LEVEL OF LISTENING SKILLS OF SELECTED EMPLOYEES OF AUTOMATIC DATA PROCESSING

(PHILIPPINES) INC- MAKATI OFFICE

A thesis

Presented to

The English Faculty of College of Arts under

Expanded Tertiary Education Equivalency Accreditation Program

Arellano University, Legarda Campus

In partial fulfilment

Of the requirements for the course

Bachelor of Arts in English

by

Jean Geraldine S. Gatus

Berna I. Cajelo

February 03, 2017

 ABSTRACT

Listening is considered by some to be the single most important element in the

communication process, even more highly valued than speaking as a communication skill

necessary in the business world. We spend years learning how to read and write, and years

learning how to speak, but what about listening? The study focused on listening skills because it

is an essential skill for the associates to do well in the business, as well for the company they

work for. Knowing the level of listening skills the associates practice at work will help us to

come up with training materials necessary to helping the associates in identifying that client has

a variety of needs when it comes to services.

 INTROCUCTION

Working in the Business Process Outsourcing Industry requires several skills and the skill

that stood out as most important is listening skills. May it be being on the phone for more than

seven hours a day, handling and listening to your team members, and coordinating with the

clients as a Manager, requires a high level of listening skills. Despite the many factors that may

come into play as to exactly why people seem to have difficulty in being effective in their tasks,

the one major reason scholars suggest is lack of communication, specifically, having low level of

listening skills. Listening is not the same as hearing. While hearing is a physiological process,

listening is a conscious process that requires us to be mentally attentive. Listening is seen as the

obverse of speaking, and is conceptualized as a process that involves the interpretation of

messages that others have intentionally transmitted in the effort to understand those messages

and respond to them appropriately.

Automatic Data Processing Inc. (Philippines) values the virtues “Service Excellence” and

“Every Person Counts”. These are practiced and shown during interaction with their client and

colleagues. The associates are expected to provide great experiences to their clients to achieve

retention and recommendations to other potential clients. Communication is the bread and

butter of every associate. Associates are not only expected to speak well by can also

communicate well by understanding their clients. Thus, this study was made.

The study is determined by the Level of listening skills of selected employees of

Automatic Data Processing (Phils) Inc. - Makati and it seeks to answer the following questions:
What is the profile of the respondent in terms of; Age, Gender, and Educational Attainment,

What is the level of the listening skills of the respondent in terms of; Ignoring, Pretend listening,

Selective listening, Attentive listening, and Emphatic listening, and What enhancement program

should be proposed for the respondents to improve their listening skills.

Flores and Lopez, 2008 emphasized listening as an import are of communication. It is

important to know the level of listening skills to know what kind of listener an individual base

on Stephen Covey’s Listening Continuum. This could save time by starting in the middle when

the employees’ average level of listening skill is fair rather than starting from scratch.

This study is significant to the following: to the employers, for them to fully understand

and be aware of the capabilities of employees when it comes to communication, for the

participants, in order for them to know their status quo and be able to focus on their strengths

and improve their weaknesses, and to future BPO applicants, for them to have an idea on what

skill they need to develop to acquire a position in the BPO industry.

We listen at five different and distinct levels. How you listen to your end-users and

customers will have a significant impact on your success, and that of the overall I.T. support

team or, for that matter, your entire organization. As important as how you actually listen is

how you are perceived to listen (Crawley, 2013).

Stephen R. Covey's Listening Continuum identifies five (5) levels of listening.  

1. Ignoring. The lowest level of listening is called ignoring – not listening at all. If you are

distracted by anything while talking to a user, they can get the impression that you are ignoring
them. For example, while the user is speaking, you start a conversation or interject a comment

with another IT support tech. You are ignoring your user.

2. Pretend Listening. Pretend listening is most easily explained in the face-to-face

conversation. You’re talking to the other person and they have that “backpacking in Brazil” look

in their eyes. On the phone it happens when you say things like “I see” and “OK,” etc. while

working on an unrelated email or playing a computer game. People can tell you’re distracted.

3. Selective Listening. During selective listening we pay attention to the speaker as long

as they are talking about things we like or agree with. If they move on to other things we slip

down to pretend listening or ignore them altogether.

