Developed in 2011 by the ACUI Education Councils Peer Supervision: What to Know When Students Supervise Students >, > HUMAN RESOURCE DEVELOPMENT ACUI CORE COMPETENCY TRAINING MODULE

Developed in 2011 by the ACUI Education Councils ACUI Core Competency – Human Resource Development Supervision Knowledge required: Understanding of basic student and adult development theories and their application Understanding of basic coaching principles and techniques Skills and abilities required: Ability to utilize effective communication practices Ability to develop an environment of respect Ability to provide timely and effective feedback Ability to develop functional workflow and organizational charts.

Developed in 2011 by the ACUI Education Councils 1.Name two student development researchers from the 1960s. 2.Identify three traits of the millennial generation. 3.Identify three workplace challenges that supervisors have concerning supervising millennials. 4.Identify two developmental task/stages for college students. Pre-Test: Student Learning

Developed in 2011 by the ACUI Education Councils Agenda Identify classic student development theories Identify generational theories and their effect on supervising student staff within the college union Verbalize key challenges concerning supervising, training, and motivating student staff

Developed in 2011 by the ACUI Education Councils Late Teens & Early Twenties Greater complexity of thinking Development of critical thinking More empathetic and capable to see the viewpoint of others More integration of cognitive & emotional Relationships based on shared values, mutuality Respect for diversity Modified risk-taking Decisions based on future consequences and impact on others

Developed in 2011 by the ACUI Education Councils Classic Theories of Student Development

Developed in 2011 by the ACUI Education Councils Developmental Tasks of College Students Education and Identity (1969) by Arthur Chickering

Developed in 2011 by the ACUI Education Councils William Perry (1968) INITIAL STAGES - DUALISM Right answers exist somewhere for every problem, they are out there to be found, and authorities know them. Right answers are to be memorized by hard work. Division of meaning into two realms: Good vs. Bad, Right vs. Wrong, We vs. They.

Developed in 2011 by the ACUI Education Councils Mid-Stages - Multiplicity Recognize the existence of differences of opinion, but they stand in opposition to it. Still loyal to authority. Express fear, stress, and sadness when they realize the world may not be driven by absolutes.

Developed in 2011 by the ACUI Education Councils Mid-Stages – Multiplicity Allow for uncertainties; however, uncertainty does not change the nature of truth No judgment can be made among them so “everyone has a right to his own opinion; none can be called wrong.”

Developed in 2011 by the ACUI Education Councils Final Stages – Relativism Diversity of opinion, values, and judgment derived from coherent sources, evidence, logics, systems, and patterns allowing for analysis and comparison. Some opinions may be found worthless, while there will remain matters about which reasonable people will reasonably disagree.

Developed in 2011 by the ACUI Education Councils Commitment in Relativism Students see that commitments will need to be made to establish their bearings in a relativistic world.

Developed in 2011 by the ACUI Education Councils Generational Theories Influence of Nurture vs. Nature

Developed in 2011 by the ACUI Education Councils Millennials Special Sheltered Confident Team-Oriented Conventional Pressured Achieving Millennials Rising: The Next Great Generation by Neil Howe & William Strauss

Developed in 2011 by the ACUI Education Councils Millennials Talented in technology Eager for community activities Busy in extracurricular activities Respectful of norms and institutions Close with parents Very focused on grade performance Demanding of secure, structure environment Millennials Rising: The Next Great Generation by Neil Howe & William Strauss

Developed in 2011 by the ACUI Education Councils We live in a time when high self-esteem is encouraged from childhood. … Today’s young people have been raised to aim for the stars at a time when it is more difficult than ever to get into college, find a good job, and afford a house. Their expectations are very high just as the world is becoming more competitive, so there’s a huge clash between their expectations and reality.

Developed in 2011 by the ACUI Education Councils Trophy Kid Generation Every kid gets a trophy

Developed in 2011 by the ACUI Education Councils Things to Consider When Supervising Peers

Developed in 2011 by the ACUI Education Councils Peer Supervision Challenges Friendship Knowledge Process Poor Performance Expressing Feelings Manipulation Favoritism Seniority Summary

Developed in 2011 by the ACUI Education Councils Workplace Challenges Inappropriate dress Make sure rules and regulations are spelled out very clearly Be clear and consistent about expectations Advise on hiring – Don’t be tricked by overconfidence – Ask about background and career goals – Hire students who want to help people

Developed in 2011 by the ACUI Education Councils Training Training for customer service needs to be more extensive now–spell it out Focus on putting customer first Generation why? – Tell them why the key aspects of their job matters and why they are important – Emphasize work place values first, then skills

Developed in 2011 by the ACUI Education Councils Motivating Make the work relevant for them in some way Use immediate and tangible payoffs Try to link their jobs to career goals and building their resume Find out what’s in it for them to do a good job Respect them and their work Involve them in decisions Facilitate employee problem solving

Developed in 2011 by the ACUI Education Councils Sharing What role do students play at your campus? Do students supervise students? How do students supervisors hold other students accountable? How do professionals hold students accountable?

Developed in 2011 by the ACUI Education Councils Developmental Tasks of College Students Education and Identity (1969) by Arthur Chickering Developing competence – Intellectual, physical, interpersonal competence Managing emotions – Allowing emotions into awareness and acknowledging them as signals – Negotiating balance between self-control and self- expression Moving through autonomy toward interdependence – Freedom from continual and pressing needs for reassurance, affection, or approval – Ability to organize activities and solve problems in a self- directed way

Developed in 2011 by the ACUI Education Councils Developing mature interpersonal relationships – Tolerance and appreciation of differences – Capacity for intimacy Establishing identity – Self-acceptance, comfort with gender, sexual orientation, ethnicity Developing Purpose – Increasing ability to be intentional, assess interests and options, clarify goals, and make goals and persist Developmental Tasks of College Students Education and Identity (1969) by Arthur Chickering

Developed in 2011 by the ACUI Education Councils Post Test: Student Learning 1.Name two student development researchers from the 1960s. 2.Identify three traits of the millennial generation. 3.Identify three workplace challenges that supervisors have concerning supervising millennials. 4.Identify two developmental task/stages for college students.

Developed in 2011 by the ACUI Education Councils Questions? Comments! Discussion!