LSA Call Training Presented by Midwest Deans

1. LSA Call Training Presented by Midwest Deans

2. What is LSA Call Training? • Deans Coaching Support • LSA Mission Readiness

3. Dean’s Coaching Support

4. Dean’s Coaching Support (ACD & RACD) • Deans coaching Deans • Gaining input on how to coach our LSA • Evaluate Call (Done Weekly) • Deans Round Table (Done Weekly) • Future Development • Call Library • Learning Calls • Calls of Excellence

5. LSA Mission Readiness 5 Sections of Training

6. 5 Sections of LSA Mission Readiness • Understanding our Population of Adult Learners • Familiarization of Resources • Being Prepared TEAMS Utilization • Training with Deeper Issues • Taking LSA Outreach to the Next Level

7. Section I: Understanding Adult Learners • What will LSA know at the end of Section I? • Who are Adult Learners? • What’s new with Adult learners in higher education? • Characteristics of Adult Learners over the last 30 years? • What has changed over the last 30 years? • Five Principles of Teaching Adults by Deb Peterson • Retention of Adult Learners • Only two circumstances under which we should consider an adult learner not retained. • What Will Drive Future Change? • What Will Drive LSA Future Success?

8. Section I: Understanding Adult Learners • Implementation • Awareness of the LSA • Understanding the History of Adult Learners • LSA Best Practices Call

9. Section I: Understanding Adult Learners Although for many in academia, the word “customer” is almost an obscenity when referring to a student. Customer satisfaction is the key to attracting and retaining adult learners. “Customer” is exactly how adult learners think of themselves. They hold our institutions of higher education accountable for providing paid-for results and educational experiences that make a difference in their lives. Hadfield, J. (2003)

10. Section II: Familiarization of Resources • Tools LSA from Resources • Help LSA on familiarization with menus within “My NAU” • Practice with LSA on course sequencing with status sheets • Update LSA procedures manual published in Midwest Section • Encourage LSA to memorize general education course codes and keep a current binder at work desk with status sheets

11. Section II: Familiarization of Resources • Tools for LSA to reach out to students • Assist LSA to be the POC for students seeking employment, daycare, & community fitness centers • Prepare the LSA to assist students needing help on research within the NAU virtual library on a PC • Guide the LSA on access to master syllabi that enable student to find the book ISBN numbers • Train the LSA on transition to other office team such as the FSR

12. Section III: Be Prepared & TEAMS Purpose: Being prepared is an essential activity for Learner Services Advisors. Preparedness helps advisors remain in control of the call and allows for quick and efficient service to our students. The following are some short steps to ensure we are able to answer questions effectively.

13. CampusVue • Pull student up in CampusVue • Review the enrollment tab including active program, GPA and current completion rate • Review attendance and identify any attendance issues • Review all notes including academic advising, SAP and ROCKET

14. Folder • Find paper folder • Review status sheet • Review notes in file • If during registration, have they registered for next quarter?

15. TEAMS 2.0 • Pull student up in TEAMS 2.0 • Review academic performance in all classes • Are they doing consistently well? Consistently poor? Or, is there a discrepancy in their classes? If they are performing well in one class but not others? Can you determine why? • Check to see if there are ungraded assignments that could be impacting the grade • Review instructor feedback to students • If they’re doing well, congratulate them!

16. Keys to a Successful Call • Anticipate questions • Remain professional at all times • Empathize with the situation but remain objective and allow the students to make their own decisions • Role Play

17. Role Play • Scenario 1 • A student just received his graduation report in the mail. The report notes one of his current classes as “excess”. He calls his LSA to find out what “excess” means. He is a cash pay student.

18. Section IV: Gaining A Deeper Understanding • Topics for discussion: • Challenges Facing Native American Students • Challenges Facing Military Students • Extreme Financial Hardships • Unmotivated Students • Time Management • Stress Management • Loss / Lack of Support System • Other_______________ LSA/Deans choose topic from list, or select another topic, find 2-3 relevant resources for reading, and share their findings with the group. • Resources: • Feldman, R.S. (2011). Power Learning: Strategies for success in college and life, 5th edition. McGraw Hill: New York, NY.

19. Section IV: Keeping your stress at a simmer, not a boil • Explore psychological and social factors that influence health.Knowledge and skills leading to mastery of this competency: • a. Describe the nature of stress and how stress affects physiological and psychological systems. • As a group list stressors in your life. • Discuss the effects that stress has on you physically and psychologically. • List and discuss how you handle stressors. • Differentiate between healthy and unhealthy stressors. • Describe how you could recognize stress and help other people deal with stress.

20. Section V: Taking LSA Outreach to the Next Level • 4 Sections • Section 1: 6 Steps of Overcoming Objections • Section 2: Obstacle & Solutions • Section 3: Role Play • Section 4: Call Coaching

21. Section II:Con’t. • Section 1: 6 Steps to Overcoming Objections • A Discussion will be done on student advisor relationships and how to create one. • The LSAs will also begin to identify important probing questions and utilize them. • The first is focusing on the objection tools we already have and using the 6 steps to overcoming objections. • During this training, The LSAs create a note card with the 6 steps of overcoming objections to keep readily available at their desk. In addition, they would put what each one means in their own words.

22. Section II: Con’t. • Section 2: Obstacles & Solutions • We would want to as Deans on the LSA Best Practice Forum, Develop a list of potential objections/obstacles or the most common. Then we would have the LSAs find possible solutions. Once this is completed, we will type up and distribute to the LSAs. This would be a great tool for LSAs to have multiple options for students and allow them to be more prepared on the phone. This is a documents which can be placed in their binder or hang on their desk.

23. Section II: Con’t • Section 3: Role Play • Role play scenarios will be created for a variety of different situations. You will see two listed for each scenario. One will be for the LSA and then one will be for the “student”. These calls could be done LSA to LSA so they can be recorded and reviewed for areas of success and areas of improvement. • Section 4: Call Coaching • The LSA will listen to the calls weekly & role play and evaluate their calls based on the 6 step criteria which you can see at the top of page one. The call grid at the bottom of page 1 will be enlarged so the LSA can take notes once this section is approved. • In addition, this will be a helpful tool since the Dean’s can use this same piece to prepare for coaching of the LSAs to identify areas of improvement and strength in the calls.

24. Academic Dean Credits • Asante Moody, MAM– Bellevue • Larry Lettau, MBA– Ellsworth • Gale Fosland, MBA– Rapid City • Tasha Almond, PhD.– Sioux Falls • Nicole Wilson, MPA– Sioux Falls • Tracy Ronke, MS –Watertown • Lindy Kralicek, MSL– Midwest Regional Academic & Learner Services Dean