In my position, I evaluate transcripts for inbound students. When an admissions professional comes to me with questions regarding this information or my evaluation, often I will be listening, but also multitasking answering emails and other questions. Focus on task and delivery of information sometimes can be challenging in the environment in which I find myself. I plan on doing more global listening and offering a summary of the admissions professional's question. The exercise in the lesson was very telling. Although I scored very well in active listening, I plan on working on this more directly by maintaining my focus on the people that are in front of me and not the other stuff that fills my day.
That's a common barrier to listening David. Just having the awareness may help you to open your mind and actively listen to your prospective students before preparing the answer. Thanks for sharing.
Dr. Jean Norris
Sometimes I get ahead of concerns or questions being asked by a prospective student--trying to come up with an appropriate answer. What I need to do is more fully listen to the prospective student-let them finish completely before I proceed with possible solutions to their concerns or questions.
Great observation David! Let us know how this new awareness helps you in future conversations.
Dr. Jean Norris
I sometimes don't5 let a person finish--before offering a solution. This modulw has helped me to understanhd the need to carefully listen to a prospctive student.
That's a good practice Renee. What else can you do to reduce distractions when working with students?
Dr. Jean Norris
I have found that by having the student sit at an angle where I can focus on them and not directly see the front counter helps. I am not so easily distracted but can still be aware of the rest of the office.
Great awareness Renee. Once we take a look at what limits our listening we can create a strategy for overcoming these limits. What can you specifically do to focus on your students and avoid the distractions of the office?
Dr. Jean Norris
In a busy office, sometimes I allow myself to divert my attention from the student to assess the situation in the office. This distraction is now something that I will try to correct and be totally involved with the student I am assisting.
Good point James. We often get comfortable in our role and making assumptions can be a huge barrier to listening. What do you think you can do to prevent yourself from making assumptions?
I think you get so used to the job maybe you tend to assume you heard what they were saying based on others instead of really listening to each individual.
I think when I have to much on my plate, I tend to try to resolve them in my mind during an interview with a prospective student. I will try to overcome this and better plan my day.
That's great awareness and it sounds like you have a plan in place for your limitation. Let us know how it works out?
I think I already have the answers they are going to say before they say it. I need to slow down and listen to what they say without my brain getting ahead of the conversation.
Ashley, this is an interesting situation. So when you set a time limit on your calls, how do you frame it with your students?
Dr. Jean Norris
I have to agree with Laura. I know I often make assumptions, anticipate their objection and sometimes get focused on my next question. This training has helped to remind me of my need to really "focus" on listening, apply the repeat, rephrase and reflect techniques. I too, will be putting up sticky notes :)
I find that I write down too much and can not always maintain the multitasking needed for the days work. I have been able to simplify recording conversations by still pulling out the important points and not documenting everything. What do you think, is this a good approach?
I agree, I think time management for me has been really helpful to be fully present, but it is hard because I limit my call but then allow more time to more students in doing this.
I limit my listening when I am bored with their statement and truly do not care about their answers, when I am just following the script. I like to not use a script because it becomes more natural. The script is helpful when I loose my place. I am more focused on what the students is saying rather than what I am suppose to say next.
I will overcome this in the future by being mindful of when I do this and to stop and just listen.
Josh, I do the same thing sometimes. Sometimes I think I know what the student needs to hear or that I understand a student's situation so I don't take the time to really listen. I have gotten better, but this is a skill that still needs work.
