What's in it for me?
I like to ask the question (what's in it for me? WIFM) and within the retention value stream there are multiple customers and suppliers that each have an interest in the outcome. I would suggest we define each group and try to understand what quality and delivery requirements each has and from their develop objective measures to measure our performance relative to those customer / supplier expectations. This might be a good starting point with regard to how we go foreward.
Hopefully, each lesson is clear in how its contents relate to the chosen career path. If not, it's time to do some revisions.
I think students get bogged down in the mundane day to day issues and loose sight of their goals. If we gently remind them every so often, then they will stay motivated and retention will take care of itself.
I'm not sure I understand what you mean when you say you can't tell students what's in it for them, Darryl. Isn't that the whole basis for the school - to help students fulfill their dream of a better life?
When retention increases, several negative things happen. Revenue for the school is lost, education to the student is definitely lost. Some of the students will be unable to repay their student loans.
Increase retention is definitely a lose, lose situation.
A famous motivation speaker once said, when setting a goal you must ask yourself what's in it for me. If the answer is nothing you will not achieve the goal. Some students realize and some don't that graduation is a goal.
In conversation you cannot tell them what their goal is or what's in it for them. But if you use questions to lead them to what's in it for me, you get a much better buy in.
Steven, aren't you talking about basic institutional objectives? Demonstrating academic competency, completion rates, placement rates These measures speak to the job being done with/by/for the school's multiple customers and suppliers?
A clearly defined job well done will be recognized and rewarded on several levels.
Hi Stephen,
I think that's a very important question for everyone involved in the retention effort. Why do we, as faculty/instructors, do what we do to improve retention? What do academic advisors gain? What do students themselves gain?
I think that if we can help to make it clear to each group what they gain, it helps them to know what they are working towards. And don't we all love having a goal and understanding why we're working towards it? It's not just students who need to know how things apply to their "bottom line."
Thanks,
Kate
