PeeqMe Campus Experience Implementation Guide
 

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PeeqMe is the mobile, social app that is home to our members' performance profiles. We apply the smartest science, the best practices, and dominant social trends to help improve human performance and ...

PeeqMe is the mobile, social app that is home to our members' performance profiles. We apply the smartest science, the best practices, and dominant social trends to help improve human performance and well-being.

Our higher education solution builds student engagement by helping them apply their assessed personality, behaviors and talents in the classroom, community activity, and work.

When students engage with their natural preferences and gifts, and when they are encouraged and coached to them, then they are retained in college and make better prospective recruits.

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PeeqMe Campus Experience Implementation Guide Document Transcript

  • 1. 6/21/2013     From  Freshman  to  Fresh  Recruit  |  P.  Quake  Pletcher   PEEQME   THE  CAMPUS  EXPERIENCE  IMPLEMENTATION    
  • 2. 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   quake@peeqme.me   317-­‐376-­‐5834        
  • 3. 2   The  Campus  Experience  Implementation     PEEQME  SCREENSHOTS        
  • 4. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   3       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  
  • 5. 4   The  Campus  Experience  Implementation       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.    
  • 6. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   5     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)  
  • 7. 6   The  Campus  Experience  Implementation     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.  
  • 8. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   7     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?  
  • 9. 8   The  Campus  Experience  Implementation     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.       Acting                                                                                                                                                                                            Thinking   Analytical   Arranger   Consistency   Deliberative   Futuristic   Ideation   Input   Intellection   Learner   Context   Strategic   Strategic  Vision   Innovation   Command   Competition   Developer   Positivity   Maximizer   Woo     Collaboration                               Interpersonal   Intuition   Connecting  with    People                                                                                                                                        Moving  People                                                                                                                                                                             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:  
  • 10. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   9     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.  
  • 11. 10   The  Campus  Experience  Implementation     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)  
  • 12. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   11     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)  
  • 13. 12   The  Campus  Experience  Implementation     □ 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      
  • 14. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   13     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?      
  • 15. 14   The  Campus  Experience  Implementation       PRIORITIZE  USER  (HAVE  A  LITTLE  FUN)    Student  Archetypes   Low                  Academic            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?  
  • 16. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   15     □ 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  
  • 17. 16   The  Campus  Experience  Implementation       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.          
  • 18. The  Campus  Experience  Implementation     The  Campus  Experience  Implementation   17