student employee training and recognition in the...

Student Employee Training and Recognition in the Memorial Union at Fort Hays State University:

Final Internship Report

Kaley R. Klaus

Fort Hays State University

LDRS 890 Internship in Organizational Leadership Capstone

Dr. Brent Goertzen

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Abstract This project serves as my capstone for my candidacy to receive my Masters of Professional Studies in Organizational Leadership. I worked with the director of the Memorial Union at Fort Hays State University to place a greater focus on student learning through student on-campus employment. This document discusses the need for a quality student employment program focused on learning and development, as well as recognition for student employees in the department. Using leadership and student development theories as a foundation of best practices, I have created a comprehensive training day for student employees and a student employee recognition program.

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Acknowledgements Being this document is the final step toward receiving my MPS in Organizational Leadership, it is appropriate to take time and thank the many people that helped me through this, at times very stressful, process. First and foremost, I have to thank my parents for supporting me while I finished my degree in a full-time capacity. It was a difficult decision for me to leave my full-time job in order to do this, and I would not have been able to do it without their love and support. Next, I need to thank the many mentors and advisors at FHSU that have helped me along the way: Tisa Mason, Edie McCracken, Brent Goertzen, Jill Arensdorf, and Jeni McRay, along with many others. These are the people that constantly reinforced why I was getting a master’s degree, and pushed me to think in ways I never thought I could. Many of them also gave me opportunities I would have never gotten if it weren’t for their belief in my success. I also have to mention my former colleagues Vennessa Walker and Daniel Kaczmarek. Although they may never actually read this document, these two people were instrumental in helping me choose a graduate program and advising me through two difficult, yet rewarding, professional years. I’m not sure if I would have realized my potential without them. There are so many more people to thank, but if I include them all, I would probably exceed a page limit. In all, thank you to everyone that has supported me throughout this rigorous process; although extremely rewarding, I am glad it is almost over.

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Table of Contents Assessment of Need .............................................................................................................5 Review of Literature ............................................................................................................6 Vision/Mission .....................................................................................................................7 Plan/Methodology ................................................................................................................7 Timeline ...............................................................................................................................8 Project Outcomes and Measurements ..................................................................................9 Project Results .....................................................................................................................9 Personal Learning Outcomes .............................................................................................14 Conclusion .........................................................................................................................15 References ..........................................................................................................................16 Appendix A: Training Program Evaluation .......................................................................18 Appendix B: Recognition Program Evaluation .................................................................20 Appendix C: Training Day Learning Outcomes Assessment Plan ....................................21 Appendix D: Training Day Schedule .................................................................................23 Appendix E: Game of Expectations Presentation/Game ...................................................25 Appendix F: Student Employee Expectations Quiz ...........................................................32 Appendix G: What’s in the Memorial Union Presentation ................................................34 Appendix H: What’s in the Memorial Union Match Game ...............................................36 Appendix I: Honor Code/Tiger Pact Activity ....................................................................47 Appendix J: Scavenger Hunt Instructions & Key ..............................................................48 Appendix K: Student Employee of the Year Nomination Form ........................................50

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Assessment of the Need

The Memorial Union (MU) at Fort Hays State University (FHSU) is a department within the Division of Student Affairs. It is comprised of nine sub-departments, including: Beach/Schmidt Performing Arts Center, Center for Student Involvement, Tiger Card Center, Student Service Center, Room Set-Ups, Custodial Services, Building Management, General Maintenance, and Administrative Services. In the 2014-2015 academic year, the MU employed 44 student employees (including graduate assistants) dispersed among its sub-departments, who were supervised by 10 full-time supervisors. This number is expected to be about the same within coming years; however, with this high number of student employees, there is concern that not all employees are having the same experience working in the MU. According to the Edie McCracken, the director of the MU, there is a need for a consistent and cohesive student employee training and development program, which includes a fall orientation/training day, as well as programming throughout the year. In addition, the director desires a positive work experience for all student employees in her department, and has concerns about the lack of recognition programs offered to student employees (E. McCracken, personal communication, May 21, 2015). Student employee training activities in the MU began in 2012, when MU Administrative Services hosted an all-day orientation and training day. In the years since its inception, however, the training day has been “thrown together” without intentionally designed developmental outcomes (E. McCracken, personal communication, May 21, 2015). This poses concerns for returning student employees as the information presented may be repetitive in nature, but it also poses a concern for new student employees who may perceive the training day to be unhelpful. For continuous training opportunities, the MU’s student employees are asked to attend workshops hosted by the Student Affairs Student Employee Learning Outcomes Committee (SELO). Although these workshops are held once per semester, the date, time, and subject matter of the workshop is not publicized until at least one month prior to its hosted time; therefore, the MU has no control of the topics of discussion or how often the SELO training opportunities occur. Additionally, in the spring of 2015, the MU participated in a pilot process for the FHSU GROW program, also presented by the SELO Committee. This program, coined by the University of Iowa as “Guided Reflection on Work,” aims “to help students connect the skills and knowledge they are gaining in the classroom with the work they are doing” (Fort Hays State, 2015). The guided reflection takes place through structured conversations between supervisors and student employees. The SELO Committee is in the process of analyzing the results to gauge the effectiveness of the FHSU GROW program pilot, and it is unclear whether the FHSU GROW program will continue to be hosted by the SELO Committee. Should the FHSU GROW program cease, one of the continuous training and developmental programs for MU student employees will also cease; however, the MU believes it can count on the SELO Committee for at least two training and development workshops per year. Creating a recognition program for student employees of the MU has been a slowly growing process since 2012. Currently, the MU hosts at least one get-together per semester to honor and thank student employees for their work, sends birthday cards to all student employees, and recognizes any graduating seniors at the end of each semester with a reception. Although these

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events and gestures have significantly improved the recognition of student employees, the director of the MU would like to do more. Overall, while the staff of the Memorial Union has increased the quality of training and development opportunities for student employees in recent years, it is believed they could do exponentially better. Doing this will require intentionally designed learning outcomes for the student employee training day as well as developing a consistent recognition program for outstanding student employees. In addition, in order to achieve a quality work experience, it is important for continuous development to take place throughout the year in some format.

