Outreach, Recruitment, and Orientation (ORO) Emerging Leaders Retreat (ELR)

Learning domains: Leadership & Personal and Professional Development

Description: This spring I had the opportunity to coordinate and implement our Emerging Leaders Program with Outreach, Recruitment, and Orientation students (orientation leaders, campus tour guides, Titan Ambassadors). Although I had built and facilitated a workshop for this event previously, this was the first time that I had run point on this leadership retreat which was exciting. For this event I prepared all event materials in advance, coordinated lunch, and supervised three graduate assistants, two student peer facilitators, and four professional staff members to execute a successful Emerging Leaders Retreat.

Term: Spring 2019

Learning Outcomes:

1. SWiBAT coordinate the ORO Emerging Leaders Retreat by preparing materials, delegating assignments, and facilitating workshops.

2. SWIBAT critiqued current practices to develop recommendations for future retreats/events with this audience.

Assessment Rubric: Please click image to view the PDF.

Reflection

For SLO #1 I would rate myself as Basic because I coordinated the ORO Emerging Leaders Retreat (ELR) by preparing materials and facilitating workshops in advance; however, it was challenging for me to delegate assignments successfully on the day of the event. I prepared for ORO ELR by revising all of the PowerPoints and materials from the previous fall semester and printed out necessary materials. I also worked with my supervisor to review potential lunch options that fit with our budget. I also reviewed relevant PowerPoint materials for my individual workshop on Values-Based Goal Setting and checked in with my peer facilitators prior and emailed assignments in advance. In regards to delegating assignments on the day of the event, I have room for improvement. Since this was the first time I was managing the day-of logistics, I was somewhat unfamiliar with the amount of detail I should provide to students and staff working the event. It was definitely helpful that I had created a “screenplay” where I had the list of tasks and duties assigned to each person for each time frame during the event. Drawing from Bailey and Hamilton (2015), I started implementing synergistic supervision by having open channels of communication; however, I could have been more in tune to the individual development of each peer facilitator. However, I could have had more of an intro meeting instead of just jumping into the day’s activities as well as specified questions/topics for staff and peer facilitators to lead conversations with in addition to the worksheet provided. Although there is no “one size fits all” approach to supervision, there are best practices that would assist with my own development.

For SLO #2, I would rate myself as Competent because I was able to critique previous practices from this retreat and develop recommendations for future leadership events that were geared toward this audience. One of the critiques of the day was that there was more handouts and writing for the students since we were unable to have the values sort cards for the first workshop. Moving forward, the department can consider investing in around 100 sets of these cards so that there is enough for future retreats with ORO and our community college partners. Another recommendation would be to make the goal setting workshop more interactive for this particular audience. Perhaps the students could have an activity where they find a partner or work in smaller groups to answer a specific question and change partners after each question. This would assist in creating an activity geared for kinesthetic learners (Fleming & Mills, 1992).

Evidence

Please see picture above.

References

Bailey, K. W., & Hamilton, J., (2015). Supervisory Style. In M. J. Amey & L.

M. Reesor (Eds.). Beginning your journey: A guide for new professionals in student affairs (4th ed.) (pp. 67-94). Washington, DC: National Association of Student Personnel Administrators.