appreciative, proactive, and effective: a collaborative...

Appreciative, Proactive, and Effective: A Collaborative Coaching Model for Organized Meetings, Empowered Students and Increased Retention

LaShae Roberts, M.S.Samuel Lloyd, M.S.Advising First Center for College Life Coaching

Florida State University

Goals

1) Identify the attrition crisis

2) Address these challenges with the blended use of appreciative advising, proactive advising,

and the Dynamic Circular Model

3) Review the benefits coaching promises as a retention tool within higher education

4) Reframe the role of advisor and coach from conveyor of information to efficient change agent

Identifying the Attrition Crisis

What’s contributing to the Attrition Crisis? Poor transition from high school to college level coursework

Inadequate personal financial resources and amount of aid available

Lack of study skills

Low level of motivation to succeed

Low level of commitment to graduation

High level of job/ time demands

A lack of knowledge in educational and aspirational goals

Ineffective personal coping skills

Habley, W., Valiga, M., McClanahan, R., & Burkum, K. (2010). What Works in Student Retention? Fourth National Survey. Public Four-Year Colleges and Universities Report. ACT Policy Report. American College Testing ACT Inc.

Addressing the Attrition Crisis

Increasing Retention Through Strengthening the Advisor-Student Connection

Students are retained when: Satisfaction with the institution increases Outreach is proactive and intrusive Emphasis is placed on educational planning

instead of class scheduling Relevant Campus Support Services are

shared and utilized when appropriate Advisors are accessible, knowledgeable and

personable Meaningful campus relationships are formed

Cuseo, Joe. Academic Advisement and Student Retention: Empirical Connections and Systemic Interventions.

The Appreciative and Proactive Movements

Meet Jennifer and Jennifer

Jennifer Varney and Proactive (Intrusive) Advising (2007) Jennifer Bloom and Appreciative Inquiry (2002)


Jennifer Varney and Proactive (Intrusive) Advising (2007)

Proactive Advising’s main efforts:

• Anticipating student challenges• Looking at times in the semester, risk

factors, any additional cues

• Supplying the motivation at critical moments to seek help in case a difficulty is recognized

• Resources, encouragement, support


Jennifer Varney and Proactive (Intrusive) Advising (2007)

Additional Proactive Advising efforts:

• Implement plans with the student after presenting and exploring options

• Realistic according to the student

• Employing a consistent communication strategy tailored around school notices and student needs

• Registration, holidays, finals, deadlines


Jennifer Bloom and Appreciative Inquiry (2002)Appreciative Interviewing focuses on:

• Disarming to support the development of the individual as a student to build trust and transparency with affirmative language

• Challenging assumptions, showing genuine interest and curiosity

• Prompting deliverables to elevate the student beyond complacency

• Identifying the small wins when the student accomplishes a goal


Jennifer Bloom and Appreciative Inquiry (2002)Appreciative Interviewing also focuses on:

• Discovering strengths, interests, apprehensions

• Recognizing traits that help and any upcoming situations that need attention

• Building on strengths to formulate a plan to accomplish short and long-term goals

• Recognizing past strategies that worked, fine tuning new plans

Center for College Life Coaching

17 Member Team

Program Manager

Assistant Program Manager

3 Senior Coaches

12 College Life Coaches

Advising First

Center for Exploratory

Students

Center for Academic Planning

Center for College Life Coaching

Satellite Advisors

Undergraduate Studies

College Life Coaching at Florida State University


What is coaching?College Life Coaching at FSU is the process in which a trained professional collaborates with a student to facilitate growth in their personal and professional goals, aid engagement in their campus community and support other various topics prioritized by the student.

Essentially, coaching is having a collaborator on life.

FSU Coaching Specifics 1600-1700 students

First Generation sophomores

Out of State

Off Campus

Receiving Pell Funding

Spring Admits


Retention Results (2009-2016)Populations Historical

RetentionCoaching Retention

(Averages)Out of State 84% 89%

Pell 91% 93%

Off Campus 87% 90%

All FTIC 87% 91%

CARE 84% 92%

Accomplishments Beta Spring 2008, Pilot 2008-2009, Full Staff

Program 2009-2010

Created and piloted in-house coaching model and program 2013-2014

All staff trained in new model and program 2014-2015

Hosted First Annual FSU College Life Coaching Institute summer 2016


“My Coach was open and personal, never overbearing and truly listened to what I had to say.”

“My Coach listened to all my problems (school-related or otherwise), laid out a strategic way in which to deal with them,

and connected me to campus resources that I would have never known about on my own.”

“With every visit, I became more confident in myself and my actions on and off campus.”

“Authenticity is a significant quality of a strong and impactful coach; therefore, it was imperative to create a model that honors the organic process of coaching.”

“The design is meant to be fluid. A coach may begin with the component of the model that is most appropriate for the client.”

Santoro, J, & Keenan J. (2015, May 28). A Model for Organization. Coaching World, 14, 14-16.

Dynamic Circular Model


Connect - build buy in, establish rapportContinue - discuss follow up & new topicsCollaborate - reflection, situation, activityAct - establish commitment to move forward


Connect -Curious approach-Genuine delivery-Find commonalities in experiences & interests-Build trust and transparency-Validate and normalize perceptions and experiences



Continue -Set the tone-Follow up = catch up from prior meetings-New topic = allow opportunity to explore new happenings



Collaborate -Allow the student to own experiences &articulate goals-Situation = near future event, needs immediate attention-Reflection = making meaning from experiences-Activity = using a tool or resource related to the student’s goal



Act-Committing to tangible steps in the near future-Identifying motivators, barriers, supporters-Feeling out the finish line-Looking ahead to the big picture



In Summary…

Linking the model and theories looks like:

Continue & Act = Proactive Advising

Collaborate & Connect = Appreciative Advising

Connecting the Pieces

Let’s Put Everything in Practice!

Putting this into practice: Paired into groupsCome up with sample language for your component Share language

Where do I go from here?

Now What?

Please fill out your evaluation!

2016 Region 4 ConferenceThe Magic of Advising: A Roller Coaster Worth Riding

http://bit.ly/1XVUknl

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appreciative, proactive, and effective: a collaborative...

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