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ListeningFacts

LISTENINGFACTS

ListeningFactscompiledbyLauraJanusik,Ph.D.,RockhurstUniversity
withassistancefromLynnFullenkampandLaurenPartese.

Wanttoknowwhatthestudiessayaboutlistening?Belowaredifferentcategoriesoflisteningfactsthat
havebeenverifiedthroughresearchstudies.Thereferencesforallfactsareincludedattheendofthis
document.

ListeningFactCategories
TimeSpentListeningandCommunicatingListeningandSupportiveCommunication
ListeningandCommunicationCompetenceListeningBarriers
ListeningandMeaningListeningAcrosstheLifespan
ListeningandMemoryListeningandBusiness
ListeningandSpeechRatesListeningandEducation
ListeningandHearingListeningandHealthcare
ListeningandLeadersListeningandReligion/Spirituality
ListeningStyles
References
TIMESPENTLISTENINGANDCOMMUNICATING
InGermany,Studentsinprimaryschoolareexpectedtolistenforabout2/3ofclassroomtime(Imhof&
Weinhard,2004).

IntheU.S.,thefollowingstudieshavebeenconducted:
Population

Reading

Writing

Speaking

Listening

Rankin,1930

Varied

15%

11%

32%

42%

Brieter,1971

Homemakers

10%

7%

35%

48%

Weinrauchand
Swanda,1975
Werner,1975

Business
Personnel
Highschool&
college
students,
employees&
homemakers
U.S.College
Students
U.S.College
Students
Australian
College
Students
Government
Managers

19%

23%

26%

33%

13%

8%

23%

55%

17%

14%

16%

53%

13%

12%

22%

53%

12.3%

9.8%

30.6%

34.1%

13.3%

8.4%

23%

55%

U.S.College
Students

6%

8%

20%

24%

Study

Barkeret.al,
1980*
Bohlken,1999
Davis,2000*
U.S.
Departmentof
Labor,1991
Janusik&
Wolvin,2006

AverageDailyHoursDedicatedtoCommunicationActivitiesbyContext
Janusik&
School
Friends
Work
Wolvin,2006
Hours%
Hours%
Hours%
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Family
Hours%
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N=206College
Students
Writing
Reading
Speaking
Listening
Television
Radio
CDs/Tapes
Phone
Email
Internet

ListeningFacts

1.24
.91
.95
2.22
.51
.22
.36
.33
.41
.78

16
11
12
28
6
3
5
4
5
10

.24
.26
2.54
2.29
1.20
.44
.74
1.03
.71
1.67

2
2
23
21
11
4
7
9
6
15

.07
.04
2.00
2.01
.09
.03
.03
.06
.03
.04

10
6
28
28
1
5
4
9
4
6

.02
.02
1.6
1.4
1.2
.02
.03
.07
.03
.04

3
3
25
23
16
3
5
11
4
5

TotalDailyAverageHoursDedicatedtoCommunicationActivities
Janusik&Wolvin,2006
TotalTotal
N=206CollegeStudents
Hours%
Writing
1.82
8
Reading
1.40
6
Speaking
4.83
20
Listening*
5.80
24
Television*
2.12
9
Radio*
.86
4
CDs/Tapes*
1.32
5
Phone*
1.87
8
Email
1.33
6
Internet
2.73
11
*TotalListeningRelated
11.97
50
Activities
*=TotalListeningRelatedActivitiescombineslistening,television,radio,CDs/Tapes,andTelephone

