WHAT ARE WE GOING TO DO ABOUT

NEXT YEAR?

LABOR

Notable Improvements:Improved Morale – measurably less internal conflict between

students, most students get along with each other, hang out outside of work, less complaints about Seabury overall.

Reduction of Absenteeism – the sub policy has helped, we don’t have as many no shows or students behind on hours, students who

claimed to hate working here are now hanging out @work after hours (e.g. Plagueman)

Reduction in Disciplinary Issues – excluding issues in the pool, we have far less need for write ups for major offenses (e.g. time

falsification, insubordination, etc.)

Improved Consistency of Effort – the building is cleaner, our students have been more involved in risk

management, memberships, confiscating expired cards, many repeat monthly sales

Key Issues: (when managing students)

Dominance –taking over conversations/ not being respectful of others contributions

Lack of Participation – body language or activity communicates lack of interest/ that someone is afraid to contribute

Too much seriousness – this person is all business (probably because they have poorly managed time or social skills -- to the point where it hinders

the team dynamic of the group)

Flippancy – not serious enough -- to the point where it undermines discipline & credibility or steals focus

Side conversations – includes cell phone usage

Emotional Outbursts – Drama Queens; drama follows them wherever they go, or refers to those who constantly have something disruptive going on

When we tell people to change and they don’t…

It’s not because they don’t understand how important it is to change,Or even that they don’t understand HOW to change,

but because management continues to reinforce the same old habits.

The 5 Stages of Dysfunction

Overcoming the 5 Stages of Dysfunction throughPOSITIVE REINFORCEMENT

What are some ways that we can reinforce the

behaviors we’d like to see when addressing these:

DominanceLack of ParticipationToo much seriousnessFlippancyEmotional Outbursts?

Build trust • Encourage Healthy Conflict • Encourage Accountability • Secure Commitment* • Produce Measurable long-term results

*Note: Buy in (does not always signify commitment)

Bruce Tuckman’s Stages of Group Development

1st Semester -Orientation of Roles & Responsibilities

Stage 1 -Must be able to follow assigned tasks (e.g. cleaning)

Stage 2 (Mentee Stage) -trusted with special projects, assists with maintenance, rounds, eq. checkout, etc.

Stage 3 (Project Coordinator) -Expectations are clarified as training occurs in customer service, risk management, ordering supplies, coordinating cleaning schedules, boundary setting and team building,

Stage 4 (Clerical Stage) -Taught memberships, basic bookkeeping, documentation of policy compliance

Stage 5 (Supervisor) -Taught skills in how to manage group dynamics, mentorship, conflict management, de-escalation,boundary setting and team building, supervises stages 1 & 2

Stage 6 (Director) -Scheduling, mentors supervisors in training of project coordinators in principles outlined under stages 3 & 5, debriefs on task and policy changes, programming positive reinforcement initiatives

Proposed:

THE TRAINING CYCLE

• STUDENT LEADERS DEVELOP SKILLS WHICH THEY HELP TEACH YOUNGER STUDENTS TO INCREASESHARED ACCOUNTABILITY, TRUST AND BUILD INCENTIVES THROUGH POSITIVE PEER REINFORCEMENT.

• CHARACTERIZED BY EXPERIENCE-APPROPRIATE, PERFORMANCE-BASED TASKS

• STUDENTS WORK THEIR WAY THROUGH A MERIT BASED TRAINING CYCLE WHERE THEY CAN EARNINCENTIVES & BUILD MORE EXPERIENCE BY LEARNING MORE WAYS THEY CAN BE INVOLVED

(E.G. INCREASED AUTONOMY, ACCESS TO MENTORSHIP TRAINING, AND THE POWER TO COORDINATEPROJECTS, IDENTIFY THE GOOD WORK OF THEIR PEERS, TO IDENTIFY PEER INCENTIVES & ALLOCATEREWARDS.

• TEACHES FACILITATION SKILLS AND REDISTRIBUTES WORK-LOAD TO CREATE MORE INCLUSION INDECISION MAKING & TRAINING PROCESS SO THAT LEARNING IS HAPPENING AT ALL LEVELS

Students respond well to the leadership of their peers…

• Bridge the gap between student supervisor by creating a culture where students create the expectation that they are accountable to one another.

• As leaders emerge, teach them how to coordinate projects together, prioritize responsibilities, communicate more effectively,

• & train them how to lead others the way they’d like to be managed in a way that’s effective long term.

… the key is to include them in these roles.

1st Semester -Orientation of Roles & Responsibilities

Freshmen -Must be able to follow assigned tasks (e.g. cleaning)

Freshmen who exhibit promisetrusted with special projects,

Level 4’s & 5’s-Expectations are clarified as training occurs in customer service, risk management, ordering supplies, coordinating cleaning schedules, boundary setting and team building,

Level 4 (Member Coordinator) -Taught memberships, basic bookkeeping, documentation of policy compliance, assists with maintenance, rounds, eq. checkout, etc.

Building Supervisor – Level 5Taught skills in how to manage group dynamics, mentorship, conflict management, de-escalation,boundary setting and team building, supervises stages 1 & 2

Level 6 (Student Director) -Scheduling, mentors supervisors in training of project coordinators in principles outlined under stages 3 & 5, debriefs on task and policy changes, programming positive reinforcement initiatives

Final Outcome: