My undergraduate advising duties have picked up quite a bit over the last few months. I've had a bunch of meetings with students in their second through forth year and every meeting is different. I didn't expect that a group of people all going through the same (or similar) training would have such completely different experiences, but perhaps that's a simplistic view.
In about five minutes I can tell whether the student is just there for affirmation that they are on the right track or if they came because they don't know how to get to the end game. Initially I was surprised how many students are in the latter category (the major requirements and spelled out in multiple places, with worksheets to help students schedule their classes), but then I remember that most of the students I see are younger than 20 and are choosing their own path for really the first time. In high school their schedule is predetermined for them, for the most part, but now they are free to follow guidelines or not, with no consequences to those choices until after the fact. From my position now it seems crazy that students can't stay on track to meet the major requirements in 4 years, but I was a wide-eyed student once too and many don't know exactly what they want to do from day 1.
In my capacity as an advisor I try and get to know what they want to do post-university, and within reason, put them on a path to succeed. But I have been surprised at my reaction to the various students who walk in my office. In most cases the meeting is straight-forward and I give them a plan for a year or two of classes. In about 40 minutes I can work them through what they need to do and we can agree on a course of action. What intrigues me, however, are the students at the extremes of my reaction spectrum. Some walk in and I find a pretty limited desire to help them. I'm not saying I don't work with them, but something about our interaction keeps me focused more on how to get them done with the major rather than tailoring it to their specific interests. In other cases I have gone out my way to come up with a ideal schedule for students, including finding lab work for a student who didn't even know that option existed. I only recently realized that there was a bell curve to my advisee interactions and I haven't been able to pin down what the factors are that influence it, because it is not related to GPA, the engagement of the student, or other potentially obvious factors and I'm meeting them all for the first time. Some students are just more helpable than others and I guess sometimes I'm just a sucker for a good story.