Sound check The Art of the Referral: - PowerPoint Presentation

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Sound check

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The Art of the Referral:

Advising Beyond a Degree

Matthew O’Brien

Barrett, The Honors College

Arizona State University

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Goals of this session

Training new Employees

Develop ideas

for

new staff training

Workshop for ongoing advisor training

Improve as Advisors

Craft better ways of referrals

Share methods with each other

Practice

Better Institutional Service

Maintain institutional positivity

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My Story

Honors

Advisor since

2013

(

I

do not advise a

major)Honors Advisors are commonly used for referrals (Johnson, M.L., Walther, C., Medley, K.J., 2018) Housing backgroundAlways referring students to campus partnersLead Trainer for new Honors Advisors(4 academic years)

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Why are YOU here?

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NACADA Core Values

Caring

Academic advisors respond to and are accessible to others in ways that challenge, support, nurture, and teach. Advisors build relationships through empathetic listening and compassion for students, colleagues, and others.

Empowerment

Academic advisors motivate, encourage, and support students and the greater educational community to recognize their potential, meet challenges, and respect individuality

.

Professionalism

Academic advisors act in accordance with the values of the profession of advising for the greater good of students, colleagues, institutions, and higher education in general.

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Think about your WORST referral

What was the scenario?

Why did you advise the way you did?

What was the outcome?

What would you have done differently?

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Referrals Gone Wrong

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Home Alone (

1990

)

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Referrals Gone Wrong

What did the officers do poorly?

Distractions

(gift wrap, magazine, food)

Immediate

referral

Canned questions

Inappropriate language (“crisis”…”hyper”…”violent”…“it’s you, again”)

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How good are you

at referrals?

Do others look up to you?

What have you learned?

What tactics do you employ?

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Think about your BEST referral

What was the scenario?

Why did you advise the way you did?

What was the outcome?

What might you have done differently?

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When the situation

triggers

other departments, including counseling or student services

(

Kuhn

, T., Gordon, V., & Webber, J

.,

2006)When you are not trained (e.g. Counseling, Fin. Aid)When you are not able to give an official answer(Rehfuss, M. & Mentzer, M., 2006) What else?

When?

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Builds a network and support system for students (and staff)

Provides students with the BEST information

Establishes boundaries, when necessary

Advising is often seen as a “one stop shop” for students, however they “want the appointment to be.”

(

Johnson, M.L., Walther, C., Medley, K.J.,

2018

) Instills institutional positivity Why?

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TRY

Put yourself in the shoes of the student

THINK

What resources are available?

TRANSITION

Make the referral to other offices

(

Rehfuss, M. & Mentzer, M., 2006)How?

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Active Listening

with student

Coaching them on the situation

Accurate information

delivery

Provide

Direct Contact

(If available) Collaborate with other offices, as needed(Buyarski, C. & Ross, F., 2002)Make NOTESIf more applicable, call ahead to notify other dept. Follow Up and “Promise Delivery” (Kalinowski Ohrt, E., 2018)

How?

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Use

Your

Tools

Advising Team

Share notes, best practices

When in doubt, call in a colleague

“Do

you know anyone in that department? Are they good?” ResourcesMapsCampus Advising Centers Use website WITH a student

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Follow Up with Students

Maybe the hardest part of this whole topic

Assures TRUST

(Kalinowski

Ohrt

, E.,

2018

)Builds rapport with the studentAllows students to feel safe and comfortable with you in the future

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How? Practice!

(

10

Minutes

)

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SCENARIOS

(1)

A

student is looking to change their major. You do not advise that major. How can you help?

 

(2)

A

student is looking for more scholarships/free aid, and does not want to take out any loans. As an advisor, what can you do?   (3) It is December, and a student is planning to take the Spring semester off from school. What do they need to do?  (4) A student in your office mentions their struggles with school because they were recently kicked out of their parents’ house. How do you continue the conversation?

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How could you implement

into

training?

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Advisor Training

New Advisors

Mock appointments and walk-ins

Practice similar scenarios

Ongoing Training

Do you have weekly/monthly meetings?

Keep

it casual No one likes to admit they aren’t “getting it” Provide some personal experience

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Citations

Buyarski

, C. & Ross, F. (

2002).

Advising collaborations: The key to

student success

.

Academic Advising Today, 25(2). Retrieved from <https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View- Articles/Advising-Collaborations-The-Key-to-Student-Success.aspx>Columbus, C. (Director), & Hughes, J. (Writer). (2011, October 7). Home Alone [Video file]. Retrieved July 19, 2018, from https://www.youtube.com/watch?v=TfF2St4g8i4. Johnson, M.L., Walther, C., Medley, K.J. (2018) “Perceptions of Advisors Who Work with High-Achieving Students.” Journal of the National Collegiate Honors Council, 19:1 (Spring/Summer 2018), p. 105-124.

Kalinowski

Ohrt

, E. (2018, October).

Do You Trust Me? What Leads to Trust

in

Academic

Advisors

. Presented at NACADA 2018 Annual

Conference

,

Phoenix

, AZ.

Kuhn

, T., Gordon, V., & Webber, J. (2006). The advising and counseling continuum: Triggers for referral. NACADA Journal, 26 (1), p. 24-31.

Rehfuss

, M. &

Mentzer

, M. (2006). How to Make Effective Referrals: A

Three-Step Framework

.

NACADA Academic Advising Today

,

September

29:3

, Retrieved from

<

http://

www.nacada.ksu.edu/Resources/Academic-Advising-Today/View- Articles/How-to-Make-Effective-Referrals-A-Three-Step-Framework.aspx

>

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Thank You!

Matthew O’Brien

matthew.obrien@asu.edu

480-965-2353