A520.3.5.RB - Supportive Communication

            In my work environment, it is important to have clear, well spoken, detailed and specific communication with current and prospective students. I am not currently in a position of leadership, but I do communicate with students on a daily basis via telephone and email. In order to communicate clearly with students supportively, I must not coach the students, evaluate and focus on the student, and the most critical skill of supportive listening (Whetten & Cameron, 2011). 

            In order to achieve the goal of supportive communication in my job, I must not coach the students to complete required tasks because we, the student and I, are not seeking a behavior change; instead, I need to counsel them in order to recognize the problem and work to solve the situation in order to better their future (Whetten & Cameron, 2011). I cannot hold their hand and do the process for them because they will never learn how to handle the VA on their own. In order to achieve the required outcome, I must listen first to their questions, concerns, and frustrations; then I walk them through the steps on how to change the current problem. My goal is not to change them as a person but assist them to solve their dilemmas. A majority of the time, the students are able to accomplish their goal once I have walked them through the process of the VA. One of the biggest challenges we face when working with students who are Veterans, is what comes next? How can I enroll in classes? How do I begin my VA education benefits? How do I get documentation from the VA? The first and most important question I ask the student is, “Have you applied for benefits”? Most of the time students will answer with, no. Under these circumstances, I have to reevaluate the conversation and focus on the problem; by not having an application the student will not have assistance paying for school. From this point on, I focus on the problem-oriented statements and not on the student themselves (Whetten & Cameron, 2011). The most important skill I can use daily at my job is supportive listening. If I am not actively listening, focusing on the phone call, and taking notes I will not be able to achieve the goal of reducing the stress of the student and utilizing supportive listening. I do not have to be face to face with students in order to supportively listen. Finally, I must take full responsibility of the conversations and information I tell a student; if I make an error it is my responsibility to own up to what I said (Whetten & Cameron, 2011). One way to reduce the chance of giving a student incorrect information when I am not 100% sure, I will put them on hold in order to validate their question, this allows me to give them a correct answer and possibly prevent a potential error.

            Overall, in order to be successful communicating with students in my job clearly and effectively, I must be aware of my words, actions, and tone. It is very easy to miscommunicate my thoughts with others when I am not directly in front of them. To be successful communicating exactly what needs to be said, it is important to follow a few guidelines to correct our personal behavior.

Whetten, D. A., & Camerson, K. S. (2011). Building Relationships by Communicating Supportively. In Developing Management Skills (Eighth ed., p. 265). Upper Saddle River, NJ: Pearson Education.