LISTENINGCOMPETENCEANDCOMMUNICATIVECOMPETENCE
Confidentindividualslistentomessagecontentbetterthanindividualswholackconfidence(Clark,1989).
Peoplewithlessconfidenceinthemselvestendtobebetterlistenersfortheemotionalmeaningofthespoken
message(Clark,1989).
Beingmorewillingtocommunicateandlessapprehensiveaboutlisteningandspeakingisanindicatorof
betterlisteningcomprehension(Clark,1989).
Whenlearningaforeignlanguage,onesgrammarimprovesifonelearnstolistentothelanguagepriorto
speakingit(Benson,&Heilt,1978).
Bothbusinesspractitionersandacademicslistedlisteningasoneofthemostimportantskillsforaneffective
professional,yetonly1.5%ofarticlesinbusinessjournalsdealtwithlisteningeffectiveness(Smeltzer,
1993).
Individualsagreelessontheratingsofgoodlisteners,butagreemoreontheratingsofpoorlisteners(Cooper
&Buchanan,2003).
Listeningaccountsforapproximately1/3ofthecharacteristicsperceiversusetoevaluatecommunication
competenceincoworkers(Arnold,1995).
Listeningandlisteningrelatedabilitiessuchasunderstanding,openmindedness,andsupportiveness
constitutethesingledimensionuponwhichpeoplemakejudgmentsaboutcommunicationcompetence
(Wienmann,1977).
Anindividualswillingnesstolistenispositivelycorrelatedwithcommunicationskillsandnegativelyrelated
toreceiverapprehensionandsenderbasedcommunicationapprehension(Roberts&Vinson,1998).
Listeningisanimportantcomponentinhowpeoplejudgecommunicativecompetenceintheworkplace
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(Haas&Arnold,1995).Further,individualperformanceinanorganizationisfoundtobedirectlyrelatedto
listeningabilityorperceivedlisteningeffectiveness(Haas&Arnold,1995)
LISTENINGANDMEANING
Inaspokenmessage,55%ofthemeaningistranslatednonverbally,38%isindicatedbythetoneofvoice,
whileonly7%isconveyedbythewordsused(Mehrabian,1981).

Spokenwordsonlyaccountfor3035%ofthemeaning.Therestistransmittedthroughnonverbal
communicationthatonlycanbedetectedthroughvisualandauditorylistening(Birdwhistell,1970).

LISTENINGANDMEMORY
Onaverage,viewerswhojustwatchedandlistenedtotheeveningnewscouldonlyrecall17.2%ofthe
contentwhennotcued,andthecuedgroupneverexceeded25%(Stauffer,Frost,&Rybolt,1983).

Inalinearonewaylisteningtask,whenpresentedwithalistofwords,peoplecanremember,onaverage,7
items(Miller,1956).

Whenpresentedwithaseriesofunrelatedsentencesandaskedtorememberthelastwordofeachsentence,
peoplecanremember,onaverage,2.805items(Janusik,2004).

Inadynamic,conversationallisteningtask,wherepeoplemustrememberaseriesofrelatedquestionsand
respondtothem,peoplecanrememberandrespondto2.946items(Janusik,2004).

LISTENINGANDSPEECHRATES
Theaveragepersontalksatarateofabout125175wordsperminute,whilewecanlistenatarateofupto
450wordsperminute(Carver,Johnson,&Friedman,1970).

LISTENINGANDHEARING
Forstatisticsabouthearingdisorders,earinfections,anddeafness,seetheNationalInstituteonDeafnessand
OtherDisorderswebsiteathttp://www.nidcd.nih.gov/health/statistics/hearing.aspand
http://deafness.about.com/cs/earbasics/a/demographics.htm.

LISTENINGANDLEADERS
Listeningistiedtoeffectiveleadership(Bechler&Johnson,1995Johnson&Bechler,1998).

Leadersgivegoodattentiontothespeakerbylookingthespeakerintheeye(Orick,2002).

Leadersparaphrasethespeakertoensureunderstandingofthespeakersmessage(Orick,2002).

Leadersareabletorelateaccuratemessagestoathirdparty,whichshowsthattheylisteningtoand
rememberedwhattheoriginalspeakerhadsaid(Orick,2002).

Leaderslistenwithanopenmindbynotbecomingemotionalordefensive(Orick,2002).

Leaderscanlistentoaspeakerandberespectfulbynotbetrayingtheconfidenceofthespeakerwhenasked
todoso(Orick,2002).

LISTENINGSTYLES
Peoplelistenthroughoneoffourprimarystyles,includingpeopleoriented,timeoriented,actionorientedand
contentoriented.Femalesaremorelikelytobepeopleorientedandmalesaremorelikelytobeaction,
content,ortimeoriented(Barker&Watson,2000).

40%ofindividualschoosetolistenwithtwoormoredistinctstyles(Weaver,Richendoller,&Kirtley,1995).

Onesschema,agenticorcommunal,isabetterpredictoroflisteningstylepreferencethanonesgender
(Johnson,Weaver,Watson,&Barker,2000).

