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Five Advising Skills Needed When Adopting Artificial Intelligence in Student Services

Five Advising Skills Needed When Adopting Artificial Intelligence in Student Services

Artificial Intelligence (AI) is coming to Higher Ed and it is going to impact several areas of the university, especially student services.  AI will not replace advisors, but it will require tapping into a different skill set.  This is an exciting thing as I believe AI will allow advisors and student support staff to focus on what they love most – transforming students.

Academic Advisors and student support staff are, by nature, motivated to support others succeed. Unfortunately, when you combine student support staff’s increasing caseloads with cumbersome systems it is difficult to have consistent, transforming discussions.  AI is helping solve this problem by taking the hundreds of data points that exist on campus and providing prescriptive insight into what a student requires to succeed.

While there are several emerging solutions that claim the use of Artificial Intelligence, if it is not allowing an advisor to purely focus on the core of why they are advising then it is not true AI for student services.  Here are 5 things advisors, faculty and student support staff can look forward to when their institution adopts student service oriented artificial intelligence:

  1. Student Transformation

AI is no good if it does not provide an advisor with a legible prescription for each student derived from the success and challenges exhibited by your own students.  This prescription should contain both factors that will lead to success as well as risk factors.  The instantaneous insight into students allows an advisor to take a few precious minutes and focus on building strengths while mitigating obstacles.  With vital student information seamlessly integrated within advising tools, the advisor simultaneously advises and transforms.

  1. Confronting Students

Another skill necessary in the age of AI in student services is the ability to confront damaging student behavior.  It’s a vicious cycle in that some student behavior sabotages their success and eats away at confidence and eventually the student drops out.  AI will illuminate these damaging behaviors and a skilled advisor will use the student success factors to build up their confidence to confront and overcome their obstacles (notice a theme here…).  The skill of empowering a student when confronting these damaging behaviors is critical to keeping the student engaged.

  1. Adapting Quickly

It is challenging to be in the business of transforming many lives each day, but it is also what draws advisors to this important job.  We are drowning advisors in student information, sometimes leading to paralysis by analysis.  AI should show the right student information, no more and no less, so advisors can adapt quickly to each student engagement.  This leads me to my next point…

  1. Remain in the Moment

Being present with a student involves active listening.  Cumbersome systems, multitudes of data and jam-packed schedules inhibit active listening.  True student transformation happens when an advisor is fully in the moment with their student focused on what will lead to success and building confidence to navigate through obstacles.  An AI solution should largely eliminate these distractions so an advisor is able to remain in the moment with the student.

  1. Emotional Intelligence

An important trait of an advisor is the ability to read and interpret student emotions.  Emotional intelligence as a skill goes beyond this and a big ingredient is regulation of their own emotions.  Our students live busy, chaotic lives and the ability of the advisor to support a student emotionally while also regulating their own is going to be essential to impacting more students each day.

Artificial Intelligence is not an evolution for student services – it’s a revolution.  It is time to embrace and practice these essential advisor traits that certainly existed previously but were not as prominent.  AI is going to create an ecosystem where advisors flourish doing what they love to do – this can only have incredible impact on their students.

Aviso Retention provides Artificial Intelligence and Predictive Analytics to increase student success and retention.  Click here to learn more.

The Retention Dilemma with Graduate Programs

The Retention Dilemma with Graduate Programs

When you think about student attrition, is it ever in the context of graduate school?

Probably not, but you should.  Undergrad retention rates hover around 50% and the same goes for masters and doctoral students.

Colleges and Universities are more focused on their undergraduate attrition than what is happening in their graduate programs.   I had the fortunate circumstance of attending the Annual Meeting for the Conference of Southern Graduate Schools in early March (which, by the way, is a fantastic group of people) where I had conversations with several Deans of graduate programs spread from Maryland to Texas.  The conversations were overwhelmingly similar.  Each one sharing they would love to have a retention solution similar to what their undegraduate counterpart currently has, but they don’t have the student numbers in their grad program to justify the cost.