4. Attentive Listening. Attentive listening occurs when we carefully listen to the other

person, but while they are speaking we are deciding whether we agree or disagree, determining

whether they are right or wrong. Instead of paying close attention to the other person, we’re

formulating our response to what he or she is saying. At all four of these levels it should be

evident that we are listening to our own perspective, and in most cases with the intent to

respond from our experience.

5. Empathic Listening.  Empathic listening, also known as empathetic listening is the top

level of listening. To be successful in providing IT support to end users, you must teach yourself

to treat every call as though this is the first time you’ve ever heard this problem, even though

you may have heard it many times before. Discipline yourself to see it through the eyes of the

user. This is called empathic listening. Empathic listening is the highest level of listening, and

the hardest to accomplish.

 ADP Philippines is part of the largest comprehensive global provider of cloud-based

Human Capital Management (HCM) solutions that unite HR, payroll, and time, and a leader in

business outsourcing services, analytics and compliance expertise. The Philippines operations

have experience delivering managed payroll solution and Time & Attendance Solution across

the spectrum of private industry sectors. The selection of services in the Philippines includes

traditional payroll outsourcing and time & attendance solutions, along with specialized

solutions for multinational businesses operating from Singapore. Automatic Data Processing

Philippines offers off shore assistance that requires associates to set up conference calls, make

outgoing calls, and receive incoming calls to United States clients. The success of the business is

dependent on the customer service the employees are delivering over the phone.

Research on level of listening skill is limited, and what is available on the topic is

becoming out of date (Sullivan, 2013). Listening involves hearing and cognition and assumes the

ability to selectively perceive, interpret, understand, assign meaning, react, remember, and

analyze what is heard”). Further, “effective workplace listening is not simply limited to the skills

that employees do or do not possess. It also includes the idea of organizational listening, the

environment in which listening occurs that is shaped by the organization and is then one of the

characteristics of the organizational image” Flynn et al, (2008), in Sullivan, (2013). However,

even though research articles discuss listening as an important skill, it is still not given sufficient

attention. Flynn et al (2008), in Sullivan, (2013) states “that despite its central role in the

success of both the manager and the organization, listening remains one of the most neglected

aspects of organizational communication, particularly from a research perspective; listening as

an organizational variable continues to be seen as a soft skill worthy of little attention in the
scholarly business literature, in the business classroom, and in organizations”. Listening is

regarded as a soft skill employability factor Finch, Nadeau & O’Reilly, (2012), in Caspersz &

Stasinska, (2015). Listening further underscores the effectiveness of problem-solving skills,

which is a graduate attribute that is core to employability Reid & Anderson, (2012), in Caspersz

& Stasinska, (2015) and is a ranked only second to soft skill by employers as a key factor

affecting undergraduate employability Finch, Hamilton, Baldwin & Zehner, (2013), in Caspersz &

Stasinska, (2015).

Most of the studies talks about the importance of listening or how listening skill has

been set aside as less important. Research has shown there is a strong need for further

research and training in this area. The study was made because it recognized that listening skill

is important and took it the next step which is gauging the current skill level of these

employees. Skills are acquired when these employees had their communications training, the

study aims to check if these employees are in the right level so they can provide world class

customer service. Determining the average level of listening skills or what level is being

practiced in the site will give a greater understanding into where attention is paid and/or

needed in the development of vital communication skills of its employees.

 METHODOLOGY

A Survey Method was used to identify the level of listening skills of selected employees

of Automatic Data Processing (Phils) Inc- Makati. Surveys are practically versatile and can is

practical in identifying present condition and present needs. Leedy & Ormrod (2010) state

“survey research involves acquiring information about one or more groups of people – perhaps

about their characteristics, opinions, attitudes, or previous experiences – by asking them

questions and tabulating their answers; the ultimate goal is to learn about a large population by

surveying a sample of that population”. A self-made questionnaire was handed to 90 selected

employees. The age of the respondents ranged from 18 and above. A combination of male and

female employees answered the survey. The significance of the study was presented to the

participants and was used as a motivation for them to answer the survey as honest as possible.

Participants

Employees of Automatic Data Processing (Phils) Inc.-Makati were contacted to complete

the survey. According to Human Resource, there are currently, as start of this research, a total

of 584 employees working in Majors Accounts Services. Majors Accounts Services is a business

unit of Automatic Data Processing handling companies with 50 to 999 employees. The

breakdown of the employees by role is 245 Payroll Analyst, 139 Technical Analyst, 88 Time and

Attendance Analyst, and 112 Implementation Specialist.

