PeeqMe Campus Experience Implementation Guide

6/21/2013

From Freshman to Fresh Recruit | P. Quake Pletcher

PEEQME THE CAMPUS EXPERIENCE IMPLEMENTATION

The Campus Experience Implementation

The Campus Experience Implementation 1

TABLE OF CONTENTS

Summary ................................................................................................................................ 1

Peeqme Screenshots ............................................................................................................... 2

Implementation PlanNing Higher Ed ....................................................................................... 3 Links from the Headlines .................................................................................................................. 3 We want: .......................................................................................................................................... 4 Define Needs .................................................................................................................................... 4 High-‐level Need Classifications: ............................................................................................................ 4 Define Champions, Sponsors, Admin Leaders ...................................................................................... 5

PeeqMe Program Anchor Points ....................................................................................................... 5 Policy and Procedure Considerations .............................................................................................. 13 Prioritize User (Have a little fun) ..................................................................................................... 14 Map User Experience ...................................................................................................................... 14 Map Workflows/Touchpoints ......................................................................................................... 15 Implementation Plan ...................................................................................................................... 15 PeeqMe Advisory Services .............................................................................................................. 16

SUMMARY

PeeqMe wants to help you think about the best way to roll-‐out peeqMe to your campus community. This document serves as a guide to help you get started. While social networks always have an organic growth component, it’s also valuable for institutions to provide some managed growth opportunities that are tailored to their particular needs, circumstances and objectives.

We encourage experimentation and feedback from our peeqMe community to help make this the best, most valuable experience for our members. We are especially happy to collaborate on research into the successful application of peeqMe in Higher Ed environments for submission to peer-‐reviewed journals.

Happy peeq’ing!

P. Quake Pletcher, MBA

Founder, PeeqMe

[email protected]

317-‐376-‐5834

2 The Campus Experience Implementation

PEEQME SCREENSHOTS



IMPLEMENTATION PLANNING HIGHER ED

LINKS FROM THE HEADLINES

Google says GPA not Useful

How can students focus on building their performance story and being able to effectively retell it?

Social Media Part of Student Engagement

What solutions involving social media might assist in improving the crisis in student retention?

Unpaid Internships in Jeopardy

What help do universities need to capture their student’s internship experience value compliantly?

The interesting thing about the behavioral interview is when you ask somebody to speak to their own experience… you get two kinds of information. One is you get to see how they actually interacted in a real-‐world situation, and the valuable “meta” information you get about the candidate is a sense of what they consider to be difficult. –

Laszlo Bock, Sr. VP – People Operations, Google

Just as with the body of research supporting the potential of social involvement to limit attrition, there is a body of research making it quite clear the today’s students and faculty are using social media tools. –

Kelly Walsh, Founder of EmergingEdTech.com

Schools want their students to have a leg up in getting jobs. Students are also demanding more from schools -‐-‐ they want more than just a diploma for their return on investment, they want networking and professional experience. –

Emily Kissane, Policy Analyst, Hobsons: Education Solutions Company


WE WANT:

DEFINE NEEDS

HIGH-‐LEVEL NEED CLASSIFICATIONS:

Discovery – Use PeeqMe’s performance profile for reflection. Who is that person in the screenshot? Use thumbnail sketch of a personal performance profile to stay connected and oriented.

Development – Develop your natural preferences and strengths with the help of peers, managers, alumni mentors/coaches, faculty, advisors, counselors. Develop collaboration skills related to self-‐mastery in how you relate to others, how do you leverage others’ gifts, and how do you extend your influence through delivery of feedback.

Students to discover themselves intenfonally.

Students to have focused, quality, personally applicable discussions with guides, mentors,

coaches and counselors.

Students to capture their experiences in a construcfve way to promote posifve, confnuous personal development.

Students to build social proof of performance that creates a personal performance archive

for reference and reflecfon.

Students to graduate on fme, with a job, that is a good fit for them.



Performance – Create social proof of your capabilities and ability to align with behaviors and values that matter to organizations. Become articulate in how you communicate your effectiveness in behavioral interviews to reveal your best self.