Review of Literature Over the years, scholars have studied the effects of on-campus student employment in college students. Brint & Cantwell, (2010) stated that student employment programs influenced academic achievement while Noel (1996) discussed its impact on student retention rates. Astin (1993) found that students employed on-campus had more positive cognitive and affective growth. According to Lewis and Contreras, much research has noted that new forms of knowledge are successfully acquired in the context where it is applied. David Kolb (1984) is one such scholar who developed the theory of experiential learning. In a 2007 study at Northwestern University, students and staff who worked in the college union reported that their workplace experiences were positively related to learning skills such as collaboration, problem solving, and communication (Lewis & Contreras, 2009). In a 2010 study by the Association of College Unions International and the NASPA Assessment and Knowledge Consortium, students who work in a college union agreed that a variety of skills improved throughout their employment with the department. These skills included: customer service, time management, the ability to work on a team, leadership skills, and organizational skills (Vanderlinden, 2011). Even more notable is that over 70% of student participants in this study agreed that they gained skills that they will use after college, while over 50% agree that they gained skills relevant to their future career (2011). Based on the results of the ACUI and NASPA study, it is no wonder on-campus student employment has been a focus of many higher education scholars, so as to improve the student learning and development opportunities that occurs through the experiences (Empie, 2013). Learning new skills is not the only benefit for students employed on-campus. Boyle (2009) discusses the idea of Schlossberg’s theory of marginality and mattering. This theory posits that having “a sense of belonging is critical in college students’ development and success” (2009, p. 11). By having a role in a group, such as an employee in the student union, students begin to develop an identity and feel “mattered.” There are five components of mattering—attention, importance, ego extension, dependence, and appreciation. The components, importance, ego extension, and appreciation, are why many student employment programs have begun to develop recognition programs. The Norris University Center at Northwestern University is one such college union that has used extensive research to develop a student employment program. After surveying student employees on what they learn throughout their time working for the union along with other study, Lewis

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(2007), identified six learning outcomes for the program. In order to assess those outcomes, an instrument was created to allow the students to indirectly assess their learning of each outcome. In addition, supervisors were asked to complete a similar instrument in which they gauged the level of learning their students experienced throughout the year. These instruments were completed both throughout the year, for formative assessment, and at the end of the year, for summative purposes. The Norris University Center also implemented a recognition program in order to “motivate, enhance, and reinforce learning” (Lewis & Contreras, 2009, p. 62). The particular program was based on students being “caught in the act” for exceptional work. The areas in which students could be “caught in the act” included the domains of the six learning outcomes for the student employment program. After being “caught in the act” students were awarded with a “goodie bag,” and also placed in a pool for the Employee of the Year Award. Northwestern University’s student employment program, which includes training and recognition within their Norris University Center is one such student employment program that exists at universities across the nation. It’s use of foundational student development theory and underlying leadership theory makes it a model that will be an inspiration to designing the appropriate program for FHSU’s Memorial Union.

Vision/Mission

The mission for this internship capstone project was to create a training day, along with supporting materials, for the Memorial Union student employees to attend at the beginning of the fall semester. The creation of this training day includes learning objectives, and a schedule of activities along with any supporting material that will be used to conduct the training day. In addition, the project saw the creation of a formal recognition program for student employees in the Memorial Union, which is an enhancement of current activities done in the department. The vision for the new student employee training and development program was one that includes consistent and intentional developmental opportunities that accomplish both the mission of the Memorial Union and Fort Hays State University’s newly adopted honor code, The Tiger Pact. According to Edie McCracken, Memorial Union student employees should be seen as leaders when it comes to instilling “integrity and confidence within others” and incorporating “honesty and responsibility” in all that they do (E. McCracken, personal communication, May 21, 2015). The student employee recognition program hopes to be a staple for all departments in the Division of Student Affairs, as it creates a work environment that fosters mattering, which in turn, enhances not only the student employee experience, but the college student experience as well.

Plan/Methodology In order to achieve my proposed mission and vision for this internship project, there are several action steps that need to be completed. The creation of this student employee training and development program for the Memorial Union will need to designed in a purposeful way to ensure that the students participating are having a quality experience. Research and

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communication with the director of the Memorial Union will be a large component of this project. Performing scholarly research allowed me to learn about existing student employee training and recognition programs at other universities across the nation, but more importantly a review of many student development and leadership theories guided me in creating a quality student employee training and recognition program. Considering many scholars in Student Affairs have studied the connection between on-campus employment and overall student development; much of the information I have included in my review of literature will also contributed to this effort. Meeting with the director on a weekly basis had multiple purposes. First and foremost, it ensured that the creation of the training and recognition programs were congruent with the goals of the director and university. In addition, the weekly meetings served as due dates for various portions of the project. Lastly, these meetings helped me stay accountable for the work throughout the summer term as much of this project’s work was done on my own time. Using my research and meetings with the director as guidance, I was better positioned to develop a student employee training and recognition program that is of high quality for use in the Memorial Union at FHSU.