Research Instrument

A self-made questionnaire was created inspired from Steven Covey’s Listening

Continuum. The questionnaire was divided into two parts: The Demographic profile that
indicates the participants’ age, gender, and educational attainment and the second part

includes 5 statements on each level.

Data Collection

The survey questionnaire was developed so it could be taken comfortably in a short

period of time, about 10-15 minutes. A formal letter was sent to the officer in charge prior to

the distribution. The self-designed questionnaires were distributed personally and were

retrieved with the help of the team leaders with the assurance of utmost confidentiality.

After the administration and gathering of the accomplished questionnaires, the

researcher tallied and summarized the data of which results are shown in the proceeding

pages.

Statistical Treatment of Data

The following statistical tools and techniques will be used in this study: percentage and

weighted mean.

Percentage- This was used as descriptive statistics to describe the relationship of a part to

whole.

The formula is:

f
 %= x 100
N

where:

% = percentage,
f = frequency of responses, and
N = total number of respondents

Weighted Mean- This will be computed to determine the average response of the respondents
on the various factors considered in the study.

The formula is:

∑WF
WM =
N

where:

WM = weighted mean,

W = weights assigned,

F = frequencies for each option,

∑WF = sum of all weighted scores obtained by a sample, and

N = number of respondents in the sample.

 For verbal interpretation of the computed weighted means, the following intervals are

closely observed:

Weight Interpretation Limits Verbal

5 4.5-5.00 Excellent

4 3.5-4.49 Very Satisfactory

3 2.50-3.49 Satisfactory

2 1.5-2.49 Fair

1 1-1.49 Needs Improvement

 RESULTS

The following variables were considered by the researchers in describing the profile of

the respondents: age; gender; and educational qualifications. Table 1.1 presents the profile

of the respondents in terms of gender. As to gender, 26 of the respondents or 29% were

males. On the other hand, more than half of the respondents were females as indicated by

the frequency distribution of 64 or 71% and finding on the aforementioned variable points

to the dominance of females in the realm of call center business. Shown in table 1.2 is the

profile of the respondents in terms of age. Going over table 1.2, it can be noted that 4 or 4%

belonged to age bracket 18 to 20, while 19 or 21% were classified under the 21 to 25 age

group. Twenty six (26) of the respondents had ages ranging from 26 to 30; thirty three

(33) or 37% belonged to 31 to 35 age bracket, while the remaining 8 or 9% fell under the

36 and above age bracket. Reflected in table 1.3 is the profile of the respondents in terms of

educational qualifications. Out of 90 respondents, 34 or 38% were able to study in college

while 53 or 59% were college graduates when this study was undertaken. Further

examination of the same tabular data shows that 3 or 3% had already earned some units

towards a master’s degree. Evidently, more than half of the respondents were college

graduates as indicated by the distribution of 53 or 59%. As most of them were college

graduates, it can be deduced that they would find it easy to adjust themselves to the

demands of the call center industry. Listening skills were assessed by the respondents in

different levels: ignoring; pretend listening; selective listening; attentive listening; and

emphatic listening. Table 2.1 shows the results of the respondents’ assessments of the level

of listening skills in terms of ignoring. Ignoring was prevalent in Automatic Data Processing
office, as assessed by the respondent employees. This was indicated by their overall

composite weighted mean rating of 3.18, verbally described as satisfactory. Lending support

to the foregoing finding was the rating of satisfactory posted by the respondents for each of

the following indicators: “I respond to emails and instant messages while I'm speaking to

people on the phone” (WM= 3.36); “People complain that I don’t look like I am listening

when they talk to me” (WM = 3.34); “I show signs of restlessness, such as crossing and

uncrossing my legs, looking at my watch, gazing out of a window or yawning when speaking

to someone” (WM = 3.08); “I have trouble focusing on the message when a speaker has

poor grammar” (WM = 3.07); and “I am easily distracted while talking to someone else”

(WM 3.06). Displayed in Table 2.2 are the results of the assessments made by the

respondents regarding pretend listening skills in Automatic Data Processing office. Running

parallel to the foregoing finding, pretend listening is experienced by the respondents.

