Do You Hear Me Now?

How much time do people spend listening? People spend between 70 and 80% of their day engaged in some form of communication, and about 55% of their time is devoted to listening.

 Related: Cheap TV Service What’s the average speaking rate? Some people are chattier than others but on average, the typical person utters anywhere from 125 to 175 words per minute. How many words do we listen to per minute? Your ears work a little faster than your mouth. The average number of words you’re able to listen to per minute is around 450.

 How much of what we hear is absorbed? Even though your ears are capable of picking up on so many words, your brain doesn’t necessarily process all of them. Most people usually only remember about 17 to 25% of the things they listen to. 

Are men or women better listeners? Research shows that men only use half their brains to listen while women engage both lobes. If you constantly feel like your partner or significant other is tuning you out, that may be why. How important are the words we say? You might be surprised to learn that your words only convey about 7% of what you’re trying to say. The other 93% is communicated through facial expressions and the tone of your voice. Is there more than one way to listen? There are four distinct listening styles that you can employ, and about 40% of people are using two or more at any given time. LISTENING AND YOUR HEALTH An extensive body of research exists concerning how the things we listen to can affect our mental, physical, and emotional state. We found that listening can correlate to better (or worse) health in several ways.

 Is listening to complaining bad for you? Listening to nagging or complaining for about 30 minutes or more can cause damage to the part of your brain that handles problem-solving skills. That’s something to keep in mind the next time you’re stuck talking to a Negative Nancy. Can listening to music make you smarter? Putting on some tunes while you study can potentially improve your grades. Studies show that listening to classical music while hitting the books has been linked to a 12% increase in math test scores. Will it reduce stress? Several studies have attempted to link listening to music to a more stress-free environment. Listening to music before surgery has been shown to lower cortisol levels and result in less anxiety compared to patients who were given drugs instead. Or help you lose weight? Researchers have shown that listening to relaxing music while eating out at a restaurant resulted in diners consuming 175 fewer calories. If you’re having trouble sticking to your diet, a side of smooth jazz with your dinner may be the answer. Does listening to music increase accident risk? When teens are behind the wheel, 98% of them are likely to commit a driving error while listening to their favorite music. That figure drops to 78% when they listen to something relaxing, like soft rock. (Source: CreditDonkey)

How many people listen to the radio? Even though the face of radio has changed, its popularity hasn’t. Approximately 92% of Americans aged 12 and older listen to the radio at least once a week. How long do adults listen for? Throughout the course of a day, adults listen to just over four hours of audio communications. 

About 52% of that is spent listening to broadcast radio and the rest is divvied between Internet radio, audiobooks, and satellite radio. What do adults listen to most? Country music is the most popular choice among adults, taking up a 14% share of the market. In second place are the news and talk radio, with a 12% slice of the audience pie. How often do teens tune in? Kids consume about 8 to 10 hours of media a day, and 2.5 of those hours are spent listening to music. How do teens access their music? The way kids listen to music varies but on average, they spend 41 minutes on their iPods or MP3 players each day. Another 64 minutes is divided between listening to a standard radio and Internet radio through their computers. What’s the most listened-to song of all time? If you’re wondering what the most listened-to song in history is, forget the Top 40. It’s Disney’s “It’s a Small World,” which has been played roughly 50 million times since its 1964 release. LISTENING AND HEARING LOSS For some people, their ability to listen is hindered by things beyond their control. When hearing loss is a factor, it can have lasting effects on how well people are able to listen and communicate in general. How many people have listening difficulties? An estimated 38 million Americans have some degree of hearing loss. That’s about 12% of the total population. What’s the number one cause of hearing trouble? While aging plays a part, exposure to loud noises is behind 15% of hearing loss in adults aged 20 to 69. Even 15 minutes of listening to loud noise each day can cause permanent hearing damage. Who is most likely to lose their hearing? 

