Returning Orientation Leader Orientation Assessment Report

Transcription

1 Orientation and New Student Programs Division of Student Affairs Celena Milner, Director 2010 Assessment Data Returning Orientation Leader Orientation Assessment Report Contents I. Introduction & Background II. Anticipated Outcomes III. Outcomes Assessment Tools IV. Key Findings V. Effectives of Assessment VI. Recommended Changes for Assessment Tools/Position VII. Recommendations for Program Planning VIII. Appendices

2 2 Orientation and New Student Programs Returning Orientation Leaders Assessment I. Introduction and Background In 2010, the Office of Orientation & New Student Programs extended a new and unique leadership opportunity for students who have served as previous orientation leaders; the ability to return to the orientation team in a new position as Returning Leader. Prior to 2010, orientation leaders were selected to serve in the orientation leader role for only one academic year (with the exception of the Team Leader position which is required to be an experienced returner from the previous year). Thereafter, tenured orientation leaders were encouraged to transition to other campus leadership roles for the following year in efforts to further develop their leadership skills and minimize burn-out and lack of productivity for a reoccurring role. The orientation season can be a long one for its leaders, encompassing more than 60 hours of formal training and meetings, and eighteen full-day orientation sessions throughout the academic year. The leaders provide orientation support for more than 3,000 incoming students and family members throughout the year. After careful consideration and information gathering from other institutions throughout the country (via National Orientation Director s Association (NODA) listserve, our department established an initiative to offer returning orientation leader positions at Clayton State University for the following reasons: 1. to create an opportunity for effective/successful leaders who desired to continue serving in the role; 2. to create an additional level of organizational structure and stability for first-time student orientation leaders and the department in order to truly build upon its already established successful orientation program traditions; and 3. to offer newly created leadership positions for returning leaders which included but were not limited to: presenters during the OR1000 Training course, Coordinators, and a fully functional Leadership Team composed of 2-4 student leaders who provided mentoring support to new team members and administrative support to the department during peak orientation times. II. Anticipated Outcomes A total of five students were selected as Returning Orientation Leaders for the year. The following positions were filled: 1 Team Leader, 2 Coordinators, and 2 Returning Team Members. These individuals served as the Leadership Team for the first-time members of the team. Returning Orientation Leaders were introduced to individualized training regarding supervising others and conflict resolution during the first sixty days of employment. The leaders also completed a personal goals inventory which assisted the department in creating anticipated outcomes and final position descriptions for the returning leader positions. Leadership Course OR1000: Upon completion of the position s tenure (January January 2011), Orientation Leaders are expected to achieve outcomes by participating in pre-program training, as well as throughout a sixteen week leadership training course: Communication & Organization Develop an understanding of the transitions and changes associated with the collegiate experience and an ability to convey that information to new students and their family members. Identify and effectively communicate to participants the available resources and services available at Clayton State University. Clearly and effectively communicate essential information in a variety of public settings to program participants. Establish organizational skills focused on time and event management. Leadership & Teamwork Develop positive relationships with program participants, peers, faculty, and staff.

