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Professional Development: Essential Learning - Staff Essentials
| | Essential Learning - Orientation | | |
Employee Orientation Prerequisite: none, year-one requirement
Length: 7.5 hours
Target Learners: newly hired staff and administrators The first two days of employment includes orienting to the College mission, history, demographics, personnel policy statements (i.e., FERPA, mandatory reporting, anti-harassment, conflict of interest, code of conduct, nepotism, plagiarism, copyright), communications, mail services, phones, employee groups, evaluation processes, benefits, the College calendar, access to technology, and required first-year workshops. | Learning Objectives: | | • | Complete paperwork, sign up for benefits | | • | Know where resources are located for employee support | | • | Review communication resources | | • | Identify the College’s place in the community and its role in educating | | • | Receive approval for e-mail, Banner, and online account setup | Go back to top
Banner: Introduction to Banner and Data Standards Prerequisite: none
Length: 4-½ hours
Target Learners: all employees This workshop explains what Banner is and how access to it is granted. The participant will learn to navigate the Banner interface, access and identify forms, and identify the elements of menus and forms. Also covered are the reasons for data-entry standards and how to perform detailed person searches. | Learning Objectives: | | • | Demonstrate how to connect to Banner and login | | • | Identify the elements of the Main Menu | | • | Demonstrate how to access a form in more than one way | | • | Describe the different types of forms | | • | Identify the basic parts of a form | | • | Demonstrate navigational skills | | • | Perform a detailed person search | Go back to top
Technology Basics Prerequisite: none, year-one requirement
Length: 3-1/4 hours
Target Learners: all new employees Employees of the College will understand their role in protecting the technology environment. A minimal baseline of technology knowledge will be provided. Topics will include basic computing terminology, navigation, and security. Additionally, employees will learn how to access PCC communications for updates in College operations and how to personalize and use the MyPima portal. Topics will include an overview of the data-management system, Banner; the Web site; and electronic publications. Access to software through Microsoft Work at Home Program is explained. Participants will discuss the College enterprise system and practice with tools employees are required to use as part of their job including: Outlook e-mail and calendaring, MyPima portal, and access to individual professional development. | Learning Objectives: | | • | Operate a College-provided desktop computer in a manner that keeps the system secure | | • | Describe Banner and its use in the College | | • | Access and use Outlook e-mail and calendaring | | • | Access MyPima and identify standard channels | Go back to top
Building Individual and Team Success Prerequisites: none, year-one requirement
Length: 7-½ hours
Target Learners: all employees This is a skill-building workshop in which you will interactively learn about how people are different, where you fit in those differences, and how to maximize the differences to improve work effectiveness. You will leave with insights about yourself and tools to build better relationships both inside the work environment and in your personal life. Participants are provided reference materials and several job aids to help apply the knowledge after the workshop. | Learning Objectives: | | • | Ways you are like others and ways you are different from them | | • | How personality differences are often the major sources of conflict and wasted time in the workplace | | • | How to shift communications to address the things to which others really respond | | • | How those personality differences affect how well you can communicate with others | | • | How to adapt your natural interaction style to increase relationship success | | • | How differences in personality influence what stresses us and ways to help alleviate that stress | | • | How the various personality differences play out on a team | Go back to top Civility and Ethics in the Workplace Prerequisites: none, year-one requirement
Length: 2-½ hours
Target Learners: non-supervisory staff Unethical behavior can lead to morale problems, loss of productivity, and lower community image. Harassment, inappropriate workplace behavior, confidentiality, and laws that govern behavior and treatment are explored including Code of Conduct, fraud, nepotism, and conflict of interest. Participants will discuss principles of behavior and ethics, and how they apply to a variety of situations in the workplace. Use guidelines for applying these principles and assessing choices to take in specific situations. | Learning Objectives: | | • | Compare and contrast respectful behavior with disrespectful behavior | | • | Practice ethical decisions using case studies | | • | Handle disrespectful behavior in accordance with PCC policy and procedure | | • | Describe when an action is to be reported and who it is reported to | | • | Explain how appropriate structure and policy decrease fraudulent practices | Go back to top
Customer Service and Product Knowledge Prerequisites: none, year-one requirement
Length: 4 hours
