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Achieving the Goal by Creating Effective Conversations
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Transcript of Achieving the Goal by Creating Effective Conversations.

  • Achieving the Goal by Creating Effective Conversations

  • Review techniques to enhance effective communication while providing academic advising

    Kristen Deuzeman, M.Ed., CCC

  • What is Academic Advising?Kristen Deuzeman, M.Ed., CCC

  • Kristen Deuzeman, M.Ed., CCC

  • Kristen Deuzeman, M.Ed., CCC

  • Selecting the right approachesKristen Deuzeman, M.Ed., CCC

  • Kristen Deuzeman, M.Ed., CCC

  • Kristen Deuzeman, M.Ed., CCC

  • Purpose of Effective Communication in Academic Advising SessionsThe Why

    2. Context of Academic Advising ConversationsThe Where & When

    3. 5 stages of the Academic Advising ConversationThe What & WhoGreeting & Check-inUncover ConcernsCheck for understandingIdentify Possible SolutionsFollow up

    4. Question & Concern Period

    Kristen Deuzeman, M.Ed., CCC

  • 1. Understand the student

    2. Understand the issue(s)

    3. Identify approaches to addressing the issuesAddress problem on the spotReferralOtherKristen Deuzeman, M.Ed., CCC

  • 1. Establishes a working relationship.

    2. Develops a sense of caring & interest.

    3. Develop understanding of the issues and concerns.

    4. Improves college experience.

    Kristen Deuzeman, M.Ed., CCC

  • When and where can you advise effectively?

    Kristen Deuzeman, M.Ed., CCC

  • Classroom with others waiting to speak to you.Classroom alone with studentIn a busy hallwayIn an empty hallwayIn your office with the door openIn your office with the door closedKristen Deuzeman, M.Ed., CCC

  • Kristen Deuzeman, M.Ed., CCC

  • How would I prepare for the advising interview?How would I listen to the student?What kinds of questions would I ask them?What would I want to know about the student?What would I do after the interview?Kristen Deuzeman, M.Ed., CCC

  • 1. Introduce self & your role

    2. Establish Parameters

    3. Show interest & concern for student

    Kristen Deuzeman, M.Ed., CCC

  • 1. Introduce self & explain your role as Academic Advisor. i.e. My role is to

    2. Establish Parameters Related to the timing for conversation Be up front. i.e.We have 20 minutes today, so maybe you can tell me a little about

    3. Show interest & concern for student How do you show students your interest in them?How do you show students your willingness to work together?

    Kristen Deuzeman, M.Ed., CCC

  • Attending: Demonstrating that you are paying attention through your physical actions.Welcoming studentGetting up to greet themRemembering them by name

    Posture: Face person, lean forward, nod head, etc.Sitting erect and facing themFeet pointed towards them: shows interestSitting on edge of seat (involvement, interest)

    GesturesRubbing hands together (interest, approval)Head nodding, turning head downCrossed arms (disapproval, discomfort)

    Pupillometrics: Maintain eye contact.Expresses interest levelNot looking at phone/computer for messages

    Facial Expressions: Show what you are thinking.SmilingLip biting(uncertainty)Kristen Deuzeman, M.Ed., CCC

  • STUDENT SAYS: CAN I TALK TO YOU? (ITS 4:30PM ON FRIDAY)STUDENT SAYS:I HAVE A COLDSTUDENT SAYS: MY GIRLFRIEND DUMPED MESTUDENT SAYS: I FAILED A QUIZACADEMIC ADVISOR REACTIONACADEMIC ADVISOR REACTIONACADEMIC ADVISOR REACTIONACADEMIC ADVISOR REACTIONFrom Ekman, P. (1972)Kristen Deuzeman, M.Ed., CCC

  • Tone: Express care by altering tone vs. monotone.

    Speed & Pauses: Stopping to think vs. hesitation. Paralanguage: Mmm-hmm uh-huh, Oh, etcKeep topic initiated by studentFollow students train of thought.

    The HakkaKristen Deuzeman, M.Ed., CCC

  • 60% of all human communication is nonverbal body language30% is your tone so that means 90% of what you're saying ain't coming out of your mouth Kristen Deuzeman, M.Ed., CCC

  • Listening Skills

    Extract information (vs. inputting) Attend to the speaker (previously mentioned) Focus on whats being said Allow silence Affirm speakers experience

    Kristen Deuzeman, M.Ed., CCC

  • Waiting to talkGiving adviceFixing other peoples problemsPutting words in the speakers mouthDisclosing your personal experiencePoor attending skills and lack of focusPatronizing the speaker

    Kristen Deuzeman, M.Ed., CCC

  • Extracting Information (vs. Inputting)Attending (Paying attention).Focusing on what is said (Being Present).Being comfortable with SilenceAffirming the speakers experience.

