irene ziemba learning outcome narrative - strengths

8/20/2019 Irene Ziemba Learning Outcome Narrative - Strengths

http://slidepdf.com/reader/full/irene-ziemba-learning-outcome-narrative-strengths 1/8

Running head: STRENGTHS NARRATIVE

Learning Outcome Narrative: Strengths

Irene Ziemba



STRENGTHS NARRATIVE !

Strengths (LO 2, 5, 6, 8, 10; Artifacts A, C1, C2, C3, E2, D, G)

For my narrative theme, I chose to focus on the strengths I have developed as a

relationship-centered professional. I was initially inspired to pursue student affairs as a

career because of the relationships I built with mentors as an undergraduate student, and

the importance of basing all of my work with students and colleagues on a strong

relational base has only become more apparent throughout my time in the SDA program.

Whether with students or colleagues, I believe in building relationships based on showing

up as my authentic self: sharing my personality, individual experiences, and identities

with others in order to create a comfortable, genuine space to connect. I also strive to

create room to learn about the individual perspectives and experiences of those I work

with, in order to encourage a natural, personal connection that enhances working

relationships. I consider supporting students in developing their individual self-authorship

to be a critical aspect of my professional work, and I aim to accomplish this by working

with student leaders in a student-centered, student-driven capacity. I strive to consistently

challenge students to articulate what their values are, why they make decisions, and take

ownership of their perspectives (Baxter Magolda, 2001). Through building authentic

connections I hope to build a foundation that allows students to challenge themselves and

accomplish productive and developmental growth.

My natural inclination towards building strong relationships is supported by my

connection to the human resource frame of organizational leadership, outlined by Bolman

and Deal (2013). This frame exemplifies much of what I value as a professional - that

organizations should meet the needs of the individuals who make it up, that leaders

should work to create a good fit between individuals and organizations, and that



STRENGTHS NARRATIVE #

approaching leadership from a people and relationship-centered frame will help

accomplish these goals. The frame exemplifies my perspective and strengths as a leader.

Meeting Students Where They Are (LO 2, 8; Artifact C2, D, E2)

Before beginning the SDA program, I often struggled to work with students who

had different experiences and strengths than mine, and would ask myself ‘I did this when

I was their age, why can’t they handle it?’ Throughout my experience in the SDA

program, I have come to understand the importance of treating each student individually

and meeting students where they are in the development and growth process.

Foundational student development theories, such as Chickering’s (1969), have helped me

conceive of each student’s journey throughout college as a multifaceted path that should

be considered individually, rather than comparing students against each other or myself.

The act of meeting students where they are is supported by two learning

outcomes: LO 2, understanding students and student issues, and LO 8, communicating

effectively in speech and in writing. The key dimensions of LO 2 are seeking to

understand the student experience through research and conversations, identifying

student challenges, and addressing and supporting student needs. The key dimensions of

LO 8 are active and intentional listening, providing specific and thoughtful advice, and

asking critical questions to encourage deep thinking. Throughout the SDA program I

have learned to effectively communicate with students in a variety of contexts and in turn

have gained a much better understanding of the unique experiences of different students.

Much of my growth in this area has come from my experiences advising over 40

different students throughout my time in the SDA program, highlighted in Artifact E2.

This artifact articulates the skills and experiences I have gained in using building rapport



STRENGTHS NARRATIVE $

with diverse groups of students, asking critical questions, utilizing counseling responses,

and structuring productive one on one advising meetings. I have gained an ability to

confidently use advising and communication tools to throughout my work with students

at different skill levels and in different positions. This ability was greatly improved by

taking Fundamental Counseling Skills, which taught me to use responses such as

reframing, questioning, and paraphrasing to be an effective communicator and advisor.

Artifact C2, my course proposal, demonstrates my ability to strategically analyze

the needs and experiences of a certain population of students, in this case first-generation

college students, and develop programs that make their particular needs. Because prior to

my time in the SDA program I sometimes struggled to understand student challenges that

I could not personally relate to, I have prioritized learning about diverse student

experiences and how I can support students unlike me. This artifact demonstrates my

ability to help first generation students tackle the navigational challenges I did not have

as an undergraduate and build programs that meet them at their experience level.

My growth and skill in working with different types of students is also supported

by Artifact D. In it, Sarah Jones, my supervisor at my internship at Cornell University,

speaks to my ability to effectively advise the students on the Orientation Steering

Committee. Sarah emphasizes my strength in meeting students who have different work

styles than me and who are at different developmental levels. My experience at Cornell

helped me develop skills in asking critical questions about both logistics and the intent

and impact of events that allow students to think through all aspects of a task even if they

naturally approach work differently than me.

