2. Achieving the Goal by Creating Effective Conversations

3. Review techniques to enhance effective communication while providing academic advising Kristen Deuzeman, M.Ed., CCC

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

5. Understanding how everyone is different Kristen Deuzeman, M.Ed., CCC

6. Confronting & Overcoming challenges Kristen Deuzeman, M.Ed., CCC

7. Selecting the right approaches Kristen Deuzeman, M.Ed., CCC

8. Searching for a solution when you get stuck Kristen Deuzeman, M.Ed., CCC

9. Guiding students in the right direction Kristen Deuzeman, M.Ed., CCC

10. 1. Purpose of Effective Communication in Academic Advising Sessions  The “Why” 2. Context of Academic Advising Conversations  The “Where” & “When” 3. 5 stages of the Academic Advising Conversation  The “What” & “Who” Greeting & Check-in Uncover Concerns Check for understanding Identify Possible Solutions Follow up 4. Question & Concern Period Kristen Deuzeman, M.Ed., CCC

11. 1. Understand the student 2. Understand the issue(s) 3. Identify approaches to addressing the issues Address problem on the spot Referral Other Kristen Deuzeman, M.Ed., CCC

12. 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

13. When and where can you advise effectively? Kristen Deuzeman, M.Ed., CCC

14.  Classroom with others waiting to speak to you.  Classroom alone with student  In a busy hallway  In an empty hallway  In your office with the door open  In your office with the door closed Kristen Deuzeman, M.Ed., CCC

15. Greeting &Check-in Uncover Concern(s ) Check for mutual understanding Identify Possible Solutions Follow-Up Kristen Deuzeman, M.Ed., CCC

16.  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

17. 1. Introduce self & your role 2. Establish Parameters 3. Show interest & concern for student Kristen Deuzeman, M.Ed., CCC

18. 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

19. Attending : Demonstrating that you are paying attention through your physical actions.  Welcoming student  Getting up to greet them  Remembering them by name  Posture : Face person, lean forward, nod head, etc.  Sitting erect and facing them  Feet pointed towards them: shows interest  Sitting on edge of seat (involvement, interest)  Gestures  Rubbing hands together (interest, approval)  Head nodding, turning head down  Crossed arms (disapproval, discomfort)  Pupillometrics : Maintain eye contact.  Expresses interest level  Not looking at phone/computer for messages  Facial Expressions : Show what you are thinking. ▪ Smiling ▪ Lip biting(uncertainty) Kristen Deuzeman, M.Ed., CCC

20. STUDENT SAYS : “ CAN I TALK TO YOU? ” (IT’S 4:30PM ON FRIDAY) STUDENT SAYS: “I HAVE A COLD” STUDENT SAYS: “MY GIRLFRIEND DUMPED ME” STUDENT SAYS: “I FAILED A QUIZ” ACADEMIC ADVISOR REACTION From Ekman, P. (1972) Kristen Deuzeman, M.Ed., CCC

21.  Tone: Express care by altering tone vs. monotone.  Speed & Pauses: Stopping to think vs. hesitation.  Paralanguage: “Mmm-hmm” “uh-huh”, “Oh”, etc  Keep topic initiated by student  Follow student’s train of thought. The Hakka Kristen Deuzeman, M.Ed., CCC

22. “ 60% of all human communication is nonverbal body language 30% is your tone so that means 90% of what you're saying ain't coming out of your mouth” Kristen Deuzeman, M.Ed., CCC

23. Listening Skills 1.Extract information (vs. inputting) 2.Attend to the speaker (previously mentioned) 3. Focus on what’s being said 4. Allow silence 5. Affirm speaker’s experience Kristen Deuzeman, M.Ed., CCC

24.  Waiting to talk  Giving advice  Fixing other people’s problems  Putting words in the speaker’s mouth  Disclosing your personal experience  Poor attending skills and lack of focus  Patronizing the speaker Kristen Deuzeman, M.Ed., CCC

25.  Extracting Information (vs. Inputting)  Attending (Paying attention).  Focusing on what is said (Being Present).  Being comfortable with Silence  Affirming the speaker’s experience. Kristen Deuzeman, M.Ed., CCC

26. “The Most Influential Thing that Has Ever Happened to Me…”

27.  Our 1 st reaction is to problem solve (we need to know we’re on the right track first)  People feel valued when they are heard  Being heard is communicated verbally & non-verbally  Manage non-verbal behaviours  Let student speak in their own words.  Do not judge what they say  Clarify if you are unsure of what is being said. Kristen Deuzeman, M.Ed., CCC

28.  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

29.  Remember: Whatever they are talking about at the time is important to them.  Put yourself in the student’s shoes and try to understand what they are going through. o Do not blame, defend or judge.  Manage your reactions (remember kinesics & paralanguage)  Remember that you do not own the problem. o Externalize: A % of students face challenges that serve as a barrier to program completion. Kristen Deuzeman, M.Ed., CCC

30.  When we’re rushed, we want YES/NO answers  Encourage 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 No Open Question Ex: “Tell me what you like about your program…” Answer: “It allows me to be creative...” Kristen Deuzeman, M.Ed., CCC

31. START QUESTION WITH:  What?  When?  Where?  Why?  How? TO ASK ABOUT:  Interests  Hopes or Fears  Challenges  Living situation  Skills & Talents  Personal characteristics  Personal influences  Life aspirations  Habits  Anything else! OPEN QUESTION THEMES Kristen Deuzeman, M.Ed., CCC

32.  “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 you’re here?”  “If you could achieve anything, what would it be?”  “What is holding you back?”  Endless more… Kristen Deuzeman, M.Ed., CCC

33.  Paraphrasing  Reflecting feedback  Cautions Kristen Deuzeman, M.Ed., CCC

34. Paraphrase: Recap what you have heard, in your own words.  Communicates that you have listened, care and understand Kristen Deuzeman, M.Ed., CCC Looks like: “You feel…because…” “It seems that…Is that right?” “What I am hearing is…”

35. Reflect: Indicate your observations & concerns in a non-judgmental manner.  People feel valued when they feel heard.  Check to see if understandings “match”  Looks like: ▪ “Did I get that right?” ▪ “Is that what’s going on for you?” ▪ “Would you add anything else?” ▪ “Does that match with the way you are feeling?” Kristen Deuzeman, M.Ed., CCC

36.  Persuading with Logic, Arguing “Here is why you are wrong…”…  Ordering, Commanding “You must…” “You have to...” “You will…”  Warning, Threatening “If you don’t, then…”, “You’d better, or…”  Moralizing, Preaching “You should…”, “You ought to…”, “It is your responsibility...” Kristen Deuzeman, M.Ed., CCC

37. Building a Bridge with the PURPOSE of working together.  Offer assistance  Offer hope  Identify your limits Kristen Deuzeman, M.Ed., CCC

38. 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 & Hope Kristen Deuzeman, M.Ed., CCC

39. Tag lines “Thank you for trusting me, but I don’t 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

41. Follow up: Check-in with student after giving referral.  Completes the circle of care  Goal is to express concern & interest in their well being  Inquire about student’s progress/success of referral.  Can be done via:  Face-to-face meeting  Email  Phone call  Text Kristen Deuzeman, M.Ed., CCC

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

43. C226 (613) 727-4723 ext 7200 Kristen Deuzeman, M.Ed., CCC