3 Demonstrate an ability to build relationships in serving as mentors to first-time orientation leaders. Develop problem solving and conflict management skills in relation to effectively managing events, staffing issues and participant questions and concerns. Gain an understanding of the role that all team members play in contributing to the success of the overall program. Pride at Clayton State University Gain an understanding and appreciation of Clayton State University s history and traditions. Portray spirit and pride in Clayton State to program participants. III. Outcome Assessment Tools Returning Orientation Leaders were introduced to individualized training regarding supervising others and conflict resolution during the first sixty days of employment. In order to determine the overall effectiveness and satisfaction for our returning leaders, we elected to administer the following assessment tools: Pre/Post Inventories: The leaders also completed a pre-outcomes inventory and personal goals inventory which assisted the department in creating anticipated outcomes and final position descriptions for the returning leader positions. A post goals outcomes inventory will be distributed in January 2011 for returning leaders feedback and assessment. IV. Course and Overall Program Evaluations: Additionally, returning leaders completed evaluations for OR1000, the Orientation Leadership Training Course in March 2010 and an Overall Program Evaluation regarding orientation sessions content and their leadership development in September V. Key Findings - Assessment of Returning Leader Role The Returning Leader position undoubtedly has impacted the department s quantitative and qualitative recruitment and selection process for new and returning leader participation for the overall team. Both returning and first-time team leaders have indicated an extremely high degree of overall satisfaction with their positions. The returning leader role has allowed us to personally witness and read students testimonials regarding increased leadership skills development from one year to the next. Results indicate that returning leaders embrace the ownership of team (family was mentioned often in their evaluations) pride during the recruitment and selection process for its newest members. Although the department initially felt that a 16-week training course with the potential to become a fully university credited course would be ideal for its participants, returning leaders almost unanimously indicated that the course should not be scheduled for sixteen weeks nor credited. Similarly, the new orientation leaders felt that the course was too much like all of their other courses and desired more group and team building training exercises. Whereas the returners indicated that they felt that much of the in-class training information could have been structured differently, the new orientation leaders indicated that the course content format was extremely helpful. Given these findings, the department will revisit adding more out-of-classroom experiences whereby the team can tangibly understand their roles and level of commitment regarding leadership. We will revisit adding an additional team building and training retreat session for the team. Our department has determined that the future returning leaders will play a larger role in addressing this challenge by participating in the planning and instructional phases of the course and the additional retreat. In examining all of the assessment tools administered to the returning leaders, the following data provides feedback regarding returners personal leadership development and overall satisfaction: 3

4 4 Returning LOLs Evaluation Learning Outcomes Responses - OR1000 Course (March 2010): Learning Outcomes Agree Somewhat Agree I understand all the components of Clayton State University's orientation program, including its purpose and the schedule and duties of a LOL. 67% 33% I recognize the role of the LOL as leaders and role models on the CSU campus. 100% Neither Agree or Disagree Somewhat Disagree Disagree I can relate various leadership and student development theories in defining and developing personal leadership styles and abilities. 100% I understand the role of effective customer service, communication, and professionalism. 100% I have an understanding and appreciation of diversity in a campus setting. 100% I can communicate clearly with new students, parents, and guests the academic programs and student services available at CSU. 67% 33% I have developed an understanding of the transitions associated with the collegiate experience for first-year, transfer, and nontraditional students and possess an ability to convey that information to new students. 100% I am able to collaborate with fellow teammates and the Office of Orientation and New Student Programs staff to manage problems or accomplish tasks. 100% I am able to work collaboratively as part of the Orientation and New Student Programs staff. 100% WHAT DID YOU LEARN IN THIS CLASSSO AS A RETURNING LAKER ORIENTATION LEADER? 1. I learned how to facilitate a class and how to become a better leader. 2. Improve myself as an orientation leader from all aspects. 3. I learned that I have real leadership skills. I am able to work with others and approach any type of situation with confidence whether it is good or bad. WHAT INVOLVEMENT DO YOU THINK YOU, AS A RETURNER, SHOULD HAVE IN THE OR1000 COURSE? 2) HOW DIFFERENT SHOULD YOUR PARTICIPATION/ INVOLVEMENT BE IN THE COURSE COMPARED TO THE NEW LOLS? 3) DO YOU FEEL RETURNERS SHOULD HAVE A DIFFERENT CLASS TO COMPLETE OTHER THAN RECOMPLETING OR1000? 1. 1) A returner should help lead classes and develop classes. They should help out if there are questions from the new LOLs. 2) We should be more involved in providing information. 3) I don t think they should have a different class. I feel in general the class should be shorter in quantity. The returners should have a leadership training class addressing leadership skills. 2. Present material. Share experiences. A more leadership-specific class. 3. I believe we should have more opportunities to teach the class/ I also believe that we shouldn t have to complete journals.