Addressing Specific Student Needs (LO 5; Artifacts C1, C3)



STRENGTHS NARRATIVE %

Addressing specific student needs is of utmost importance. Three key dimensions

of this learning outcome are learning about the needs of specific populations, assessing

the support available for these populations of students within your institution, and

building support systems that fit within the structure and culture of your institution.

Before starting the SDA program I had worked within only two higher education

intuitions, and had limited experience adapting the work I did to different contexts and

student groups. I have since gained experience working with a variety of student

populations and have come to understand the importance of gaining multicultural

competence in order to effectively work with diverse student groups (Pope, Reynolds, &

Mueller, 2004). I also have learned the importance of assessing and supporting the needs

of students based on the specific experiences and transitions they are going through

(Schlossberg, 1984). As a professional I will continue to develop my skills in supporting

specific student populations while working within the culture of my new institutions.

My growth in learning outcome five is demonstrated by Artifact C1. C1

exemplifies the growth in my ability to strategically ask questions about why services and

programs exist on campus, and critically analyze how programs could be better structured

to serve student needs. The paper is the product of a series of interviews with orientation

professionals in which I was able to design questions about the mission, structure, and

goals of programs as related to the unique campus climate and student population of each

campus. Prior to the SDA program I did not understand the nuances of why programs

differ from each other, but these interviews demonstrate my ability to critically analyze

why services meet the needs of their particular populations. My growth in being able to

critically reflect on programs and services is further demonstrated by Artifact C3. This



STRENGTHS NARRATIVE &

internship presentation showcases my skill in doing research on a student population with

a particular need – in this case transfer students – and building programs to fill needs that

aren’t being met. I collected information on transfers at Cornell through developing

relationships with professionals who work with transfer students on campus and

examining structures, and was able to support Cornell’s transfers by building and

supporting programming meant to fit their needs.

Thoughtful and Strategic Collaboration (LO 6, 10 Artifacts A, G)

The sub area of thoughtful and strategic collaboration is supported by LO 6,

developing and demonstrating skills in leadership and collaboration and LO 10,

establishing and enhancing professional identity. The key dimensions of LO 6 are

understanding one’s leadership style, learning to work with diverse individuals, and

working within existing organizational structures to collaborate effectively. The key

dimensions of LO 10 are understanding how you show up professionally, being open to

feedback, and understanding your role on campus. My growth and strength in

collaborating with others comes largely from my human resource leadership orientation

(Bolman & Deal, 2013). My leadership style, rooted in prioritizing relationships, growth

in self-awareness, and openness to feedback has allowed me to approach committees and

collaborations with clear goals and outcomes in mind.

Learning outcome six is supported by Artifact A. As emphasized by my resume,

I have taken many opportunities before and during the SDA program to work on

interdepartmental committees, and have worked on many projects that necessitate

collaboration across departments. Throughout these experiences I have used the Social

Change Model of Leadership Development to undergird my view of institutional and



STRENGTHS NARRATIVE '

community change as accomplished only through the contributions of individual leaders

to group and societal values (Komives & Wagner, 2012). By valuing and prioritizing the

expression of the views, values, perspectives, and needs of individuals within any group I

work with, I believe that we are better able to accomplish positive change in our campus

community. Within any collaboration, this approach helps me to articulate the goals of

my office, while also keeping in mind the needs of those from other divisions. I have

developed my professional identity as someone who hopes to help contribute to campus

culture as a whole, rather than working within only my functional area. As I move into

professional roles, I hope to always remember that my identity as an orientation or

student activities professional does not limit me from making change on campus in a

larger scale, and to continue to be involved in committees outside my office.

My growth as a leader is also supported by Artifact G. My leadership failure

analysis shows my ability to be thoughtful about how I have shown up in both effective

and ineffective ways, and to rethink how I could approach situations to be a more

effective leader and coworker. Before the program, I was often very sensitive about work

relationships and would become defensive when presented with constructive criticism,

and blamed others or situations for dysfunction instead of considering how I could

change to encourage a healthy workplace. My leadership failure exemplifies my ability to

reflect on my own shortcomings, and use the tools of acting politically – identifying

allies, strengthening relationships, and expanding my authority – to lead and encourage

positive change within my organiztion (Heifetz, Grashow, & Linsky, 2009). I have

become someone who is conscious of how they contribute to office culture, and is willing

to shift their behavior for the health of the organization.



STRENGTHS NARRATIVE (

References

Bolman, L.G., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, &

leadership. San Francisco: Jossey Bass.

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student

development in college: Theory, research and practice. San Fransisco: Jossey-

Bass.

Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership.

Boston, MA: Harvard Business School Press.

Komives, S. R., & Wagner, W. (2012). Leadership for a better world: Understanding the

social change model of leadership development. Somerset, US: Jossey-Bass.

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in

student affairs. San Francisco, CA: Jossey-Bass.

irene ziemba learning outcome narrative - strengths

Documents