Admissions Performance Group

Public

Ask a question from your peers to help you in your professional work. Seek different points of view on a topic that interests you. Start a thought-provoking conversation about a hot, current topic. Encourage your peers to join you in the discussion, and feel free to facilitate the discussion. As a community of educators, all members of the Career Ed Lounge are empowered to act as a discussion facilitator to help us all learn from each other.

Benny Distefano

Communication

In going over the first part of class. It made me realize how I need to slow down and communicate more clearly and be prepared.

Elena Garcia

Making the Connection

Mostly relevant to establishing the rapport required to answer questions

Elena Garcia

Listening

The listening skills provided have helped improve this area

Gwen Robinson

Follow up

How often should you continue to follow up with a potential lead?

Janet Piechocki

Sometimes I want to listen

Sometimes I want to listen but I have time constraints that keep me from fully listening. The students I am referring to are the ones that just want to come in and unload about their day. My office is inside the job center where closing the door does not always deter a student even if they can see you are busy. I don't want them to feel I don't care because that's not true. What do you do?

Rachel Cruz

listening

Why is it so hard to listen sometimes?

Rachel Cruz

Breaking the ice

It is really had to put your student at ease when you first meet with them but it can be a very powerful tool.

Rachel Cruz

Parents

What is the best way to approach a teens parents that will not speak to you?

julian robinson

interviewing a student with a parent presant

I think when you are dealing with perspective students and parents its always good to make them feel at ease by breaking the ice. I usually give a bio of myself first.

Allison Sievers

Follow up voicemail to student who hasnt applied

Please provide an example message of a voicemail we can leave to a student who was from an online vendor - who you sent information to two days ago who hasnt applied yet. Be sure to include a purpose, connection with caller, W.I.I.F.M, Sense of Urgency, Action to take, but still brief -under 30 seconds-if possible!

Allison Sievers

Cost objections

This module stated " By the way, cost objections translate into â€œyour school/program isnâ€™t worth this much money to meâ€. How can you overcome this objection? What is the student missing in the information process?

Allison Sievers

Objection - Feel, Felt, Found

1. Identify a common objection 2. Give example of how to overcome objection with a feel, felt, found statement

Allison Sievers

Hidden obstacles

What hidden obstacles have you encountered with your prospective students? How do you overcome these obstacles?

Allison Sievers

Closing on the phone

What is our intention with closing on the phone? (i.e. the first step for the student) How do you encourage students to take that first step? Please provide an example of your dialogue

Allison Sievers

Probing questions

On average, how long do you take probing with your caller on our phone script? What are your top 3 favorite probing questions?

Allison Sievers

Prospecting

How can you do prospecting if you do not cold call and recieve leads through a call center warm transfer?

Allison Sievers

Buying committe

Let's talk buying committe. What does this look like with online enrollment and online sales. Who could be the possible buying committe? How do you engage them into the process? (Do you now?) What would be the benefit of doing so?

Allison Sievers

Do people care about how much you know?

The 1st module had stated that people don't care about how much you know - but rather about how much you care. Do you believe this to be true? Have you expierenced this yourself as a consumer? What prompted you to buy? Trust, caring, knowlege? Please provide detailed examples

Allison Sievers

Analyze your calls

Do you analyze your calls after hanging up the phone? * Not based on the students reactions or discussions, but based on how you handled the call. * Do you search for things you may have done differently to improve the call or result? * Are these mental notes or do you keep track of what your goals for phone improvements are?

Allison Sievers