Timeline The targeted completion date for this internship project was July 23, 2015. This date was chosen because it was the last regularly scheduled meeting I made with the director, and is at the end of the last week of the summer term. During the eight-week summer term, however, regularly scheduled meetings served as due dates for various portions of the project; weekly meetings were scheduled for each Thursday during the term. Table 1 shows my project schedule for the internship components. Table 1. Internship Timeline

June 4 Internship Proposal •! Review Timeline •! Review project outcomes and assessments

June 11 Training Day Learning Outcomes •! Discuss and finalize learning outcomes for training day

June 18 Training Day Activities Proposal •! Discuss proposed activities for the training day and needed

documentation and assessments June 25 Training Day Activities (Final) & Documentation

•! Discuss and finalize schedule, activities, documentation, and assessments for the training day

July 2 Recognition Program Outcomes •! Discuss and finalize program outcomes

July 9 Recognition Program Activities •! Discuss and finalize schedule, activities, documentation, and

assessments for the recognition program July 16 Review for Final Report

•! Review draft of final report

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July 23 Final Internship Report •! Submit final report •! Reflect on internship experience

Project Outcomes and Measurements

There were a few outcomes for this internship project. Overall, the purpose of this project was to create a comprehensive student employee training, development, and recognition program for the Memorial Union at Fort Hays State University. Understanding that there are many components to each of these pieces, however, it was important to measure the degree to which each component is designed upon the end of my internship experience. As a result of this project, I will:

1.! Develop a student employment training program that includes a curriculum (learning outcomes, learning activities, and assessments) and team-building exercises.

2.! Develop a student employee recognition program with a merit-based foundation that relates to the university’s honor code.

In order to measure outcome one (1), I asked my internship supervisor, Edie McCracken, to review the training day materials using the evaluation located in Appendix A. This evaluation gauged whether I met the outcomes agreed upon during our meetings. To measure the success of outcome two (2), a similar approach was taken, as Ms. McCracken assessed the recognition program using an evaluation (Appendix B).

Project Results There is much research validating the need for intentional student employee training at collegiate institutions. Most notably are several student development theories including, but not limited to: Schlossberg’s mattering versus marginality, Kolb’s experiential learning theory, and identify development theories from the likes of Erikson, and Chickering and Reisser. One student employee training and development program that is deserving of recognition is that of Northwestern University’s Norris Student Center program, which incorporates elements of learning within both their training and recognition programs. As a result of this internship project, I developed several materials to aid the Memorial Union staff in offering its student employees a comprehensive training day, continued learning and development opportunities, as well as a recognition program. Much of this training program that has been created at FHSU is based on Northwestern’s initial concepts. In addition, I have looked to theoretical foundations of leader and leadership development in an effort to incorporate quality continuous developmental activities for student employees throughout the year. Understanding that leadership can occur at any level of an organization, student employees can also benefit from many forms of professional development that faculty and staff often receive at colleges and universities across the nation. The remainder of this section contains discussion about the training day and its presentation materials, activities, and assessments, as well as information on leader development for student employees, and a recognition program for student employees.

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Training Day Training day for student employees of the Memorial Union is a full-day event that refreshes existing student employee knowledge and introduces new student employees to the role of the college union and the Memorial Union at FHSU, the basic services of the Union, Union policies and procedures, student employee expectations, as well as developmental activities. Overall, this training day is a skills training—a form of leader development. Skills training is “designed to improve specific skills and increase a leaders’ abilities to perform certain job functions” (McCauley, Kanaga, & Lafferty, 2010, p. 48). The fall 2015 training day is being held on Friday, August 7th. When creating a full-day training experience, it is good to incorporate a theme into the many activities that will be taking place. Although a theme is not, by any means, required, it helps “spice up” the day, and adds an element of fun to the mix. In addition, themes can help create a sense of identity as the group participating in the training day is the only one that will understand the “inside jokes” that may or may not be associated with the theme of the day. The training day theme for fall 2015 in the Memorial Union is “Golden Ticket to the Memorial Union,” based on the film, Willy Wonka and the Chocolate Factory. Using this theme, the training room will be decorated using candy as an inspiration. In addition, the theme is incorporated in many of the team-building activities that will be hosted throughout the day. The training day consists of six learning outcomes for the student employees. Two of which are specific to whether the student employee is returning or brand new to the department. The learning outcomes include: As a result of participating in the fall 2015 training day, student employees will:

1.! Correctly identify the services that the Memorial Union offers in its departments. 2.! Form a connection other student employees. 3.! Correctly differentiate between appropriate and inappropriate behavior as an employee of

the Memorial Union. 4.! Identify examples in which The Tiger Pact may be applied in a work setting. 5.! Identify various ways to manage time and stress (returning student employees). 6.! Create work schedules using “When to Work” (new student employees).

A full assessment plan noting the activities and assessment methods is located in Appendix C. Appendix D is a schedule that has been created for the fall training day. It incorporates several elements including: icebreakers and team building activities, presentations on student employee expectations and department policies, and much more. We have incorporated a variety of learning activities in order to appeal to the different learning styles that student employees may have. Kolb’s Experiential Learning Theory posits that we learn in a variety of ways, and that some people have a tendency to learn in a particular way through every learning experience (Kolb & Kolb, 2005). Therefore, we have made sure that instead of simply giving presentations for each learning activity, which may only appeal to a select group of students’ learning styles, there are interactive learning activities throughout the day as well.

