Category Archives: higher education

Are you a bad manager?

A recent newsletter from the Association for Talent Development included an article called “9 Bad Manager Mistakes That Make Good People Quit.” They cited a statistic from Gallup that you’ve probably heard before – 70% of an employee’s motivation is directly tied to actions by his or her manager.

People don’t quit organizations, they quit managers. So how can you be the sort of manager that doesn’t send good employees job hunting?  Here are some tips from the article, which was reprinted in Huffington Post.

  1. Manage workloads – I’ve heard many employees say that they appreciate the work/life balance provided in their job at Minnesota State. That not only supports motivation, but it’s effective management. Overworked people are not as productive and are significantly less engaged.
  2. Recognizing contributions – Everyone likes to be acknowledged for their good work, and high performers often value it even more. Figure out what type of recognition your employees need, and then provide it on a regular basis.
  3. Provide development opportunities – Our environment is about learning and growing. Not only do our employees want to provide that for students, but they also want a chance to keep their own skills current and develop new ones.
  4. Honor commitments – Highly engaged employees usually report that they work for a manager who is reliable and trustworthy.
  5. Engage creativity – Encourage people to use their talents to improve the work they do. It will engage their creative problem-solving skills and tap into their passions.
  6. Care about your employees – Effective mangers know how to balance professionalism with being human. They understand that people have lives outside of work – they help celebrate successes and are supportive of difficult issues.

Dee Anne Bonebright

 

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It’s performance review time – how do you feel?

Annual performance reviews can be a useful tool in building organizational talent. On the other hand, if it’s not done well it can be like going to the dentist or getting an immunization – necessary to maintain health but not particularly fun.

From the employee’s point of view it’s a chance to focus on what we’ve done well this year and where we’d like to go in the future. I was having a bad day on Monday morning, and receiving my review from Anita actually made it much better. It’s very engaging to hear what your supervisor appreciates about you and to think about possibilities for development.

From the manager’s point of view performance reviews are a chance to reinforce things that are going well and develop goals for the next year. It’s much easier to hold people accountable for their performance if you’ve both agreed on what successful performance looks like. In my review, Anita and I created a set of goals that I will be able to report on in our ongoing conversations.

As an HR professional, I see the value in having the annual review meeting. I’m also well aware that they are going out of favor in many organizations, with the focus shifting to more frequent ongoing conversations. Since many of us at Minnesota State are starting a new cycle, here are some tips to make next year’s reviews effective.

  1. No surprises – the annual review should be a summary of conversations that you’ve had throughout the year. It’s a chance to focus on what’s gone well and what should happen in the future.
  2. It’s not about the form – whatever the process is at your institution, focus on having a meaningful conversation, not on filling out the form and selecting ratings.
  3. Don’t rely on memory – If your employee does something extraordinary in the next month, it will be nearly impossible to remember that a year from now. Keeping notes will make the process easier and more accurately reflect the full year.
  4. Take it seriously – I’ve heard way too many stories about people who don’t get a review at all, or who are asked to fill out their own form, which the supervisor then signs without comment. That’s demoralizing for the employee and can come back to bite the manager. It’s really difficult to manage a performance problem if the employee has a track record of reviews that exceed expectations.

Making the annual review the capstone to a year of effective performance management will help it feel more like getting ready for a 4th of July party than a medical appointment.

Dee Anne Bonebright

 

Creating a service culture

Julie Selander is a former colleague from the U of M. I recently came across a presentation she made for the Innovative Educators group, Execptional Front-Line Customer Service in Higher Education.

Selander is the Director of One Stop Student Services, and she had some very useful advice for creating a service culture. As an example, her unit has a goal of being knowledgeable, efficient, empathetic, and friendly. Their basic principles include:

  • Understanding customers and their expectations
  • Providing accurate, timely, consistent information
  • Being professional and courteous
  • Delivering what was promised
  • Being a problem-solver

Here are some questions she proposed to help you think about service principles and standards in your area:

  • Who are our customers? What are their attributes and demographics?
  • What are their perceptions and expectations?
  • What are we offering them – products, services, and/or resources?
  • Do we have the capacity to meet and exceed their expectations? If not, how can we get where we need to be?

As Selander points out, exceptional customer service leads to increased retention, improved graduation rates, a positive reputation for the institution, and more fulfilling work for staff. How can you create and maintain a positive service culture in your team?

Dee Anne Bonebright

 

 

Actually, they are customers

“They are my patients, not customers. We aren’t a Target store!”