Let’s pause and think about this for a minute.  One particular institution comes to mind that has 20,000 undergrads and 4,000 graduate students.  If this institution is experiencing an overall attrition rate of 20% annually for both programs, then they are looking at losing 4000 undergrad and 800 graduate students.  Seems to make sense to focus on the larger number, but losing 800 graduate students results in a $7.2m loss in tuition revenue for this particular institution.

Through my discussions, the predominant reasons I am hearing their institutions are not investing in a retention solution are:

  • Less Return on Investment when compared to undergrad
  • An assumption that students who leave cannot handle the academic rigor, so we should allow for this natural attrition
  • An assumption that some students leave because they’ve chosen a different career direction, which usually involves gainful full time employment

Let’s break these down…

Less Return on Investment when compared to undergrad

It’s hard to find numbers on loss in tuition revenue for graduate programs.  An Educational Policy Institute report shows a loss in tuition revenue for undergrad at $16.5B, so I’m guessing if graduate programs are experiencing a 50% attrition rate the financial loss there is still a staggering number.  The institution mentioned above would see an increase in tuition revenue of $0.5M with a 7% increase in retention.  An affordable solution would provide very strong return on investment.

An assumption that students who leave cannot handle the academic rigor, so we should allow for this natural attrition

A strong admissions department should be filtering out students who will struggle.  Of course, the expectation is rarely 100% retention and certainly a small population of students may struggle academically.  Most students admitted to graduate programs can meet and exceed the academic requirements, but life gets in the way.  When priorities shift and life intervenes, the performance drops.  It’s easy to point the finger at performance, but is that the true reason a student leaves their graduate program?  Identify these dips in performance quickly and then engage to uncover the real issue.

An assumption that some students leave because they’ve chosen a different career direction, which usually involves gainful employment

Students who drop of out graduate school are likely pulled away by life situations.  Families, health, career, finances, debt and self-confidence are key factors.  The latter factor there, self-confidence, is important to pay attention to.  In Amy Cuddy’s book, Presence, she talks about the high number of people admitted to prestigious academic programs who experience imposter syndrome, which is basically a consistent feeling that they must have fooled the admissions folks to gain acceptance into their program.  She experienced the same thing herself as a grad student at Princeton, now she’s a best-selling author doing ground-breaking research in how people judge and influence each other.  My point here is that these are obstacles that graduate students can overcome.

There is an answer…  a practical and affordable retention solution can support the right students to persist to graduation.  A system that bolsters the work our professional and faculty advisors are doing to support students.  Being able to find and engage students who are at-risk is advantageous, but so is having a system that automatically recognizes key accomplishments and benchmarks.  The return on investing in a solution can add significant tuition revenue.  More important, it’s difficult to put a monetary value on the impact to the university and future of the student, as well.

I have to share that this topic is close to my heart.  I almost left graduate school myself.  I realized early on in my clinical psychology program that I was not interested in being a therapist.  Furthermore, I was presented with a fantastic job offer that would have been hard to refuse.  A faculty mentor showed me the value of finishing my program.  Looking back, I made exactly the right decision.

Aviso Retention provides analytics, software and expertise to increase student retention and engagement.  Click here to learn more.

Six Steps to Impacting First-Year Retention Now

Six Steps to Impacting First-Year Retention Now

The “first-year experience” is a hot topic in higher ed.  If you are focused on new student fall to fall retention, you are entering a critical time.  Most obstacles and doubts have likely surfaced by now and in the spring term they will start to cement.  Missing home, program of study, social integration and finances are just some factors that come into play.  Reflecting on the fall term and identifying the predominant obstacles will lead to more effective student support and increased persistence.

I have consistently found year after year that an entering cohort of students has its own personality.  Meaning, each cohort has their own unique characteristics.  This results in shifting strengths and challenges your students face.  I love this aspect of student retention – it keeps you on your toes.  Considering that fall cohorts are typically the largest of the year, it’s valuable to hone in on the trends that are impacting student success for that cohort.  As you dive into the spring term, modifying your support to meet those needs can be highly advantageous.

