One Size Does Not Fit All
It is important to understand that One Size Does Not Fit All. Every student is different, and every students may require different help.
Kevin, surveys can be powerful tools for those with the courage to really use them. Good luck.
I have always done surveying and probing with out understanding what i was doing. Having it defined like that will help me to refine the technique. I usually stopped at the 2nd level and neverally thought about it being potentially deeper than that. I was just looking for deeper, not necessarily the root.
Nicely put, Geraldine. Aloha
What are you listening for, Gerald? Are there trigger words for you or are you listening to determine frame of mind? How do you develop these skills?
One size really does not fit all. We all are different people and each student comes in with a whole different life experience than another.
I read everyone's response to this thread and we all know that if we just sit and really listen to the student we can help them pin point the problem. If we cannot help the student then we need to refer them to someone who can.
Thanks and Aloha,
Geraldine Reyes Chef Instructor
I believe listening is the most important for keeping your retention. It does allow us to identify problems.
This is so true. Students come in from all walks of life and carry so much different baggage. We need to have rapport with them to identify the issues and how they respond to them. I often seek help form people who have rapport with the particular student.
I believe listening is the most important for retention it allows us to identify problems why are the students are considering todroping out
I completely agree. What may work for one student doesnt always fit for another. I find that most of the time the problems that arrive later on come from not thoroghly thinking through the decision to attend school from the start. Pre existing issues, and often no support from family when issues do a rise.
This presents an interesting situation - acknowledging a student's preferred communication method versus helping them develop verbal skills that will likely required to be successful in the workplace.
What was the outcome of your encounter?
Last year I noticed in one student's file who I wanted to talk to in reference to his missing time in classes that there were many printed copies of emails back and forth between student and the admissions office. So immdiately I realized this student would probably not feel comfortable face to face, since he wasn't comfortable communicating by phone previous to enrollment.
Every student is different in their own way and we must treat each individual as such.
Would it be possible for the admissions rep to make some notes or observations about a students preferred communication style? It seems that this is something that could be included in the interview process and then added to the student's file.
I believe that to be true, one size does not fit all. You may have one student who would rather talk one on one with someone that they can confide in to help with an issue. On the other hand some students may feel comfort in talking with a group of people to see if anyone else has had the same problem. The hard part is trying to find out from a student which would be best for them without scaring them off from talking about a problem at all.
Listening to a student's problems - even if nothing else is done - goes a long way to helping solve the problem. We all want to know that someone cares enough to take time to hear an issue. Often times the student will find a unique solution that is best for their problem simply by going through the process.
A standardized referral for services won't have the same results.
That's absolutely true. This is why the surveying and vertical probing techniques are useful. The listening aspect is the most important for retention because it allows you to identify how this student's problem is different.