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At the beginning of the day, students will check-in to the day and have some breakfast. From there, fun introduction activities and icebreakers have been created in order to “loosen up” all attendees, so they can get comfortable with their peers. The second activity of the day is an overview of the Memorial Union, offering information to the students about why college unions exist on campuses, and the special role the union plays in a student’s college experience. This presentation was created by the Memorial Union staff. Moving forward, a presentation about student employee expectations will be given. Dubbed, “The Game of Expectations: Your Expectations as a Student Employee in the Memorial Union,” I have developed a series of true/false questions for students to actively respond to throughout the presentation (Appendix E). This “game” was created simply to create an interactive environment. Toward the end of the day, when students sign their expectations agree with the department, students will also be asked to review what they learned through this game via a short quiz (Appendix F). Not only will this reinforce their knowledge, but it will also provide the department with direct assessment results of student learning. After a mid-morning break, students will be given an overview of the Memorial Union’s services and what the facility contains (Appendix G). After this short presentation, students will play another game—a matching game—to match the service/function with the appropriate Memorial Union office (Appendix H). In addition to matching services to offices, students will be challenged to match unique characteristics to meeting rooms throughout the building. Although not all students work in every office the Memorial Union contains, it was important to the director that all students know the basic functions and characteristics of each service or meeting room in order to offer assistance to any visitor of the building at any moment. The final 30 minutes of the morning, before lunch, will cover Memorial Union policies and emergencies procedures, which will be given by union staff. This is especially important information for all student employees regardless of their unit in the department, so they can take the lead for all visitors in an emergency situation. During lunch, students will be asked to change their seats, so they will sit with another employee they have not yet met. This will help students learn about each other. In order to encourage communication, we will also pass around some napkins while telling students, “take as many as you need.” Students will then need to tell the others things about themselves based on the number of napkins they took (e.g. they take three napkins, they say three things). Hopefully, this stirs up conversation for a fun lunch time. The first activity after lunch will pertain to The Tiger Pact, the university’s new honor code. The fall training day will be the first time student employees in the Memorial Union are exposed to the idea of The Tiger Pact. The Tiger Pact states, I am a Tiger, I belong to a strong unique family who strives for greatness and success. I instill integrity and confidence within others as well as myself. I incorporate honesty and responsibility in all I do. I am the future.

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The pact was created through a collaboration between faculty, staff, and students in the spring of 2015 and is being introduced to all students in fall 2015. The student employees in the Memorial Union are the first to be exposed. The activity (Appendix I) that is associated with this section of the training day will require students to think critically of how the pact can be lived both at work and at home. Students will be broken into groups and asked to give examples of where they have seen the pact’s values in action on campus as well as examples of how they can “live” the pact at work. To conclude the session, all will share and have a brief discussion. Next on the schedule is the Photo Scavenger Hunt. This is to incorporate some more fun into the training day, while also allowing students to meet other students they have not yet met as well as get to know each other, all the while learning about different features in the building or on campus. Students will be placed into groups that represent a variety of sub-departments throughout the union; they will have 30 minutes to collect photos of items listed in Appendix J. The team with the most points at the end of the hunt wins bragging rights. Following a short break, students will be divided into two groups—returning employees and new employees. In this case, returning employees will receive a training from Ms. Marcella Marez (Fort Hays State University, Department of Communications Studies) on the topic of time and stress management and communication. Managing time and stress are two skills that are imperative to the success of a student employee in the Memorial Union. Many times, students have several projects or tasks to complete in one day, and understanding the best methods to utilize in order to complete all of those tasks is important. In addition, communication is key. Student employees in the MU are constantly interacting with visitors of the building. It is important they know how to communicate to those visitors as well as each other throughout the day. While this information is also good for new student employees, there are specific job functions that new students will focus on during this breakout session. New student employees will be given a thorough tour of the union and its functional areas as well as a short training on the "When to Work” system, which creates student work schedules for each semester. This gives returning employees the opportunity to learn something new, and avoid having to review information they already know. Before the closing activity for the day, students will learn about the new recognition programs for the department. This includes a student employee of the month program, as well as student employee of the year, which will be discussed in the following section. This new program will hopefully give students something to strive for throughout the academic year. Concluding the day will be a short activity, and students are welcome to create a candy bag as their “take away” for the day. As a result of the training day, it is my belief that students will be prepared to succeed throughout the academic year. With a assortment of different presentations and programs, students should feel engaged throughout the day while also learning many things. Recognition Programs Although the Memorial Union staff has traditionally done “little” things to show appreciation to their student employees, they would like to do more; therefore, I have created a recognition program that includes two student of the month awards as well as a student of the year award. In creating this program, I identified five program outcomes.

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The Memorial Union student employee recognition program will:

•! Recognize one student employee per month for outstanding work performance in the Memorial Union.

•! Recognize one student employee per month as outstanding steward of The Tiger Pact. •! Recognize one student employee as student employee of the year. •! Host two student employee appreciation events (one each semester). •! Recognize student employee birthdays.