Here are 6 steps to impact first year retention:

  1. Look at trends in obstacles students are facing
  2. Identify common themes
  3. Shift resources to meet student challenges
  4. Collaborate and gain alignment on strategies to support students
  5. Share tools and approaches that have worked to help students overcome obstacles
  6. Identify the students who are facing these obstacles quickly

Look for trends in obstacles students are facing.  Discuss as a group what you are observing with your students while also pulling any quantitative data available.

Identify common themes.  Document 3 to 5 barriers keeping the themes student-focused (meaning, don’t blame the football team’s poor season).

Shift resources to meet student challenges.  Ensure that the size of the team or department is commensurate with the number of students who need support.

Collaborate and gain alignment on strategies to support students.  Utilize the collective wisdom of your team to document how to approach and navigate through your common themes.

Share tools and approaches that have worked to help students overcome obstacles.  If an approach doesn’t work, don’t give up.  It often takes a couple of times before you get it down.  Celebrate wins and publicize effective strategies.

Identify the students who are facing these obstacles quickly.  The best time to build skills and hone a student’s attitude is when they are face to face with their challenge.

If you’re lucky, a student will sit down with an instructor, advisor, coach or support staff and clearly articulate the concerns on their mind.  But don’t count on this to happen.  Engage, listen and poke around to flush out potential barriers to year two.  You’re the expert who can provide coaching and make the difference between a student achieving their academic goals or not.  Believe that you have the ability to make that difference and you will!!

Aviso provides software and analytics to increase student success and retention.  Click here to learn more.

Great Conference…Now What?

Great Conference…Now What?

If you work in Higher Education, it is fairly plausible you have attended a conference (or considered doing so) in the past few weeks. It seems that “conference season” generally happens between the months of September and November. While there are a few outliers in April and others, a vast majority of sessions happen in this time period.

If your anything like me, conferences can be a bit overwhelming. An endless amount of ideas, and practices are shared. Some you hear and think “yes, we could absolutely mimic that on our campus!” Others seem a far cry of what is plausible considering the resources available. So much information can often paralyze us with indecision. Where do I start? How can I even try this?

When arriving to the conference and hearing the different ideas and fellow campus success stories, we get excited about where our team can go with retention, graduation and student success. Stories of how campuses have created and fostered growth, persistence and graduation rates are encouraging. We are re-charged and refocused, heading back to our perspective campuses ready to tackle the next student crisis with a renewed sense of purpose! The weeks that follow conferences are also met with the same road blocks, lack of budgets and students who just don’t seem to share our passion for their success.

I received great direction from a former Vice President of Student Services I once worked for. She simply said, at the end of each day and the conference in general, write down all your thoughts and everything you have learned. Make a list of 10 actionable items, reviewing the list a few times and narrowing that same list down to three initiatives. Once those three items have been identified, bring those items to me (or a supervisor) and we can develop a plan together in an effort to implement those on campus. This was huge. This did 2 things. Provided a plan of attack for the influx of information and prevented me from getting so overwhelmed and simply doing nothing at all!

This process is also true for the students that we serve. Its exciting to talk about graduation and career plans with students. They get excited too, thinking of all the possibilities ahead of them! However, this is quickly followed by all the work that goes into obtaining a degree or certification and that can be overwhelming.

Similar to the coaching my former Vice President gave to me, it’s critical we acknowledge our students go through this same process. Intrusively advising them through the work that is ahead and how to effectively plan and succeed is critical to their persistence. College and all that encompasses the process is exciting, yet overwhelming. However, if a student has a success coach, academic adviser or faculty member who is able to assist them in breaking down the process into manageable milestones, graduation will inherently follow. Accomplishing a test, class, term and year is a huge success in itself for many of our students. Let’s celebrate and appreciate those milestones and prevent them from feeling the overwhelming thought of the journey ahead.

Early Intervention- When Knowing My Name Didn’t Matter.

Early Intervention- When Knowing My Name Didn’t Matter.

This past weekend I ran a ½ marathon. This was not my first and I hope will not be my last as my results were less then desirable. I had made a promise to myself that I would run at least one ½ marathon a year, not because I particularly like race day, but training for these races will keep me in somewhat good-ish shape…I tell myself this anyway. All to say, I had trained for this race and was excited for what was ahead. That morning, came with little anxiety however,  as I did not have a running buddy therefore was relying on a carefully picked play list to carry me through. I had also made the decision not to drive the course before-hand, so as to not psych myself out. This would later prove to be one mistake of many that I would make.

