Tuesday, September 23, 2014

Are Students More Angry Now?

It’s been a very busy two weeks of giving presentations all over the country. And there has been a common question coming up in as diverse places as
Rock Springs WY, NYC and Conway, AK . “Are students more upset today than they were in the past?”
My answer surprised a few folks. “Yes. They are.”
Students are more easily upset and even prone to outbursts of anger more this year than they have been in the past. People are even hearing more gerunds coming up in discussions with them. Gerunds? Words ending in “–ing” used in phrases such as “this #%&ing school”.

Students as customers are reflections of our society and the result of the culture’s culture or lack of it. And today’s national culture is one of free floating antagonism, anger and attack. They and the campus are not separate or isolated from what is going on in our society.  In fact they bring the societal mood and the messages that are floating in our society onto campus, into the halls and classrooms each and every day.

And right now our national mood is rather dour if not out and out nasty. The politics of politics and everyday life are combative and aggressive. Everywhere one turns the message is attack what you don’t agree with. Even to the point of physical as well as verbal abuse. Just this morning there were reports of pastors polluting the funerals or soldiers with messages thanking G-d for killing them, people beating and torturing men simply because they were born gay, politicians making outrageous claims and attach ads; TV and radio pundits smearing and assaulting anyone and everyone with whom they might disagree with attack words and statements against anyone they may disagree with as well as a very heated level of discourse with an emphasis on the dis in our society. I and you can feel the anger and you can be sure our students do too.

I am not a language prude in any way and have been known to use some strong words myself but I am surprised how crass and low our use of language has become. Words we would have only used when deeply provoked or not at all are now common (and yes I chose that word purposefully) in everyday discussion. The gerunds fly.

All of this accompanied with the ever increasing costs of attending college have made our students into angrier and mess tolerant consumers.  There is a clear and consistent relationship between the cost of a product or service and the demands that a consumer/customer places on it. The higher the cost or the stress to pay for something, the greater the demand that it perform at a level equal to expectations for the product or service. So as tuition and the hidden tuition we call fees keep climbing the increases push expectations to higher levels.

The expansion of college throughout the society making college a rite of passage to a job rather than to the upper and middle class has also made higher education familiar and taken away the mystique of academia. Familiarity does breed contempt in some cases and college is one of them. As more and more people have gone to college and been in contact with the denizens of academia, they have seen how some do have what appears to be an easy life or are not responsive to their needs.

Couple higher expectations with lowered behavior levels and that is a formula for bad customer behavior that often comes out in the common statement “I pay your salary.” So, yes, students are more demanding/difficult.

If this piece had value for you, you will want to get a copy of The Power of Retention by clicking here NOW 


Thursday, September 18, 2014

Promise Less, Deliver More

There is actually something worse than delivering poor or weak service. And that is promising great service and then not delivering. Or mollifying the customer by telling him or her you’ll look into the situation, will get it resolved and either do not get it resolved or not get back to the customer.
Say a student or customer comes to you and asks for help. Perhaps a student leaves a phone message or an email account of the problem asking for you to assist in a problem he or she has. You get back to him or her by telephone but miss the person. So you leave a message.

I am sorry to hear that you feel you may have a problem……..

(Yes we do use the conditional all the way through to protect ourselves as the HR and lawyers taught us to do. May, perhaps, could, maybe, might, possibly, or combinations might possibly may perhaps have an issue…..But never simply say, holy sh%t, he did that? Never commit or accede. That’s the way to please the lawyers but perhaps, maybe, possibly upset the customer more.) But then we go and commit to look into it and make what the student takes as a promise.
…I will look into the issue, see if anything can be done and get back to you as soon as I can.

Granted soon is… well to us it is a sensible period of time as we see it. Soon as I can get the information, or contact the person, or find if there is a problem or even if there is a solution. To a customer or student with a problem, soon is now or by the end of the day, if not …well if not sooner.
Or the person tells the student, I’ll look into it and get back to you by Friday. If you make that commitment you’d better get back by Friday. That is a promise of delivery of service that the student customer will expect to be fulfilled. And rightly so.
Or the person has been to the legal seminar on commitment so he says I’ll get back to you by Friday if I have anything to tell you. There’s the conditional again. If I have anything to tell you. Covers you. Right? Nah it doesn’t because what the student hears is I’ll get back to you by Friday period. The expectation is that you will have something to tell him or her even if it is I have nothing to tell you yet.