All components of this program are designed using the foundations of Schlossberg’s theory of marginality and mattering, which posits that having “a sense of belonging is critical in college students’ development and success” (2009, p. 11). Although the recognition program is limited in regard to tangible rewards, it is believed that positive recognition will help student employees in the Memorial Union feel like they are an integral part of the facility’s operations and successes. Additionally, the the director of the union has a vision that this program will help student employees in this department become “leaders” in more ways than one. It is the hope of this recognition program that students will be more apt to live authentically, which is congruent with the idea of developing authentic leaders. Authentic leaders “act in accordance with deep personal values and convictions” (Avolio, Gardner, Walumbwa, Luthans, & May, 2004, p. 806). In addition, they “recognize and value individual differences” (2004, p. 806). The monthly honor focusing on The Tiger Pact, in particular, will likely aid in this endeavor. Student Employee of the Month Programs. Student employees of the month will be selected at the first monthly meeting of Memorial Union staff. There are two monthly honors, and staff will nominate students during the meeting that exhibit traits for the award being discussed. After a staff vote, the student will be notified, and offered a small award. According to the Gift, Prizes, and Awards Policy at FHSU, gifts and awards may not exceed the cost of $25.00; otherwise, the recipient will be required to complete a W-9 for the state of Kansas. Therefore, all awards presented to students will be less than $25, and purchased at the discretion of the director. Recommended awards include FHSU “swag” such as a water bottle or small sports bag. In addition to the award, the student employees’ photos will be placed in a display case within the Memorial Union. “Criteria” for each monthly award is described below.

Student Employee of the Month – Outstanding Work Performance. This student employee has gone above and beyond the call of duty in their work, and has exhibited continuous achievement of one (or more) of the Division of Student Affairs’ learning outcomes. Learning Outcomes

•! Communicate effectively •! Demonstrate intellectual growth •! Demonstrate continuing emergence of intrapersonal development •! Engage in healthy behaviors •! Develop meaningful interpersonal relationships •! Engage in matters of local, regional, and global social and civic responsibility •! Appreciate diversity

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Student Employee of the Month – Outstanding Steward of The Tiger Pact. This student employee exemplifies what it means to “live” The Tiger Pact, and has exhibited one (or more) of the Pact’s values on multiple occasions. Tiger Pact Values

•! Honesty •! Wellness •! Responsibility •! Integrity •! Confidence

Student Employee of the Year. This student employee has shown, on a plethora of occasions, the initiative to go above and beyond, has the ability to work well with others, and has continuously demonstrated leadership and responsibility throughout the year. Once again, this award is emphasizing that leadership can occur at any level of the organization. Moreover, the Student Employee of the Year award does not require a student employee to have received an employee of the month award or any “caught in the act” recognition. A separate nomination (Appendix K) process will occur for the end of the year honor, and staff will be asked to nominate any student they feel meets the criteria for the award. The Director and Assistant Directors of the Memorial Union will then judge the nominations to award the student employee of the year. Just like the student of the month awards, the student of the year will also receive an award that costs no more than $25, in accordance with the university’s policy. Continuing of Biannual Gatherings and Birthday Recognition. The Memorial Union staff has historically hosted two get-togethers to appreciate student employees each academic year—one each semester. In addition, the staff use their personal resources to recognize student employee birthdays, and give small celebratory gifts. Both the get-togethers and birthday celebrations will continue in this recognition program using the same processes as defined by the staff previously.

Personal Learning Outcomes Throughout this project, there were things I learned. Much of it was related to the program learning outcomes offered by the Organizational Leadership concentration for the Master of Professional Studies (MPS) degree. There are six learning domains for the MPS, Organizational Leadership degree: 1) Knowledgeable, 2) Visionary and Change-Oriented, 3) Collaborative, 4) Critical Thinking, 5) Global Competence, and 6) Communicative. Based on the learning domains identified for the MPS program, I have achieved seven learning outcomes for this project. As a result of this project, I:

•! Utilized student development theory to create a student employee training and development program. (Knowledgeable/Critical Thinking)

•! Utilized leader development method(s) to create a skills-based training program. (Knowledgeable/Critical Thinking)

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•! Applied leadership theory to student employee training methods. (Knowledgeable/Critical Thinking)

•! Developed learning objectives that are consistent with organizational mission and goals. (Visionary and Change-Oriented)

•! Used previously collected student employee assessment data to make informed, strategic decisions. (Critical Thinking)

•! Worked with the Memorial Union Director to develop a program consistent with her stated goals. (Collaborative)

•! Practiced effective written and oral communication skills to convey my ideas. (Communicative)

It is without a doubt that I have learned a great many things during this internship experience. Through this experience I have been able to reflect on the theoretical foundations of leadership, as well as methods of leader development, and applying it to a real-world situation. In addition, I have applied my knowledge to a field in which I anticipate continuing my career, which makes the experience all the more valuable. I am confident in my ability to say that I achieved all seven of the learning outcomes listed above, and this document is my evidence to that fact.

Conclusion

As stated above, this internship project allowed me to develop real-world experiences related to the outcomes of the MPS in Organizational Leadership program. In addition, this project allowed me to incorporate a significant portion of research related to college student development, which is a concentration area I added to my program. I plan to continue a career in higher education, and being able to utilize student development theory for this internship, helped me become better equipped to recognize how student development theory applies to my work environment on a college campus. Overall, this internship project offered me the opportunity to develop a program from the ground up, giving me extensive experience in the strategic planning process.

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Vanderlinden, K. (2011). Study assesses how the college union affects student employees. Association of College Unions International: The Bulletin, September, 46-52.