So feeling all the feels, I made my second poor decision. Not wanting to run alone, I decided at the last minute to join a pace group. Pace groups are those that are led by wonderful volunteers to ensure you are running at a specific pace so that you might achieve a certain race time. I chose a group that was running at a faster pace than I have ever run a ½ marathon, not by much (I’m not that crazy), but about 40 seconds faster per mile. This may not seem too bad….but at mile 10, it feels like A LOT.

So fast forward and the race begins. I am doing ok with the pace group. Thoughts of “oh man, this is it? I can totally do this”, race through my head. I quickly make friends with the pacers and fellow racers in the group. We each have different stories and very different physical builds, but all share the same goal.  As the race continued, I started to feel the fatigue of running faster than I had ever trained for. I also learned this particular course had the most/steepest hills of any race the area had to offer. I could feel every single one.  At mile 10, I made the last bad decision that would prove to be detrimental to my race efforts. I over-hydrated. I’ll spare you the details of what comes next. All to say, I quickly found myself far behind the pace group and very alone.  I needed to mentally tough it out. I was not in good shape and quickly loosing spirit. The last 2 miles felt as if I was starting from the beginning. Hill after hill, I decided that in order to survive I needed to take a run/walk approach, walking up the last few hills. The mental games were at an all-time high. Then just at the right moment, one of the pacers that I had run with during the first 10 miles, came back on the course to get me. She stayed by my side encouraging me to keep moving forward. This was amazing. Intervention happened when I felt as if I would rather be carted off the course then take one more step. She came to get me at the perfect time and while I am certain she probably doesn’t even know my name, that doesn’t matter. She provided what I needed most. Not water or time checks but just encouragement.

We are at that time in the school year where our students may be starting to lose their excitement for classes and their collegiate journey. The initial “I got this!” has been met with a few less than perfect test scores. The fatigue of everything happening outside of classes is starting to take its toll. Students thought they knew what going to school would take and prepared for the year, yet life circumstances and possibly a few errors in judgment are starting to catch up with them.

This can be hard, student success is what we care about most, but unlike the volunteer that came back for me, she was encouraging one person, while we are trying to encourage hundreds. Not every student will show the need for early intervention, or encouragement. It may simply look like a skipped class, missed appointment or overall lack of engagement. So how do we even attempt to catch all of these behaviors when our caseloads are overwhelming on their own? Its simple. We cant. Not well, anyway. Early intervention, encouragements and alerts only work if staff is working together. A faculty member can record a missed class or lack of engagement, a success coach can record a missed meeting and a financial aid representative can become aware of financial hardship, but unless all of this information is coming together, it becomes very difficult to fully understand how to best serve our students or intervene before it is too late.

A student’s collegiate experience is a marathon not a sprint. Road blocks come in many forms and it can be hard for a success coach or faculty member to manage each student’s hurdles. Yet when we intervene and offer encouragement or work through solutions with our students at the right time, the results can not only affect our overall retention but can be life-changing for the students that we work with.

Renew, Refocus, Revitalize…Retention

Renew, Refocus, Revitalize…Retention

As the saying goes, the only thing constant is change. While this continues to be true, we can also appreciate when things stay the same. As long as those “things” are adding to our lives in a positive way.  When change does happen, it is often given a title that typically has  “re” at the beginning. Essentially, we are revisiting the way we have once done something and changing it.

With this in mind the main focus of our team at Aviso Coaching continues to be the success of our partner institutions. This will remain the same, as we lead college and universities through renewing their team’s energy, refocusing their efforts into a unified early alert software system and revitalizing student success and degree completion on their campus. We encourage campuses to change daily, even in the smallest ways to best meet the needs of their student populations. Sometimes these are easy changes, while others take time and effort to incorporate. All the while we ensure each team is fully supported.  This is our story. We are passionate about student success and retention and remain firmly focused on these initiatives.

So while our team continues to support and encourage our partnering campuses to adjust when needed, we must do the same. Therefore, we have decided to move forward with a few key modifications.

