Welcome to #ACPA16 in Montreal, we are

glad you are here!

Bienvenue #ACPA16 Montral, nous
sommes heureux que vous soyez l!
Consider: #ACPA16 provides an opportunity to discus global concepts in higher, post-secondary, and
tertiary education. Please remember that not everyone in the room is from the same country nor works
within the dame system of higher or tertiary education. We invite you to use language that welcomes all
participants to the conversation.
Engage: Tweet what you learn using #ACPA16
Reflect: How will you actualize what you learn in this session?
Please silence your phone.

EVALUATING THE STUDENT

EMPLOYEE EXPERIENCE:
UTILIZING DATA FOR MEANINGFUL
MENTORSHIP

Meghan Funk
Graduate Assistant
Campus Recreation
Loyola University Chicago
mfunk1@luc.edu
@mfunk0711

LEARNING OUTCOMES
Professionals who attend this presentation will be bale to articulate benefits of using
evaluation as a tool to improve the student employee experience.
Cater to your
department

Professionals who attend this presentation will be able to list several tactics in
conducting meaningful conversations with students around professional development
in relation to evaluation results.
APPLY

Professionals who attend this presentation will be able to write an assessment plan for
their departments student professional development initiatives.

What student
responsibilities
would benefit in
terms of receiving
feedback?

APPLY

FEEDBACK STATISTICS
Millennials want fast advancement on the workplace ladder + constant feedback.
Only 1% of millennial participants said feedback was not important to them.
Companies are most successful when providing millennials with regular and structured feedback.

Gen Y prefers bursts of feedback.

60% of respondents wanted feedback on a daily or weekly basis.
45% of respondents welcomed feedback from their peers and customers.
92% of respondents indicated constructive feedback can be helpful.
(Folkman & Zenger, 2014)
(PricewaterhousesCoopers, 2011)

Why Dont We as Supervisors Provide Feedback?

Why Dont Supervisors

Provide Feedback?
Fear of hurting feelings & ruining relationships.
Believe students cannot handle the constructive feedback.
NO TIME!

360 Feedback
The 360 feedback process,
also called multisource
assessment, taps the collective
wisdom of those who work
most closely with the
employee: supervisor,
colleagues, direct reports, and
possibly internal and often
external customers
(Edwards & Ewen, 1996)

STRENGTHS & LIMITATIONS TO 360 FEEDBACK

Strengths

Employees receive more

perspective as to how their work
is viewed by others.
The feedback delivers a more
rounded view of an employees
performance.
Feedback is considered more valid
and unbiased.

Limitations

Pressure could be put on

individuals for giving feedback.
Lack of organized feedback.
Potential for politics to play a role.

Who are
individuals that
could provide
students with
additional
feedback?

APPLY

FEEDBACK RELATED TO THEORY

Kegans Theory of the Evolution of Consciousness (2000)

(Blum-DeStefano & Drago-Severson, 2014)

(Evans, Forney, Guido, Patton, & Kristen, 2010)

Feedback at Loyola
University of Chicagos
Challenge Course
Student team consists of approximately 15
student facilitators.

Challenge course supports over 30 groups &

approximately 2000 participants.
Each group has a lead student facilitator,
sometimes a professional staff member or GA.

How To Implement
The Change In
Feedback
Identified a need for better feedback.

Considered feedback from sources other

than direct supervisor.
Identified participants on the challenge
course.
Identified the participant satisfaction survey.
Asked the student facilitators what they
wanted feedback on.
Modified survey with facilitator centered
questions.
Created a timeline for implementation.

Participant
Satisfaction Survey
The challenge course facilitator(s)
conducted well organized activities.
The challenge course facilitator(s)
conducted engaging activities throughout
the entire experience.
The challenge course facilitator(s)
conducted meaningful reflections.
The challenge course facilitator(s) created
a positive environment by making me by
feel
welcomed
making to participate in the challenge
course experience.
After my participation in the challenge
course experience, I feel more confident in
my ability to express my ideas and
opinions in group settings.
After my participation in the challenge
course experience, I am more aware of
the different ways other individuals solve
problems.
During my participation in the challenge
course experience, I learned new ways to
reflect on how I am feeling or what I am
thinking.
I believe the challenge course experience
challenged the group to move beyond selfimposed limitations.
I believe the group could benefit from
similar experiences in the future.
I would recommend the challenge course
experience to others.

Additional Questions:

Have you participated in a challenge

course experience in the past through
Ramble Outdoors?
What was the highlight of your
challenge course experience?
Is there anything you wish you could
change about the challenge course
experience?
Any additional comments?

CREATION OF FEEDBACK PACKET

CREATION OF FEEDBACK PACKET

CREATION OF FEEDBACK PACKET

What are
additional forms
of feedback you
could provide to
students?

APPLY

HOW TO PROVIDE SURVEY

FEEDBACK TO STUDENTS
Be informed of each students data prior to meeting with them.
Build rapport with students regarding how they receive feedback from you prior to
providing them with additional feedback from others.
Explain the validity of participant feedback.
Actively listen to the students reactions to the feedback and actively engage them in
dialogue.
End the conversation with steps to move forward.

STUDENTS REACTIONS TO
SURVEY PACKETS
This mode of feedback was great, because it let me see feedback in a visual
way. Getting feedback in the form of conversation is great, but with the
surveys it allows for me to go back and review at any time I want.

It was empowering to receive feedback from participants. While I value my

supervisor and colleagues insights into my work, the reality is that I am
there to provide a participant-centered experience.

I appreciated the reflective prompts because they allowed me to

independently reflect on my performance and areas of improvement.

What strengths +
challenges do you
anticipate in your
department?

APPLY

QUESTIONS?

REFERENCES
Blum-DeStefano, J. & Drago-Severson, E. (2014). Tell me so I can hear. Journal of Staff Development, 35 (6), 16-22.
Brookhart, S., M. (2012). Preventing feedback fizzle. Educational Leadership, 70 (1), 24-29.
Edwards, M. R. & Ewen, A. J. (1996). Feedback: The powerful new model for employee assessment & performance improvement.
New York: AMACOM.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Kristen, K. A. (2010). Student development in college: Theory, research,
and practice. (Second Edition). San Francisco: Jossey-Bass.
Folkman, J. & Zenger, J. (2014). Your employees want the negative feedback you hate to give. Harvard Business Review.
Retrieved from https://hbr.org/2014/01/your-employees-want-the-negative-feedback-you-hate-to-give/.
PricewaterhousesCoopers. (2011). Millennials at work: reshaping the workplace. Retrieved from
https://www.pwc.com/m1/en/services/consulting/documents/millennials-at-work.pdf

Thank you for learning with us!

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avec nous!
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