Through our career, we will always encounter change. The key is how we respond to change, how we can face change and show ourselves, and how we can overcome the obstacles to change.
What is change and how does it relate to academic advice?
Change is not easy, never, and never will, but if they remain competitive in the global marketplace, it is vital for everyone, the company and/or the organization. In fact, Sharma [2008] pointed out that changes are usually associated with pain. According to Hechanova and Cementian-Oploc [2012], change is linked to leadership and leadership to align people with their vision. As academic advisors or coaches on the ground or virtual campus, we always align students with their vision. If they know that it will cause pain, who would want to actively do something? This is one of the main reasons why organizations and their followers fail in change - the fear of the unknown and the convenience of maintaining the status quo. The change may be good, but let's take a look at this example; if the TV never changes, can you imagine life? We will still look at the big box in the living room, and the aluminum rabbit ears stick out to the back. Do you think those types of TV opportunities are sold in today's market? Not hanging TV on the wall and projecting 3D images. From this example, change is good, and change needs to happen in the growth and persistence of life elements.
So let's examine what happens when we are confused about the change. Have I lost you? Most people will give up their current activities and cause them pain.
Let's take a look at the higher education industry and, more importantly, how academic advisors can help students cope with change. How do students cope with change? There are many good theories about how to deal with change. Cote's 8-step change model Either Kurt Lewin's three stages of change theory But the best way I discovered through research is to communicate with students. That's it: simple communication. This is what we do with our students every day, but we don't do it in an effective way. Let's take a look at Kotter's 8-step change model and the first three steps. According to Kotter [2007], they are:
· Create a sense of urgency
· Form a strong alliance
·Creating a vision for change
The question I want to ask is, "How do these three things work in student advice?" Take a moment to think about how to create a sense of urgency that enables our students to build networks and use resources and create visions for their changes. How can we communicate with them?
According to Lewis, Laster and Kulkarni [2013], communication has a lot to do with the leadership style and philosophy of a particular institution, including transformational leadership, transactional, top-down or servant leadership. It should be noted that organizations that have made significant changes have reform drivers who understand the power of communication, whether positive or negative. In addition, the Lewis, Laster and Kulkarni [2013] websites believe that trust is an important part of change and communication. Do you trust your academic advisor or counselor when you are at school?
When talking to students and how they adapt to traditional environments to non-traditional virtual environments, the truth is usually the answer I get. How will this virtual education affect my life, family and work? Will online courses become harder or easier due to flexibility? A simple explanation is to ask what their dreams are and why they are returning to school in a non-traditional environment. What is their "why"? In the meantime, I found this to be a great opportunity to share personal stories or stories related to student experiences. In addition, Sharma [2008] uses appreciative inquiry techniques such as definitions, discoveries, and dreams to help create the focus that can be used to eliminate stressors of change and help overcome obstacles that may affect change. In this case, overcoming obstacles with students and schools is a huge and persistent obstacle for practitioners in the field, but it is worth the extra work to help our students achieve their dreams.
Let's take a look at the definition, discovery and dream stages.
Definition phase
The definition phase of student advice is to fully understand the tasks students want to accomplish. Now is the time we define our goals and expectations, and how they will help them. In addition, this is a good time to discuss with students any other issues they may encounter, such as time management, learning styles, needs and technical issues. It is worth noting that Bloom, Hutson, and He [2008] detail how to appreciate the appreciation of student advice from the perspective of campus advice and develop a great program called Appreciative Advising. In the definition phase, Bloom, Hutson, and He [2008] discuss how to relieve students' fears and discover their goals. For the purposes of this article, we strictly follow the appreciative survey and its relationship to virtual and ground campus recommendations.
Discovery phase
This is a good time to work with students and find out why they are at school. What are their future goals and plans? Some of the answers you might get are that they are the first people in the family to go to school in middle school, or they may want to get rid of a particular situation. The differences I see with students at this stage are very different from my experiences in campus recommendations. Students in the virtual environment are often adult learners. On the ground campus, the demographics are 19-25 years old. Students in a virtual environment often have different goals and dreams, as mentioned before about getting rid of specific situations or life events. Whatever the reason they go to school, we must be able to listen and apply their dreams and goals to their learning plans and design a plan to bring them where they absolutely want.
Some of the questions I want to ask at this stage include:
· Then, tell me why you chose this particular institution and this particular degree?
Tell me that you have faced a challenge that you think you can't overcome. How did you overcome this? What is this challenge taught to you?
Dream stage
This is my favorite stage and a stage of Appreciative Advising. The experience I have at this stage has really changed the scope of my speaking and dealing with the student community. The questions raised at this stage show the students that student advisors and coaches really listen to them, and we really care about and have a vested interest in their success. Some of the issues I raised at this stage include:
Think outside the box. If money is not a problem, what do you do?
· Or I want to ask a legacy question: What do you want to remember?
I found that when asked about these questions, the students were very easy to accept and excited because they might not have been asked these types of questions before. This helps us to capture tangible things in the student community in a virtual environment and provide them with a plan that is neither a transaction plan nor a life plan. This is very exciting.
in conclusion
The challenge I am asking you is to talk to your students and ask them about their dreams and goals. Whether you are face to face or by phone, you must attract students. As in Kotter's model, give students a sense of urgency to determine their reasons at school, to align them with the right resources, and to help them develop a vision of success. These three stages can be completed in a 60 minute appointment. I suggest that if you have time to separate them and then make other appointments, I find that our students are very busy and they don't need to sit in the office or on the phone all day. Most importantly, you will be amazed at what you find, and when they have never changed from academic to academic, you will be assured. Students need to join alliances and network partners in a virtual environment and redouble their efforts; we can help our students manage change as they begin a lifelong learning world.
Reference
bloom. Jennifer L, Hutson. Bryant, he. Ye, [2008]. Admire the proposed revolution, Champaign, Ill.: Stripes Publishing LLC.
Hechanova, Regina and Raquel Cementina-Olpoc. 2013. "Transformation Leadership, Change Management and Change Commitment: A Comparison of Academic and Business Organizations." Asia Pacific Education Researcher 22, no. 1:11-19. Education research is completed, EBSCOhost [accessed July 10, 2013].
Kotter, JP [2007]. Leading change. Harvard Business Review, 85[1], 96-103.
Lewis, LK, Laster, N. And Kulkarni, V. [2013]. Tell them how to: predict the pain of risk changes in the initial announcement. Journal of Business Communication, 50[3], 278-308. Doi:10.1177 / 0021943613487072
Sharma, R. [2008]. Celebrate change: a new paradigm for organizational development. ICFAI Soft Skills Magazine, 2[3], 23-28.
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