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Making Stories Stick: Recruiting and Training Student Admissions Employees Alexandra Scovel Coordinator of Volunteer Programs University of South Carolina Hannah George Graduate Assistant – Telecounseling University of South Carolina Purpose 1. Recruiting & Hiring 2. Training & Retaining 3. Triton Training Theory: Helps offices design specific training activities that benefit student workers, employers and the university as a whole. Undergraduate Admissions University of South Carolina • Alex Scovel Coordinator for Volunteer Programs • Hannah George Graduate Assistant for Telecounseling & Recruiting University of South Carolina Columbia campus: 4-year, Public, Research, Flagship Enrollment: 22,556 undergrad; 30,721 with graduate & professional Fall 2011 Freshman stats • 21,000+ applications 4,569 enrolled • IQR: SAT 1110-1270 ---ACT 24-28---Weighted GPA Avg. 3.76 Fall 2011 Transfer stats • 4,505 applications 1,961 enrolled Since 2001, applications have increased 91%, and enrollment in the freshman class has increased 52% and the average SAT score has improved by 81 points. OUR WORKING MODEL TELECOUNSELING What is Telecounseling? • 28 students making purposeful calls to prospective students as part of recruitment. • EMAS = CRM Database • Types of calls include… - Campus Visit/No Campus Visit Calls Student Outreach Calls Congratulatory Calls High School Private Visit Calls Nightly Schedule 5:00-5:15 p.m. Attendance • Announcements • Calling Agenda – Who are we calling? – Purpose of call – Review “Script” – Questions/Comments • Training activity (if campus presentation) 5:15-7:00 p.m. Begin Calling • Pre-call planning must be part of every call 7:00-7:15 p.m. 15 minute dinner break 7:15-8:45 p.m. Icebreaker & Resume Calling • Training activity (if in-house presentation) 8:45- 9:00 p.m. Wrap-up • Write personal notes and prepare mail • Hand in notes about calls History of USC Telecounseling • Fall of 2005 • Main goals were to increase applicant yield by building relationships and communicating important information at the right time. • Desired outcomes included assessing student interest in the institution, communicating action items, and tracking campaign results. • No CRM database = lots & lots of paper Recruiting Hiring Training MAKING IT STICK Initial Approach • Recruitment & Hiring - Who will work for us? - In-person interviews • Training - How to call and follow the call-script - Challenging Topics - Once at the start of each semester Approach Now 1. What are we trying to accomplish? - Starting with the end in mind 2. Who can help us accomplish our goals? - Targeted Outreach - Campus Partnerships - Word of Mouth, Reputation, & Retention 3. Application & Interview Process - Selectivity The Change: How can we do this better? • Always asking WHY? - Student Development Theory, why not us? - Learning Outcomes = Better Assessment! - Continuous training - Goal setting, feedback loops, guest speakers, coaching, etc… - “An Appreciative Approach to Training Undergraduate Admissions Student Workers” Triton Training Theory © Three-Pronged Approach • Benefits to student – personal knowledge gained from training • Benefit to employer – student feels valued, is better trained to assist customers • Benefit to university, admissions, prospective students – knowledge of resources Theoretical Framework 1. Appreciative Advising – Disarm, Discover, Dream, Design, Deliver, Don’t Settle 2. Astin’s Theory of Student Involvement 3. Kolb’s Theory of Integrated Learning – – – – Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization Examples TRAINING IN ACTION Examples • Triton Training model used for all of our trainings – Student Stories Training – Residence Life Mini-Training – Professionalism Training & Resume Building Student Stories Activity • Asks “Discover” questions Ex: “Tell me about a time when you really felt connected to and/or loyal to this institution?” • Allows students to document answers and get to know one another • Aids in student discovery and self-reflection Student Stories Activity • Benefit to Students (TC’s): – According to Astin, as involvement increases, so does development. This leads to student persistence. Persistence = degree completion = better quality of life – Kolb, utilizes all frames – Transferrable ability to make connections across disciplines = increased perception of quality of academic experience – Build closer relationships with supervisors Student Stories Activity • Employers: – Increased employee retention when benefit of employment is seen and tied to real world – Students are more personally invested in their jobs • Institution: – Prospective students hear TC’s share stories and are more interested in the university as a result – Hear how current students are using university resources to attain their goals – Hear about the positive experiences current students are having Residence Life Mini-Training • Thirty minute presentation in early spring given by University Housing staff - Timely as it relates to calls - Allows for information delivery directly from the source - Housing options, housing application, roommate selection process, renovations, etc. Residence Life Mini-Training • Students (TC’s) – a chance to ask personal questions – ask questions they heard from potential students • Employers – Verification of correct information to pass along to potential students • University – Potential students receive positive information about Housing from current students – Makes information readily available to prospective students – Positive image of USC conveyed through personal outreach Professionalism Training and Resume Building • How to use Telecounseling on your Resume • Discussion with peers about which job skills they have, don’t have, need to improve, etc., as it relates to Telecounseling • Interview Skills • Email Etiquette • Social Media Professionalism Training and Resume Building • Students (TC’s): – Skills will directly benefit their professional life & future workplace – Increase their chances of finding future employment • Employers: – Students can practice professionalism in the workplace and online – Ability to articulate their experiences (make connections) – Employees are more professional on the phone with potential students • University: – Encourages cross-campus partnerships (Career Center) – Students prepared to be alumni that represent institution well – Potential students learn about Career Center and job placement rates Overall Benefits to Training Model • Students (TC’s) – Develop transferable skills – Connect employment and educational experiences – More likely to persist and graduate • Employers – Increase in retention of student workers – Increase in quality of work performed – Increase in reputation across campus > recruiting better workers • University – Increase in admissions outreach and yield – Better informed incoming students Perpetuating Cycle Training Hiring Increase in outreach and yield Retaining Increase in quality of program Transferability TAKING IT HOME Transferability Offices that employ student workers - Visitor’s Center (Tour Guides) - Residence Life - Orientation - Peer Leadership Programs - Greek Life - Academic Support Staff: (SI, Tutoring, etc) - Special Student Populations – Mentoring Programs (ex: MAPP) – Commuters Transferability Offices that utilize Alumni & their stories – Alumni Relations – Admissions – Institutional Advancement – Public Relations Works Cited • Fippinger, A. (2009). “An Appreciative Approach to Training Undergraduate Admissions Student Workers” College and University Journal, 85 (1). • Evans , N. J., Forney, D. S., & Guido-DiBrito, F. (1998).student development in college theory, research, and practice . (1 ed.). San Francisco: Jossey-Bass. • Bloom, J. L., Hutson, B. L., & Ye, H. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing L.L.C. “DO YOU HAVE ANY QUESTIONS?” Thank you! Alex Scovel [email protected] Hannah George [email protected]