First, we wanted to make sure we were telling our story in a way that portrayed who we are and where Aviso is going. Therefore, Aviso Coaching is now Aviso Retention. Why? We have grown quite a bit in the last few years, but the laser focus on retention, student success and degree completion remains the same. We feel that Aviso Retention better captures the overall impact of our solution and the value of our partnership.

Second, while we encourage our partnering campuses to stay on the forefront of innovation and student retention, we as the Aviso team need to do the same. Therefore, we have revitalized our logo to reflect this forward movement. The transition has already begun and will continue throughout the next few months.

The success of our partners and the students they serve continues to be our priority. We are thrilled to be transitioning to Aviso Retention and excited for the years to come. Cheers to continued quality and exciting innovation!

Please take time to check out our new website: Avisoretention.com

Follow us on LinkedIn and Twitter to keep up with the new and exciting things happening with our team!

Contact Us to learn more about our student centered retention initiatives!

Change is Hard but Culture Hurts

Change is Hard but Culture Hurts

It’s July. This month, along with BBQ’s and family trips, can often be a great time for college and university administrators to reflect, regroup and implement changes within campus structures. When addressing the implementation of changes, countless books, webinars and strategies have been developed to help ensure success. While the suggestions leading to success can be different, one thing we do know is change is hard and without a unified effort, any implementation will be sure to fail. While change management is important, one piece that can often be ignored is the campus culture leading up to it.

When thinking about change management, it is critical that college and university administrators remain cognizant of the various intricacies and consider every possible stake holder in their action research. However, even when implementing the smallest of processes, if the campus culture leading up to the transition isn’t healthy, any measure of change management will be very difficult to maintain.

Changing campus culture can hurt. Maintaining a healthy student-centered college or university can bring about challenges. It requires sacrifice, a strong sense of humility and an active presence with faculty and staff.  Consider this… when trying a new work-out or exercise routine, maybe even coming back to one that you had mastered a few years prior, it can leave you a bit sore. What seemed great at first now feels like a self-inflicted wound that simply won’t heal.  Mid-workout thoughts of “Why am I doing this?” or “Am I really paying money to feel like this?” scream through our minds as we count down the minutes until the workout is complete. Change is hard. In an effort to change your current situation, you merely exercise and while it sounds simple, because we all appreciate when A + B = C, there are factors surrounding this simple equation that can muddy the waters.

Now take this into account. What is the culture of your current living situation? Do your family members actively exercise? Is it relatively normal for you to eat out a few times a week but still choose the healthiest options on the menu? Do you work so much that finding the time to go to the gym or even for a walk seems impossible? Have you established a culture that would make it really difficult to ensure a successful change? Change is hard, but culture hurts!

When looking at culture from a campus perspective, this is also vital. From the onset of hiring a new success coach or faculty member, are we ensuring that this person is receptive to the college or university culture we are constructing? This also needs to be paired with a little (really – a lot) of self-reflection. Does our student success team feel like they have a voice? Do success coaches and faculty members feel ownership of our campus and their position? Are they being heard? This is where the “hurt” can really gain momentum. Change is great, tough, imperative and exciting.  Yet if we have not developed a campus culture that is strong enough to withstand the “hard” part of any change, inevitably we hurt student success and retention.

The tone of any campus culture starts with the institution’s administration. While it’s great when a simple equation works, higher education can be one big gray area. With this in mind, we can avoid the “hurt” if we establish a culture that can move through the “hard” part of any change. That is when we are sure to have a pathway to success.

Plan B, C……and D.

Plan B, C……and D.

Straight lines do not occur in nature. It’s true. So why should we be surprised that our own life paths twist, wrinkle, and veer as they do? For success coaches and students, this means learning how to navigate roadblocks, and sometimes even failures, successfully. What should we tell students who have failed one or more courses, lost their athletic eligibility due to academic standing, or been asked to leave the university?

First, I remind my students that roadblocks are opportunities in disguise. This can seem like facile, Pollyanna-ish advice, but it doesn’t mean it’s any less true. Failures force us to turn a magnifying glass on ourselves. They make us ask questions. Re-assess. Recalibrate. And it is this kind of introspection that gives us the new information that will help us move forward more successfully in the future.

