1. 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

2. 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.

3. Undergraduate Admissions University of South Carolina Alex Scovel Coordinator for Volunteer Programs Hannah George Graduate Assistant for Telecounseling & Recruiting

4. 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.

5. TELECOUNSELING OUR WORKING MODEL

6. 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

7. 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

8. 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

9. MAKING IT STICK Recruiting Hiring Training

10. 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

11. 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

12. 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”

13. 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

14. 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

15. TRAINING IN ACTION Examples

16. Triton Training model used for all of our trainings – Student Stories Training – Residence Life Mini-Training – Professionalism Training & Resume Building

17. 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

18. 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

19. 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

20. 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.

21. 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

22. 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

23. 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

24. 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

25. Perpetuating Cycle TrainingRetaining Increase in quality of program Increase in outreach and yield Hiring

26. TAKING IT HOME Transferability

27. 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

28. Transferability Offices that utilize Alumni & their stories – Alumni Relations – Admissions – Institutional Advancement – Public Relations

29. 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.

30. “DO YOU HAVE ANY QUESTIONS?”

31. Thank you! Alex Scovel scovel@sc.edu Hannah George georgeh@mailbox.sc.edu