This is the psychological background the student brings to any conversation in which service is offered/promised. Offered by you. Promised in the mind of the student. And soon is now. Oh yes, let’s not forget, the student expects a solution especially if you or your school tries to claim it cares about it students. And well you should because we are there for student success which is our success.

What is above is essentially the same we expect from service providers we pay. For instance right now I am getting quite frustrated by a guy who put in some tiling in a bathroom so I could work on my new book. There were a couple tiles that were not quite right. They need to be taken out and replaced. He said he’d be here at 9 a.m. It is now 11:25. He has failed. I will let him know so by the rating I will give him on Angies’s List. I will also tell anyone needing a tile person not to hire him. For him and a college that disappoints on promised service the Malthusian Custopmer Service Progression definitely comes into play here. Students may not go to Angie’s List to comp-lain. They will show their dissatisfaction by ending up on the drop list. Then they will tell everyone who even hints at asking about college or why he dropped out.
So here it is.
The Six Point Solution to Proper Call Backs
When you tell a student you will look into IT:
  1. If you are not sure when you will have an answer - say you are not sure when you will be able to get back but I will get back to you.
  1. If you know you can get back on a certain date – say you will get back by XXXXday but I cannot promise I will have an answer/solution. Then, MAKE DAMN SURE YOU CALL ON THAT DAY even if all you have to say is I don’t have answer but I am working on it. Then provide an update on what you and/or others have been doing.
  1. If you get a resolution or answerer sooner than when you told him or her to expect an answer it is okay to give good news early.
  1. If you are not able to call back on time, it is imperative that someone calls for you and givers an apology and an update for you. Though do realize the customer will surely believe you just don’t want to talk with him. Not a god thing but better than no call at all on the anointed date.
  1. You can let someone else call back with good news. No one complains if you let someone else tell them good news.
  1. You cannot let someone else call with bad news. If you do, you will create a doubly angry person who will eventually come to see you anyhow as if to check if what he heard was really true.
Finally, DO NOT SAY YOUI’LL CALL AND DON’T DO IT AT ALL. That will make the student feel like a jilted lover. And you’ve seen the movies about the rejected lover and the rabbit or the guy in the hockey mask.
That’s right. Michael Myers was expecting that call from the Dean that never came. Look what happened!!!
BTW, I am waiting to hear from a major communication (internet, cable, telephone) company that has promised to call back and said it will try to help on two issues. If the company which I won’t name just yet but WOW, they were named as the best by Consumer Reports for service. But at this time, it seems local service is good but WOW, some of the corporate…. They may be trying but need to read this piece and not let passive aggressive types work with customers. Nor should you for that matter. I mean WOW, use the right WAY to do things.
AcademicMAPS is the leader in increasing student retention, enrollment and revenue through research training and academic customer service solutions for colleges, universities and career colleges in the US, Canada, and Europe as well as businesses that seek to work with them
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Neal is a pleasure to work with – his depth of knowledge and engaging, approachable style creates a strong connection with attendees. He goes beyond the typical, “show up, talk, and leave” experience that some professional speakers use. He “walks the talk” with his passion for customer service. We exchanged multiple emails prior to the event, with his focus being on meeting our needs, understanding our organization and creating a customized presentation. Neal also attended and actively participated in our evening-before team-building event, forging positive relationships with attendees – truly getting to know them. Personable, knowledgeable, down-to-earth and inspiring…. " Jean Wolfe, Training Manager, Davenport University

“We had hoped we’d improve our retention by 3% but with the help of Dr. Raisman, we increased it by 5%.” Rachel Albert, Provost, University of Maine-Farmington

“Neal led a retreat that initiated customer service and retention as a real focus for us and gave us a clear plan. Then he followed up with presentations and workshops that kicked us all into high gear. We recommend with no reservations; just success.” Susan Mesheau, Executive Director U First: Integrated Recruitment & Retention University of New Brunswick, CA

“Thank you so much for the wonderful workshop at Lincoln Technical Institute. It served to re-center ideas in a great way. I perceived it to be a morale booster, breath of fresh air, and a burst of passion.”
Shelly S, Faculty Member, Lincoln Technical Institute

Thursday, September 04, 2014

How to Deal with a Mean Faculty Member

How have you handled an instructor that habitually starts a semester with 25 students and ends up with 7?

