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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.
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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.
The challenge course facilitator(s)
conducted engaging activities throughoutthe entire experience.
The challenge course facilitator(s)
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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CREATION OF FEEDBACK PACKET
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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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