What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... ·...

32
What did you (really) say? Improving listening skills for effective developmental advising for ALL students Jennifer Pierceall Herman Pikes Peak Community College

Transcript of What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... ·...

Page 1: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

What did you

(really) say?

Improving listening skills for

effective developmental

advising for ALL students

Jennifer Pierceall Herman

Pikes Peak Community College

Page 2: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Introductions

Jennifer Pierceall Herman

People come to be advisors from all types

of backgrounds—most without a

“counseling” or human services

backgrounds that include specific training

in helping & listening skills.

New advisors can benefit from learning

“micro-skills” of listening-- and seasoned

advisors can often use a refresher or learn

a new approach with students. New and

different challenges as years go on.

Page 3: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Participants will:

Understand how

intentionality and

use of listening

skills is important

for effective

academic

advising for all

populations of

students

Be able to

identify 5 “micro-

skills” (Listening &

attending skills)

GOALS FOR THIS

SESSION

Page 4: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”
Page 5: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Why important to advising? Developmental advising requires relationship

building.

Definitions of Advising & Developmental Advising

"Advising is a process in which advisor and advisee enter a dynamic relationship respectful of the student's concerns. Ideally, the advisor serves as teacher and guide in an interactive partnership aimed at enhancing the student's self-awareness and fulfillment." (O'Banion, 1972)

"...A systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the use of the full range of institutional and community resources.” (Crookston, 1972).

Page 6: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Why important to advising?

“Relational Component“ is included as

1 of 3 major competencies areas for advisors

in NACADA’s “The New Advisor Guidebook”

Includes interviewing, communication and

referral skills; questioning techniques & active

listening

Skills/ competencies are expected to

improve from Year 1 in advising to Year 3 &

beyond

Page 7: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

What is intentionality?

What are Microskills?

How can we use in advising?

NACADA’s New Advisor Guidebook cites the ability to

adeptly assess the best approach to use with students

depending upon situations, nuanced student

reactions, and cultural background.

The “Effective Communication Skills” chapter in The

New Advisor Guidebook also gives an advisor checklist

for listening, interviewing and referral skills.

“I encourage the student to do most of the talking by

using open-ended questions.”

“I give the student my complete attention.”

“I listen without criticism or judgement.”

“I allow the student to tell his or her story without

attempting to come up with a solution.”

Page 8: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

What is intentionality?

What are Microskills?

How can we use in advising?

How do you teach advisors or learn exactly how to do this?

A checklist can be good, but sometimes worrying about covering everything on a checklist leads to less listening.

If an advisor builds listening & attending skills and uses them in an intentional manner in advising session, then they advising session will go in a way that is the most helpful and effective for that student—session becomes organic without having to remember a checklist of things to accomplish.

Page 9: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

What is intentionality?

What are Microskills?

How can we use in advising?

Ivey, Ivey & Zalaquett (2014) describe a “MicroskillsHierarchy” as part of their long-standing and well-researched counselor training.

Attending behavior & empathy, plus the basic listening sequence build the foundation of a pyramid for counselors to intentionally facilitate client development in a multicultural society.

Similarly, The New Advisor Guidebook states to use active listening, clarifying questions & critical thinking questions.

These microskills give specificity to the “how” to do this.

Page 10: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Attending Behavior & EmpathyIndividually & culturally appropriate eye contact, vocal qualities &verbal

tracking & body language

Basic Listening SequenceReflection of Feeling

Encouraging, paraphrasing & summarizingOpen & Closed Questions Observation Skills

ALL

OF T

HE O

THER

CO

UN

SEIN

G S

KIL

LS

Adapted from Ivey (2014)

Page 11: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Attending Behavior & EmpathyAttending Behavior

“Three Vs + Body Language”

Visual Eye Contact• “Look at people when you talk to them”• Be aware of cultural differences.

Vocal Qualities• Communicate warmth & interest in your voice.

• Tone & speech rate.• Changes in your pitch.• Volume and emphasis communicate the feelings you have about yourself, your student and the subject

matter. Be conscious.• You can consciously change the tone of the conversation. Mirroring effect.

Verbal Tracking• Following student or changing the subject.

• Selective attention-students will talk about what they perceive you are willing to hear.• Sometimes useful to redirect attention-if repeating each time and not moving forward.• Useful silence

• Letting student process will sometimes allow them solve problem themselves.

