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Advising with and through Strengths: Interactions, Impact and Ideas 

Advising with and through Strengths: Interactions, Impact and Ideas . Katy Hinz Office for Student Engagement Empathy, Learner, Arranger, Positivity, Maximizer. Strengths Stories. Strengths Approach.

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Advising with and through Strengths: Interactions, Impact and Ideas 

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  1. Advising with and through Strengths: Interactions, Impact and Ideas  Katy Hinz Office for Student Engagement Empathy, Learner, Arranger, Positivity, Maximizer

  2. Strengths Stories

  3. Strengths Approach We are using a Strengths approach on our campus to enhance student engagement and well-being which leads to improved retention, graduation and life success.

  4. Strengths at the U Fall 2011 • 5122 first-year students Fall 2012 • 5312 first-year students; 910 transfer students

  5. Examples of Student “Touch Points” • Welcome Week session & Convocation (President’s office support) • Academic advising and career counseling sessions • Workshops • Strengths + Series • 34 in 34 • Parent’s weekend • Classes: career, leadership, FYE… • Exam Jam • U of M Job Fair • SELP: Student Employment Leadership Program • Housing & Residential Life

  6. Examples of Student to Student “Touch Points” Facebook Twitter

  7. Two key Findings from Research:1. when students discuss Strengths with advisors, they have good outcomes2. advisors generally view Strengths to be positive for students, but that is conditional on their taking Strengths

  8. First-year Student Samples 2011-2012 (Class of 2015) • Beginning of the year survey (September; all FY): n = 2008 • Mid-year survey (December; all FY): n = 1493 • End of the year survey (April; random sample ½ FY class): n = 571 2012-2013 (Class of 2016) • Mid-year survey (December; all FY): n = 1122 • End of year survey—not yet completed

  9. Year-long Discussions

  10. Trivia Question What percentage of first year students (fall 2013) said they had a strengths discussion with their Advisor? A) 54% B) 28% C) 84% D) 15%

  11. Advising Discussions • Fall 2012: 42.4% (n = 634) of FY students reported having a discussion with an advisor • Fall 2013: 54.0% (n = 606) reported having a discussion with an advisor

  12. Trivia Question How many students from the Fall 2012 survey (first year students) who talked to their advisor about strengths said that strengths had a very positive or somewhat positive impact on them? A) 43% B) 75% C) 91% D) 18%

  13. Impact of Strengths Discussions with Advisors Fall 2012 survey If you have had Strengths discussions in these areas, please rate the level of impact this discussion has had on you.

  14. Impact of Strengths Discussions with Advisors Fall 2012 survey n = 1114 Scale: 1 = strongly disagree to 5 = strongly agree.

  15. Impact of Strengths Discussions with Advisors Fall 2012 survey n = 1114 December 2011 survey n = 1450 Strengths Awareness Scale range = 10-50.

  16. Fall 2012 survey n = 1114 I believe that knowing my strengths and interacting with them has positively impacted me in the following ways. 1 = strongly disagree to 5 = strongly agree

  17. Impact of Strengths Discussions with Advisors

  18. Impact of Strengths

  19. Trivia Question The majority of advisors who have taken StrengthsFinder see the value it has in helping students in a variety of ways. However there is an area (or two) where staff perceive the impact to be lower compared to the impact students think strengths have. Which are (or areas) is it? A) Feeling like they belong on campus B) Feeling like they want to return to campus C) Thinking about potential career paths D) A&B

  20. Advisors’ Perceptions of Strengths Those who took StrengthsFinder (n = 151, 75.5%) were more likely to believe Strengths has a positive impact on students

  21. Resources • Strengthsquest.com • Reports (Signature Themes vs. Insight Report) • Student Action Items: • Academics • Study Techniques • Extra Curricular • Career • StrengthsQuest book online • APLUS

  22. Resources

  23. Strengths Based Advising Steps of Strengths-Based Advising • Identify Students’ talents • Affirm talents and increase awareness • Envision a Future • Plan specific steps • Apply strengths to challenges

  24. Strengths Based Advising • Consider how your strengths influence the way you advise • Adapt your advising style based on students’ strengths • Integrate Strengths into your work • Help students see the value (gpa, career implications, retention & success) • Understand the reports & resources on www.strengthsquest.com and how you and students can use them. Use Activities from Strengths.umn.edu • Ask Questions! • Use the Insight Cards during student appointments

  25. Ways to Help Students Understand their Strengths • Read through their report, highlight words or phrases that describe them. Ask students for examples of how they use their strengths • Signature Themes Grid : Strength, definition, example, future use • Verify Signature Themes: Share top 5 with others • Five Clues To Talent: Reflect on experiences that bring Flow, Yearning, Rapid Learning, Excellence, Satisfaction

  26. Ways to Help Students Apply their Strengths • Academic Action Items & Career Action Items: Choose a strength and an action item • Class Selection: Reflect on how they can use their strengths to be successful in their courses • I do it with Ease: Student think of a task they do with ease and how they use their strengths. Then they think of a task that is difficult and how they can use their strengths to be successful • Setting Your Academic Course: Reflection questions about strengths & planning for future

  27. Ways to Help Students Apply their Strengths • One Key Question: students identify what they do best and what they want out of a work environment • STARS: students identify what strengths they demonstrate in their examples used for behavioral based questions in an interview • Job Analysis: students analyze a job based on their strengths • Top 5 Tips for Your Top 5: Finals Week • Top 5 Tips for Your Top 5: Job Fair

  28. Ways to Help Students Apply their Strengths • Strengths in job searching, interviewing, new job: gives suggestions for how to apply each strength to succeed in the job search process • Strengths based resume and cover letter examples: provides a visual example of how students can demonstrate their strengths in their application materials without using the strengthsfinder terminology

  29. Pretty Good Practices Let’s Practice!

  30. Questions? Katy Hinz Office for Student Engagement katyh@umn.edu

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