Jena, this is great awareness and now that you have this insight, you have the opportunity to choose to do something different. So I'm curious, what would you like the student to leave with at the end of the call?
Dr. Jean Norris
Once I reach the "end" of the call, I always find myself going "Well, okay then, that's pretty much it! I'll talk to you in about a week to follow up."
I think it sounds stupid and it's like my mind goes blank at the end of the call.
I'm also bad about mixing up certain programs. A lot of our programs are VERY similar and I get mixed up with start dates sometimes. This is the reason I have a ton of paperwork in front of me while making the calls though.
Well, first I would need to get a mirror. I do not look at myself during the call. I tend to rush to the appointment too quickly, with these tips in this Module it has helped me out to break that habit.
Deborah, that's a great point. When we can remember that it's about partnering with the student to make the best decision for them, we know we are doing our job.
Dr. Jean Norris
I would say to stay relaxed and remember it's about getting to know the person not just rushing for the appointment.
Chris, that is a great point. It is great to change things up and try a new approach. Let us know how it works.
Dr. Jean Norris
Using the same opening line..although this work for 90% of the time changing up might open different avenues.
Audra, interesting point. It looks like you have a plan in place to help you leave quality messages for your students.
Dr. Jean Norris
I have noticed that I use fillers during my conversation. I also have noticed that I need to write down my message that I will leave for those students who do not answer. My messages vary and sometimes I stumble. Having a script would improve the quality of my message.
Erica,
So very true that distractions can hinder focus. What do you do specifically to minimize distractions in your work area?
Dr. Jean Norris
Staying focused and making sure of no distractions. Distractions can lead to bad listening skills and at times hinder the possibility of booking the appointment.
Sarah, it sounds like you have a great plan in place to break those habits. I wonder, what types of topics or questions are you considering?
Dr. Jean Norris
I tend to get nervous and ramble when the student doesn't respond with more than a one word answer or when I ask what questions they have and they say none. I need to create a list of topics/questions to ask the student to get them to interact with me and further build my rapport with them.
I hate to make cold calls so I am very bad about doing the calling. I need to force myself to set aside time each day and just do it. As the tutorial said "Practice, practice, practice." I do okay when I call it is just actually making the call.
Cara, thanks for your honesty here. There never seems like enough time in the day to get everything accomplished, right? Now that you are aware of this, what are your steps going to be to break that habit?
Dr. Jean Norris
I do not make outbound calls on a consistent basis. I return inquiries as they are received. Then I don't do the follow through that I should. I really need to make calling inquiries a more important priority and call every week until they come in or they tell me to stop calling them
Ernesto,
This is great awareness to have. It can be difficult to not take moments like these personally - especially when you want to help. What are some ways that you believe might help you to stay positive in your messages regardless of what the outcome of the previous call is?
Shannon Gormley
Not getting disappointed when I get so many voicemails.. and sometimes when they pick and cut me off right away makes me feel bad and I dont sound the same in my next call.. I should not take it so personal and be positive in each one of the calls regardless what happened in my previous call..
Tricia,
This is great awareness to have. Repeating and redirecting is one way to handle questions that come up. It sounds like you don't feel as though that approach is working for you. My suggestion would be to first, answer the question that comes up directly and then based on the student's response, ask questions to help clarify any additional information that you're unclear about. What are some other ideas that you have for helping you in this area?
Shannon Gormley
I would like to improve on being able to handle "all the questions" during probing that seem to come up. Besides the usual repeating and trying to redirect, what is a good response to0 get them to focus?