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Appendix A Training Program Evaluation

(Shown completed by Edie McCracken) CURRICULUM The proposed training program has a curriculum that includes learning outcomes. X Strongly Agree Agree Disagree Strongly Disagree

The proposed training program has a curriculum that includes learning activities. X Strongly Agree Agree Disagree Strongly Disagree

The proposed training program has established assessments for each learning outcome/activity. X Strongly Agree Agree Disagree Strongly Disagree

Comments regarding the curriculum: Kaley took a list of topics generated by the Union staff and developed activities that will be both educational and engaging. I am excited to see the comments from the students that attend the training day, and I anticipate that even the returning students will learn beneficial information. TEAM-BUILDING The proposed training program contains team-building activities. X Strongly Agree Agree Disagree Strongly Disagree

The proposed training program has established assessments for each team-building activity. X Strongly Agree Agree Disagree Strongly Disagree

Comments regarding team-building: We are striving to break down the natural barriers that form between functional areas in the Union. I am confident the activities Kaley created for the training day will create opportunities for the students to form collaborative relationships.

19

LOGISTICS The fall 2015 training day has a theme. X Strongly Agree Agree Disagree Strongly Disagree

The fall 2015 training day has an e-mail marketing plan. X Strongly Agree Agree Disagree Strongly Disagree

The fall 2015 training day logistics such as room and set-up reservations, order food, and decorations have been prepared. X Strongly Agree Agree Disagree Strongly Disagree

Comments regarding logistics: Logistics are mostly in place. There are a few details still to be worked out, but only because the Union is still hiring student staff for the fall semester.

20

Appendix B Recognition Program Evaluation

(Shown completed by Edie McCracken) The proposed recognition program has a schedule of events with locations. X Strongly Agree Agree Disagree Strongly Disagree

The proposed recognition program is merit-based. X Strongly Agree Agree Disagree Strongly Disagree

The proposed recognition program describes a process in which recognition or points could be awarded to student employees. X Strongly Agree Agree Disagree Strongly Disagree

The proposed recognition program as established a list of potential awards for student employees. X Strongly Agree Agree Disagree Strongly Disagree

The proposed recognition program incorporates the values of FHSU’s Honor Code. X Strongly Agree Agree Disagree Strongly Disagree

Comments regarding the recognition program: I am pleased that the recognition incorporates The Tiger Pact, FHSU’s new honor code. I believe the recognition program honors the past and traditions of the Union at FHSU while creating opportunities that fit today’s college student.

21

Appendix C Training Day Learning Outcomes Assessment Plan

Outcome #1 As a result of participating in the fall 2015 training day, student employees will correctly identify the services that the Memorial Union offers in its departments. Activity Presentation Assessment Method Match Game Quiz

Outcome #2 As a result of participating in the fall 2015 training day, student employees will form a connection with other student employees. Activity Team-building exercises (introductions, lunch, scavenger hunt); informal gatherings Assessment Method Indirect, survey question (written by the MU Director)

Outcome #3 As a result of participating in the fall 2015 training day, student employees will correctly differentiate between appropriate and inappropriate behavior as an employee of the Memorial Union. Activity Game with paddles (thumbs-up/thumbs-down) Assessment Method End-of-day quiz

Outcome #4 As a result of participating in the fall 2015 training day, student employees will identify examples in which The Tiger Pact may be applied in a work setting. Activity Group project – five groups; each identifies where they have seen the values in action and each give examples of how you can live pact at work Assessment Method See Activity (indirect)

Outcome #5 As a result of participating in the fall 2015 training day, returning student employees will identify various ways to manage time and stress. Activity Breakout workshop session Assessment Method Workshop activity

22

Outcome #6 As a result of participating in the fall 2015 training day, new student employees will create work schedules using “When to Work.” Activity Training Presentation Assessment Method Students complete their fall schedule on the “When to Work” system

23

Appendix D Training Day Schedule

Friday, August 7, 2015

8:00 am Check-in & Breakfast

8:15 am Introductions and Icebreakers (all staff present for introductions)

Décor: Candy tables w/ Lollypop bouquets Activities:

•! What’s your favorite candy? •! Popping charades – split up into two groups; the group that

pops all balloons and guesses all acts correctly wins (gets Pop Rocks as a prize)

9:00 am Role of the College Union/Memorial Union Overview

9:30 am The Game of Expectations: Your Expectations as a Student Employee in the

MU

10:30 am Break

10:45 am What’s in the Memorial Union: Matching Game

11:30 am Union Policies & Emergency Procedures

12:00 pm Lunch •! Sit with someone you have not sat with yet •! Pass around a stack of napkins and “take as much as you need.”

Students will need to tell the others things about themselves based on the number of napkins they took (e.g. they take three napkins, they say three things)

12:30 pm The Tiger Pact (Overview & Activity)

1:30 pm Photo Scavenger Hunt

•! Students break up into eight groups of five (5); they have 30 minutes to travel the MU/campus to get pictures of as many items as possible on the list. They are to return to the retreat location by 2 pm, photos will be judged by MU staff and points tallied. For bragging rights only!

2 pm Break (while judges tally scavenger hunt)

24

2:15 pm Breakout Sessions! •! Returning Employees: Time and Stress Management and

Communication Training (Marcella Marez) •! New Employees: Union and Functional Area(s) Tour; “When to

Work” Training & Sign-up

3:30 pm Present Recognition Program

4:00 pm Wrap-Up/Closing Activity “It’s gonna be a sweet start to a great year!” (make your own candy bag)

25

Appendix E Game of Expectations Presentation

32

Appendix F Student Employee Expectations Quiz

Student'Employee'Expectations'Quiz'

Name:!_________________________________!!'

