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Mission Possible

Mission Possible

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Mission Possible

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  1. Mission Possible Creating a Unified Student Leader Training JASPA 2010 Summer Institute Presented by Briana T. Maturi, M.A. Shannon M. Taylor, M.S. Loyola Marymount University

  2. Goals of the Session • To share how a collaborative student leader training came to be at LMU • To provide an overview of the pilot year • To preview the plan for the second year • To discuss the steps to start a similar program on your home campus

  3. EXPLORING a New Idea • Key reasons to collaborate: • To share resources and decrease overlap • To create a common message • To build a collaborative spirit

  4. Resources • Training – a resource heavy program • Staff time and energy; Food; Materials and supplies • Ease program costs through centralization and increased partnerships • Utilize the experts on your campus effectively • Explore outside speakers and presenters • Identify common topics covered by multiple peer groups • Consolidate resources and materials

  5. Common Message “An LMU leader is someone that encompasses traits of a leader and a lion. The leader takes care of the peer and encourages their own personal growth, as well as that of the followers. A lion is one that follows the Lion’s Code and what the University stands for.” • Mission-driven training • Uniformed practices • Leadership practices • Interculturalism • Student service • Campus resources

  6. Collaborative Spirit • Create a sense of familiarity between leaders in different departments • Increase the interaction and collaboration between leaders • Increase collaboration and camaraderie between professional staff members within the participating departments • Encourage student leaders to see professional staff from across departments as a resource

  7. Determining the Participants • Defining student leader for the purposes of this training • Selection – a defined selection process • Training – engage in a formal training process • Staff or faculty involvement • Rewards • Paid or Unpaid • Other benefits • Defined goals and/or learning outcomes • Assessment • Within the umbrella of Student Life

  8. Determining the Participants • Campus Recreation • Student Managers (Event and facility managers & small scale [100 students or less] programming board) • First Year Experience • Fresh Squad (Departmental programmers & peer mentors) • Student Leadership & Development • ASLMU (Student government & large scale [100+ students] programming board) • Event SchedulingManagers • Student Housing • Program Assistants • Resident Advisors • Residence Hall Association Executive Board • Not Represented from Student Life • Center for Service and Action • Off-Campus Student Services • Transfer Student Services

  9. The Committee • Professional staff members representing each of the participating offices and/or student leader positions • Charge: • To plan and implement a collaborative training track for the student leader positions within Student Life for Fall 2009 • To gather input from our individual departments regarding this committee’s discussions • To train the professional staff within our departments on training and their responsibilities • To create a model that can be used and built upon in future years

  10. The Committee • Curriculum Development • To create learning objectives for each session • To develop the lesson plan for each session to ensure purpose of presentation • To create talking points for guest presenters and facilitators • Assessment • To create assessment tool and collect feedback from participants to inform future training development • Daily reflection journal • Online survey at program completion

  11. LMU – The Pilot Year

  12. LMU – The Pilot Year • Reviewed previous training schedules of each department • Looked for overlap in topics • Public Safety • Student Support Services (Student Health, Student Psychological Services) • Skills (Communication, Conflict Mediation, Customer Service) • Agreed upon gaps to meet overall goals

  13. LMU - The Pilot Year • Determined which topics were essential to our University mission • Leadership • Interculturalism • Service • CuraPersonalis/Customer Service • Public Safety • Confrontation and Conflict Mediation • Blessing and Commissioning

  14. Social Change Model ofLeadership Development* Collaboration Common Purpose Controversy With Civility Change Consciousness of Self Congruence Commitment Citizenship Individual Values Community Values *Higher Education Research Institute, 1996

  15. LMU - The Pilot Year • Schedule • DAY 1: Move in, Welcome Kickoff, Teambuilding, • Being a Lion • DAY 2: Being a LMU Leader, Interculturalism, Cura • Personalis/Customer Service, Seeing the • Signs • DAY 3: Mission in Action (service), Discrimination • and Harassment, Alcohol & LMU, Public • Safety

