For those of us in higher education, August and September are the real start of the new year. With that in mind, we are planning more posts for you to read in October after we all get the start of the new year behind us.
In the meantime, here are some interesting facts from MPR News. As we already know at Minnesota State, the article pointed out that today’s college students aren’t who we might think they are. For example, the authors shared these statistics about undergrad students:
- 2 out of 5 attend a two-year community college
- 1 in 5 is at least 30 years old
- About half are financially independent from their parents
- 1 in 4 is caring for a child
- 47 percent go to school part-time at some point
- 25 percent take a year off before starting school
- 44 percent have parents who never completed a bachelor’s degree
The article says that “nontraditional” students are the new normal. That should reinforce our efforts to look at our processes and procedures in a new way.
Welcome back to the new school year!
Dee Anne Bonebright
This quote from Peter Drucker highlights the importance of reflection as part of learning.
As adults, we know that most of what we learn doesn’t happen in a classroom. It happens during our work and personal lives. But here’s the thing – it’s not just the experience we learn from, it’s how we think about it afterwards. Researchers at Harvard Business School discovered that reflection on our experiences enhances learning. Taking time to understand the meaning of what happened has multiple benefits:
- Learning from experience can be more effective if coupled with reflection.
- Reflecting on what has been learned makes experience more productive.
- Reflection builds confidence in our ability to achieve a goal.
With that in mind, we’ll be taking a break until after Labor Day. As our team spends the next month on vacation and catching up on projects, we’ll also take time to reflect on the past year and what we learned from it.
I hope you will have some time to relax, reflect, and re-energize during the rest of the summer.
Dee Anne Bonebright
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.
- 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.
- 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.
- 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.
- Honor commitments – Highly engaged employees usually report that they work for a manager who is reliable and trustworthy.
- 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.
- 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
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.
- 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.
- 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.
- 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.
- 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
I love that I know what to expect on the 4th of July. Fireworks on Sand Island (photo from 2007); sparklers; food that is red, white and blue; mosquitoes; family fun, and ooohs and ahhhs! Yup, I can count on it!
Research shows that we also need clear expectations at work. The authors of a recent study by Gallup stated, “Even if employees feel energized and motivated, those who lack clear expectations and spend too much time working on the wrong things can’t advance key initiatives to create value for an organization.”
Based on Gallup’s decades of research and information from over 31 million employees they recommend the following four best practices for leaders to set effective expectations:
- Develop them collaboratively. Effective expectations need to include both the leader’s strategic perspective and the employee’s awareness of the day-to-day realities of the work.
- Articulate them clearly. Minimize confusion and uncertainty and maximize focus with clear and understandable language.
- Focus on excellence. Work together to identify “best-in-class” opportunities and expectations that inspire.
- Individualize to strengths. Identify and leverage the unique talents, interests and skills of each person related to their specific role and expectations.
Help build your people and your talent by setting clear expectations.
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
This week I am helping to host a group of students who are visiting from Thailand. They want to learn about US culture and practice their English skills.
I invited the students to visit my office in St. Paul. When I put out a call to my colleagues, several people stepped forward to give office tours. One of our administrative assistants put together bags of Minnesota State branded items for them to take home. Other people stopped to give a friendly welcome. The students had a great time.
Even though it wasn’t directly related to anyone’s job duties, I knew that I could count on my co-workers. We have created the sort of collaborative climate where we value providing good service to each other. Whether it’s an above-and-beyond event, or routine tasks like providing data or supporting someone’s project, we want to help each other succeed.
Our HR leadership team has worked hard to create this climate. They hold us accountable for collaboration and encourage cross-unit activities. Another practical thing that helps is our collaborative office space. We had an opportunity a couple of years ago to re-arrange the office and included a community gathering space. Rather than enter into a maze of cubicles, staff and visitors enter into a space with tables and a white board. Fairly often someone will bring in treats or start some sort of discussion on the board. A few months ago someone brought in several flavors of Oreo cookies and a pitcher of milk. We all voted on our favorite flavor. (The traditional cookies won.)
The gathering space is a fairly simple idea and it has made a difference in building a unified team across divisions. And knowing our colleagues better has helped us provide better service to each other. What have you done to promote collaboration among your team?
Dee Anne Bonebright
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?
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.
- Initiate and engage in critical conversations with individuals from different cultures and who have a different point-of view.
- Choose to use a critical lens and examine multiple cultural perspectives when making decisions.
- Use consensus building decision-making and consciously acknowledge stereotypes.
- Use research-based information to better understand differences between cultural groups and outcomes.
- Honor all members of your constituencies.
- Lead by example to meet the needs of different cultures.
- Take on the responsibility to bring cultural issues to your stakeholders to get resolution.
- Build trust with stakeholders who are not yet culturally responsive.
- Lead for the greater good of all cultures.
Where do you have an opportunity to be more culturally responsive?
Posted in common good, customer service, higher education, Leadership, leadership development, self awareness, Uncategorized
Tagged blind spots, cultural competency, culture, diversity, equity, higher education, Leadership, leadership development, trust
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