Commitment'It#is#okay#if#I#am#one#or#two#minutes#late.# T# F#

I#should#contact#my#supervisor#if#I#am#ill#or#an#emergency#comes#up#and#I#cannot#make#it#to#work.#

T# F#

I#can#walk#past#a#spilled#mess#if#I#am#not#‘on#the#clock.’# T# F#

If#someone#else#doesn’t#pick#up#their#trash,#I#should;#it’s#everyone’s#union.# T# F#

'Communication'Work#comes#first,#it#doesn’t#matter#if#I#struggle#in#my#academics.# T# F#

My#scheduled#hours#interfere#with#my#professor’s#office#hours#that#I#need#to#attend#for#tutoring;#I#should#talk#to#my#supervisor#about#adjusting#my#schedule.#

T# F#

'Dress'Appropriately'I#can#wear#whatever#I#want#to#work.# T# F#

It’s#hot#outside,#I#can#wear#shorts#and#a#cutCoff#tCshirt.# T# F#

It#is#not#respectful#to#wear#a#hat#or#visor#while#inside#the#Memorial#Union.# T# F#

I#work#in#the#MU#Office,#so#I#don’t#need#a#name#tag.# T# F#

No#matter#my#role,#I#should#dress#appropriately.# T# F#

'Personal'Life'It#is#okay#to#use#my#cell#phone#for#quick#things#throughout#the#workday;#just#not#too#much.#

T# F#

I’m#here#to#work,#not#to#socialize;#I#should#limit#my#visits#with#others.# T# F#

I#should#use#my#social#media#accounts#responsibly.# T# F#

'Privacy'Everything#discussed#at#work#should#remain#confidential.# T# F#

I#can#vent#to#my#friends#about#how#frustrating#others#may#be#at#work.# T# F#

'Timesheets'It’s#okay#if#my#timesheet#is#a#few#days#late;#I’ll#get#paid#anyway.# T# F#

33

My#supervisor#will#always#remind#me#to#turn#in#my#timesheet;#I#don’t#need#to#keep#track.#

T# F#

I#did#a#lot#of#extra#work#this#week;#it’s#okay#to#add#a#few#extra#hours#to#my#timesheet.#

T# F#

My#hours#should#always#be#rounded#to#the#nearest#quarterChour#on#my#timesheet.# T# F#

'Work'Ethic'If#I#miss#work;#it#does#not#affect#other#people.# T# F#

I#am#part#of#a#team#in#the#Memorial#Union.# T# F#

If#the#phone#rings,#I#should#answer#it#as#soon#as#I#can.# T# F#

I#should#always#smile#and#greet#visitors#throughout#the#building.# T# F#

Visitors#can#find#their#own#way#around#the#building.# T# F#

It’s#not#okay#to#ask#questions;#I#should#figure#it#out#on#my#own.# T# F#

'Area'Expectations'I#can#wear#earbuds#if#I#want#to.# T# F#

34

Appendix G What’s in the Memorial Union Presentation

36

Appendix H What’s in the Memorial Union Match Game

I can get a new Tiger Card here.

Tiger Card Center/Union

Office

I can purchase

stamps here.

Student Service Center

I can book a room for an

event or conference

here.

Union Office/Admin

Office

I can learn how to join a

student organization

here.

Center for Student

Involvement

37

I can access art supplies

for my student

organization here.

Center for Student

Involvement

I can get help from graphic

designers here.

Center for Student

Involvement

I can seek medical

advice here.

Student Health Center

Any questions about the

Poster Route can be

answered here.

Center for Student

Involvement

38

I can receive notary

services free of charge

here.

Admin Office/Union

Office

I can buy discount

movie tickets here.


I can buy individual

Encore show tickets here.


This is where I pick up and

distribute on-campus

mail.

Mail Center

39

This room is dedicated to Fraternity & Sorority Life

at FHSU.

Trails Room

This is where Mondo Subs

is located.

Cody Commons

This is where I can get free popcorn on Fridays for

wearing Tiger Gold.


This is where I can buy

FHSU swag.

University Bookstore

40

This is where I can buy a

balloon.


This is where I can

checkout supplies to

play pool or Nintendo

Wii.


This is where the dedication

to FHSU military

members who lost their lives

in wartime.

Sunset Lounge

This is where I can get

information about ordering food for an on-campus event.

Chartwell’s Catering

Office

41

You can buy posters here

at the beginning of

the year.

Union Patio

This is where the back to

school picnic happens each

year!

The Quad

All Encore events are presented

here.

Beach/Schmidt Performing Arts Center

This is where you can eat

lunch Monday-Friday.

Union Station

42

This is where I can play Buzztime

Trivia!

Cody Commons

Event planning student

organization

University Activities

Board

This is where you can advocate

changing a university

policy.

Student Government Association

Looking for Michelle, Jared, or

Dave?

Custodial/ Maintenance

Office

43

Frappuccino, please! Starbucks

Check your bank account balance here.

Commerce Bank

This is where organizations can distribute information

and raise funds.

Feature Wall Lobby

This is a fast and

convenient way to buy snacks in-between classes.

Grab ‘n Go

44

This room is named after

the state flower of Kansas.

Sunflower Room

This room is dedicated to

Jean.

Stouffer Lounge

Visitors cannot book this room.

Faculty Lounge

Don’t forget your coaster in this room!

Smoky Hill Room

45

This room is connected to

the Director’s

Office

Cavalry Room

This room is named after the official

state bird of Kansas.

Meadowlark Room

This room is directly

across from the Union

Admin office.

Pioneer Room

This room has artwork

based on Kansas nature

Prairie Room

46

This room is named after the school colors at FHSU.