Body Language• Attentive & Authentic.• Culturally aware of differences in conversational distance, leaning in, etc.

Conscious/Active Listening • Being in the here & now• While student is talking, truly listening to the student’s story without thinking ahead of what you plan to say or

making judgments of how you will solve the program. About what student has to say, not about our expertise

Page 12: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Attending Behavior &

Empathy

Empathy

Empathy is “putting yourself in the other person’s shoes.”

It is understanding a student’s viewpoint or issues and having the ability to state back accurately without adding your own thoughts, feeling or meanings.

Understanding the influences = understanding behavior

Acceptance. An attitude that values the person, even knowing failings.

It is not sympathy-don’t fall into being patronizing.

Unconditional positive regard-Carl Rogers. Accepting the person-not necessarily their thoughts or behaviors.

Listening for strengths and resources.

Page 13: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Intentional Competence for Attending

Behavior & Empathy

1. Understand and manage your own pattern

of selective attention

2. Change your attending style based upon

student’s cultural and individual differences

3. Note topics that students may be avoiding

4. Maintain an empathic style and attending

skills –even with very challenging students.

Page 14: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Exercise

Score on attending behaviors

Page 15: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Observation Skills Observation is intentionally and carefully watching with the

purpose of understanding behavior.

Some researchers claim that 85% of communication is non-verbal.

Important to also turn your observations inward-self awareness in how you react to students or certain situations. What are your “Hot buttons?”

Pay attention to conflict, discrepancies or incongruities (mixed messages).

Observe verbal and non-verbal. Pay attention to specific words that are used. “I” statements vs. “other” statements.

Pay attention to cultural differences. i.e. smiling is a sign of agreement in some cultures, but is sign of discomfort in others (Japanese culture).

Page 16: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”
Page 17: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Intentional Competence for

Observation Skills

1. Ability to mirror nonverbal behaviors.

2. Ability to identify patterns of selective attention and bring conversation back to topic.

3. Ability to identify key “I’ or “other” statements and help student identify what is actually meant.

4. Ability to identify discrepancies, and feed back to the student in a helpful manner.

5. Ability to notice discrepancies in your self.

Page 18: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Observation exercises

https://www.youtube.com/watch?v=IGQmdoK_ZfY

Discussion:

What are some common

discrepancies/incongruities that students display?

What are some common discrepancies that

advisors may display?

Page 19: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Open & Closed Questions

Open Questions

Cannot be answered in a few words

Begin with “what”, “how”, “could” “why”

Be careful with “why”.

Concreteness is good. Seek specifics.

Closed Questions

Help obtain specifics, but can be answered in very few words. Often begin with “is”, “are” or “do”

Can sound like you are “drilling” students.

Page 20: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Questions have potential

problems Grilling/bombarding-Too many questions and may

make students defensive

Multiple questions-Questions within Questions-hard for student to know what to answer (and they can then choose NOT to answer some part.)

Questions as statements-Judgmental. “Don’t you think you should study more?”

Why questions: make defensive and uncomfortable. May feel attacked. Accusatory. “Why did you do that?” Can be better phrased with a “what or how”. “What happened this semester that led to your

suspension status?” vs. “Why did you fail your classes?” “Why do you want to change you major?” vs. “What

about ______ major interests you more than ________ major.”

Page 21: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Suggested questions for advisees

How are things going

for you this semester?

What has been the

most challenging for

you?

What strategies have

you been trying that

have helped?

What are we working

on today?

What would you like to accomplish today?

What did you like best and least about ____ class?

How will you know when you’ve decided on the best major for you?

What does that look like? (to have a “good schedule” for example).

Page 22: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Using questions to identify strengths

People tend to talk about problems and what they can’t do.

Strength-based questions can help them empower students. “What parts of the class (failed) did you enjoy or did well

in?” “What good feedback did you get from your

instructor?” “Who has helped you here at the college when you’ve

had difficulty with other things or classes?”

Example of strength based questions with Verbal Tracking & Selective Attention

http://www.ahaprocess.com/solutions/higher-education/events-resources/free-resources/#videos-youtube

Page 23: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Intentional Competencies for

Questioning

1. Ability to use closed questions to obtain

necessary information without disrupting

natural conversation flow.

2. Ability to use open questions to lead

students to tell their full and true stories.

