acpa presentation

8/18/2019 ACPA Presentation

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Welcome to #ACPA16 in Montreal, wglad you are here!

Consider: #ACPA16 provides an opportunity to discus global concepts in higher, post-secotertiary education. Please remember that not everyone in the room is from the same countwithin the dame system of higher or tertiary education. We invite you to use language that

participants to the conversation.

Engage: Tweet what you learn using #ACPA16

Reflect: How will you actualize what you learn in this session?

Please silence your phone.

Bienvenue à #ACPA16 à Montréal,sommes heureux que vous soyez


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EVALUATING THE STUDENTEMPLOYEE EXPERIENCE:

UTILIZING DATA FOR MEANINGFULMENTORSHIP

Meghan FunkGraduate AssistantCampus Recreation

Loyola University [email protected]

@mfunk0711


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LEARNING OUTCOMES

▪ Professionals who attend this presentation will be bale to articulate benefits of usingevaluation as a tool to improve the student employee experience.

▪ Professionals who attend this presentation will be able to list several tactics inconducting meaningful conversations with students around professional developmentin relation to evaluation results.

▪ Professionals who attend this presentation will be able to write an assessment plan fortheir department’s student professional development initiatives.


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What student

responsibilitieswould benefit in

terms of receiving

feedback?

APPLY


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FEEDBACK STATISTICS

▪ Millennials want fast advancement on the workplace ladder + constant feedback.

▪ 92% of respondents indicated constructive feedback can be helpful.

▪ Only 1% of millennial participants said feedback was not important to them.

▪ Companies are most successful when providing millennials with regular and struc

▪ Gen Y prefers bursts of feedback.

▪ 60% of respondents wanted feedback on a daily or weekly basis.

▪ 45% of respondents welcomed feedback from their peers and customers.

(Folkman & Zenger, 2014)(PricewaterhousesCoopers, 2011)


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Why Don’t We as Supervisors Provide Feedb


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Why Don’t SupervisorsProvide Feedback?

Fear of hurting feelings & ruining relationships.

Believe students cannot handle the constructive feedba

NO TIME!


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360 Feedback

“The 360 feedback process,also called multisourceassessment, taps the collective

wisdom of those who workmost closely with the

employee: supervisor,

colleagues, direct reports, andpossibly internal and often

external customers”(Edwards & Ewen, 1996)


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STRENGTHS & LIMITATIONS TO 360 FEEDB

Strengths Limitations

Pressure could be put individuals for giving f

Lack of organized feed

Potential for politics to

Employees receive moreperspective as to how their workis viewed by others.

The feedback delivers a morerounded view of an employee’sperformance.

Feedback is considered more validand unbiased.


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Who areindividuals that

could providestudents with

additionalfeedback?

APPLY


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FEEDBACK RELATED TO THEORY

Kegan’s Theory of the Evolution of Consciousness (2000)

(Blum-DeStefano & Drago-Severson, 2014)

(Evans, Forney, Guido, Patton, & Kristen, 2010)


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Feedback at LoyolaUniversity of Chicago’s

Challenge Course

Student team consists of approximately 15student facilitators.

Challenge course supports over 30 groups &approximately 2000 participants.

Each group has a lead student facilitator,sometimes a professional staff member or GA.


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How To ImplementThe Change In

Feedback

Identified a need for better feedback.

Considered feedback from sources otherthan direct supervisor.

Identified participants on the challengecourse.

Identified the participant satisfaction survey.

Asked the student facilitators what theywanted feedback on.

Modified survey with facilitator centeredquestions.

Created a timeline for implementation.


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PartiSatisfact

Additional Question

Have you particicourse experiencRamble Outdoo

What was the hi

challenge course

Is there anythingchange about thexperience?

Any additional c

by

making

The challenge course facilitator(s)

conducted well organ ized activities.


conducted engaging activities throughoutthe entire experience.


conducted meaningful reflections.

The challenge course facilitator(s) created

a positive environment by making me feel

welcomed to participate in the challenge

course experience.

After my participation in the challenge

course experience, I feel more confident in

my ability to express my ideas and

opinions in group settings.

After my participation in the challenge

course experience, I am more aware ofthe different ways other individuals solve

problems.

During my participation in the challenge

course experience, I learned n ew ways to

reflect on how I am feeling or what I am

thinking.

I believe the challenge course experience

challenged the group to move beyond self-

imposed limitations.

I believe the group could benefit from

similar experiences in the future.

I would recommend the challenge course

experience to others.


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CREATION OF FEEDBACK PACKET


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What areadditional forms

of feedback youcould provide to

students?

APPLY


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HOW TO PROVIDE SURVEYFEEDBACK TO STUDENTS

Be informed of each student’s data prior to meeting with them.

Build rapport with students regarding how they receive feedback from providing them with additional feedback from others.

Explain the validity of participant feedback.

Actively listen to the students’ reactions to the feedback and actively edialogue.

End the conversation with steps to move forward.


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STUDENTS’ REACTIONS TOSURVEY PACKETS

“This mode of feedback was great, because it let me see fway. Getting feedback in the form of conversation is gresurveys it allows for me to go back and review at any tim

“It was empowering to receive feedback from participants. While I value my

supervisor and colleagues’ insights into my work, the reality is that I amthere to provide a participant-centered experience.”

“I appreciated the reflective prompts because they allindependently reflect on my performance and areas o


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What strengths +

challenges do youanticipate in your

department?

APPLY


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QUESTIONS?


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REFERENCESBlum-DeStefano, J. & Drago-Severson, E. (2014). Tell me so I can hear. Journal of Staff Development, 3

Brookhart, S., M. (2012). Preventing feedback fizzle. Educational Leadership, 70 (1), 24-29.

Edwards, M. R. & Ewen, A. J. (1996). Feedback: The powerful new model for employee assessment & perNew York: AMACOM.

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Kristen, K. A. (2010). Student development in coand practice. (Second Edition). San Francisco: Jossey-Bass.

Folkman, J. & Zenger, J. (2014). Your employees want the negative feedback you hate to give. HarvardRetrieved from https://hbr.org/2014/01/your-employees-want-the-negative-feedback-you-h

PricewaterhousesCoopers. (2011). Millennials at work: reshaping the workplace. Retrieved fromhttps://www.pwc.com/m1/en/services/consulting/documents/millennials-at-work.pdf


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Thank you for learning with us!

Evaluate: Please complete your session evaluation usinCrowdCompass.

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