CU GROW: Guided Reflections on Work

University of Colorado Boulder Chancellor’s Call to Action, Fall 2013 Increase campus: o Reputation o Revenue o Retention to graduation  Increase graduation rate from 68% to 80% by 2020

Student Affairs and Retention Graduation rates increased by: o Frequent participation in campus activities o High level of staff involvement and concern for students

Student Affairs and Retention “Mattering” is the feeling that others o depend on us o are interested in us o are concerned with our fate  Especially relevant for our relationships with student employees Mattering fosters belongingness o A sense of belonging is highly predictive of students returning for their second year

Student Affairs and Retention Student Affairs staff are uniquely positioned to support students to: o Discover work, programs, events, and organizations that best fit their temperament, interests, and goals This is achieved through a variety of efforts: o Structured peer-to-peer interactions o Staff-student interactions o Engagement with the institution  Student employment offers all three opportunities

On-campus Employment: Positive Impact Creates a sense of engagement Decreases isolation Fosters a feeling of attachment to the university o Increased graduation rates  Even when controlling for HS achievement, family SES, and test scores o Better grades  Working 20 hours or less/week is significantly and positively related to higher GPA

On-campus Employment Benefits Build close relationships with other student staff Supervisors o Allow flexibility to schedule work around academics o Accommodate students’ school concerns beyond “seat time” o Engage in conversations about their educational life

Assumptions Student employment is positive for the student and the employer Employing students can be challenging at times It is easier in some departments to spend time developing student employees than in others Small efforts can make a big difference in helping students develop skills for success at CU and after

Student Affairs Employment The Division employs over 1500 students each year Largest employer of student staff on campus Student employees are essential to our operations

Student Affairs Learning Outcomes Personal and professional development Understanding of diversity, inclusion, and humanitarianism Civic engagement and effective leadership Interpersonal and intrapersonal competence Independence and interdependence Responsibility and accountability

What Employers Want

Top 5 Skills Employers Want Ability to: 1.Work in a team structure 2.Make decisions/solve problems (tie) 3.Communicate verbally in/outside organization 4.Plan, organize, prioritize work 5.Obtain and process information NACE data reported by Forbes Magazine (4/15/2015)

Bridging School, Work, Social Life We know on-campus employment is high impact, but students do not necessarily know this Students gain job and life skills, develop insights, and clarify values

CU GROW: Guided Reflections on Work If we ask student staff a few questions, in a structured way, we support them to see the connection between their job, classes, relationships outside of work, and future career Supervisors trained to have brief (15-45 minute), guided conversations with student employees CU GROW is adapted from IOWA GROW ®. Used with the permission of ©The University of Iowa.

Results from IOWA GROW ® Student staff were more likely to report: o Seeing connections between job & academic coursework o Positive outcomes of employment other than money o Feeling they were making a positive contribution to campus o Their job contributed positively to:  Written communication skills  Oral communication skills  Conflict resolution skills  Time management …compared to students who did not have a GROW talk with supervisor.

Benefits to Supervisor and Department IOWA GROW ® findings: o Students who made connections to the workplace were more invested in their jobs o Invested employees  Performed better work  More committed to job and supervisor  More responsible to job and supervisor

CU Student Voices One of the greater challenges I have had being in a leadership position is managing people older than myself. But after some experience it became easier as I developed respect amongst my colleagues. Working at the UMC…I have gained a network of people who care about me and keep me up to date on what is happening around campus. I have been able to have more amazing experiences at CU because of this.

CU Student Voices I wouldn't have the job I have now if I hadn't worked there for 3 years. I accrued invaluable experience and made many friends and contacts. Since I started working at the UMC I feel a lot more involved with the University. It has also positively impacted my grades, since I have to be more organized. I just started working with [Company] in their marketing department. So thank you for all the valuable skills you taught me over the past two years. I am definitely utilizing all of it now!

Let’s get to know each other… In pairs or triads, share: o Name o Where you work o Number and level of students you supervise o Discuss:  Describe a supervisor (current or past) who has had a positive impact on you.

Student Employment and Transferable Skills In pairs, discuss… o What should students know or be able to do after working in your area/unit? o How do these skills/knowledge relate to what employers are looking for? o What might students learn while working in your area that they may not expect to learn?

CU GROW: Expectations Supervisors have 2 structured conversations with each student employee during academic year (or 1 in the season, for seasonal workers) Small group conversation is an option Take notes on the conversations; revisit comments in future conversations Submit names/ s of students who have 2 conversations to CU GROW facilitator for your office

Guided Conversation 1.What are you learning here at work that’s helping you in school? 2.What are you learning in your classes that you can apply here at work? 3.What are a couple of examples of things you’ve learned here at work that you think you’ll use in your future profession? 4.What are you learning or doing here at work that you’ve used in your personal life?

Conversation in Action: Video

Tips for Conversations Thank the student for meeting with you Share the purpose of the conversation: o “To support students to recognize the connections between what you are learning in the classroom and what you are learning at your job” Be patient with silence Be okay with guesses If offering an example, phrase as “some students have found…” End with thanking student for meeting with you

Conversation in Action: Your Turn 1.One person is the supervisor and one is the student. 2.Ask the Four Questions (answer questions as if you were a student employee in your area): a.What are you learning here at work that’s helping you in school? b.What are you learning in your classes that you can apply here at work? c.What are a couple of examples of things you’ve learned here at work that you think you’ll use in your future profession? d.What are you learning or doing here at work that you’ve used in your personal life? 3.Switch roles and repeat.

Conversation in Action: Your Turn 1.Reflection in pairs What questions made the most sense to you or were the easiest to ask? What questions did the “student” have for you? What were you unsure about? 2.Re-group as a large group. Share out pair reflections to the group

Tips for Conversations What tips would you add after having practiced the conversations?

Pre-implementation Survey All CU Student Affairs departments participated > 500 student staff responded in April 2015 Modeled on Iowa survey, but with unique CU questions as well Results will serve as a baseline for comparison after the implementation of CU GROW Division-level findings to be shared in fall

Pre-implementation Survey Preliminary findings o “Working in current department significantly improved my”:  Oral communication skills (51%)  Ability to work with others on a team (50%)  Ability to resolve problems independently (48%) o “I am better able to work effectively with individuals from a variety of backgrounds, experiences, and cultures”  58.8% strongly agreed with this statement

Next Steps 2 structured conversations with each student employee during academic year (or 1/season, for seasonal work) Take notes on the conversations; revisit comments in future conversations Submit names/ s of students who have 2 conversations to the CU GROW facilitator for your department (or 1 conversation for seasonal staff) Timeline o You will receive an to initiate CU GROW (set up conversations, have conversations) o Student staff will receive as heads up o Review online resources

Resources Online Video example and 4 CU GROW Questions Tips for Conversations Timeline Sample and purpose statement to share with students Resources for students: academic, personal, counseling, etc. guided-reflections-workhttp:// guided-reflections-work

Questions? Presenter A o Department, Presenter B o Department, Coordinator o Julie Volckens, guided-reflections-workhttp:// guided-reflections-work