  16. LMU - The Pilot Year • Schedule • DAY 4&5: Area time • DAY 6: Confrontation/Conflict Mediation, • Etime (payment procedures), • Confidentiality, Student Leader • Commissioning and Blessing

  17. LMU – The Pilot Year • Training of professional staff and roles • Reveal and explanation to the Student Life professional staff • Facilitation training of professional staff • Sessions: • Interculturalism • CuraPersonalis and Customer Service • Being a LMU Leader • Conflict Mediation • Meal Coordinators

  18. Budget • Meals: $14,197.38 • Supplies: $2,027.57 • Day of Service: $752.50 • SWAG: $630.00 • Reservations: $320.00 • Total: $17,927.45 • 171 Trainees @ $104.84

  19. Lessons Learned

  20. Lessons Learned – Student Thoughts • “A LMU Leader is: • one who strives to be the best person of themselves in order to be a better person for others. In doing so, s/he encourages the learning of others to do the same.” • one who doesn’t simply follow the default course of action through life and their experience on campus, but rather takes ownership of their direction and creates their own experience while encouraging others to join them.” • more than a title; it is a person who actively engages the community on and off campus to make the world a better place by promoting healthy living, social justice and acceptance, while listening to the voices around them.”

  21. Lessons Learned – The Positives • Student leaders enjoyed getting to know their peers from across departments. • Student leaders thoroughly enjoyed some topics (such as Interculturalism, Mission in Action, etc.) where they were interactive and could engage in dialogue with their peers. • Student leaders enjoyed having meals together. • Provided additional opportunities for professional staff to collaborate and interact.

  22. Lessons Learned – The Challenges • Time • Student leaders felt like their area time was decreased too much and it prevented them from preparing for their specific positions. • Facilitators • Some facilitators, despite planning efforts, were unable to grasp that there the audience involved more than Resident Advisors. • Buy In • Some student leaders and professional staff did not see the benefits to a collaborative training, and that lack of buy in impacted their involvement.

  23. Year 2 - iLead • Change of focus: • From training to development • Collaborative development would focus on broader, theoretical topics necessary to assist with the formation of student leaders • Area trainings would focus on the skill building necessary to be successful in specific positions • Change to schedule: • Contained to five days • Area reflection after larger keynotes • No more than half day in collaborative series

  24. Year 2 - iLead • Changes from previous year: • Student Leadership & Development Event Scheduling Managers • Additional participants: • Ethnic & Intercultural Services • Peer Mentors • Off-Campus Student Services • Community Advisors • Student Leadership & Development • Student Worker Program • Student Media • KXLU General Manager • Co-Managers • Del Rey Players Director • The Loyolan Editors • Transfer Student Services • Peer Mentors

  25. Year Two - iLead • Three cornerstones: • Connections: To form relationships with student leaders across positions and discover opportunities for collaboration. • Mission: To create a shared message regarding how leadership pertains to our University mission. • Interculturalism: To develop peer educators who can advocate for the on behalf of themselves and their fellow students. • Important for leadership development

  26. Year Two - iLead Schedule DAY 1: Move in, Departmental Welcome DAY 2: Kick Off, Being a Lion, Team Building DAY 3: Interculturalism, Hunger Banquet Day 4: Discrimination & Harassment, 24-Hour Leadership Day 5: Leadership Keynote, Commissioning & Blessing, Closing Banquet

  27. iLead – The Future • Implement year two plan • Assess year two plan • Begin planning year three! Questions?

  28. Questions to Consider • Is there a need for a collaborative training on your campus? • What are the shared values among departments on your campus? • Who are the natural partners that already exist? • Who are the desired partnerships that would need to be formed? • What is the first step that YOU can take?

  29. Final Thoughts • Explore the reasons why centralization and coordination would benefit your campus • Connect to your institution’s mission, vision, and values • Explore common learning outcomes • Assess student needs and attitudes • Consider the feasibility and financial implications


  31. Thank you! • Briana T. Maturi • Assistant Director for Residence Life • • 310-258-8628 • Shannon M. Taylor • Assistant Director for Student Leadership & Development • • 310-568-6150