    Kristen Deuzeman, M.Ed., CCC

  • The Most Influential Thing that Has Ever Happened to Me

  • Kristen Deuzeman, M.Ed., CCC

  • Usually there is a period of silence.We often feel the need to fill this with sound, so we talk.

    When listening it is important to be silent until the speaker continues.The speaker could be thinking. They may need that time to formulate their thoughts.Kristen Deuzeman, M.Ed., CCC

  • Remember: Whatever they are talking about at the time is important to them.

    Put yourself in the students shoes and try to understand what they are going through.Do not blame, defend or judge.

    Manage your reactions (remember kinesics & paralanguage)

    Remember that you do not own the problem.Externalize: A % of students face challenges that serve as a barrier to program completion.

    Kristen Deuzeman, M.Ed., CCC

  • When were rushed, we want YES/NO answersEncourage dialogue & help the student to open up.Assists listener in gaining a greater understanding of the student.

    Open-ended questions start the question with:What?, When?, Where?, Why? & How?

    Closed Question Ex: Do you like your program? Answer: Yes or NoOpen Question Ex: Tell me what you like about your program Answer: It allows me to be creative...

    Kristen Deuzeman, M.Ed., CCC

  • START QUESTION WITH:

    What?When?Where?Why?How?TO ASK ABOUT:

    InterestsHopes or FearsChallengesLiving situationSkills & TalentsPersonal characteristicsPersonal influencesLife aspirationsHabitsAnything else!OPEN QUESTION THEMESKristen Deuzeman, M.Ed., CCC

  • What inspired you to choose our program?What do you find most interesting about the program?How are you liking it so far?What do you find most challenging?What dream is behind all the effort and sacrifice?How are adjusting to college?Who can you turn to for support?What are your greatest talents/gifts?How can you make the best use of your talents while youre here?If you could achieve anything, what would it be?What is holding you back?Endless more

    Kristen Deuzeman, M.Ed., CCC

  • Paraphrasing

    Reflecting feedback

    CautionsKristen Deuzeman, M.Ed., CCC

  • Paraphrase: Recap what you have heard, in your own words.Communicates that you have listened, care and understand

    Kristen Deuzeman, M.Ed., CCCLooks like:

    You feelbecauseIt seems thatIs that right?What I am hearing is

  • Reflect: Indicate your observations & concerns in a non-judgmental manner.People feel valued when they feel heard.Check to see if understandings matchLooks like: Did I get that right?Is that whats going on for you?Would you add anything else?Does that match with the way you are feeling?

    Kristen Deuzeman, M.Ed., CCC

  • Persuading with Logic, ArguingHere is why you are wrong

    Ordering, CommandingYou must You have to... You will

    Warning, ThreateningIf you dont, then, Youd better, or

    Moralizing, PreachingYou should, You ought to, It is your responsibility...Kristen Deuzeman, M.Ed., CCC

  • Building a Bridge with the PURPOSE of workingtogether. Offer assistanceOffer hopeIdentify your limitsKristen Deuzeman, M.Ed., CCC

  • Offer Assistance: What do you need to maintain/maximize your experience?Brainstorm together...you are a bridge.Explore realistic interventions.Help student develop an action plan

    Offer Hope: Reassure student that help is available.Can you help? Who might?

    Offering Assistance & HopeKristen Deuzeman, M.Ed., CCC

  • Tag lines

    Thank you for trusting me, but I dont have the expertise to help you with this. I know of (a great person) who can

    I can help you with... But I think (person)...can best help you with...

    How do you get the bullseye?

    Kristen Deuzeman, M.Ed., CCC

  • Kristen Deuzeman, M.Ed., CCC

  • Follow up: Check-in with student after giving referral.Completes the circle of careGoal is to express concern & interest in their well beingInquire about students progress/success of referral.

    Can be done via:Face-to-face meetingEmailPhone callTextKristen Deuzeman, M.Ed., CCC

  • What excites you most with Academic Advising?

    What concerns you most with Academic Advising?Kristen Deuzeman, M.Ed., CCC

  • C226(613) 727-4723 ext 7200

    Kristen Deuzeman, M.Ed., CCC

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