from VCCA Journal, Volume 5, Number 1, Summer 1990, 43-47
© Copyright 1990 VCCA Journal
According to The "Ins and Outs" of Marketing and Retention in Virginia's Community Colleges, "Retention is what happens when improved programs and services lead to student success." Keeping that definition in mind, three community colleges have joined together to enrich one of the most important service links--the support staff to students--utilizing workshop materials designed specifically for college support staff.
The 1989 Virginia Community Colleges Association convention provided an opportunity for the three colleges to present the training materials and relate support staff dynamics and personal reflections from workshops. lt also gave others the chance to see how several colleges can work together cooperatively, sharing ideas and resources and yet maintaining their own unique qualities.
A Cooperative Effort
Southwest Virginia Community College, Virginia Highlands Community College, and Mountain Empire Community College serve the far western region of the Commonwealth. ln this mountainous area, individuality and cooperation are common traits. The colleges have a strong history of working together in areas as diverse as economic development, student outcomes assessment, and professional development.
Most recently, they teamed with Clinch Valley College (CVC) in a CVC coordinated Funds for Excellence student retention program. Through this program, the four colleges jointly purchased the Noel/Levitz "Connections" Customer Service Training Program materials. This investment was based upon the strong belief that support staff are a critical link in the chain of factors affecting student retention.
The cooperation found among the colleges was also evident within the colleges. Support staff and administrators at each school worked together to design their own program format. This effort was strongly endorsed by each college president, and on all campuses the training was conducted during the regularly scheduled day.
Unique Approaches
The characteristic of cooperation is only surpassed in southwest Virginia by the strong need to "do it our way." Each college developed a training program based upon available resources, campus climate, and logistical considerations.
Mountain Empire Community College (MECC) kicked off the support staff Connections workshops in the spring of 1989. Co-chairs of the Association for Classified Employees (the campus professional organization for support staff) and three administrators designed the program with additional input from other members of the classified staff.
A great deal of emphasis was put into the logistics of the workshops. A professional personnel consultant was hired to conduct the training following the request of the support staff for an off-campus person as the workshop leader. The sessions were held in a meeting room of a local restaurant. lt was felt that a location away from the campus would prove to be more conducive to participation by allowing individuals to get away from the office, the telephone, and other interruptions.
Employees were divided into three groups of about eighteen people. Selections for the groups were made on a random basis, with the condition that all offices had someone in them at all times to serve students. Attendance was mandatory.
Two-hour sessions were held once a week for each group over a period of three consecutive weeks. This time frame allowed individuals to practice what they learned in the workshop. The times for the group meetings were rotated so that each attended one morning session, one luncheon session, and one afternoon session.
Evaluation results of the workshops indicated strong support for the program. Participants reported that the discussion with other staff members was the most valuable part of the experience. Following the final session, MECC's president presented each participant with a certificate of completion.
MECC sought outside funding for the training. A grant from the Virginia Community College Association provided funding for the professional trainer and a portion of the materials cost. This allowed training for the trainers. Workshop leaders from Southwest Virginia Community College and Virginia Highlands Community College attended the MECC sessions for their orientation. Additional funding from the MECC Educational Foundation and the Association for Classified Employees provided refreshments and luncheons at the sessions.
The Connections program for Southwest Virginia Community College (SVCC) was conducted by the Continuing Education Program Developer and the Retention Coordinator from SVCC. lt was determined the support staff felt they were not actively involved during pre-service days. Hence, eighty support staff members were divided into four groups, with each group participating in two-hour sessions for three days during pre-service. The two group facilitators worked with two groups on a staggered schedule.
Participation in the program was mandatory for all support staff personnel. The President, Dean of Instruction, and Student Development Services enthusiastically endorsed the program and provided encouragement.
During the course of the training, program participants became more aware of the job responsibilities and challenges of their co-workers. As a result of this awareness, individual staff members began to examine their own attitudes and performance standards as they related to co-workers and students.
Evaluations of the program revealed the self-examination aspect was of tremendous value. The support staff realized how each individual contributes to the creation of a concerned and caring climate at their institution. The facilitators felt very strongly that the Connections program started the seed of putting quality service into action.
