Utilizing Listening Sessions to Strengthen Educational Programming: An Introduction to Key Components and Best Practices

Benefits of Listening Sessions

Listening sessions are a tool that seeks feedback in the form of informal conversation. In nonformal education, feedback is essential because it reveals the practicality and value of a program according to its participants (Sharma et al., 2023). Listening sessions are especially valuable in the early stages of planning or evaluation to help Extension agents understand if a program or initiative is working as planned (Johnson & Mohamed, 2020). A key benefit of listening sessions is their ability to elicit honest feedback, since their informal structure helps reduce power dynamics between facilitators and participants, while also fostering greater idea generation (Swain & King, 2022; Hasan & Koning, 2019). Additionally, because listening sessions are less structured, they can accommodate a variety of participation styles and expressions of thoughts or feelings (Crittenden, 2024). Listening sessions may be used by Extension agents in a range of contexts, such as evaluating a 4-H program or informing the development of an agribusiness workshop for local producers. In these cases, listening sessions support both program improvement and development.   

Key Components

Successful listening sessions should contain the components below.

• Established purpose: Listening sessions must have a defined goal, which should be clearly communicated to the participants. An example of an overall goal could be to gather participant feedback on a current Extension program to improve content, delivery, and accessibility.
• Participants: The participants of a listening session must have a direct connection to the topic. For example: If a session is intended to gather data about a current county Extension program, then participants should have firsthand knowledge of the program being discussed in that county.
• Staff: Listening sessions require, at minimum, one moderator and one observer. The moderator is responsible for starting the conversation with open-ended questions and facilitating discussion. The observer takes notes of the dialogue between participants (MacAdam, 2016; Crittenden, 2024; Toney, 2018).
• Guide/Script: The number of questions varies based on the purpose of the listening session. The moderator’s role is to ask broad questions and let the discussion go where the participants lead (MacAdam, 2016; Crittenden, 2024; Toney, 2018). An example script will be provided in the next publication in this series.
• Session plan: A typical listening session will include an introduction, discussion, and conclusion. A more detailed schedule example will be provided in the next publication in this series.
• Recording device/Notetaking: Plan to audio record the listening session to easily go back and revisit specific points of conversation. Live notetaking is highly recommended. Before recording, notify participants that recording is taking place.
• Translator: In some cases, the listening session may require a translator to ensure all voices are heard (Crittenden, 2024).

Limitations of Listening Sessions

While listening sessions are a useful feedback-garnering tool, there are limitations moderators should consider. Listening sessions can be difficult to schedule, especially when a larger group is needed or when participants have limited flexibility in their schedule. Many individuals may not be able to take extended time away from their daily responsibilities, which can result in lower attendance or reduced participation. Facilitators may consider providing compensation or other incentives to help minimize participation barriers and acknowledge the time commitment required.

In addition to logistical challenges, listening sessions rely heavily on strong community connections. Intentional time and effort are needed to cultivate an understanding of a group’s culture and effective ways to motivate participants (Toney, 2018). Establishing trust is essential for participants to feel comfortable sharing, yet building that trust does not happen quickly. It may also be challenging to identify a moderator who is both qualified and accepted by the community. Participants are more likely to engage meaningfully when they feel the moderator understands their context and respects their experiences (Johnson & Mohamed, 2020). These limitations underscore the importance of careful planning, community engagement, and moderator selection when implementing listening sessions. Strategies to overcome these limitations will be discussed in the second article in this series.