Attesting to the correctness of this finding was their composite weighted mean rating of

3.48. Further confirming the above finding was the rating of very satisfactory and

satisfactory recorded by the respondents for each of the following indicators: “If I'm busy, I

let others talk to me as long as they're quick” (WM = 3.99); “While a speaker is talking, I find

myself thinking about what I’m going to say next”, (WM = 3.92); “I focus my attention on

myself, rather than the other person” (WM= 3.22); “I daydream while listening to someone

expressing his/her thoughts or ideas” (WM =3.17); and “When someone is speaking to me, I

nod and say things like "OK" and "uh-huh" occasionally while doing something else “ (WM

=3.10). Reflected in table 2.3 are the results of the respondents’ assessments on selective

listening. In like manner, Automatic Data Processing office employees’ listening skills were
assessed to be satisfactory. Supporting this finding was their overall composite weighted

mean rating of 2.7. Serving to validate the foregoing was the rating of satisfactory and fair

given by the respondents to each of the following indicators: “I get bored if I am not the one

leading a conversation” (WM= 2.98); “I do not give the other person my full attention when

they are speaking and I am not particularly interested” (WM =2.8); “If a speaker doesn’t

engage my interest, my mind wanders” (WM=2.67); “I do not generally remember most of

what was said, when I reflect on a long conversation, a speech, a presentation, a meeting

or something similar” (WM=2.63); and “I make disapproving faces when I don’t approve of

what others are telling me” (WM=2.42). Exhibited in table 2.4 are the results of the

assessments made by the respondents in terms of attentive listening. Attentive listening

was highly practiced in Automatic Data Processing office, as assessed by the respondents.

This was indicated by their overall weighted mean rating of 3.94, verbally described as very

satisfactory. Lending support to this finding was the rating of strongly agree, posted by the

respondents for each of the following indicators: “I put all my concentration when a person

talks to me” (WM=4.32); “I do not interrupt people” (WM=3.98); “ I do not ask leading

questions to encourage the other person to agree with my viewpoint” (WM= 3.81); “I

repeat points back during a conversation to clarify my understanding of what the other

person is saying” (WM= 3.8); and “As I listen, I do not compare the other person's viewpoint

with my own” (WM=3.78). Presented in table 2.5 are the results of the assessments made

by the respondents in terms of emphatic listening. Jibing with the previous finding,

Emphatic listening is highly practiced as assessed by the respondents. Substantiating this

finding was their overall composite weighted mean rating of 3.97. Further validating the
foregoing was the response very satisfactory registered by respondents for each of the

following indicators: “I wait for the speaker to finish his or her point before I make mental

judgment call on was said” (WM=4.08); “To get people to elaborate on their point, I ask

open questions” (WM=4.06); “I give my full attention if someone is talking to me and I try to

put myself into his shoes” (WM=3.98); “I encourage the other person, for example by saying

“Go on …” or “Tell me more”.” (WM=3.91); and “If a person needs to vent his or her

emotions to me, I wait until he or she lets it all out before I comment” (WM=3.83).

Summarized in table 2.6 are the results of the assessments made by the respondents

regarding the listening level of the data processing office. Respondents have a satisfactory

listening skill which was indicated by the overall composite weighted mean rating of 3.45.
 DISCUSSION

Finding on the aforementioned variable points to the dominance of females in the realm

of call center business. Evidently, many of the respondents were found to have ages 31 to 35

years old. This goes to show that they are in the prime of their lives. Corollary to the foregoing,

they can be expected to exert effort towards professional growth and development, given the

opportunity to do so. From the data presented, it is evident that most of them graduated in

college. Thus, they need to be motivated and encouraged to pursue their master’s degree. The

aforementioned graduate degree can help them become competitive in the realm of call center

business. As already pointed Ignoring was prevalent in Automatic Data Processing office. This

finding implies that some employees ignore their clients by doing their emails and talking to

them at the same time and that co-worker complain when they’re ignored by simply not

listening to them. As stressed earlier, pretend listening exists in the data processing office. This

means that some employees have the tendency to pretend to listen and do multitasking by

doing their task and talk to and talk to others. While listening, they prepare by thinking how to

answer back. The selective listening in Automatic Data Processing office is reflective of people

who want to lead the talking. Some employees get bored easily and some make faces if they

were not interested to the topic. They don’t’ always give their full attention. The foregoing

findings indicate that some people in Automatic Data Processing office have positive attitudes

toward their attentiveness as listeners. This means that respect and appreciation are given to

the person they’re talking to or talking with. Some employees give their 100% attention by

giving their concentration and by not interrupting the person doing the talking. The foregoing

finding implies that respondents put themselves into the shoes of the speaker by waiting
patiently for them to finish what they were talking about before they answer back. Their

attitudes and their listening skill were highly commendable to the point that everyone in the

office observes empathy and is willing to lend his ears to anyone.