Virginia Highlands Community College (VHCC) utilized staff from the Personnel Office, Academic Support Services, and Counseling to present the Connections materials prior to the beginning of the fall semester of 1989. Each of these staff members had been or presently was classified staff. Each presenter was a volunteer, so that their enthusiasm for the project would be obvious to each participant group. Staff were allowed to choose from three presentation times over three consecutive days, but attendance was required.
A special feature of the VHCC workshops was that the administration participated in the same activities concurrently. Although separate from the classified staff, the administrators were exposed to the same materials and activities. The basis for this approach was to demonstrate in a meaningful way the VHCC administration's commitment to quality student services from all support personnel. Participation from the group of administrators was spirited and was described as "very valuable" by the group.
The activities that were evaluated to be the most productive were the discussions of the videos and the statements of appreciation for fellow workers. The latter activity clearly demonstrated to all group members the power of positive communications. Further, it revealed positive attitudes that might have otherwise gone unexpressed.
A Backward Glance
One of the most beneficial aspects of a cooperative effort is the ability to share the best, and sometimes worst, parts of an experience. The three colleges have had the opportunity to look back at their endeavor with plenty of comments from the support staff, administrators, and the workshop facilitators. The colleges have found that some aspects of one college's program were stronger than another's, and vice versa. What follows is a summary of these strengths and weaknesses.
All three colleges agreed that interaction with co-workers was the most meaningful part of the training. This may point to a need to give greater emphasis to support staff development.
Although support from the top was extremely evident on all three campuses, the participation of administrators in the same training, at the same time, was the most meaningful way to show commitment to quality student service. The Connections Training focused on the importance of good communication and good working relationships on campuses, something that needs to be emphasized to all campus personnel--support staff, administrators, and faculty.
To affect the total environment, the staffs of other agencies working on the campuses, such as JTPA or private security agencies, should also be included in the training. These agencies also deal with students, and their autonomy may not be understood by students or visitors to the campus. Another possibility for the program would be to include work-study students. These students have a paramount effect on other students with whom they come into contact in their work-study capacity.
Conducting the workshops over several weeks, rather than several days, allowed the participants to practice techniques they had learned in previous sessions, observe their own behavior and the behavior of others, and discuss these experiences the following session. Holding the sessions off-campus proved to be positive for the morale of the staff. Additionally, it prevented them from being interrupted periodically throughout the sessions. A physical distance from the campus alleviates some anxieties.
Mandatory attendance by all support staff is also necessary. Those most reluctant to attend may also be the ones with the greatest need for customer relations training. lt was also found to be important that the participants stay with the same group throughout the sessions. When individuals went from group to group, there was a need to rebuild the group structure as different members were added.
Having in-house trainers proved to be the best approach which provided for ownership of the program and enhanced continuity and follow-up training sessions. A culminating activity, with dinner or the awarding of certificates, was also found to be a worthwhile human relations activity for the staff and the importance of their role on the college campus.
What We Learned
The factors which affect students remaining in college until completion of a certificate, diploma, or degree are numerous. Retention studies do point to the importance of students being able to identify with a person on the campus, whether that person is faculty member, administrator, or support staff. The support staffs of the colleges are on the front line of retention. Whether they are division secretaries, fiscal technicians in the business office, or a housekeeping workers, they often make the first impression on potential students.
The participants generally entered the first session with apprehension and resignation; staff development activities are thought by many to have missed the mark on occasion. The Connections workshops overcame the inertia that many required meetings engender. The overall impression of all three colleges was that the activity was positive, meaningful, and worthy of continuing.
Where We Go From Here
Student retention is a serious issue among community colleges. lt is an issue that requires institution-wide strategies that affect personnel, programs, and services. Customer relations is recognized as only one aspect of this mix, but businesses have shown us it is a very important aspect. Follow-up activities and continuation plans are being developed. They include annual follow-ups, activities to orient new personnel, and video messages directly to students. On each of the three campuses-- Mountain Empire, Southwest, and Virginia Highlands--you can be sure the continuation of the Connections motif will have its own characteristic flavor.
Sharon Fisher is Director of Planning at Mountain Empire Community College, and Tamyra Kennedy is an Information Technician at the college.
Barbara Fuller is Continuing Education Program Developer at Southwest Virginia Community College, and Linda Moore is Retention Coordinator at Southwest.
Michael Rush is Coordinator of Academic Services at Virginia Highlands Community College, and Debbie Seymore is Personnel Officer at Virginia Highlands.