For example, over the holidays I got a call from a student I worked with over two years ago. We had worked together for the entirety of his freshman year, and while he had maintained that progress his sophomore year, during his junior year he slipped back into an academic hole and was eventually asked to leave school. I hadn’t heard from him in a long time, but when I answered the phone, it was the same smiling baritone on the other end. “Mrs. Marion,” he began, “I just wanted to call and say thank you for all you did for me back then.” One of the things he’d had trouble with in the past was organizing his work time. It just took him longer to get the work done than many other students, and with four or five classes at a time in addition to his sport, he often found himself overwhelmed, and once he got overwhelmed, it was hard not to want to throw up his hands and just stop doing anything. He told me over the phone that he had been enrolled in community college for the past two years, taking only one to two courses at a time in order to give each the focus and time he needed to pass the class. And had he been passing, I asked? Straight As and Bs, he reported! Failure had made him really look at his work process. Certainly he also needed a little time to learn how to multi-task, but by recognizing that his pace might just be a little slower than a five-course schedule allows, he was able to set himself up for success at his new school.

When my students fail a course or are asked to leave school, we first look back. What was the issue? Time management? Interest in the material? Difficulty level of material? Too much time in the frat house and not enough in the library? Then we look at options. Knowing what we know now, what is the best way to move forward? Should a student take the class again or not? Perhaps a change in major is on the table. Can a student enroll in community college for a while and then return to a 4-year university? Some students simply need more time to figure out what they truly want from a college education? Every student’s path is different. Straight lines do not occur in nature, and there is more than one way through the forest to the castle.

The Unknown Unknowns

The Unknown Unknowns

Last month I wrote about helping first-year students begin to speak the “language of college,” and in that discussion I was reminded of the many things we take for granted that students must know when they arrive, but don’t. Before doctors can treat an illness, they must first diagnose it, just as before any of us can solve a problem, we must first identify it. At times this can be relatively easy: if a patient walks into a hospital with a broken leg, well, he’s probably going to need a cast. But other problems are not so easy to diagnose.

The most difficult situation, of course, is when we don’t know what we don’t know. These unknown unknowns prevent us from even understanding where to start problem-solving, and this is the reality many of my students find themselves facing when they first walk in my door. So one of the first questions I always ask is, “why do YOU think you have ended up on academic probation or warning?” The answer is usually the most obvious one: “my grades weren’t very good.” I see this response as a portal, an entryway into a discussion that can go quite deep as students explore the real, foundational causes of their academic troubles.

Take Bryce, a student I began working with after his disastrous first semester at school. Bryce had come in as a freshman business major with grades good enough not to have been immediately placed in the Success Coaching program. However, his fall semester grades had been dismal. So when we met, I asked him the question: “why do YOU think your fall grades were what they were?” Bryce punted at first, but eventually he got around to what I already knew from talking to some of his professors. “Well, he finally admitted, “I guess I missed a lot of classes.” That was an understatement. According to my informal investigation, Bryce had simply not gone to pretty much any of his classes. Ever. This, of course, got us closer to the issue, but there were still layers upon layers yet to discover. Why hadn’t he gone to class?

The reasons why students make the decisions they do, of course, are varied and complex. Sometimes they are not even fully aware of why they do what they do, for late adolescence is a veritable cornucopia of unknown unknowns. Thankfully with Bryce, we eventually got to the bottom of it. It turns out that he had decided to major in business because he thought that would be the most effective way to help his family out financially once he graduated, but once he got into business courses, he found them both painfully boring and not at all well-suited to his skill set and strengths. The fact that he hated the classes caused him to lose motivation, and in the vacuum left behind crept in the fear and the shameful thought, “what if I just can’t hack it even if I wanted to?” So he didn’t go to class. He couldn’t go. And once he had missed enough class, the reality of his failure made finding a way out seem impossible.

