When my communication ventures beyond the key points identified one approach that I sometimes utilize is to bring the conversation back strategically without necessarily making it a "task". For example: We are discussing goals and the student begins to complain about present situations, (children, pay, etc.) I would ask them how this situation would be different after they have accomplished those goals we were discussing. No two students are the same and will always have different concerns so it is necessary to adapt and understand what is important to the person you are communicating with at that moment.
There's no doubt that covering key elements regarding your school is important to incorporate into your communication. It sounds like you'd prefer to do that right away. I'm curious as to where you would take the communication after covering those key elements?
It's very important to keep track of key elements to discuss, making sure those are covered first, so that they're not overlooked or forgotten.
I can see that you recognize the importance of clearly communicated messages to the student. It's great that you take the time to follow up with both parties and act as a conduit for effective communications.
I would contact the staff member who had the communication with my student to get clarification on the issue(s) at hand. Then I would contact the student and ensure that the same message that was intended to be delivered is what was understood.
Great awareness, Andrew. It sounds like you plan to use some of the same methods of preparation for your phone calls moving forward. Being prepared for making your calls is a great way to define the purpose behind the call and translate that for your student. Good luck to you.
I tend to prepare for face to face meetings. I will adapt useing a list when makeing calls. using Bullit points to the key points of my message, how ever keeping enough voice tone to keep the conversation natrual and also be sure that this is good value along with the message.
I actually have a list of topics to discuss that I have printed out and put on my computer screen. I try to cover all, or as many of these topics, in the course of a conversation as I possibly can. And I try to steer the conversations back to these topics when it tends veer away in a different direction.
Thanks for your input Josh. I like that you use guideposts for your communication. This allows you to have a plan of how the conversation will go, but also allows flexibility if anything changes throughout your interaction. Can you recall a time when this has occured with you? What were some of the steps you took to adapt?
I will adapt by referring to the key guidelines which were set out from the beginning as guideposts for the communication.
These are great ideas, Fred. It sounds like you've got a solid place to start with adapting your communication. Best of luck to you in your interactions.
More excitement and positive voice tones on the phone as well as smiling to assist in achieving
those tones. Better body language to show the prospect we are truly interested in what they have to say. More personalized emails.
Thank you Shannon. I will work on that.
Great observation, Allida. I bet working with students via the chat line can pose some unique challenges indeed! The good news is that there are still ways that you can connect with applicants through your written communication. My suggestion: pay close attention to the language the student is using and see if you can mirror it (using professionalism, of course). Also check to see they types of words they are using, do they seem to be painting you a picture, telling you a story, or tryting to get a feel for you and the school? Matching your students who are auditory, visual, and kinesthetic language is another opportunity to connect via chat. Good luck!
I deal primarily with applicants on the chat line. I will have to work on making my words stronger because they cannot see my body language or hear the tone inmy voice. How do I control the tone more when they are receiving typed responses.
Great insights, Antigone. Asking an open ended question or a question to help clarify what you've heard is a great way to get the conversaton back on track. Keep it up!
Being able to adapt in life is very important. Life hands us different curve balls and we have to learn how to roll with them. I think that if a conversation I am having with a student ventures off beyond the key points, the "purpose," I will have to slowly bring the convo back, maybe by asking open ended questions or clarifying back what they called for or what they came in for. In this case, I wouldn't call it interrupting, I'd call it getting back on to track so we're not wasting our time and breath.
Interesting approach, William. What specifically will you do to be more aware of the conversation's key points?
I will continue to be aware of the conversation to try focus on the key points. If the conversation starts to stray, I can quickly return to and focus on the task at hand.
I'm hearing that adaptability is really important in what you do, do I have that right Anthony? I happen to with you! How have you found your ability to adapt helpful?
