1. Integrating strengths-based coaching and appreciative advising
NACADA 2017 St Louis
October 13, 2017

2. Your presenters for today
Colleen Brown – Assistant Director
Cara Wetzel – Assistant Director
Exploratory Studies
Purdue University

3. Outline Background Disarm & Discover -- Name It
Dream & Design -- Claim It
Deliver & Don’t Settle -- Aim It

4. Objectives for today
Draw explicit connections between Appreciative Advising and Strengths-Based Coaching
Leave with actionable strength-based questions and activities to use in your advising appointments
Work through case studies to illustrate how questions and activities can enhance an advising appointment
Learn engaging ways to help students recognize and repeat successful behaviors utilizing their strengths

5. background Advising in Exploratory Studies
Teaching EDPS – Academic and Career Planning
Using Strengths in class and advising since Fall 2012
Purdue initiative and training

6. Top Strengths for exploratory Students
% of Exploratory Studies Students with Strength in top 5
Adaptability
31.04
Restorative
31.02
Harmony
23.86
Empathy
22.36
Achiever
22.19
Competition
21.21
Relator
19.69
Positivity
19.62
Includer
18.59
Woo
17.75

7. How do we use strengths? Class sessions Appointments
Career & Major Choice
Success in College

8. Appreciative advising model

9. Appreciative advising—disarm and discover
Make a positive first impression with the student, build rapport, and create a safe, welcoming space.
Discover
Ask positive open-ended questions that help advisers learn about students' strengths, skills, and abilities.

10. Why disarm and discover?
Build trust and rapport to have meaningful conversations
Use true reflection to find connections from their past to future paths and decisions
Create understanding of exploring student selves to make decisions on majors and careers
Learn vocabulary and self-awareness

11. Strengths-based coaching model

12. (natural way of thinking, behaving, feeling)
What is a strength?
Talent
(natural way of thinking, behaving, feeling) X
Investment
(time spent practicing, developing skills, and building your knowledge base) =
Strength
(The ability to consistently provide near-perfect performance in the area)

13. Why Name it?
Appreciate how talents affected past behavior, activities, and relationships in meaningful ways
Discover how other people close to them see the strength manifest in their lives
Help students understand that, through practice, they can tap into their strengths in a variety of ways
Start to use the language and lens of strengths for college

14. Strengths in academics
Study techniques
Relationships
Class selection
Extracurricular activities
Leadership
Overcoming obstacles

15. Strengths-based conversations
Practice hearing cues and connections
Find at least one way in every appointment to incorporate a specific strength/talent action
Review questions associated with each phase often as questioning is the basis of good coaching

16. Conversation starters
In this phase, advisors learn about the student’s background, prior learning experiences, successes, interests, and concerns:
What kinds of activities have you been naturally drawn?
What kinds of things come easily to you?
Tell me about one of your success in high school
What was high school like for you?
How did you/ do you manage your time?
When did you study most effectively?
Describe for me what a good day is like for you

17. Demonstration--nicole
Student Strengths:
While you listen:
Competition
Strategic
Woo
Maximizer
Communication
Listen for evidence of the student’s strengths in this clip
Jot down notes when you hear strengths being expressed
Think of additional questions you might ask or suggestions you might give

18. Demonstration--nicole
Student Strengths:
In your groups:
Competition
Strategic
Woo
Maximizer
Communication
What statements or further questions can you use to help this student learn Strengths vocabulary and/or increase self- awareness?
Think of how you can engage this student in recognizing their Strengths
How can you use Strengths to continue to build rapport and discover more about Nicole?

19. Quick exercises
Have students highlight and cross out parts of their Signature Theme Reports
Have them share their report with others and get reactions
At My Best, At First Glance, Reflection etc.

21. Appreciative advising model
Strengths-based coaching model

22. Appreciative advising—dream and design
Inquire about students' hopes and dreams for their futures.
Design:
Co-create a plan for making their dreams a reality.

23. Why Dream and Design? Find direction and make DUMB goals
Create SMART action steps to lead to those goals

24. Why claim it? Deeper internalizing of strengths
Identify degrees of talents (some are more prominent or stronger than others)
Develop a more nuanced understanding of the power of strengths
Design a plan on how they can purposely use strengths to accomplish goals

25. Conversation Starters
Help your student appreciate the power and opportunities of their dominant themes. Help them accept responsibility for investing time and energy into developing them further. Help them OWN IT!
What do other people say you’re really good at?
Which of your dominant themes do you REALLY love? WHY?
If money were no object and you could not fail, what would you do?
What are your goals for the semester?
What strengths are most characteristic of you? WHY?
Which of your strengths do you think will be most useful to you in succeeding academically?
How do you define success?
What kind of environment brings out your best?

26. Demonstration--kyle Student Strengths: Listen for: Adaptability
Restorative
Empathy
Developer
Positivity
Listen for evidence of this student’s strengths in this clip
Jot down notes when you hear strengths being expressed
Think of additional questions you might ask or suggestions you might give

27. Demonstration--Kyle So now what is next for this appointment?
Student Strengths:
In your groups:
Adaptability
Restorative
Empathy
Developer
Positivity
So now what is next for this appointment?  
Plan next steps, reacting to what you heard.
How can you help him tie his strengths to his goals?

28. Exercises in Dream & design & claim it
Degrees of Talent
Talent Connection
Value of Talents as a College Student
Intensify a Strength
Self-Assessment of Talents
Secrets of my Success

31. Appreciative advising model
Strengths-based coaching model

32. Appreciative advising—deliver and don’t settle
The student delivers on the plan created during the Design phase and the advisor is available to encourage and support students.
Don’t Settle:
Advisers and students alike need to set their own internal bars of expectations high.

33. Why Deliver and Don’t Settle:
Develop a plan in case of setbacks
Brainstorm potential obstacles and make plans to overcome the obstacles if they arise

34. Why aim it?
Help students FLEX their themes – use them for good! Help them identify what they want to accomplish.
Identify specific actions to hone talents
Practice using talents for an identified purpose
Using signature themes to overcome obstacles

35. Conversation starters
For which of your top themes do you MOST want to be known?
Now that you have a plan to (i.e. get off probation), what will you do if you find yourself getting off track this semester?
What issues might you foresee this next semester/with that plan? Which theme might help you attack that issue?
What are some other options or paths that can help you achieve your goal?
What are some strengths you can build upon now to help your future?
What if plan a doesn’t work? How will you make plans b, c, d, etc.
What is the biggest challenge you face right now? In 90 days? In 6 months? How can you use your strengths to address them?

36. Demonstration--mandy
Student Strengths:
Listen For:
Achiever
Harmony
Includer
Futuristic
Analytical
Listen for evidence of the student’s strengths in this clip
Jot down notes when you hear strengths being expressed
Think of additional questions you might ask or suggestions you might give

37. Demonstration--mandy
Student Strengths:
In your groups:
Achiever
Harmony
Includer
Futuristic
Analytical
For Mandy's other 4 strengths, how can you help her reflect on past experiences and use the strength to overcome her probation obstacle?
How can you help her formulate a plan?

38. Quick exercises Values Clarification and Decision Making
Themes in Various Professions
Career Action Items
Interviewing & cover letter
Job Analysis

40. conclusion Strengths-based coaching is about action
Can be integrated with appreciative advising in your every day practice with a little effort
Can be used as a common language for you to:
Uncover students’ authentic selves
Uncover successful past behaviors
Help with goal setting and goal attaining
Help students persevere through obstacles

41. Thank you!!! Special thanks to our voice actors Scott Vana Nicole Cox
Kyle Paquin
Mandy Chalk