Division of Student Affairs and Chester Fritz Library Student Employment Working Group

Members

Ilene Odegard – Career Services, Chair Cassandra McDonald – Career Services/Student Employment Aaron Flynn – Memorial Union Karlene Clark – Chester Fritz Library Kristen Jezek – Student Financial Aid Charles Crummy – Dining Services Jimmie Kennedy – Health & Wellness Ben Heller – Wellness Center Samantha Perrin – Career Services GSA

Learning Outcomes for Today

Identify the purpose of the Student Employment Working Group

Identify student employment best practices, both internally and externally

Identify the new learning outcome for student employees within the Division of Student Affairs and Chester Fritz Library.

Identify the specific benefits of divisional/institutional alignment with regard to student employees and learning outcomes.

Identify specific steps to take moving forward to aid in assessing the learning outcome established for student employees.

Work Group Focus

Administer a Division-wide survey to assess Student Employee Experience

Share current practices from respective areas regarding student employment

Research and share best practices on experiential learning

Assist the Division in establishing student employee learning outcomes

Administer a second Division-wide survey to student employees in Spring of 2016

Timeline

March 2015 – Committee formed

April 2015 – Internal Best Practices Shared

May 2015 – Division of Student Affairs Student Employment Survey Distributed

January 2016 – Roll out of Divisional Learning Outcome for Student Employees

Spring 2017 – Second SA Student Employment Survey to be distributed

Trivia…

How many students did the Division of Student Affairs and Chester Fritz Library employ during the 2014-2015 academic year??

806!

Student Affairs Student Employee Survey

Distributed in May, 2015 Sent to over 800 student employees within the division

and CFL 230 respondents representing 18 different departments

29% response rate Questions pertained to:

Job satisfaction, engagement and resources Skills gained due to employment – self assessment

27 different “transferable” skills

National Association for Colleges and Employers (NACE) - Top 10 skills employers seek1. Ability to work in a team structure2. Ability to make decisions and solve problems (tie)3. Ability to communicate verbally with people inside and outside an organization4. Ability to plan, organize and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence others

Student Affairs Student Employee Survey

Student Affairs Student Employee Survey

Freshman22% Sopho

more17%Junior

29%

Senior23%

Grad10%

Class Standing

Freshman Sophomore JuniorSenior Graduate

One Semester18%

1 Year46%

2 Years20%

3 Years9%

4+7%

Job Experience

One Semester 1 Year 2 Years3 Years 4+ Years

Demographics

Student Affairs Student Employee Survey

Notable Results 87% responded that they feel proud to work for their department

Students were asked if they felt they were developing their skills due to employment:

Of the 27 skills that were self assessed: All had an agreement rate of at least 57% 18 had an agreement rate of at least 75% 14 had an agreement rate of at least 85%

Translation: Majority of students are enjoying their jobs and feel they are developing their skills through on-campus employment

Communication Problem Solving Teamwork Conflict Management

Leadership Skills

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00% Agree Disagree N/A

Student Affairs Student Employee Survey

As a result of employment in my department, I have grown or improved in the following area:

Internal Best Practices

Recruitment and Onboarding Post learning outcomes on job descriptions (establish LO if you don’t have

them) – creates transparency. Cover letters and resumes

Performance Management and Assessment Annual meetings (at least) Regular “check-ins” Help them understand the importance of their role Make sure employees understand how their work relates to their academics

and vice-versa

External Best Practices

Divisional/Institutional Alignment

Consistent message to students and employers on expectations

Creates continuity, specifically for students with multiple positions on campus

Assures ALL student employees are acquiring the skill sets needed in the current job market

Creates a smoother transition from college to the work force

Divisional/Institutional Alignment

University of North Dakota Student Outcomes

Make informed choices Communicate effectively Be intellectually curious and creative Commit themselves to lifelong learning and service to others Share responsibility for the community and the world

Why Communication?

NACE Top 10

What are students struggling with?

Unanimous decision with supervisors

Aligns with institutional and divisional outcomes.

Communication

While Communication will be the common core outcome, each department may choose the appropriate language to fit their needs.

CFL - Employees will demonstrate effective communication with colleagues, supervisors, other staff, faculty and our patrons.

Wellness Center - Employees will demonstrate effective written and verbal communication with colleagues, supervisors, and members.

Dining Services - Employees will demonstrate effective communication in both the back of the house and the front of the house

Rubric – Scoring Assessment

Novice Developing Accomplished Advanced

Communication Verbal Does not communicate clearly. Volume concerns (too loud/soft) or has inappropriate communication about patrons, coworkers, and/or others.

Struggles to communicate ideas clearly. Sometimes inappropriate, but corrects with reminders.

Only lacks clarity in communicating complicated concepts. Consistently appropriate in discussing others.

Models appropriate communication to and about patrons, coworkers, and/or others. Appropriate volume for workplace. Enunciates clearly.

Written Inappropriate, inarticulate, or incoherent with spelling and grammar mistakes.

Sometimes lack clarity in written correspondence.

Most written correspondence is clear and articulate.

Consistently accurate, concise, and appropriate for the audience.

Learning Outcomes - Revisited

Identify the purpose of the Student Employment Working Group

Identify student employment best practices, both internally and externally

Identify the new learning outcome for student employees within the Division of Student Affairs and Chester Fritz Library.

Identify the specific benefits of divisional/institutional alignment with regard to student employees and learning outcomes.

Identify specific steps to take moving forward to aid in assessing the learning outcome established for student employees.

What is the purpose?

Institutions across the country are feeling the pressure

Students today are more career-focused than ever before

Graduates are still lacking transferable skills necessary for success

Students not able to communicate their skills properly

Our job to prepare them…

What’s Next?

Expectation is that every department within Student Affairs and the CFL will be able to include their own student employee learning outcome related to communication on their assessment plan and highlights report this summer.

We are here to help…

Questions?