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“Whose Job Is It Anyway?...” PowerPoint Presentation
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“Whose Job Is It Anyway?...”

“Whose Job Is It Anyway?...”

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“Whose Job Is It Anyway?...”

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  1. “Whose Job Is It Anyway?...” WACAC 2014 Sebern Coleman, Jr. Lori Filippo

  2. Questions to the Group • What are your responsibilities listed by your administration and job description? (Desired results) • What are your “actual responsibilities” given the nature of your job? • What are the roadblocks to accomplishing task on your job? • What are some misconceptions about your job?

  3. Purpose of the activity • To define what is expected from us on our job – Desired Results • To list what our job actually entails and what we are actually able to accomplish • Close the GAP!

  4. Introducing Human Performance Improvement/Technology (HPT/HPI) • Several definitions of HPT • “Systematic process to articulating business goals, diagnosing performance problems, recommending targeted solutions, implementation, managing cultural issues, and evaluating the success.” (Sanders, 2002) • “systematic process of linking business goals and strategies with the workforce responsible for achieving the goals.” (Van Tiem, Moseley, and Dessinger, 2000)

  5. Use of the model • Identifies the GAP between what actual results and the desired results. • Identifies the reasons why actual results are not being met • Environment and behavior • Creates intervention plans • Implementations and changes • Evaluates the implementation to see if it is effective

  6. Five Phases of the HPT Model • Performance Analysis • Cause Analysis • Intervention Selection and Design • Intervention Implementation/Change Management • Evaluation

  7. The Best People for the Job… • Performance Improvement bases evaluation on 5 key components • Knowledge • Skill • Capability • Motivation • Work Environment

  8. Traditionally… • Objective and Mission scanned and seen if goals are aligned with the work being produced • Assessment of the staff • Interviews • Focus Groups • Observation • Conducting a GAP analysis between desired results and actual results • Implementing Interventions that addresses the needs of the workers • Constant Evaluation

  9. How can we use the model together • As counselors from both avenues, we can: • ideally identify what we would like for the other area to accomplish • Understand the realities of each other’s job • Understand the roadblocks to accomplishing desired results • Creating strategies that create a win-win scenario to close the GAP

  10. Environmental Analysis - World • Eight schools across the state of Nevada • 2 universities • 1 state college • 4 community colleges • 1 research institution • Southern Nevada • One of each to service 2.1 million people

  11. Environmental Analysis - World • Clark County is the 5th largest school district in the nation (314,000 students) • Larger school districts = poorer academic performance, especially amongst Black and Hispanic students • 60+ high schools • 27,000 seniors in the 2013-14 school year • 17,000 (63%) graduate; 16,000 (59%)if you subtract those who fail the fail the state proficiency test (actually don’t graduate) • Minority is the majority

  12. Compared to the 63% graduation rate, on 58% of males in Clark County graduate. • 54% of Hispanics graduate while 48% of African Americans graduate

  13. Culture of Southern Nevada • What comes to mind when thinking about Southern Nevada? • Gambling • Entertainment • 24 hour city • Tourist Driven • Night Clubs • “Disney World” for Adults

  14. What this means for education • Education is low priority from the top down • Make more money working on the “Strip” than people who have a bachelor’s degree • Best HS students often leave the state • Large population of adult students coming back to college

  15. Organizational Analysis - Workplace • Nevada State College • 12 years old; youngest institution in the state • Only state college in Nevada • Struggling for differentiation from community college • Commuter college; no residential life • 3400 students; transfer population in the largest (60%) • Lack of “traditional” student life of campus infrastructure • Continuous department reorganization

  16. Study in Southern Nevada • Conducted two different studies during the Spring semester • HS Counselor impact on college preparedness • Role Discrepancy in HS college counseling and college admissions • Surveys distributed both hardcopy and online survey tool (Qualtrics) • Both quantitative and qualitative

  17. Participants • 14 (66%) college admissions/recruiters for NSHE (Nevada System of Higher Education) • 37 (12%) counselors from CCSD (Clark County School District) • 112 (30%) recent CCSD graduates (2012 or 2013 graduates) who were enrolled at NSC for Spring ‘14

  18. Findings from the study • 27 different high schools represented • 9.75 years = average time spent as a counselor • 1 year min; 25 years max • 408 students = average caseload • 100 students min; 600 students max • 48 years = average age of counselors that participated • 31 years min; 62 years max

  19. Findings • HS Counselors agree that they are adequately trained to counsel students on post-secondary options, but only somewhat agree that they spend adequate time advising students on post-secondary options • HS Counselors agree that they have a good working relationship with the college recruiters, but are “on the fence” as to whether the recruiters understand their day-to-day responsibilities

  20. Roadblocks and “unrealistic” expectations • Administration • Caseload • Utilized as support staff • Continuous scheduling changes • Office used as an “information hub”

  21. Desired results for College Counselors • Provide information to students about post-secondary options • Teach HS parents about college • Provide information on financial aid • Help students find money for college • Make sure students have a smooth transition from high school to college • Do whatever it takes to ensure the student is successful in college

  22. Current practiced to can be improved • Help students understand the Financial Aid aspects of college • Provide counselors with updated information about the college • Provide more general information about college, not just about the specific institution • Fieldtrips and college awareness • Work with individual student concerns

  23. College Counselor participants • Four colleges that recruit in Southern Nevada represented • UNR, UNLV, CSN, NSC • 30 years = average age of admissions counselor/recruiter • 23 years min; 42 years max • 9 yrs = avg years working; 3.5 yrs = median

  24. Findings • College counselors strongly agree that they spend an adequate amount of time advising students on post-secondary options and are adequately trained to counsel students • College counselors are “on the fence” as to whether HS counselors know what their job entails.

  25. Roadblocks and “unrealistic” expectations • Not enough staff to support prospective students • HSI pursuit provides unrealistic expectations when recruiting students • Lack of resources provided by the administration • External factors in the district • Uncertainty of how job performance is measured

  26. Desired results for HS counselors • Navigate the path to college • Provide resources to get to college • Educate students on what to expect in college • Differences between HS credit and college credit • “Educate students on the programs and opportunities at my institution” • Provide emotional and academic support

  27. Current practiced to can be improved • Make college presentations mandatory • Be more responsive with phone calls and emails • Provide more access to student’s information • Passing off responsibility for college counseling • Explain to students what will happen at college visits

  28. How we use this information • Analyzed to unrealistic expectations, actual results, and the desired results • Evaluated our current practices to fill the GAP • Created improvement plans were needed • Implemented across the department

  29. Implementations • Cross train admissions counselor/recruiters on financial aid and academic advising • House workshops with special groups at high schools • Liaison between recruitment and orientation. • Work with every school in the Valley • Provide Annual Counselor Breakfast. • Work directly with Office of Financial Aid

  30. Provide flash drives to counselors with updated information • Attend quarterly counselor meetings hosted by CCSD • Communicate with counselors more than just via phone and email • College 101 workshops • Partner with HS school clubs and organizations to provide opportunities to visit the campus

  31. Questions to the group • What assessment and interventions can your department implement? • Even if there is no resources allocated from the administration?

  32. Questions? Contact Information Sebern Coleman, Jr. Nevada State College sebern.coleman@nsc.edu Lori Filippo Nevada State Colleg Lori.filippo@nsc.edu