What are the highest priority needs? Distribute a survey to internal stakeholders in faculty, student leadership, student affairs, career services, etc :

□ Self-‐discovery/awareness. □ Student engagement to promote retention. □ Student alignment with academic/career path for right time/right place diploma to career transition. □ Facilitation of alumni engagement with students to support alumni development. □ Career services preparation for successful job offer. □ Capture value of work experiences universally (work-‐study, volunteer, activity, academic project work). □ Create a mobile, social platform that aligns with student behavior patterns. □ Explore early intervention opportunities for at-‐risk students. □ Complement existing knowledge acquisition and critical thinking development with practical, personalized

professional growth. □ Understand macro trends to support program decisions.

DEFINE CHAMPIONS, SPONSORS, ADMIN LEADERS

Improve outcomes my understanding who the key players are in delivering a successful implementation.

Champions – Lead communication and application success.

Candidates: ___________________________________________________________________________________

Sponsors – Provide the resources and align within organizational priorities/strategy.

Candidates: ___________________________________________________________________________________

Admin Leaders – Manage day to day administration of the program for user community. Set up, implementation, reporting and analytics, integration (technical, workflow, etc).

Candidates: ___________________________________________________________________________________

PEEQME PROGRAM ANCHOR POINTS

PeeqMe can be integrated into many parts of the campus experience, including but certainly not limited to the following:

FRESHMAN ORIENTATION (SELF-‐DISCOVERY FROM ASSESSMENT)


Students often participate in some personality, behavior, or talent assessment at Freshman Orientation. For many, while the immediate insights are illuminating, their lasting effect is limited. Recall of assessed type or talent, as well as their meaning, diminish considerably as time passes. Integration into the peeqMe performance profile means their profile is always at hand.

1. Send email link with app, web link. 2. Send assessment code if paid for or direct them to preferred assessment for their participation

and result. 3. Invite set up of profile prior to arrival on strengths and style.

Leader Guide

FIRST WEEK PROGRAMMING

While absorbing all the newness of the freshman experience, a short exercise in setting up and using the peeqMe account is critical for success. PeeqMe recommends a simple exercise for those who understand their styles and strengths and have set up their profile.

a. Set-‐up Validation: Ask the students if their profiles ‘ring true’ to them. Show of hands -‐ is it spot on, mostly right, something is specifically off? “Mine says ‘Brings system thinking to problems while attending to the concrete, practical elements.’ I really don’t know if that is how I solve problems. I like to talk things out.” Or “That sounds about right.” Objective: Make sure that there is consistent understanding of the profile and acceptance of the results. If inconsistent with self-‐perception, the good thing is that you might find that others see something you don’t. If not, maybe you need to reassess.

b. FeedMe First – The leader invites each person to give three pieces of feedback to themselves, about themselves within 10 minutes. Objective: Create a training-‐by-‐doing atmosphere.

c. Ask the students to describe which style (profile, team, problem solving) or strength (as they listed) that they gave themselves feedback on. “I did all mine on my Team style,” “I did Command, Context, and Woo in my strengths,” “I only did problem solving and Ideation.” Objective: Get some practice on giving feedback and begin a process of self-‐reflection.

d. Ask the students to describe what was hard about giving feedback… “I really couldn’t think of any examples of my own self,” “I wasn’t sure what the impact of what I did was,” “I couldn’t figure out how to type it all in,” “I thought after I did it, it didn’t really fit the strength I thought I was displaying.” What was easy? “I could check the definition and I just made it fit that,” “I know myself so it was easy to describe what I did.” Objective: Shared learning about the experience and how to make it better.

e. Ask the students how big their feedback scope was. “Did you describe a behavior that was simple, like how you used an attention getter in a presentation? Did you describe a long process that occurred over days or weeks?” Objective: Learn how to be appropriately specific in giving feedback.

f. Ask how far back you went for the example: “Show of hands: How many did an example from the last week? How many from the last month? How many did an example from the last 6 months? More

Factoid: Many people have subtle changes over time if reassessed.



than 6 months?” Objective: Educate that people tend to have higher engagement when they work with their natural strength daily and are more effective when aware of their style.

g. Ask three people to share examples of feedback they gave themselves. Objective: Make sure folks understand how different feedback can be.