Men are more likely than women to experience hearing loss. There’s a 25% chance of having a severe hearing deficiency by the time you reach age 65. That number jumps to 50% among the 75 and up the crowd. How many children have hearing loss? Approximately 3 million children in the U.S. have some type of hearing loss and just over a third of them are under age 3. About 5 in every 1,000 newborns will be affected. How does it impact their education? Even a mild hearing loss can cause kids to fall behind in school. Studies show that they may miss out on as much as 50% of what’s being said in the classroom. (Source: CreditDonkey)

Now that, you have read this article how much of it would you remember if you only heard it? Americans are still listening every day. So what is your choice on how to become a better listener? What would the results be with our students in the classroom if they had had listening skills improvement?

Pride and Prejudice History of Career Post Secondary Schools

Career Schools have had a long and commendable history of serving communities, employers and our country in time of need. Enjoy the video of the History of Career Schools. After watching this movie I would encourage you to share it with others with you being a leader get to your civic organizations (Rotary, Lions, Chamber of Commerce ) and tell this story. Others can see this video at:

How to Understand how to Improve Outcomes in Your School


Edward Deming

From pre-school to higher education we have been both officially and unofficially held to expected outcomes by our communities who uphold the value of education. Throughout the ages of school improvement it has always been an inherent mission for schools is to educate students to be better than they were. When asking this question of being better than they were or can we truthfully measure our outcomes to measure our school attenders and employees that they are succeeding to achieve at their true potential. When we walk the halls and view classrooms or sit in on an online course what is the measure that the teacher is reaching their full potential or are the students being an realizing an opportunity to move closer to their potential? Schools have often accepted redundant teaching methods over the years and produced lesson plans that have been the same way for many years. When our student audience has changed over the years our teaching approaches now needed to adapt to the learning styles and values of our society.

It is a proven fact that giving grades for our students is without a doubt is a very subjective measure to predict and show competencies accomplished. Very little is measured from a skills perspective for skill in a competency at the conclusion of any term. We can extend this weakness to how we give opportunities for the educators to improve their potential by improving instruction. The measures of instruction fit into the same class as our student measures which is very subjective. As we look at these glaring facts our schools at all levels of for-profit, non-profit, private and sectarian are influenced by government regulations focusing on these old outdated forms of measurement. Our states are using standardized testing for measuring the success of their resident students. When we should be looking for improvement, we are looking at a standards established for only those that could meet the artificial targets. Improvement starts with a baseline and a build from there.

I am sure many of you remember the movie “Money Ball” with Brad Pitt as the general manager of a professional baseball team. This was a story of an actual team who relied on results to improve the team outcomes with success. The data were pointed at the key targets to make baseline improvement of the team. Measurement dictates a process for improving outcomes. The baseball team proceeded to an ultimate outcome of success. If we can use the premise of process by using data we too can have success in our schools.

Schools and colleges making these adjustments will offer to all their stakeholders visible growth by allowing for participants to move to higher potentials. By making these process changes outcomes are not subjective but measuring validated targets after the improvement of learning.

If you have any interest in making this change I have the process used now for eight years that makes the data work for you. Process is key to success in any organization. Process was the key to improving industry by a famous industrial consultant who rebuilt Japan after World War II. Dr. Edward Deming.

Process Steps

Surprisingly Schools have not did much to capitalize on this process. Research coming forth now may change this practice in our academic centers.


Edward Deming

Change for the future

It is certain that by establishing the correct target by using data and analytics with schools in any environment or culture can improve. GRCARLSON INC. are here to help you make the transition.


Process in action with coaching for faculty, teacher and instructor improvement.






You Can Design a Process To Improve School Performance

How Can Your School Improve Through a Proven Process?

Gary R. Carlson Ed.D.

