E. Best Presentation--Internship Seminar, University of Puget Sound Orientation Program
LO 6: Developing and demonstrating skills in leadership and collaboration.
The entry contains my seminar presentation for my 200 hour internship with the University of Puget Sound’s New Student Orientation Program. In my presentation, I describe the facets of the program, my learning throughout the internship, and take-aways for my future as a professional, focusing on collaborative leadership and effective teamwork.
This entry shows my understanding of developing and demonstrating skills in leadership and collaboration by connecting coursework in management theory with my practical internship experience. Evident is my understanding of teamwork, effective and clear communication, and the Puget Sound mantra of “challenge and support”.
References
Hackman, J. R. & Wageman, R. (2009). Foster Team Effectiveness by Fulfilling Key Leadership Functions. In E. Locke (2nd Eds.). Handbook of Principles of Organizational Behavior. (845-105). United Kingdom: John Wiley and Sons, ltd.
The entry contains my seminar presentation for my 200 hour internship with the University of Puget Sound’s New Student Orientation Program. In my presentation, I describe the facets of the program, my learning throughout the internship, and take-aways for my future as a professional, focusing on collaborative leadership and effective teamwork.
This entry shows my understanding of developing and demonstrating skills in leadership and collaboration by connecting coursework in management theory with my practical internship experience. Evident is my understanding of teamwork, effective and clear communication, and the Puget Sound mantra of “challenge and support”.
- Teamwork. For my internship with Orientation, I was charged with supporting the undergraduate coordinators of the Perspectives program, developing and implementing a two-hour training session on facilitation, and coordinating the Urban Plunge days of service. Much of my work was done in collaboration with my team of student staff and site supervisor. I drew connections from my experience in MBA 516 Management of People, in which we discussed team efficacy. According to Hackman and Wageman (2009), the essentials of team efficacy include: the right people, who have task and interpersonal skill; a clear and compelling direction/purpose, one that is specific enough to guide but not prescriptive; and elements of a real team, including stability of membership, interdependence, and collective accountability. I noticed all of these essential qualities during my time with Puget Sound, and because of this our work flowed much more easily: we did not have to worry as much about group process because it happened naturally. This was due to time spent on retreat discussing communication and work styles. Hackman and Wageman's (2009) definition of team efficacy has greatly influenced me as a professional and how I work with others; for example, I strive to promote stability of membership, interdependence, and collective accountability with my student leaders, my committee work, and my work with community partners.
- Effective communication. Because I was only on campus a few days a week, some of my work had to be done from a distance. This called for effective and clear communication in order to ensure that I was fulfilling my responsibilities accurately and on-track with the rest of the team. I think that because of this situation, my team was very open with communication of feelings, ideas, and tasks—it forced us to really be on top of it to make sure that nothing fell through the cracks. As a result, we were able to communicate very effectively in person and via email both during the planning process, but also during training and Orientation.
- Challenge and support. One of my work plan objectives included mentoring two undergraduate orientation coordinators as they plan and facilitate orientation training for student leaders. In my role, I discovered I needed to find ways for them to feel supported without taking ownership of their final product; an example is during the development of some of our training sessions, I would give them space to develop the material between the two of them, providing structure and support when they asked or when they appeared to be struggling. In this way, I was helping to challenge yet support them. I wanted them to look back and still know that this was their final product, and while there were people there to help them along the way, they could take ownership. This challenge and support model captures the essence of student affairs at Puget Sound, which provides a close-knit, safe, and supportive community of students, staff, and faculty. Students at Puget Sound are driven and bright, and when given the tools they need, go above and beyond.
References
Hackman, J. R. & Wageman, R. (2009). Foster Team Effectiveness by Fulfilling Key Leadership Functions. In E. Locke (2nd Eds.). Handbook of Principles of Organizational Behavior. (845-105). United Kingdom: John Wiley and Sons, ltd.
artifact_e.pdf | |
File Size: | 1497 kb |
File Type: |
artifact_e.handout.pdf | |
File Size: | 198 kb |
File Type: |