“Whose Job Is It Anyway?...” . WACAC 2014 Sebern Coleman, Jr. Lori Filippo. 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?
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“Whose Job Is It Anyway?...” WACAC 2014 Sebern Coleman, Jr. Lori Filippo
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?
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!
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)
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
Five Phases of the HPT Model • Performance Analysis • Cause Analysis • Intervention Selection and Design • Intervention Implementation/Change Management • Evaluation
The Best People for the Job… • Performance Improvement bases evaluation on 5 key components • Knowledge • Skill • Capability • Motivation • Work Environment
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
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
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
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
Compared to the 63% graduation rate, on 58% of males in Clark County graduate. • 54% of Hispanics graduate while 48% of African Americans graduate
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
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
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
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
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
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
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
Roadblocks and “unrealistic” expectations • Administration • Caseload • Utilized as support staff • Continuous scheduling changes • Office used as an “information hub”
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
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
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
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.
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
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
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
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
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
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
Questions to the group • What assessment and interventions can your department implement? • Even if there is no resources allocated from the administration?
Questions? Contact Information Sebern Coleman, Jr. Nevada State College email@example.com Lori Filippo Nevada State Colleg Lori.firstname.lastname@example.org