Base on the results of this study, although minimal, there are employees who practice

ignoring, pretend listening, and selective listening. It is but unavoidable to multitask while

talking to a client to show effectiveness on job. Others may find it difficult to listening when the

speaker has poor communications skills, while some tends to interrupt or disregard the speaker

when they disagree. Studies show that we forget almost one-third to one half of what we here

in eight hours or less due to our inability to listen well. Good listening begins with willingness to

participate completely in communication situation. In actual speaking situation, good and

proper listening 1) stimulates better communication between the parties involve, 2) contributes

to and promotes better response among the members of the group, 3) helps you enjoy what

you here, 4) assists you in understanding what is said, and 5) enables you to react meaningfully

to what is said (Flores and Lopez, 2008). Through an intensive listening program, associates will

learn to recognize, isolate, identify, and describe the component elements of the voices of

others and that of their own. Flores and Lopez, 2008, suggested exercises to improve listening

comprehension. The exercise will contain questions that will be heard only once and cannot be

written out, therefore, participants need to listen very carefully, thus will can help eliminate

practice of ignoring and pretend listening.

When a woman who is listening starts to speak before the other person is finished, she

usually does so to show support, to add a word of agreement, or to finish the sentence she

thinks the speaker will say. Tannen, 1990, in Griffin, 2013 labels this as cooperative overlap.
However, men see it that way. Men regard interruption as a power move to take control of the

conversation, because in their world that’s while-I’m-interrupting-you stance and make it stick.

Tannen, 1990, in Griffin, 2013 concluded that these different styles of conversation

management are the source of continuing irritation in cross-gender talk. “Whereas women’s

cooperative overlaps frequently annoy men by seeming to co-opt their topic, men frequently

annoy women by usurping or switching the topic.” Knowing that men can be irritated when

interrupting them, even when the listener has a good intention, can help change pretend

listening skill level to emphatic listening or attentive listening. Such profiling can be taught to

associates to help know when to just listen and when to start talking to show motivation and

support.

We are so familiar with our own language, gesture facial expressions, conversation al

customs, and norms that we may experience anxiety when these familiar aspects of

communication are disrupted. Culture shock is the psychological discomfort you may feel when

you attempt to adjust to a new cultural situation (Klyukanov, 2005 in Verderbe, R., Verderber,

K., & Sellnow, 2013). Intercultural communication refers to interactions between people whose

cultural assumptions are so different that communication between them is altered (Samovar,

Porter, & McDaniel, 2009). In other words, when we interact with people whose attitudes,

values and beliefs, customs, and behaviors are culturally different from ours, we are

communicating across cultural boundaries, which can lead to misunderstanding that would not

commonly occur between people who are culturally similar. It is important to recognize that

not every exchange between people of cultures exemplifies intercultural communication.

Selective listening can happen when there is culture shock. The listener who sifts through
communication choosing what to consider and what to disregard is engaged in selective

listening. It also happens when a listener hears only what he or she wants to hear or expects to

hear, or hears only those parts that confirm his or her own opinions and views. Barriers to

effective listening were listed in Verderbe, R., Verderber, K., & Sellnow, 2013. These barriers

are: lack of concentration, assumptions, biases, and prejudice, and distractions. These are the

barriers associates of Automatic Data processing office need to become aware of. Here are

listening techniques that may help associates of Automatic Data Improve their listening skills

based on Verderbe, R., Verderber, K., & Sellnow, 2013: Prepare yourself physically, prepare

yourself mentally, and prepare an environment that encourages communication.

Overall, training in listening barriers, listening techniques, and exercises in improving

listening skills would beneficial to employees of Automatic Data Processing office. Whether the

business can allot time to have the trainings be done is another question was not confirmed in

this study. Staffing and funding could also be a major issue, due to current time of the year.