5 5 WHAT TYPE OF PROFESSIONAL DEVELOPMENT WOULD HAVE BEEN HELPFUL IN YOUR ROLE AS A RETURNING LEADER? PLEASE PROVIDE IDEAS REGARDING SEPARATE AND/OR SPECIFIC TRAINING DIFFERENT THAN THE FIRST-TIME LOL TRAINING? 1. I believe a one on one with Celena on certain days to help mold our administrative skills would be helpful. 2. I feel that at least the leadership team should be required to go on the leadership retreat with Campus Life. We need leadership training to teach us how to be an effective leader that can handle conflict well. 3. Separate more specific training more in depth on different theories and such. USING THE SCALE OF STRONGLY AGREE, SOMEWHAT AGREE, NEITHER AGREE/DISAGREE, SOMEWHAT DISAGREE, OR DISAGREE, RESPOND TO THE FOLLOWING STATEMENT. THE MENTORSHIP PROGRAM WAS EFFECTIVE FOR THE NEW LOLs. EXPLAIN YOUR ANSWER. ALSO, WHAT COULD BE DONE TO IMPROVE THE PROGRAM? 1. I would say that I somewhat agree with the statement. The mentorship program was a great idea. I think the mentors really need to get trained and more involved as a mentor. I know that the new LOLs liked having someone on their level that they could really relate to and get real answers. 2. Strongly agree. I believe it developed their leadership abilities and helped nurtured those that were dormant. 3. Somewhat agree. A more structured program for mentors. ANY OTHER COMMENTS OR SUGGESTIONS: 1. Class should not be held every week. SROW things should be in a SROW retreat with maybe two extra practices. The final exam should not be held during CSU s final time. The journal assignments should be fewer in number. Maybe have class every other week with content being combined 2. I believe there should be a new outline and curriculum for the way things were learned. VI. Were the Assessment Tools Effective? Overall, our department has found the evaluation tools used with the new and returning orientation leaders to be extremely helpful. We have been able to determine that while the course content is very valuable for our leaders, they would prefer to see more training involvement from returners in addition to more outside classroom experiences connected to teambuilding. The pre-self assessment inventory has allowed the department to emphasize on elements that the team has mentioned as importance throughout training this year. We have also learned that it is even more vital that we utilize these findings throughout the year instead of waiting until all data has been collected in order to make program adjustments. Our department is very interested in comparing pre and post self-assessment data for the first-time and returning leaders in January It is our hope that the information will identify consistencies, changes and overall leadership development awareness for team members.

6 6 VII. What would we Change about Assessment Tools & the Returning Position/Role? Overall feedback indicates that the returning leader role within the Laker Orientation Leader team was very successful. Returning members voiced an overwhelming higher degree of support by having this structure in comparison to the team in which they served during the previous year. Returning leaders were able to exercise negotiation and communication skills that they would not have been afforded in the program s previous structure. Leaders were also able to clearly identify their learning outcomes for the OR1000 training course. The various tools used to assess the overall satisfaction and effectiveness for returning leaders has allowed the department to obtain the following critical leadership highlights: 1. Returners have a desire to mentor and train other student leaders; they expect and need additional and different supportive training assistance in delivering their supervisory and mentoring responsibilities for first-time members; 2. Returners are interested in establishing personal and leadership team goals that immediately impact the OR1000 training course and the overall program format of orientation sessions. The department will move to modify/adjust the following for the returning leader position in the future: Limit in class training to 9-10 weeks to eliminate training exam during same week as final exams Provide more leadership opportunities for Returners (planning, and instruction for course materials)-perhaps create a different course training calendar for returners for the spring semester) The assessment tools (evaluation findings/comparisons) will be incorporated and utilized as training components during OR1000 and retreats throughout the year; and Additional specific ice-breaker ideas and training regarding effective communications with your supervisor for all leaders will be added as an objective for OR1000 and demonstrated during mock orientation and/or retreats. VIII. Recommendations for Program Planning While many leaders indicate a desire to return to next year s team, (upon further review of best practices from other universities) the department has determined that returner positions will not exceed 40% of the team s total headcount. The department has determined this decision in order to equitably assess the returner cohorts for the next two years in order to The department also feels that it is important to provide ample leadership opportunities for first-time leaders who might not otherwise have the opportunity if the team was mostly composed of returners. As the department continues to expand via programmatic components (i.e., overnight, adventure series, nontraditional, dual-enrollment and honors concurrent sessions) for orientation, similar assessment data will help determine if more student leaders (returners and first-timers) and training will be required to maintain the qualitative standards of the program. Funding, personnel, marketing, and technological resources must also be revisited in order to determine how to successfully support student leaders due to the increased levels of responsibilities placed on those leaders in order to accommodate the department s desire to increase programs/services which support overall enrollment and student success. During the last four years, the program has maintained overall satisfaction of 96% or higher. VIII. Appendices Appendix 1: OR1000 Evaluation (abridged herein: pages 5-6)