h. Ask if the feedback was recognition, developmental, or proof of performance? Was it all three? Objective: Expose how you might use feedback as recognition, to help improve, or to provide evidence of performance. Factoid:

i. Create Group of PeeqMe Board of Advisors of 3-‐5 Personal Advisors (may play multiple roles): a. Mentor: Focus on close, individual relationship that is broad in guidance. (Former teacher,

former boss) b. Coach: Focus on specific, performance

improvement in narrow scope. (Family friend in field of interest)

c. Cheerleader: Encourages with faithful, positive energy. (Friendly supporter)

d. Booster: A formal supporter with vested interest in success. (Counselor, Academic Advisor)

e. Peer Buddy: Peer that is in position to observe a great deal. (Classmate, Roommate)

f. Season Ticket Holder: One who frequently and consistently watches your performance. (Faculty, Co-‐worker, Collaborator)

Ask people to describe one who they wanted to invite (not naming). “I added my father’s business partner who is in sales. My dad is a finance guy,” “My older brother’s best friend is in the business school,” “A girl from my hometown is in the same scholarship program.” Objective: Get started building your network.

j. Import or affiliate with a group. Behaviors and Values are things you intend to demonstrate. PeeqMe comes with standard behaviors and values, or you can affiliate with groups.

a. Do you want to collect behaviors that seem appropriate for your chosen field or function? b. Do you want to affiliate with an association such as a fraternity or a professional association? c. Do you want to select personal values related to your faith or deeply-‐held code? d. Do you want to affiliate with your university’s behaviors or values?

Ask people to think about what they want to show – this is the walk to your talk. Objective: Be intentional about what you want to demonstrate, whether for your community, your career, or yourself.

Leader Guide

RESIDENCE HALL INTEGRATION

Factoid: Research suggests that our level of intimacy hovers around 60 people. How does that compare to other social networks you are a part of?

Factoid: One of the most popular style assessments and one of the most popular strength assessments create over a half-‐million unique combinations. Which one are you?


Residence Life can integrate PeeqMe into activities and experiences in many ways.

Activities

Strength Mix and Match

1. Have team identify the category quadrant that most of their strengths fall into. If a tie, choose the quadrant they most strongly identify with.

2. Have Extroverts (Focus is external) and/or D’s and I’s (those that identify with Assertion rather than Reserved) interview Introverts (Focus is internal) and/or S and C’s (those that identify with Reserved rather than Assertion): Tell me a story about your dominant strength?

3. Have Introverts and/or S’s & C’s interview the Extroverts and/or D’s & I’s to explain what it felt like when they used their dominant strength to accomplish something important.

Actin

g Th

inking

Analytical

Arranger

Consistency

Deliberative

Futuristic

Ideation

Input

Intellection

Learner

Context

Strategic

Strategic Vision

Innovation

Command

Competition

Developer

Positivity

Maximizer

Woo

Collaboration

Interpersonal Intuition

Conn

ectin

g with

Peo

ple M

oving Pe

ople

Achiever

Activator

Belief

Significance

Discipline

Adaptability

Focus

Restorative

Self-‐Assurance

Drive

Resilience

Strategic Self-‐Awareness

Decision-‐Making

Operational Thinking

Communication

Harmony

Empathy

Includer

Individualization

Relator

Responsibility

Valuing Others

Objective: Begin to see how strengths look in real-‐life, and identify people who might be generally similar to yourself while observing differences in how style works even with strengths in common.

Roles Awareness:



1. What role do you like to play in a group setting? 1pt for most favorite and 4pts for least favorite. □ Facilitator: Manage Discussion □ Time keeper: Drive Agenda □ Minute taker: Document relevant details □ Task master: Delegate, Monitor Task Accountability

2. In 3 minutes do the following: Separate into favorite groupings, have someone list their style on the board, get the average pts for each role, ask them to share with each other why they like that favorite role and have someone summarize the discussion as spokesperson to the rest of the group.

3. Are their Team Profiles more or less consistent with their favorite roles? Discuss. 4. Ask about the process. Did anyone not want to be the spokesperson? Was it difficult to delegate

roles/tasks? Who pushed to get it done on time, or did it feel like the process didn’t get it done in time?

Objective: Create awareness of natural style preferences and how it works in groups, but also how important diversity of style in a group matters.

Staff Insights

Residence Life cannot escape the challenges of life that students go through. The many roles from authoritarian enforcement to subtle influence require a sensitivity to how to best communicate with the diverse students they are responsible for.

Training on how to message effectively using PeeqMe includes:

• Role-‐play how to tailor messages based on unique styles. • Think about which words appeal to the student and how do you integrate that into the conversation. • Consider Discussion Prompts to draw out issues or concerns or to keep the conversation from derailing or

gently exploring blindspots.