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Thosewithahighpeopleorientationhavealowapprehensionforreceivinginformation(Bodie&Villaume,
2003).

LISTENINGANDSUPPORTIVECOMMUNICATION
Peoplehaveageneraltendencytopreferthehelpofinformalcaregiverstoformalhelpers(Barker&
Pistrang,2002).
Thereisconflictingevidenceofwhat"effectivesupport"entails.DunkelSchetterandWortman(1982)report
thatpotentialsupportprovidersbelievethatpatientsshouldavoidthinkingortalkingaboutnegativeaspects
oftheirsituationandtrytobeascheerfulandoptimisticaspossible(p.82).

DakofandTaylor(1990)found,ingeneral,victimsofmajorlifestressorshavingbeenexposedto(a)
inappropriateresponses(e.g.,minimization,criticizing),(b)individualswhofailtoexpressconcern,empathy
oraffection,and(c)avoidancefromoneormorenetworkmembersincludingmedicalprofessionals.
Similarly,Perrine(1993)reportsastudythatsuggestspotentialsupportprovidershaveagreatertendencyto
wanttosolveproblemsthantoengageinsupportivelisteningbehaviors.Inotherwords,informalhelp
providersmayavoidlisteningtothedistressedotherthatmayleadthedistressedothertofeelworserather
thanbetter.

Thetwomosthelpfullisteningbehaviorswheninteractingwiththebereavedinclude1)providethe
opportunitytoventilate,and(2)presence(beingthere)(Lehman,Ellard,andWortman,1986).

Supporterswhoareeffectivelistenersprovidemoredirecteyecontact,arereceptivetodisclosures,andask
morefollowupquestions(Miller,Berg,&Archer,1983).

LISTENINGBARRIERS
Themostfrequentlyreportedlisteningbarriersamongstudentsarelisteningprimarilyfordetailsorfacts
becomingdistractedbynoisedaydreamingorbecomingpreoccupiedwithsomethingelsewhilelistening
thinkingofanothertopicordetouringbecauseofwhatthespeakerhassaidandlackofinterestinthe
speakerssubject(Golen,1990).
Thetopthreereportedlisteningbarriersforbusinessstudentswereidentifiedas1)Personaldisinterestinthe
topic,2)Personalandinternaldistractions,suchashunger,headache,orpreoccupationwithsomethingelse,
and3)Inattentivenesssuchasdaydreaming.Thetopthreereportedlisteningbarriersforbusinesspractitioners
wereidentifiedas1)Environmentaldistractionssuchasphonesringingandotherpeopletalking,2)Personal
andinternaldistractions,suchashunger,headache,orpreoccupationwithsomethingelse,and3)Rebuttal
tendencydevelopingacounterargumentwhilethespeakerisstillspeaking(Watson&Smeltzer,1984).

LISTENINGACROSSTHELIFESPAN
Elementarystudentsreportedthemselvesashavingbetterattentionspansthanallotheragesandgroups
(Halone,Wolvin,&Coakley,1997).
Highschoolstudentsratethemselvesasbetterabletolistenthanelementarystudents,youngadults,colleges
students,adults,andtheelderly(Halone,Wolvin,&Coakley,1997).
30%oftheelderlyadmittohavingpoororverypoorhearinghowever,only45%reportedhavingthe
opportunitytolistentothoughtfulcommunication(Halone,Wolvin,&Coakley,1997).
LISTENINGANDBUSINESS
Listeninghasbeenidentifiedasoneofthetopskillsemployersseekinentrylevelemployeesaswellas
thosebeingpromoted(AICPA,2005Goby&Lewis,2000Hynes,&Bhatia,1996James,1992Maes,
Weldy,&Icenogle,1997Waner,1995Willmington,1992Winsor,Curtis,&Stephens,1997).

Considerthefollowingrankingsofwhatsimportantintheinterviewprocess.Thefollowingnumbers
representhowprivateindustryrankedtheimportanceoftheitem,with1beingthemostimportant.