This question came to me from an administrator the other day and is one that plagues many. The situation can be a tricky one considering interpretations (usually by weak teachers) that academic freedom can mean that some faculty can be insufferable bastards to students, colleagues and certainly administrators. Moreover, faculty too often will take the approach that they may really dislike a colleague, but they must protect his or her right to be miserable. To do otherwise might be taken as not collegial, not academic, not my job. BTW, this is not necessarily different among administrators whose job it is to deal with any and every person who treats students and colleagues poorly. Administrators do not always accept the responsibility. It is everyone’s’ job to demand civility and initial respect toward one and all and especially for our clients, the students.

Customer Service Principle 8 makes it clear that so called “collegiality” which is an excuse for not getting involved is not the correct approach when students are hurt.

8. Just because someone else did a dis-service or harm
does not relieve you of correcting the injury.

We have a responsibility to be a part of the correction no matter if we are faculty, administration or staff. But since the question was posed by an administrator, I will provide the appropriate point of view and action.

Assuming the instructor is tenured and you have a union to contend with Begin by consulting the instructor’s evaluations from students, current and past. Sure he or she will not have many now or in most class sections because 18 have already quit from most every class of twenty-five. But the remaining seven may have some hints or even outright direction. Keep in mind however that the remaining students might be so intimidated that their written comments could be compromised. Though the studies since John Centra in the 80’s show that if students feel secure in their anonymity, their evaluations can be quite valid.
Look for any comments that might help clarify and if necessary build the case for scaring students off or treating them so poorly that they leave. Compare the evaluations to other faculty teaching the same course or who have taught the course in the past. 

Compile the past history of drops for this professor in this and all courses. Compare the drop patterns of this professor to those of others who have taught the same course or courses to make determine if the drop pattern is an anomaly for the professor or in comparison to colleagues. What needs to be established is if there is a significant variance from the norm for this instructor in this section. It may be found that this professor has retention problems in all his or her classes. That’s an even bigger problem. If there is a pattern that helps build your case for change.

I make an assumption here based on my studies and experience that this is a required course such as composition in which the fewer students, the less grading and work. I did have to handle a similar situation when i was Dean of Liberal Arts at a college. The professor was threatening the students with low grades just to lower his workload.

Keep in mind that the instructor will likely use the old dodge of “I happen to have high standards and the students left because they …”
  1. couldn’t cut it;
  2. didn’t want to do the work;
  3. were afraid of low grades;
  4. were imbeciles who did not recognize my greatness;
  5. should not have been in the class in the first place;
  6. not college material and the admission people do a crappy job;
  7. need to weed out those who shouldn’t be here;
  8. I am too good for them and they just could not keep up;
  9. all of the above.
  10. And , I am really a self-centered ass who never should have gone into teaching but I thought it would be easy which it isn’t and I do not wish to work that hard so maybe I will just become an administrator like you who does nothing but east bob-bons all day, or so I believe and besides, I am active in the union and always act in a disagreeable manner in faculty and other meetings just because I can.”
You should also interview students who dropped from the class and past classes to hear from them why they left. BTW, you must keep an open mind during the inquiry. It may just be a huge coincidence….. All eighteen may just have had their hours changes at work each and every semester or term. (Okay so those sorts of coincidences are like the disappearance of Sweeny Todd customers and the appearance of oddly tasting meat cakes in a time of a meat shortage. Good musical by the way and it may have some solutions to how to rid oneself of teachers who scare off students with poor to horrible customer service.) The students who dropped can help you understand and if called for, build your case.

Work with the Union 
The union will need to defend this professor even if they agree he or she is a disgrace to the faculty and hurts people. That is their job and are required to defend. They also may wish to see the person fall into a deep hole in the ground and be assigned to late registration at Hades U for eternity but it is their legal and ethical responsibility to defend the individual. This is an issue that more people need to understand. Unions can also be reasonable if confronted with evidence so they have some wiggle room but may not feel at all comfortable being public with their agreement. Behind the scenes, another story so do all you can to explain the situation and provide them data. Keep in kind also that the union folks are also colleagues of the professor and may also be rather disgusted by his behavior but cannot indicate that in public. They can support your position and help persuade the professor that it is in his best interests to work with you on a solution though.