None of this, of course, Bryce realized consciously while it was happening. He was too consumed by bigger, scarier questions: “If not this, then what? If not the future I planned, then what kind of future will take its place, especially if I’m not cut out for college?” But once we got to the root of it, once we diagnosed the problem, we were in a position to start fixing it. Soon we were having discussions about what Bryce really liked to do. What was he good at? What interested him? It turns out he had never really considered the idea that he could match his skills and passions with a college major. By the next week, Bryce had changed his major, and seemed to waltz into my office like a great weight had been taken off of him. He liked his new courses (except for the prerequisite math class that I reminded him everyone was suffering through just as he was), and even felt like he could contribute in class. Did he still have a pretty big mountain to climb given his first semester grades? Yep. But now Bryce felt set up for success instead of failure. And better than that, he had started to learn to be self-reflective when confronted with a problem.

It is skills like these- the ability to diagnose your own problems and even start to recognize patterns of behavior- that will be essential to a student’s success during and far beyond their college days. As success coaches, our primary job is to help students’ graduate, but if we can help them cultivate the skills that will last them a lifetime…it’s not a bad day at the office.

Transactional vs. Transformational

Transactional vs. Transformational

For many, February encompasses various important and historically significant days; for my family, February holds an additional, especially incomparable day. This particular day holds the weight of endless hours away from home, on the phone, late nights and countless conversations. It is known around the college coaching world as Signing Day. Every year on this day, future college athletes declare where they intend to spend the next few years of their life, and to which football staff they will entrust a significant amount of their college experience. This decision is often also linked to the potential opportunity to move beyond college football and play on Sundays.

When thinking about the interactions leading up to this day, it is critical that the relationship between an athlete and college coach has moved beyond “Hi, what is your name, and what would you like to major in?”.  The coach has to become an advisor, a confidant, an expert, and a friend. Often, this trusting relationship will also need to extend to other stakeholders in the athlete’s life. The buy-in from the entire support system is crucial.

These conversations must transition from a simple transaction to the idea that being with this team, this coach, and this institution will transform this athlete’s ability to be successful in whatever he/she decides to pursue after college. The same can be said for every student heading into their collegiate experience. As institutional professionals, are we simply performing transactions with our students? Are we doing everything we can to ensure that every interaction aids in transforming their future?

Our days can become overwhelming. When walking into our offices, we are immediately hit with reports, agendas, state mandates, and that same one or two students, who always seem to be waiting for us in the lobby.  Every moment can be multi-faceted. Knocks on the door are endless, and while our office’s uphold an “open-door” policy, the moments when you can close it, to take a breather (even if a breather means ensuring that reports are submitted on time) feels like a little bit of advising heaven.

We love our students and what we do. In fact, we are passionate about helping them, progress. It’s very likely that we, ourselves, had an impactful college professor or staff member who really made a difference in our college experience. That very experience is what made us want to work in higher education. When thinking about our own experiences, we can still name those staff or faculty members that made a difference. To dive deeper, when thinking about the interactions we had with these impactful people, often times, they transformed our thinking or experience. Too often, college students become accustomed to transactional communication in higher education. “Go to the registrar’s office and give them Document A. They will then send you to the business office to turn in Document A and give you Document B. Once you have Document B, go online and type in your user name and password so that you can sign-up for classes. If you have forgotten your user name or password, please call IT, and they may pick up.” During this process, do we ever ask our students anything other than their last name and student ID number?

While some of these transactions are imperative to their progress, the transformational conversations will be what leads to their success. Although those one, two (or fifteen) students who always seem to be waiting for us, can be a bit daunting, these same students are being transformed because of what their advisor, success coach, or faculty member is doing for their college experience. The same student who continued to wait outside your office to report unrelated information or change their schedule, just ONE more time, will also be transformed because of the support provided.

‘Good advising may be the single most underestimated characteristic of a successful college experience.’

Light, R.J. (2001) Making the most of college. Cambridge, MA: Harvard University Press.

 

 

 

Sarah Hood is the Client Success Manager for Aviso Coaching LLC, in Columbus, Ohio. She has played and instrumental role in the successful retention efforts for multiple collegiate campuses.  This experience has guided her to provide a platform for institutions and departments to voice their retention goals, establishing the first link to the Aviso team’s ability to assist in reaching and sustaining those endeavors.