Curtis,Winsor,&
Maes,Weldy,&
Winsor,Curtis,&
Stephens(1989)
Icenogle(1997)
Stephens(1997)
OralCommunication
1
1
1
Listening
2
1
3
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ProblemSolving
Enthusiasm
SelfMotivation
WrittenCommunication
TechnicalCompetence
GPA/AcademicPerformance

ListeningFacts

4
5
11

13

2
5
16

Asofthelate1990s,64%oforganizationsprovidedsomesortoflisteningtrainingfortheiremployees
becausetheyfindthatemployeeslisteningskillsareineffectivefortodaysworkenvironment(What
EmployersTeach,1997).

LISTENINGANDEDUCATION
Eventhoughmostofusspendthemajorityofourdaylistening,itisthecommunicationactivitythatreceives
theleastinstructioninschool(Coakley&Wolvin,1997).Listeningtrainingisnotrequiredatmost
universities(Wacker&Hawkins,1995).Studentswhoarerequiredtotakeabasiccommunicationcourse
spendlessthan7%ofclassandtexttimeonlistening(Janusik,2002Janusik&Wolvin,2002).Ifstudents
arenttrainedinlistening,howdoweexpectthemtoimprovetheirlistening?

Listeningiscriticaltoacademicsuccess.Anentirefreshmanclassofover400studentswasgivenalistening
testatthebeginningoftheirfirstsemester.Aftertheirfirstyearofstudies,49%ofstudentsscoringlowon
thelisteningtestwereonacademicprobation,whileonly4.42%ofthosescoringhighonthelisteningtest
wereonacademicprobation.Conversely,68.5%ofthosescoringhighonthelisteningtestwereconsidered
HonorsStudentsafterthefirstyear,whileonly4.17%ofthosescoringlowattainedthesamesuccess
(Conaway,1982).

Studentsdonothaveaclearconceptoflisteningasanactiveprocessthattheycancontrol.Studentsfindit
easiertocriticizethespeakerasopposedtothespeakersmessage(Imhof,1998).

Effectivelisteningisassociatedwithschoolsuccess,butnotwithanymajorpersonalitydimensions
(Bommelje,Houston,&Smither,2003).

Studentsreportgreaterlisteningcomprehensionwhentheyusethemetacognitivestrategiesofaskingpre
questions,interestmanagement,andelaborationstrategies(Imhof,2001).

Studentsselfreportlesslisteningcompetenciesafterlisteningtrainingthanbefore.Thiscouldbebecause
studentsrealizehowmuchmorethereistolisteningaftertraining(Ford,Wolvin,&Chung,2000).

Listeningandnonverbalcommunicationtrainingsignificantlyinfluencesmulticulturalsensitivity(Timm&
Schroeder,2000).

LISTENINGANDHEALTHCARE
Physiciansinterrupt69%ofpatientinterviewswithin18secondsofthepatientbeginningtospeak.Asa
result,in77%oftheinterviews,thepatientstruereasonforvisitingwasneverelicited(Lee,2000).

Patientsarelesslikelytosuepractitionerswithgoodbedsidemanners.Infact,2/3rdsofallmalpracticecases
weretiedtobreakdownsincommunication.Conversely,medicalpractitionerswithbettercommunication
skillswerelesslikelytobeinvolvedinmalpracticecases(Hickson,et.al,1992).

Patientsaredissatisfiedwiththewaythatphysicianscommunicate,citingthemaslackingconcernsand
empathy(Korschet.al,1968Lane,1983Schulman,1978Zimmerman&Arnold,1990).

Residentsofanursingcarefacilityweremoresatisfiedwithnursingassistantsthathadspecificlistening
trainingasopposedtothosewhowerenttrained(Trahan&Rockwell,1999).

Healthcarepractitionerswhousemorepatientcenteredcommunication,includinglistening,havepatients
whoaremoresatisfiedwiththeirpractitionersandtheiroverallmedicalcare(Wanzer,BoothButterfield&
Gruber,2004).
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Effectivelisteningisasignificantpredictorforpatientsatisfaction(Wanzer,BoothButterfield&Gruber,
2004).

Inhealthcaresettings,thelargestindicatorsofpatientsatisfactionwithphysicianscommunicationskillsare
immediacybehaviors,empathy,andlistening(Wanzer,BoothButterfield,&Gruber,2004)

Patientsaremoresatisfiedwithoncologistswhouseshareddecisionmakingstrategies,includingactive
listening,whendecidingtreatment(Brown,et.al,2002).

