superficial means that don’t yield progress. Companies that excel at collaboration, in contrast, realize it involves instilling the right mindset: widespread respect for colleagues’ contributions, openness to experimenting with others’ ideas, and sensitivity to how one’s actions may affect teammates and outcomes. What’s more, these firms have established programs to help employees develop those attitudes.
  
  I have identified six types of training techniques used by such programs. They teach people to (1) listen, not talk; (2) practice empathy; (3) be comfortable giving and receiving feedback; (4) lead and follow; (5) speak with clarity and avoid abstractions; and (6) have win-win interactions.
  
  Drawing from my observations of Pixar, Webasto, and other companies, I share specific tools and exercises that show employees how to work well together, learn from one another, and connect more fully.

  Keywords: collaboration; listening; empathy; feedback; Organizational Culture; Interpersonal Communication; Training; Programs;

  Citation:

  Gino, Francesca. "Cracking the Code of Sustained Collaboration." Harvard Business Review 97, no. 6 (November–December 2019): 73–81.  View Details

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• Article | Behavioural Public Policy | November 2019

  When and Why Defaults Influence Decisions: A Meta-analysis of Default Effects

  Jon M. Jachimowicz, Shannon Duncan, Elke U. Weber and Eric J. Johnson

  When people make decisions with a pre-selected choice option—a “default”—they are more likely to select that option. Because defaults are easy to implement, they constitute one of the most widely employed tools in the choice architecture toolbox. However, to decide when defaults should be used instead of other choice architecture tools, policy makers must know how effective defaults are and when and why their effectiveness varies. To answer these questions, we conduct a literature search and meta-analysis of the 58 default studies (pooled n = 73,675) that fit our criteria. While our analysis reveals a considerable influence of defaults (d = 0.68, 95% confidence interval = 0.53–0.83), we also discover substantial variation: the majority of default studies find positive effects, but several do not find a significant effect, and two even demonstrate negative effects. To explain this variability, we draw on existing theoretical frameworks to examine the drivers of disparity in effectiveness. Our analysis reveals two factors that partially account for the variability in defaults’ effectiveness. First, we find that defaults in consumer domains are more effective and in environmental domains are less effective. Second, we find that defaults are more effective when they operate through endorsement (defaults that are seen as conveying what the choice architect thinks the decision-maker should do) or endowment (defaults that are seen as reflecting the status quo). We end with a discussion of possible directions for a future research program on defaults, including potential additional moderators and implications for policy makers interested in the implementation and evaluation of defaults.

  Keywords: choice architecture; defaults; default effects; Decision Making; Behavior; Analysis;

  Citation:

  Jachimowicz, Jon M., Shannon Duncan, Elke U. Weber, and Eric J. Johnson. "When and Why Defaults Influence Decisions: A Meta-analysis of Default Effects." Behavioural Public Policy 3, no. 2 (November 2019): 159–186.  View Details

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