Black & Gold Room

This room is the largest reservation

option in the Memorial

Union.

Fort Hays Ballroom

47

Appendix I The Tiger Pact Activity

The$Tiger$Pact$

$I$am$a$Tiger,$

I$belong$to$a$strong$unique$family$who$strives$for$greatness$and$success.$I$instill$integrity$and$confidence$within$others$as!well$as$myself.$I$incorporate$honesty$and$responsibility$in$all$I$do.$

I$am$the$future.$$

VALUES:((Honesty,(Wellness,(Responsibility,(Integrity,(Confidence(!Activity!

•! Break!up!into!groups!(about!four!to!five!students!per!group).!•! Using!flip!board!papers,!have!each!group!identify!the!following:!

o! Where!have!you!seen!the!values!in!action!on!campus?!o! Give!examples!of!how!you!can!live!The!Pact!at!work.!

!Possible!Responses!

•! Where!have!you!seen!the!values!in!action?!o! Bobby!always!shows!up!to!class!five!minutes!early!(responsibility).!o! I!always!see!students!wash!their!hands!before!exiting!the!restroom!(wellness).!o! Suzie!speaks!with!people!in!the!Feature!Wall!Lobby!in!a!very!friendly!way!

(confidence).!•! Give!examples!of!how!you!can!live!The!Pact!at!work.!

o! I!complete!my!timesheet!accurately!(honesty).!o! I!always!show!up!to!work!on!time!(responsibility).!o! I!smile!when!I!talk!on!the!phone!(confidence).!o! I!always!shower!before!I!come!to!work!(wellness).!o! I!know!when!to!say!‘when,’!and!talk!to!my!supervisor!when!I!need!help!

(wellness).!o! I!always!look!up!and!say!hello!to!visitors!as!I!pass!them!in!the!building!

(confidence).!

!Reflection!Let’s!live!The!Tiger!Pact,!and!honor!the!students!that!have!come!before!us,!specifically!all!of!the!students!that!are!named!on!the!plaques!in!the!building.!This!building!is!a!living!memorial,!so!let’s!be!more!than!just!a!building,!and!let’s!actually!“live”!it.!!

48

Appendix J Scavenger Hunt Instructions & Key

Travel the Memorial Union and/or campus to complete this hunt. The team with the most points gets year-long bragging rights! 100 Points 500 Points 1,000 Points

I think I’ll go to the movies tonight.

I lost my Tiger Card, and I need a replacement.

There’s a spill on the floor; mop it up!

I need a pick-me-up. I need coffee!

My student organization needs to make a banner for the Quad.

My meeting is in the Sorority & Fraternity themed room in the union.

No one can book this room. Let’s play Buzztime! Important document! I need it notarized!

I need to buy some stamps. I need a gold shirt for TGOF! I’m presenting in a meeting room and need a computer adapter.

I am not feeling well right now.

I need to order food for a student event on campus.

Stouffer Lounge needs extra chairs.

Recycling is awesome! I feel so small in the largest room in the building.

Our state flower sure is beautiful; it reminds me of a meeting room.

Calendars in the window. Say “Hi!” to the student body president!

Just like a classic university building, this room has a limestone feature.

49

SCAVENGER HUNT KEY

100 Points 500 Points 1,000 Points

I think I’ll go to the movies tonight. Student Service Center, buying movie tickets.

I lost my Tiger Card, and I need a replacement. Tiger Card Center in the Union Admin Office

There’s a spill on the floor; mop it up! Mop and bucket; supply closet

I need a pick-me-up. I need coffee! Starbucks and/or Grab n’ Go

My student organization needs to make a banner for the Quad. CSI Workroom

My meeting is in the Sorority & Fraternity themed room in the union. Trails Room

No one can book this room. Faculty Lounge

Let’s play Buzztime! Cody Commons

Important document! I need it notarized! Union Admin Office

I need to buy some stamps. Student Service Center

I need a gold shirt for TGOF! Bookstore

I’m presenting in a meeting room and need a computer adapter. Any meeting room, adapter basket.

I am not feeling well right now. Student Health Center

I need to order food for a student event on campus. Chartwell’s Catering Office

Stouffer Lounge needs extra chairs. Supply closet next to the FH Ballroom

Recycling is awesome! Recycling an item in a new bin

I feel so small in the largest room in the building. Fort Hays Ballroom

Our state flower sure is beautiful; it reminds me of a meeting room. Sunflower Room

Calendars in the window. Center for Student Involvement and/or University Activities Board

Say “Hi!” to the student body president! Student Government Association

Just like a classic university building, this room has a limestone feature. Meadowlark Room

50

Appendix K Student Employee of the Year Nomination Form

The#Student#Employee#of#the#Year#is#a#student#employee#who#has#shown,#on#multiple#occasions,#the#initiative#to#go#above#and#beyond,#has#the#ability#to#work#well#with#others,#and#has#continuously#demonstrated#leadership#and#responsibility#throughout#the#year.###Complete#this#form#if#you#know#a#student#employee#who#is#worthy#of#this#great#honor!# Name#of#Nominee# ______________________________________________________________#

How#has#this#student#gone#above#and#beyond#this#academic#year?#

#

Provide#an#example#of#how#this#student#has#been#able#to#work#well#with#others#throughout#the#year.#

#

Describe#how#this#student#has#demonstrated#leadership#and#responsibility#throughout#the#year.##

Additional#comments#as#to#why#this#student#deserves#to#be#Student#Employee#of#the#Year:#

student employee training and recognition in the...

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