Leader Guide

ADVISORS, COUNSELORS

Advisors and counselors have the opportunity to communicate targeted messaging on their respective knowledge, SME domains effectively, while exploring the candidates needs more directly.

Training on how to advise and counsel using peeqMe includes:

• Understanding the best way to relate and educate the student by being aware of their style. • Ability to review feedback and help interpret it with the student. • Foundational information by which to consider application of students’ natural preferences and talents

when sorting through career, academic, relationship and retention issues.

STUDENT WORKFORCE

Help build social proof of performance and develop in real world context.


Preparation

1. Identify that all management and staff have taken the appropriate assessments. 1. Send email link with app, web link. 2. Send assessment code if paid for or direct them to preferred assessment for their participation

and result. 3. Invite set up of profile prior to arrival on strengths

and style. 2. All management should invite staff to join their network

via PeeqMe to activate reciprocal feedback and individual performance profile access.

3. Create work groups in PeeqMe that allow for coworkers and collaborators to have group insights. Example: Department, Working Group, Project Team.

Kick-‐Off Training

1. Communicate why PeeqMe is being used to benefit the individuals and the organization.

You Us

Build your personal story using behavioral examples Create high-‐performing teams Develop your natural talents and preferences Strengthen culture around shared behaviors and values Support job satisfaction and engagement Support performance management process Elevate emotional intelligence

2. Introduce how to use peeqMe by showing peeqMe Tutorial video. 3. Hands-‐on exercise to explore tool.

a. Ring True: Set-‐up Validation: Ask the participants if their profiles ‘ring true’ to them. Show of hands -‐ is it spot on, mostly right, something is specifically off? “Mine says ‘Brings system thinking to problems while attending to the concrete, practical elements.’ I really don’t know if that is how I solve problems. I like to talk things out.” Or “That sounds about right.” Objective: Make sure that there is consistent understanding of the profile and acceptance of the results. If inconsistent with self-‐perception, the good thing is that you might find that others see something you don’t. If not, maybe you need to reassess.

b. FeedMe First: The leader invites each person to give three pieces of feedback to themselves, about themselves within 10 minutes. Objective: Create a training-‐by-‐doing atmosphere.

c. Playback Practice: Ask the students to describe which style (profile, team, problem solving) or strength (as they listed) that they gave themselves feedback on. “I did all mine on my Team style,” “I did Command, Context, and Woo in my strengths,” “I only did problem solving and Ideation.” Objective: Get some practice on giving feedback and begin a process of self-‐reflection.

d. Intentions: Set-‐up profile with Behavior and Values e. Feedback Goals: Frequency, Quality, Developmental/Recognition, Breadth

Factoid: High-‐performing teams have positive to negative feedback ratios of 6:1. Low performing teams 0.4:1(Losada, 1999)



f. Ethical practice:

Feedback Do’s Feedback Don’ts Be descriptive and direct Give feedback that is a week or more old Focus on the action Focus on the actor or personalize Only offer improvements that are feasible, specific Use generic value language. “It was wonderful” Be available to discuss in a safe, private environment Go into issues an employee can’t control

4. Review feedback given periodically to employees and invite them to share any feedback they have received to start discussions about development and/or performance.

STUDENT LEADERSHIP

Help build social proof of performance and develop feedback/collaboration skills.

Training on how student leaders can leverage peeqMe includes:

• Setting goals for how to regularly give quality feedback. • Creating an open, safe environment to receive feedback from

people that you lead and individuals you serve to achieve 10 or more sources over a 6-‐12 month period.

• Thank your feeders and share how your feedback has shaped your own performance.

• Review the feedback you give and the feedback you receive with mentors, coaches, counselors and advisors to improve your own leadership.

CAREER DEVELOPMENT

Career development is critical for understanding how to maximize your campus experience.

Within the career development process peeqMe can be used for the following:

• Help find good fit with companies and jobs based on their culture aligning with how students like to work • Building a strong performance story by knowing your situational performance and behavior successes. • Relating your personal brand effectively in a way that is fact-‐based not wishful thinking. • Capturing the experience of internship’s to student’s development and performance.

ALUMNI ENGAGEMENT

One of the best ways to engage alumni is to involve them in the lives of students. PeeqMe is happy to explore the following to help support the kind of alumni engagement that supports robust alumni development while benefiting students.

