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“WHOSE JOB IS IT ANYWAY?...” WACAC 2014 Sebern Coleman, Jr. Lori Filippo.

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Presentation on theme: "“WHOSE JOB IS IT ANYWAY?...” WACAC 2014 Sebern Coleman, Jr. Lori Filippo."— Presentation transcript:

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


8 THE BEST PEOPLE FOR THE JOB…  Performance Improvement bases evaluation on 5 key components  Knowledge  Skill  Capability  Motivation  Work Environment

9 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

10 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

11 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

12 ENVIRONMENTAL ANALYSIS - WORLD  Clark County is the 5 th 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

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

14 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

15 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

16 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

17 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

18 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

19 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

20 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

21 ROADBLOCKS AND “UNREALISTIC” EXPECTATIONS  Administration  Caseload  Utilized as support staff  Continuous scheduling changes  Office used as an “information hub”

22 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

23 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

24 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

25 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.

26 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

27 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

28 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

29 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

30 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

31  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

32 QUESTIONS TO THE GROUP  What assessment and interventions can your department implement?  Even if there is no resources allocated from the administration?

33 QUESTIONS? Contact Information Sebern Coleman, Jr. Nevada State College Lori Filippo Nevada State Colleg

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