Physicianswhouseabiopsychosocialapproachwithpatients,includingexpressingempathy,involving
patientsindecisionmaking,askingopenendedquestions,andlisteningattentively,takenomoretimeper
averageofficevisitandproduceincreasedpatientsatisfaction,whichleadstobetterandmoreresponsible
decisions,andincreasesthepatientswillingnesstocarryouttheprescribedtreatment(duPre,2001).

Themostimportantcommunicationskillinthedoctornurserelationship,aswellasthenursepatient
relationship,islistening(Worobey&Cummings,1984).Further,nursesidentifylisteningashighlyimportant
whendealingwithdoctors,patients,andhospitaladministrators(Worobey&Cummings,1984).

Activelisteningonthepartofboththephysicianandthepatientincreasedcomplianceandtheperceptionof
asupportiveatmosphere(Hausman,2001).

Naturopathicpatientsratedtheirphysiciansignificantlyhigherinempathythanpatientsofconventional
physicians(Arnold&Shirreffs,1998).
LISTENINGANDSPIRITUALITY/RELIGION
TheearliestJesuitmissionariesmadeitapointtoenternewlocationsandnotspeakforapproximately6
months.Instead,theylistened.Theyrecognizedtheimportanceofunderstandingwheretheotherwasbefore
attemptingtoeducate.

ThemetaphorofthewordoftheLordalsoexpresseswhatdiscernmentessentiallyis.ThewordoftheLord
cametome,saying...isafavoredimageamongmanyofthebiblicalprophets.ThewordofGodis
creative,energetic,enlightening,fruitful,lifegiving(Is55:1011).Theprophetsgiftandtaskistohavea
disciplesear(Is50:45)toreceivethewordoftheLordinwhatevercontextGodchoosestospeakto
distinguishbetweenthegenuinewordofGodandwhatcleverlybutdeceitfullymasqueradesasGodsword
toreadthecircumstancesofeverydaylifethroughthelensofGodswordtoactuponthewordandtorecall
thepeopletofidelitytoit.TobeunableorunwillingtoreceivethewordoftheLordistodepriveoneselfof
thesourceoflife,goodness,wisdom,andcreativity.Discernment,then,istheabilitybothtoallowonesown
lifetobeformedandguidedbythewordofGod,andtoplayanappropriatepartinensuringthatthisword
alsoguidesthelifeandshapesthestructuresofcommunity(Lonsdale,1992,51).

Spiritualdirectionisaministryofcareandsupportforanotherthatfocusesontheprimacyofrelationship
withGod(BarryandConnolly,1982).Originatinginthefirstcenturypredominatelyinthedomainof
priests,itevolvedtoitspresentforminthe15thCenturyasanasceticdisciplinepracticedbymenand
womenintheRomanCatholicchurch..Spiritualdirectionisnowidentifiedasavalidministryforlaityas
wellasreligiousleadersandisapopularpracticewithProtestants.ThepracticehasalsospreadtotheJewish
andMuslimfaiths(Tisdale,2003).Akeycomponentoftheministryislistening.

Christiantraditionemphasizeslisteningovertransmitting.ThefirstcallingofdisciplesofJesusChrististo
begoodlisteners,notspeakers..Practicallyspeaking,Christianeducatorsshouldbequicktolistenbecause
withoutpracticinglisteningwell,theycannotloveGodorothersincludingstudents,parents,colleagues,
constituencies,andcommunities(Shultze,4004).

Theeffectivegroupleaderorcounselorwillbeapersonwholearnshowtolistentootherpeople.By
studyingandemployingtheselisteningskills,churchleaderswillbeabletoengageothersmore
compassionately,allowingthemtofeelthattheirneedsarebeingmet(Savage,1996).

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Afteralmostadecadeoffacilitatingdialoguegroups,Irealizedthattheartoflisteningwasthemainskill
thatwasmissingformostparticipants.Fromthatveryrealneed,IdevelopedTheListeningCenterin
Californiafiveyearsago,atatimeinmylifewhentheconnectionbetweenlisteningandthecircleoflife
becamecleartomeinallitsacredness(Lindahl,2002).

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