To take action with possible union support., as I was able to do when a Dean, you will need to be able to show that students left because the instructor is:
  1. a mean S.O.B. who should not be in a classroom
  2. a miserable teacher
  3. disrespectful of students
  4. has poor to horrible people skills
  5. forgets the students are human and clients of the school
  6. deliberately scaring students to decrease the workload
  7. embarrassing the faculty
  8. all of the above.
Consult the contract on the issues of professional training, on unprofessional conduct and progressive discipline. Make certain what the contract allows for in altering professional and pedagogical behavior and /or disciplining the professor. Check your interpretation with the HR person to avoid legal action through a mis-application of contract language.
When the case is built, consult with the union or whatever grievance system you have. Provide them the information you have collected to establish that the instructor needs assistance to change his or her ways. Let them know that changes must be made through progressive discipline (if called for in the contract, past practice or an HR person who wants to keep you and the school from being sued).

After providing progressive discipline, meet with the instructor (and union or grievance) rep and present the situation, the supporting materials and the choices. By the way, always have another administrator with you as a witness to the conversation in case it is needed later. Present the situation, the potential actions and the possible solution. With a little luck, the professor will buy into the solution. If not, and you can make the assignment, assign him or her to the course of action developed and monitor progress.
A course of action should have been developed and put in writing depending on why the numbers dropped so drastically and what contractual remedies are allowed. If it is that he or she has poor teaching skills, then it may be possible to assign the professor to substitute some coursework on pedagogy for some of the teaching load or in addition to the normal teaching load. (Some of it depends on how much you wish to reform and keep the person.) If the instructor is just being an SOB, then it must be made clear that this behavior is not acceptable and perhaps a course in interpersonal 
communication or counseling is called for. Or perhaps this is the start of progressive discipline that could lead to re-assignment or even dismissal. 

Should it be that the teacher does not realize that students are clients and deserve being valued and treated with respect and value, send him or her to one of my training sessions or sign him or her up for personal coaching with me. Okay, maybe I was drumming up business but it is a consideration. I can recommend other coaches who work with me too. At least, have them learn from someone about academic customer service and learn how to practice it.
If the person is not tenured, it makes the above much easier. If you wish to keep the professor, provide a simple choice. Accept the course of action, resign or be let go. If the person is not someone you have reason to want to keep, notify whom you must and do not renew a contract.

Granted, this is a bit general. It does not focus on any particular situation and real situations can often be much stickier and complicated. So, if you or anyone else has any additional questions, clarifications and help on an individual situation, get in touch by clicking here. I’ll do what I can to help. If you wish to add or propose other courses of action, please write in and we will post them

If this article made sense you'll want to get the new book From A to G (Admissions to Graduation): Achieving Growth through Academic Customer Service by Dr. Neal Raisman
NRaisman & Associates has been providing customer service, retention and research solutions to colleges, universities and career colleges in the US, Canada, and Europe as well as to businesses that seek to work with them since 1999. Clients range from small rural schools to major urban universities and corporations. Its services range from campus customer service audits; workshops, training, presentations, institutional studies and surveys to research on customer service and retention. NRaisman & Associates prides itself on its record of success for its clients and students who are aided through the firm’s services. www.GreatServiceMatters.com 413.219.6939 info@GreatServiceMatters.com

Monday, August 25, 2014

Hear the Voice of the Customer to Improve Retention

To increase retention on campus the school has to also increase its customer service by listening to the voice of the customer. That is, listening to the   
wants, the expectations, and that dislikes of students. Then we need to take these needs, these expectations, and what they dislike and place them in a hierarchical or taxonomical structure that we can respond and serve our students better.

The voice of the customer is a very important one to hear. Too often we use our own voices, our own expectations and needs what we think students want or need and place them upon students. We actually think that we know what is best for students when we don’t even ask them for their thoughts and opinions. Some say in loco parentis is dead. I think it just been replaced by an assumption that we understand students better than that they may understand themselves and therefore we don’t listen to the voice of our customers. That is not to say that we don’t necessarily go about campus sometimes and hear what students are talking about. It means we do not actively engage the students in specific data collection processes such as surveys to understand what they need and what they want, as well as what they don’t want. And then do something about it.