Factoid: Personal Development when using 360 Feedback mechanisms is validated with 10+ people providing feedback input. (Hensel, 2010)


□ Alumni events can be used to create affiliations, facilitate alumni-‐student matching based on shared strengths and/or style.

□ Create ice-‐break games to create stronger mentor bonds between alumni and students. □ Allow for feedback sharing and coaching/mentoring via phone/email.

AFFINITY GROUPS

Fraternities, programs, activities, etc. that desire to capture the richness of the affinity group experience can use peeqMe within their organizations.

Affinity groups often lack the infrastructure to systematically promote the behaviors and values that create a strong, vibrant organizational culture. PeeqMe offers that in a very cost-‐effective manner.

ACADEMIC INTEGRATIONS

Many academic programs either teach peeqMe influenced activities such as virtual work teams, communication courses, non-‐traditional student engagement, and collaboration projects or rely on them to accomplish their work.

PeeqMe can be an excellent tool for Faculty-‐supported activities, programming, or initiatives.

□ Business □ Engineering □ Social Work □ Information Technology and Services □ Liberal Arts □ Psychology □ Others



POLICY AND PROCEDURE CONSIDERATIONS

Every institution has unique considerations relating to policies and procedures. While piloting, it’s important to think through these and evaluate them or create exceptions during the pilot to help understand how to amend or add to existing documentation and practice.

Discussion starter:

□ Create affiliate mass invitation and Move, Add, Change, Delete process. How does that work? Who owns? □ Consider if data is identifiable or non-‐identifiable. When accessing reporting information, what do we

want to be able to see with our affiliate members? □ Can data be used for coursework? How do we integrate this into academic programming? □ How could data be used for early intervention programs? □ Others?


PRIORITIZE USER (HAVE A LITTLE FUN)

Student Archetypes

Low Ac

adem

ic High

Bookworm

Hipster

Athlete

Achiever

Activist

Slacker

Hustler

Low Application High

Engage and Retain – Discover and Develop Create awareness that mentors, coaches and self can motivate to success and satisfaction.

Employability and On-‐time – Develop and Direct Don’t let drift or have misalignment with a career that doesn’t fit.

Complement and Document – Engage academically while capturing social proof of performance in activities.

Lead and Influence – Show and prove, with emphasis on Leadership with high emotional intelligence, too.

Academic Archetypes

The idea here is to spark discussion about how students needs can differ and help prioritize programs that might pilot to build out a broader campus solution.

MAP USER EXPERIENCE

It’s important to think through the digital path that your campus members follow. Understanding the who, what, how, when, why will help create successful pilots.

□ What happens at orientation? □ What happens at first week? □ What on-‐going freshman activities exist (advisor meetings, cohort groups, peer mentoring)? □ What happens within residence hall life?



□ What organizations have significant student participation in work (volunteer, activity, work, affinity)? □ What classes/faculty emphasize professional development, teamwork, project work, collaboration,

communication? □ Explain the career development and services process and how students interact with it?

MAP WORKFLOWS/TOUCHPOINTS

Consider how PeeqMe might intersect with existing workflows. What would PeeqMe add to? What would PeeqMe supplement? Is there any functionality that would require systems integration?

IMPLEMENTATION PLAN

Prepare

Assess Priorifzed Needs

Idenffy Champions, Sponsors, Admin Leaders

Call to Arms invitafon to Pilot

Select and train the trainers/ super users

Evaluate policies and procedures for modificafons, excepfons

Build the affiliate values and behaviors

Pilot

Define Success Metrics

Offer Assessments

Pre-‐Pilot Survey

Kick-‐off Acfvity

Monitor Progress/ Lessons Learned

Post-‐Pilot Survey

Expand

Aver Acfon Review

Idenffy flagship implementafons

Execute Communicafon Plan

Adjust policies and procedures as appropriate

Support organic growth

Manage access and analyfcs


PEEQME ADVISORY SERVICES

Peeqme is happy to facilitate implementation activities that are custom fit to your needs.

□ Needs Assessments □ Kick-‐Off Meetings □ Requirements Building □ Program Monitoring □ Webinars □ Train-‐the Trainer □ Reporting and Analytics Customizations

Please contact P. Quake Pletcher at 317-‐376-‐5834 to schedule a demo and explore campus experience solutions.

