Talking Stick - January/February 2014 - 22
VOL.
REGROUP
elements of your plan established, you
can begin exploring the best methods
of program implementation. How
will you create opportunities for staff
to be exposed to new information or
professional experiences? Based on
your previous assessment of needs
and performance gaps combined with
your knowledge of available resources,
you can identify the types of program
delivery that fit your desired program
outcomes. All levels of staff will not
engage in, or benefit from, the same
type of program. Denise Golden,
director of residence life at Gannon
University in Erie, Pennsylvania,
takes into account the diversity of
staff needs: "Some have more flexible
schedules than others, so in supporting
opportunities for staff at all levels,
we must broaden our definition of
professional development. It ranges
from ongoing conversations, to
22
TALKING STICK
challenging a teammate to work on
something, to on-campus seminars
and webinars, to teaching a class, to
presenting and publishing."
For some levels of staff, internal
educational sessions or workshops
may be the most effective option for
delivering the program. For other
levels, individualized plans that involve
attending a conference or working on
collateral or special project assignments
may be most effective. Once again,
collaborating with other departments
across the institution may expose your
staff to expertise and opportunities
not available within your department,
relieve your team of bearing the
sole responsibility for creating and
implementing diverse professional
development programs, and encourage
collegiality and shared experience across
the institution.
CULTIVATING THE FLOWERS.
Before you begin implementing your
professional development plan, consider
your desired program outcomes and
how you will collect information
about your progress toward meeting
those objectives. Multiple sources
of feedback will provide you with
rich data that can be used to make
critical program decisions. As much
as possible, build opportunities for
formative evaluation into your process
so that you can collect information
about how staff are experiencing
individual programs throughout your
professional development cycle. Create
tools for summative evaluation at the
end of a designated cycle so that you
can track the learning or professional
development growth related to your
desired outcomes.
CONTINUES
53
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Talking Stick - January/February 2014
Table of Contents for the Digital Edition of Talking Stick - January/February 2014
Talking Stick - January/February 2014
Contents
New Member Highlight
Vision
Just In
Your ACUHO-I
Transitions
Facilities
Regroup
Special Focus
Calendar
Now Starring: Sophomores
An Oasis for Learning
Conversations
First Takes
Reporting Out
New Members
Snapshot
Talking Stick - January/February 2014 - Talking Stick - January/February 2014
Talking Stick - January/February 2014 - Cover2
Talking Stick - January/February 2014 - 1
Talking Stick - January/February 2014 - 2
Talking Stick - January/February 2014 - Contents
Talking Stick - January/February 2014 - New Member Highlight
Talking Stick - January/February 2014 - 5
Talking Stick - January/February 2014 - Vision
Talking Stick - January/February 2014 - 7
Talking Stick - January/February 2014 - Just In
Talking Stick - January/February 2014 - 9
Talking Stick - January/February 2014 - 10
Talking Stick - January/February 2014 - 11
Talking Stick - January/February 2014 - 12
Talking Stick - January/February 2014 - Your ACUHO-I
Talking Stick - January/February 2014 - Transitions
Talking Stick - January/February 2014 - 15
Talking Stick - January/February 2014 - Facilities
Talking Stick - January/February 2014 - 17
Talking Stick - January/February 2014 - 18
Talking Stick - January/February 2014 - 19
Talking Stick - January/February 2014 - Regroup
Talking Stick - January/February 2014 - 21
Talking Stick - January/February 2014 - 22
Talking Stick - January/February 2014 - 23
Talking Stick - January/February 2014 - Special Focus
Talking Stick - January/February 2014 - 25
Talking Stick - January/February 2014 - 26
Talking Stick - January/February 2014 - Calendar
Talking Stick - January/February 2014 - Now Starring: Sophomores
Talking Stick - January/February 2014 - 29
Talking Stick - January/February 2014 - 30
Talking Stick - January/February 2014 - 31
Talking Stick - January/February 2014 - 32
Talking Stick - January/February 2014 - 33
Talking Stick - January/February 2014 - 34
Talking Stick - January/February 2014 - 35
Talking Stick - January/February 2014 - An Oasis for Learning
Talking Stick - January/February 2014 - 37
Talking Stick - January/February 2014 - 38
Talking Stick - January/February 2014 - 39
Talking Stick - January/February 2014 - 40
Talking Stick - January/February 2014 - 41
Talking Stick - January/February 2014 - 42
Talking Stick - January/February 2014 - 43
Talking Stick - January/February 2014 - Conversations
Talking Stick - January/February 2014 - 45
Talking Stick - January/February 2014 - 46
Talking Stick - January/February 2014 - First Takes
Talking Stick - January/February 2014 - Reporting Out
Talking Stick - January/February 2014 - 49
Talking Stick - January/February 2014 - 50
Talking Stick - January/February 2014 - 51
Talking Stick - January/February 2014 - 52
Talking Stick - January/February 2014 - 53
Talking Stick - January/February 2014 - New Members
Talking Stick - January/February 2014 - 55
Talking Stick - January/February 2014 - Snapshot
Talking Stick - January/February 2014 - Cover3
Talking Stick - January/February 2014 - Cover4
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