To really listen to the voice of the customer it is necessary to elicit their comments thoughts feelings and statements of need and expectations as a starting point. This can be done the usual route of surveys, but can also include analysis of social media and web-based comments. Whatever method is used the comments need to be collected broadly and in as large in number as is possible. Then the voices need to be analyzed and the results segmented into usable categories for example physical campus, classroom, specific points of service, and so forth.

Surveys are generally tricky things. And in higher education they are generally done quite poorly. We overthink them. We make them too complicated, try to be too inclusive. As a result we make them complicated and at times not purposeful. As I have looked at surveys used on campuses that we have conducted either workshops or full audits on, I find that they are too often focused on trying to prove what we think we already know. Too often they are simply too long as well. As a result we do not gather good information. We do not listen to the voice of our customer.

In another article, I outlined a very simple survey that can be done to start to listen to the voice of your customer. In addition to that there can be more structured surveys done in four different locations. That can be a general survey of students’ feelings and attitudes towards the school. There can be point of service surveys such as in the financial aid office, the registrar’s office, the bursar’s office, and other points of service on campus. The surveys are more specific to the functions and operations of the point of service operations. These surveys generally are more informative than the general sorts of surveys that are done across campus because the results can be put into practice more quickly.

One point of service that is surveyed in most schools but not really turned into the voice of the customer because they are not put any hierarchical order are carried out in class evaluations. Most schools have some sort of an evaluative survey that they use at the end of the semester or quarter to evaluate courses and professors. Unfortunately as a result of the politics on campus, these surveys do not necessarily allow the voice of customer really to be heard. They may be “overheard”, that is they can be looked at and thought about but they are not necessarily put into any mobilized action as a result of the surveys. Too many colleges are simply afraid to use the information that is collected in individual classes to try to interact and inform the performance of the faculty member or meet the needs of the students in their learning in class. This is because they are afraid of retribution from the individual professor or from a faculty grievance.

The voice of the customer from in-class evaluations can be strongly heard as a result of the surveys if they are taken in the aggregate as opposed to using them to focus on an individual professor of an individual class. What I mean by that is that when it may not be possible or plausible to use the survey results in class to change it, a specific  professor’s methodology, attitude, or pedagogy, a school can take all of the surveys taken classes such as English 101 and compile an overall voice of the customer. By looking at all of the courses, the fear of retribution from a single professor or the union can be strongly mitigated while still exposing strengths and weaknesses of the whole group of professors teaching that particular course. If for example it is found that after all of the evaluations of English 101 are analyzed, 60% of the professes do not use PowerPoint well, a workshop can be created to teach the teachers better ways to incorporate PowerPoint into their classroom instruction. This would be an instance of listening to the voice of the customer and resolving their expectation that something will come out of the survey.

An additional way to gain the voice of the customer is through analyzing web-based communications from and by students on social media for example. When we were working with a large university to help them create a one-stop service center that would meet expectations of students, their parents, the general community, and campus we studied what was said about the University service on social media. We found a specific  website that was created by students that spoke out against the way the school was treating them. The site was called “the shaft” which was a fairly explicit statement about how students felt they were treated at the institution. We also looked at social media sites such as Rate Your Professor to learn how students view the University and the service it provided.We also did a thorough search on Google for each and every comment and reference to the University by students. As a result were able to gain an introductory picture of service at the University and some of the issues that we would be facing and correct through the implementation of the new one-stop shop.

A thorough search of social media and monitoring what students have to say about the school, especially any rants that they make can provide very sharp assessments of the way the institution’ is treating students as well as noting their needs and expectations. In fact rants and criticism are two of the most important information gathering sources alongside collecting all complaints that a school can use to start identifying its most obvious flaws. In fact any survey that is done should try to elicit flaws and complaints as much as is possible because you cannot correct a problem until you hear about it.

In an earlier article I mentioned the simple survey method that proves to be very efficient and effective in getting student responses. The survey has only one question. “If you could change one thing at the college tomorrow what would it be?” It is a question that we use on our Campus AttitudeSurveys used when we analyze a school. By hearing from students what they are bothered by, what needs to be fixed, we can hear the voice of the customer. Though you may not want to hear more problems, you will certainly know what it is you need to fix. You will be listening to the voice of the customer through the needs and expectations that have been pronounced.