The ultimate goal for any business or school is to satisfy its mission and purpose and improve from its current achievements to higher levels. There is no question our school business is a people oriented business for both our internal and external customers. The U.S. government is redefining the consumer protection for themselves as a responsible governing body for schools. Schools now are approaching the necessity to meet consumer student demands. Accountability for student satisfaction and student success outcomes are reviewed from a granular aspect providing proof of success. Schools producing anything less than measured acceptable success levels of student success, student retention, completion and employment will face often harsh remedies. During the last few months we have seen schools both closed and compromised by not responding to these very evident changes. Essentially schools who rely on their old laurels may be in jeopardy. Outcomes and evidence of achievements in schools are a responsibility for schools to be transparent on their success. The communications need to be defendable and not self-reporting. A process of reporting requires an ethical and compliant formula of data analysis that will be viewed by officials and public. Outcomes will determine the longevity of any program to continue. Your ability to accurately be informed with not only the big picture of the programs results but to be capable of breaking down success of curriculum, materials, equipment and teaching styles. We can quickly see the earlier the results can be reviewed the recovery period can begin. Outcomes can be separated into three areas. Each area has its’ own necessary plan of actions. Outcomes can be acceptable, non-acceptable and exceeds expectations. Revealing the outcomes from target goals to actuals will set a plan into motion for all three areas. Our actions have often worked on only those that have not met target expectations. This process often will only substantiate mediocrity. Ideally we need to uplift all the performance, no matter what category they were reported. 

A process needs to be universally accepted and has equity reporting of results. Target measures are fairly applied to all the stakeholders. Measures need to be built upon history of past experiences.  contentSo much time in traditional schools we have spent on the content. Theory, labs, materials, equipment, teacher and student that made up the structure of the classroom. In the last fifteen years the walls of our classrooms have come down. Our focus was content which I call the what for a classroom. The pieces to the course puzzle were predominantly content. diversityStagnant content does not give way to the reality of the diversity of our students who consume the content. Content alone does not cause for equity in learning behaviors of the students.  One variable of being the change agent for success becomes the teacher. The who is the important tool of how all this will work with the diversity of learning. Our person who is the who which will determine the how content and style will be communicated in the best possible environment. As we look back at the schools with the three who’s of acceptable non-acceptable and exceeds expectations they all become part of the plan for school improvement. 

All successful organizations exists on team and coaching. An atmosphere that breeds a willingness to have those who want and desire an improvement plan to continue to grow. These are the professionals that keep educating themselves by exhibiting an acceptance of gratitude to those who help them become successful.   

Practically where do we start on this type of process to fulfil this juncture towards a successful school with successful people? Our discovery path starts with each person who makes a difference in the outcomes. It is easy to ascertain the person is the teacher. Even our good schools can move from their current state to better. Process needs to be cyclical and not linear. Good practices need to re-occur to build on growth and sustain success for the future. The flow chart below gives you and idea of how these foundation activities will increase the chances of success.


Collecting data only and not being capable of analyzing the result keeps us from understanding our outcomes and practices. Outcomes are a result of a starting point and a measuring point. Measured against an acceptable equitable target point we can begin plans of improvement.  Targets gives clear and defendable expectations for all the individuals who are team members in the program. The outcome data gives each person knowledge of where they would like to be or are there. 


When we can take history of outcomes with the variables needed to be measured and create a mean score of how everyone has done in the past will establish a benchmark. It is necessary to keep these cohort measuring periods in the same time calculations to experience school improvement in performance.  Three years of data validates its value to create benchmarks.

Every course and every program will be in the current measuring time period to view both individual growth, course and program. As expectations grow with higher attainments the performing curves begin to change.

Schools who have put the process into place at all levels have experienced student retention, attendance and success. The level of the functioning school will always have potential of growth in measured outcomes. The benchmarks change as the school improves from its own averages. Each school becomets there own change agents of success.

School reports created from this process becomes meaningful with action plans derived from discussions between the participants for growth activities.


Professional development is an outgrowth of the individual meetings and recognizing those who have exceeded expectations communicating their styles and techniques. These activities produces a new value added for students, performance of students is higher, provides for better teacher synergy, better student retention, student completion, attendance improved, student satisfaction improved, teacher satisfaction improved and competencies of students and teachers reach higher levels. A known process that has a professional component that works with a diagnosis and plan of treatment.

The plans have resulted in teacher mentor programs, teacher shadowing, recognition of outstanding performers, on boarding new teachers, teacher training programs, curriculum review and improvement and scheduled program reviews and refresh. 

Professionals are granted quality time to have meaningful discussions and individualized support. Challenges now become more reachable and reasonable. The school mission is shared by everyone. Attitudes revolve around empathy and caring.