Regardless, there is a definite need for training on this topic at Automatic Data Processing. On

Sullivan, 2011, study, it was stated that one survey respondent simply stated: “Listening is

everyone’s job!”, then why are we not listening and paying attention to this important

communication skill? One person talks; the other listens, it's so basic that we take it for granted

(Nichols, 2009).
REFERENCES

THESIS

Sullivan, A. (2011). The Importance of Effective Listening Skills: Implications for the Workplace

and Dealing with Difficult People (master’s thesis). University of Southern Maine, USA

JOURNALS

Caspersz, D. & Stasinska, A. (2015). Can we teach effective listening? An exploratory study.
Teaching and Learning,12, 4 , 1-13

ELECTRONIC RESOURCES

Ten Reasons Empathy is the Most Important Skill You Will Ever Need to Succeed. Retrieved on
November 25, 2017, from Inc. Southeast website: http://inc-asean.com/the-inc-life/10-
reasons-empathy-important-skill-will-ever-need-succeed/?
utm_source=inc&utm_medium=redir&utm_campaign=incredir

The Five Levels of Listening (How to Be a Better Listener), Retrieved on November 25, 2017,
from The Compassionate Geek Club website: https://www.doncrawley.com/the-five-
levels-of-listening-how-to-be-a-better-listener/

BOOKS

Covey, S. (1989). 7 Habits of Highly Effective People. New York, New York: Free Press

Flores, F. & Lopez, E (2012). Effective Speech Communication(5 th ed.). Philippines: National
Bookstore

Griffin, E. (2013). A First Look at Communication Theory (8th ed.). Philippines: McGraw-Hill

Nichols, M. (2009). The Lost Art of Listening: How Learning to Listen Can Improve Relationships
(2nd ed.). New York, New York: The Guildford Press

Verderbe, R., Verderber, K., & Sellnow, D. ( 2013). Communicate! (13 th ed.). Philippines: Hiyas
Press Inc.
 Table 1.1 Profile of respondents in terms of Gender

Gender Frequency Percentage

Male 26 29
Female 64 71
Total 90 100

Note: Table 1.1 presents the profile of the respondents in terms of gender. As to gender, 26
of the respondents or 29% were males. On the other hand, more than half of the
respondents were females as indicated by the frequency distribution of 64 or 71%.

Note: Table 1.1 shows the gender of the employees who participated in the survey. The table

shows 29% of the respondents are male and 71% are female. This table reflects that there are

more female and less male employees.

Table 1.2 Profile of the Respondents in terms of Age

 Age Frequency Percentage
18 -20 4 4
21-25 19 21
26-30 26 29
31-35 33 37
36 and above 8 9
Total 90 100

Note: Shown in table 1.2 is the profile of the respondents in terms of age. Going over table 1.2,

it can be noted that 4 or 4% belonged to age bracket 18 to 20, while 19 or 21% were classified

under the 21 to 25 age group. Twenty six (26) of the respondents had ages ranging from 26 to

30; thirty three (33) or 37% belonged to 31 to 35 age bracket, while the remaining 8 or 9% fell

under the 36 and above age bracket.

Table 1.3 Profile of the respondents in terms of Educational Qualifications

Educational Qualifications Frequency Percentage

College Level 34 38
College Graduate 53 59
With Master’s Units 3 3
Total 90 100

Note: Reflected in table 1.3 is the profile of the respondents in terms of educational

qualifications. Out of 90 respondents, 34 or 38% were able to study in college while 53 or 59%

were college graduates when this study was undertaken. Further examination of the same

tabular data shows that 3 or 3% had already earned some units towards a master’s degree.

Evidently, more than half of the respondents were college graduates as indicated by the

distribution of 53 or 59%. As most of them were college graduates, it can be deduced that they

would find it easy to adjust themselves to the demands of the call center industry.
 Table 2.1

Ignoring (Level 1) Mean Verbal Rank

Interpretation
1. I respond to emails and instant 3.36 Satisfactory 1
messages while I'm speaking to
people on the phone.
2. I show signs of restlessness, such as 3.08 Satisfactory 3
crossing and uncrossing my legs,
looking at my watch, gazing out of a
window or yawning when speaking
to someone.
3. I am easily distracted while talking 3.06 Satisfactory 5
to someone else.
4. I have trouble focusing on the 3.07 Satisfactory 4
message when a speaker has poor
grammar.
5. People complain that I don’t look 3.34 Satisfactory 2
like I am listening when they talk to
me.
Over all Composite Weighted Mean 3.18 Satisfactory