3. Use Could, What, and How questions to

bring out concrete information and

specifics.

Page 24: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Exercise/Handout:

Change closed questions to open

questions.

Page 25: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Encouraging, Paraphrasing, & SummarizingKey skills in active listening

Encouragers: Short non-verbal and verbal responses that keep people talking. Head nods. Open gestures, positive facial expressions.

Don’t overdo. Want some nodding but not head bobbing. https://www.youtube.com/watch?v=ILt5HZnPz5o Minimal “uh-huhs” & “ummms.” Restating, repetition of student’s key words

Paraphrasing: Shorten & clarify the essence of what the student said. “I hear you saying” It sounds like” It looks like your situation is…” Use keys words. More brief and concise. Don’t “parrot.”

Summarizing: Similar to paraphrase, but longer time span. Beginning an advising session with prior student. Midway through. End of advising session—which includes plan going forward. “What do you think

your next steps are.”

Use a “check-out” Perception check

”Am I hearing your correctly?”

“Is this correct?”

Page 26: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Intentional Competence for

Encouraging, Paraphrasing &

Summarizing

1. Uses encouragers in a way to facilitate

conversation in a culturally appropriate

manner.

2. Is able to accurately paraphrase and

summarize – and is checked with

student.

Page 27: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Examples of Encouraging,

Paraphrasing & Summarizing

“I’m worried that I need to drop my class. My

car broke down and I just got money to get it

fixed. So I haven’t gone to class and my

teacher won’t help me so I’m worried that I

can’t get caught up. I need to keep my

financial aid because I haven’t had enough

hours at work lately.”

“I need help signing up for classes. I need to be

full time and I can only take classes at night or

online and I can’t find classes that work. I’m

blocked from them.”

What are some Encouragers, Paraphrases or Summariesthat would be helpful in these scenarios?

Page 28: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Reflection of Feeling Often combined with paraphrasing & summarizing.

Identifying key emotions and acknowledging them with student.

Trust and relationship must be established-use with caution!

Be careful with “I sense you are feeling” or “I hear that you are feeling…”

Overused and stereotypical.

“It sounds like you are discouraged by…” It looks like you are angry about…..” “ It seems like you are afraid of…” “I would be anxious about that too.”

Can be scary-sometimes advisors are afraid that will open too much emotion.

Acknowledging in a warm, non-judgmental way can actually de-escalate the situation.

Focus on reflecting positive feelings/emotions as much or more than negative.

Use with caution! Is it purposeful and useful in getting student to his or her goals?

Page 29: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Intentional Competence

of Reflection of Feeling

1. Ability to use an extensive list of affective

words.

2. Ability to reflect feelings back accurately

so that that student emotions are

clarified.

3. Ability to help student move out of an

overly emotional state and to progress

“past” the emotions.

Page 30: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Examples of reflection of feelingExercise: Menu of Feeling words

What feeling words can be used for this student?

What are 3 reflections of feeling statements?

“I need some help! I almost done with my AA degree, but still

need to pass my math class. But I just found out I got a

scholarship to University Colorado for the Social Media

Marketing program. I don’t know what to do. I have to start

there in the fall, but I don’t know if I can get my degree finishing

this semester because of math. I want to go because I can’t

afford o got the CU if I don’t’ have the scholarship. And my

mom doesn’t really want me to move up there anyway.”

Page 31: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

Conclusion

Remember, skills are not to make you a

counselor—but to make you a better

academic advisor. Knowing the difference.

Of things we learned today, what is your take-

away? What do you want to incorporate into

your advising practice?

Q & A

Page 32: What did you (really) say? - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/... · 2016-09-28 · Ivey, Ivey & Zalaquett (2014) describe a “Microskills Hierarchy”

REFERENCESO'Banion, T. (1972). An academic advising model. Junior College

Journal, 42, 62-69

Crookston, B. B. (1972). A developmental view of academic

advising as teaching. Journal of College Student Personnel,

volume 13, pp. 12-17. Article reprinted in NACADA Journal,

14 (2), 5-9

Ivey, Ivey & Zalaquett (2014). Intentional Interviewing & Cousneling.

Facilitating client development in a multicultural society.

(8th) Brooks Cole.

Folsom, Yoder, Joslin (editors) (2015). The New Advisor Handbook.

Mastering the Art of Academic Advising. Jossey-Bass.