Take all of the comments that you have collected, place them into a hierarchy by the number of times an issue was mentioned and begin solving the first issue, then the second issue and so forth. Since it is important that students realize that their voice has been heard, it is necessary to let the students know when you have sold the issue.

Additionally, you will need to analyze the results, segment them into larger categories such as physical environment, classroom issues, food service issues, issues with particular offices, etc. and place them into hierarchical order by the number of times and strength of student response. If for example under point of service issues students say that they cannot get a particular office to answer the telephone and 70% of the students say this it is  obviously the first issue to respond to. Then you can organize workshops to teach people the appropriate use of the telephone.

By the way, you will find that this will be an often voiced concern, that is that telephones are not answered, when people answer they are rude, and too often people use voice mail as a way of avoiding talking with individuals on the telephone. We have heard the voice of students on many campuses as we do workshops or conduct campus retention audits and this is one of the most common concerns  they speak about.

It is also important to break the responses into segments by length of time on campus. In general new students will have fewer complaints than students who have been there longer. Interestingly you might very well find, as we have found often at schools we have audited, that first year students are satisfied with the institution during their first year on campus. This changes between freshman and sophomore year during the summer. Second-year students are the most dissatisfied with the institution. Once students pass into their third year in a four year school for example they have already made peace with many of the areas that they might have complained about. They have invested two years and if they haven’t left by this time, they are willing to put up with problems because they are getting closer to that goal so they actually complain less.

No matter what approach or method used to gather the information you need to create questions that focus on getting responses from students. What this means is you need to create information gathering vehicles that will elicit a more complete response than a simple yes or no whenever possible. So obviously another way of beginning to hear the voice of the customer is actually hearing the voice of students. That is getting out on campus and talking to students, asking them how things are going while  realizing that if you do this for the most part students are going to play to the customer. They will not necessarily complain but say everything is going “okay”. When someone says things are okay it is just a phatic statement. You have to delve a little bit more. When we do on an audit for example we will often hear students say things are okay.  Then when we start listing other areas such as the financial aid process, or how things go in the registrar’s office or do your faculty meet their office hours, we start to get responses

Too many times administrators or faculty believe that things are going very well because they don’t hear complaints. This is generally because we like to think things are going along okay. But the research shows that 80% of executives in businesses thought that their companies were providing excellent customer service while only 10% of the customers thought this. What we find in working with schools is that some administrators recognize that customer service is not that strong at the school while approximately 27% of students think customer service is fine. But it should be noted that these are students who have not dropped out of the school. If you added in the average 50% drop rate at most institutions, and realize that customer service reflects 76% of the reason why students leave, the actual percentage of students who are comfortable and happy with the school drops quite a bit.

How do we know this? When we do academic customer serviceaudits we make sure that we listen to the voice of the customer. We survey them. We interview them. We search out their rants on social media. We take all of this information, analyze it, segment it into a hierarchical structure so we can really understand what the students are saying their needs and expectations are. You can do much of the same at your school and that we emphatically recommend that you listen to the voice of the customer if you want to improve customer service and retention at your school.

If this article made sense to you, you may want to contact N.Raisman & Associates to see how you can improve academic customer service and hospitality to increase student satisfaction, retention and your bottom line
UMass Dartmouth invited Dr. Neal Raisman to campus to present on "Service Excellence in Higher Ed"  as a catalyst event used to kick off a service excellence program.  Dr. Neal Raisman presents a very powerful but simple message about the impact that customer service can have on retention and the overall success of the university.  Participants embraced his philosophy as was noted with heads nods and hallway conversations after the session.  Not only did he have data to back up what he was saying, but Dr. Raisman spoke of specific examples based on his own personal experience working at a college as  Dean and President.  Our Leadership Team welcomed the "8 Rules of Customer Service", showing their eagerness to go to the next step in rolling Raisman's message out.  We could not have been more pleased with his eye-opening presentation.    Sheila Whitaker UMass-Dartmouth

If you want more information on NRaisman & Associates or to learn

more about what you can do to improve academic customer service excellence on campus, get in touch with us or get a copy of our new book From Admissions to Graduation: Achieving Growth Through Academic Customer Service