Note: Table 2.1 shows the results of the respondents’ assessments of the level of listening skills

in terms of ignoring

Table 2.2

Pretend Listening (Level 2) Mean Verbal Rank

Interpretation
1. While a speaker is talking, I find myself 3.92 Very 2
thinking about what I’m going to say next. Satisfactory
2. I daydream while listening to someone 3.17 Satisfactory 4
expressing his/her thoughts or ideas.
3. I focus my attention on myself, rather than 3.22 Satisfactory 3
the other person.
4. When someone is speaking to me, I nod 3.10 Satisfactory 5
and say things like "OK" and "uh-huh"
occasionally while doing something else.
5. If I'm busy, I let others talk to me as long as 3.99 Very 1
 they're quick. Satisfactory
Over all Composite Weighted Mean 3.48 Satisfactory

Note: Displayed in Table 2.2 are the results of the assessments made by the respondents

regarding pretend listening skills in the data processing office.

Table 2.3

Selective Listening (Level 3) Mean Verbal Rank

Interpretation
1. I do not generally remember most of what 2.63 Satisfactory 4
was said, when I reflect on a long
conversation, a speech, a presentation, a
meeting or something similar
2. I do not give the other person my full 2.80 Satisfactory 2
attention when they are speaking and I am
not particularly interested.
3. I make dis approving faces when I don’t 2.42 Fair 5
approve of what others are telling me.
4. If a speaker doesn’t engage my interest, 2.67 Satisfactory 3
my mind wanders.
5. I get bored if I am not the one leading a 2.98 Satisfactory 1
conversation
Composite Over all Weighted Mean 2.7 Satisfactory

Note: Reflected in table 2.3 are the results of the respondents’ assessments on selective

listening.

Table 2.4

Attentive Listening (Level 4) Mean Verbal Rank

Interpretation
1. I repeat points back during a conversation 3.8 Very 4
to clarify my understanding of what the Satisfactory
 other person is saying.
2. As I listen, I do not compare the other 3.78 Very 5
person's viewpoint with my own. Satisfactory
3. I do not ask leading questions to encourage 3.81 Very 3
the other person to agree with my Satisfactory
viewpoint.
4. I do not interrupt people. 3.98 Very 2
Satisfactory
5. I put all my concentration when a person 4.32 Very 1
talks to me. Satisfactory
Composite Over All Weighted Mean 3.94 Very
Satisfactory

Note: Exhibited in table 2.4 are the results of the assessments made by the respondents in

terms of attentive listening.

Table 2.5

Emphatic Listening (Level 5) Mean Verbal Rank

Interpretation
1. To get people to elaborate on their point, I 4.06 Very 2
ask open questions. Satisfactory
2. I wait for the speaker to finish his or her 4.08 Very 1
point before I make mental judgment call Satisfactory
on was said.
3. If a person needs to vent his or her 3.83 Very 5
emotions to me, I wait until he or she lets it Satisfactory
all out before I comment.
4. I give my full attention if someone is talking 3.98 Very 3
to me and I try to put myself into his shoes. Satisfactory
5. I encourage the other person, for example 3.91 Very 4
by saying “Go on …” or “Tell me more”. Satisfactory
Composite Overall Weighted Mean 3.97 Very
Satisfactory

Note: Presented in table 2.5 are the results of the assessments made by the respondents in

terms of emphatic listening.

 Table 2.6

Levels of Listening Mean Verbal Interpretation Rank

Ignoring 3.18 Satisfactory 4
Pretend Listening 3.48 Satisfactory 3
Selective 2.7 Satisfactory 5
Attentive 3.94 Very Satisfactory 2
Emphatic 3.97 Very Satisfactory 1
Over all composite 3.45 Satisfactory
weighted mean

Note: Summarized in table 2.6 are the results of the assessments made by the respondents

regarding the listening level of the data processing office. Respondents have satisfactory

listening skills which were indicated by the overall composite weighted mean rating of 3.45.
 CONCEPTUAL FRAMEWORK

PROCESSS

SELF ASSESSMENT OF OUTPUT

INPUT
LISTENING SKILLS BASE ON
FIVE LEVELS:

 IGNORING
 PRETEND TRAINING MODEL TO
DEMOGRAPHIC LISTENING ENHANCE, MAINTAIN,
PROFILE  SELECTIVE OR IMPROVE LEVEL OF
LISTENING LISTENING SKILLS
 ATTENTIVE
LISTENING
 EMPHATIC
LISTENING