I heard that comment, or some variation, hundreds of times when I was working in health care. Physicians, nurses, providers, technicians, clinic staff all went into their roles to help people and thinking of their patients as “mere” customers was hard. Yet when we actually talked to our patients and asked them what was important in their health care they highlighted issues like:

  • timeliness
  • later office hours
  • making it easier to get a hold of you
  • clear and easy to understand information
  • friendliness
  • clear billing statements

They assumed we were good medical practitioners and wanted us to be better service providers. Leaders in higher education face the same issue. Students and their families count on us to provide a high quality education but what determines their loyalty and engagement with our schools is how they are treated day-to-day in all of their interactions with us. Certainly in the classroom, but also online, on the phone, through the mail and in person at the registrar, the advising office, the dorm, the student center, the billing office, the gym, the library, and on and on. We need to show we care and understand what is important to them.

Adam Toperek, in his book Be Your Customer’s Hero, describes “Seven Service Triggers” that you can use to examine your interactions with students, or any other customers, to identify where improvements are needed.

  1. Being ignored.
  2. Being abandoned.
  3. Being hassled.
  4. Being faced with incompetence.
  5. Being shuffled.
  6. Being powerless.
  7. Being disrespected.

Making a difference with the education and the service we provide can make us all heroes!

Todd Thorsgaard

You can’t do that!

Give up your landline phone, stop wearing a watch, drive a car from the back seat, travel across the country without a map, buy a car without seeing it–these are all things we were told you can’t do.  Yet today people do them routinely. By ignoring assumptions and the status quo, people designed solutions and created new ways of doing things to meet the needs of customers today.

Cathy N. Davidson in her new book, The New Education: How to Revolutionize the University to Prepare Students for a World in Flux, suggests that in order to succeed leaders must be aware of their legacy assumptions and challenge them. By examining and giving up assumptions, leaders can leverage new models and develop new solutions based on different assumptions that are relevant today.

Some assumptions in higher education that she believes need to be challenged include:

  • Lectures are an effective learning method
  • High-stakes, end of semester, summative testing accurately measures and promotes learning
  • Cost of higher education delivers value
  • Traditional faculty, professorial, tenure and apprentice models develop effective faculty members
  • Discipline majors prepare students for success

Challenging our assumptions is hard but necessary to find solutions to the complex problems leaders face today.

What assumptions are holding you back?

Todd Thorsgaard

 

 

 

Stealing from the classroom

What can leaders learn from college faculty about customer service? I was pondering this question as I participated in our annual Academic and Student Affairs/Equity and Inclusion conference two weeks ago. After listening to LuAnn Wood, Student Success Coordinator at Century College, describe the work she is doing at their Institute for Culturally Responsive Pedagogy (ICRP) my answer is yes! Similar to faculty needing to change how they teach to ensure the success of students from all cultures, leaders need to change how they lead to support the success of the ever increasing diverse population of employees.

In the book, Culturally Responsive Leadership in Higher Education, leaders are challenged to change their leadership practice to meet the needs of all their employees, regardless of their diverse cultural backgrounds. They identify nine key activities that leaders can use to examine and develop their leadership to be more culturally responsive.

  1. Initiate and engage in critical conversations with individuals from different cultures and who have a different point-of view.
  2. Choose to use a critical lens and examine multiple cultural perspectives when making decisions.
  3. Use consensus building decision-making and consciously acknowledge stereotypes.
  4. Use research-based information to better understand differences between cultural groups and outcomes.
  5. Honor all members of your constituencies.
  6. Lead by example to meet the needs of different cultures.
  7. Take on the responsibility to bring cultural issues to your stakeholders to get resolution.
  8. Build trust with stakeholders who are not yet culturally responsive.
  9. Lead for the greater good of all cultures.

Where do you have an opportunity to be more culturally responsive?

Todd Thorsgaard

 

 

Customer service in higher education

Consultant Neal Raisman publishes a periodic study on why students leave college. Here’s his findings after interviewing 618 students who left a college or university in 2016.

 

 

 

 

 

 

I was quite surprised by the results. 23% of the students cited poor service as a reason to leave their college or university, and 25% cited a belief that the college didn’t care. That means ALMOST HALF of the students left because they hadn’t built a strong relationship with the institution. Finances, scheduling, and grades all scored much lower.

Academic Impressions recently published an interview with three academic leaders – What does customer service in higher ed actually look like? They pointed out that the Raisman article means that higher education needs to look at the issue in new ways. Here are some take-aways:

  • It’s important to set standards and hold people accountable. If you don’t measure your service, you can’t make it better.
  • Make customer service work in our context. While the customer is not always right, we need to ask ourselves how we can make the situation right.
  • Make sure everyone knows your history and traditions; building institutional pride is a great way to generate positive interactions.
  • Make time to put yourself in a position to observe or experience what your students and other customers experience. It will enhance your credibility and help you identify needed changes.

When I worked at the University of Minnesota, I had a colleague who frequently said, “we might not call them customers, but whoever they are, Stanford is stealing them!”  His point was that we have to address needs and expectations of our stakeholder groups or they will take their tuition dollars and grant money somewhere else. What has worked for you to keep students engaged and moving forward at your institution?

Dee Anne Bonebright