Over the past eight years it has been a pleasure to assist schools in putting this process in place. It is not hard to understand how this places a solid foundation of success that can be substantiated for schools. Under the guise of the Better Business Bureau we have achieved a purpose that would surpass any review by a consumer protection oversite. This program is the one which considers internal and external customers. 


Leadership in the schools makes the difference. Progress is governed by the willingness to support your professionals with the appropriate support.

The success for the future of your schools relies on the ability to adapt to a new world of education content, students and governance. Let this process help your transitions.




GRCARLSON INC. “Professional Services for College and School Improvement”


“Our futures depends on what we can control”

Symposium for Leaders in Education
Leaders in Education at work


College and School Support


GRCARLSON INC. is a full service corporation to serve your school or college in any one of your functional areas or all. The services your schools or colleges provide are key functions that rely on each other for student satisfaction. We have joined together a group of professionals who can raise the performance in any of these services. Performance of your institution is the measure for your students, parents, employers and regulatory organizations who evaluate their experiences.

Our professionals are available to engage with your schools in any capacity. Our strategic plan to support your schools or colleges would be by one or more of these actions: project work, advisory support, hourly work rates or monthly retainer charges. It is our goal to work within your financial budget to best improve your schools outcomes for all of its operations. Our team members will use any of the following techniques or methods for training your staff: work on site and/or use social media by training through webcast with hardcopy submissions to your schools. You will be assigned one key person to be your spokesperson from our team to use all the professionals at GCARLSON INC. We will be happy to set up a webcast for your school at no cost to answer your questions regarding the expert services we would offer to your schools or colleges who may have an interest in GRCARLSON INC. Please take advantage of this opportunity for a webcast at no cost to you.

No matter what accreditation organization you are a member of the regulatory environment is changing for all of the schools. Regulatory requirements are evolving into a more comprehensive look into the entire school operations. It is essential to schools and colleges they are prepared for what is coming in the near future.

  • What is happening with my accreditation organization?
  • What does the future look like for our schools and colleges?
  • How does government regulatory directions influence and change expectations for a school or college?
  • How do I prepare for an initial or re-accreditation with an accreditation organization?
  • How do we increase student success, graduation rates, employment rates, student retention, and student attendance?
  • How to partner with recruitment services that will provide compliance and verification to new student starts?
  • School leadership training?
  • Linking School Administration, Academics, Financial Aid, Recruitment and Career Services?
  • How to develop strategies for creation and implementation of new programs?
  • How to hire the best people for your school?
  • What professional development would be beneficiary to my professional staff to improve their performance?
  • How to improve student satisfaction?

From what we have seen in the last few weeks is that if any of these functions have compliance or performance issues, it may mean concern for your school. We are ready to help schools thrive again with success. We need to close the gaps.

If you have any interest just give us a call to talk about your thoughts and concerns. It will be the best call you make at this time for our schools future.

Schools and colleges who have used GRCARLSON INC. services:

Bryan University: Springfield MO; Topeka, Kansas; Rogers AR; Columbia MO; and Online

Santa Barbara Business College: Bakersfield, Rancho Mirage, Santa Barbara, Santa Maria, Ventura and Online.

Professional Training Centers: Miami, Florida

Anthem Colleges: Colleges (42)

Concorde Colleges: California, Colorado, Florida, Mississippi, Missouri, Oregon, Tennessee, Texas, and Online

Career Education Corporation: Headquarters/Career Services and Accreditation

Harrison Colleges: Eleven campuses in Indiana; one campus in Morrisville, NC and one campus in Grove City, OH.

Trainings for Professional Organizations and State Associations:

Ohio, Virginia, Michigan, Indiana, Missouri, Florida, Kentucky (Secondary School Guidance Counselors), Career College Association, ACICS, APSCU, and twelve years for the Leadership Institute sponsored by CCA and APSCU.

We have a strong communication relationship with publishing companies. (Pearson, McGraw-Hill, Cengage, Elsivier, Jouve)

These experiences have been rewarding and productive to the schools we have served.

Please contact us at:


Phone: 317-258-3401

SMS: 3172583401


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