Target Learners: all employees Pima Community College is committed to excellent customer service. When it comes to customer-service challenges, the first few words determine your success or failure. What do you say when you answer the phone or respond to customer-service needs? This workshop is an overview of resources that aid in responding to students and familiarize all new employees with PCC services. Answers to frequently asked questions – how to read the schedule of classes, what programs are offered and why. Participants will become familiar with College structure, key players, the breadth of programs and services offered by the College and learn how to respond to the most commonly asked questions in each student service area. A job aide has been developed to help participants remember and respond. | Learning Objectives: | | • | Define probing questions and practice using probing questions | | • | Explain why PCC is an excellent resource for ten different student populations | | • | Identify the difference between a level 1 and level 2 inquiry | | • | Practice skills that build product knowledge | | • | Identify your internal and external customers | | • | Locate administrator resources at each site | Go back to top
Safety and the Coworker Prerequisites: none, year-one requirement
Length: 4 hours
Target Learners: non-supervisory staff As new employees, you may observe behavior and see hazards that more-veteran employees may overlook. Learn how to keep yourself safe in the work environment, and encourage coworkers and leadership to create an environment free from hazards. Learn your role in the event of an injury to self, another employee, or student. Learn what the College policy is for emergency situations. Study personal liability of mandatory reporting law. | Learning Objectives: | | • | Identify warning signs of behavior that may lead to a violation of the antiviolence workplace policy | | • | Practice identifying workplace hazards | | • | Describe the process of reporting an injury to self, another employee, or student | | • | Explain your role in reporting suspected abuse | Go back to top
What is a Community College and Who is the Pima Student? Prerequisites: none, year-one requirement
Length: 4 hours
Target Learners: non-supervisory staff From the creation of community colleges to PCC’s role in the community and state, a system overview. See the changing demographics of the county and learn how programs, courses, and times are selected to maximize enrollment. | Learning Objectives: | | • | Describe campus programs | | • | Identify the roles taxing, bonds, and tuition have in the College | | • | Identify trends, such as technology, and the role it plays in helping the College respond to community needs | Go back to top
| | Other Required Year-One Learning | | |
Participating in Your Performance Evaluation Prerequisites: none, year-one requirement
Length: 4 hours
Target Learners: non-supervisory staff Formal evaluations that will become part of the written record must be developed in a logical, systematic, and fair process. Your supervisor has many duties, one of which is to evaluate your performance. Learn how to identify problems, keep appropriate records, and create a positive experience by accurate self-appraisal. | Learning Objectives: | | • | Learn PCC forms and processes | | • | Ask questions about evaluating your performance | | • | Practice ways to listen and learn | | • | Identify personal skills and growth required to attain planned goals | | • | Write goals that align with your department and overall College objectives | | • | Define step criteria | | • | Compare and contrast step goals and evaluation goals | Go back to top
PCC: A Financial Overview Prerequisites: none, year-one requirement
Length: 4 hours
Target Learners: non-supervisory staff Improve your understanding of how the budget is created, where funding is allocated, and what measures determine our effectiveness. | Learning Objectives: | | • | Identify basic revenue flow, from source to outcomes | | • | Describe requests that align with College goals | | • | Describe how individual employees, departments, and campuses impact the status of resources | Go back to top
| | Required Topics for Those Who Manage Others | | |
Board of Governors, Governance, Power and Policy Prerequisites: none, requirement
Length: 4 hours
Target Learners: administrators, directors, managers Administrators, directors and managers need a working knowledge of the governance process, policies, academic integrity, personal accountability and guiding principles. Participants will follow information through formal and informal channels. Using case studies, the group will practice judgment and decision making in the context of the organizational structure. | Learning Objectives: | | • | Compare powers of the Board of Governors and Chancellor | | • | List roles and responsibilities of Campus President, Deans, Provost Office, Human Resources, Maintenance and Security, Finance, Information Technology | | • | Select activities to increase involvement (committees, groups, leadership) | | • | Ask clarifying questions | | • | Identify personal goals that advance the mission or contribute to the College plan | Go back to top
Effective Negotiation Prerequisite: One of the following: Building Individual and Team Success, MBTI, World Class Performance
Length: 4 hours
Target Learners: administrators, directors, managers Learn proven strategies that work best for managers who need to shape understandings within a complex web of internal and external relationships. Combining the theory of effective negotiation with the most successful strategies used by experts in law, economics, business management, government, psychology and dispute resolution, outcomes are maximized by knowing the best alternatives, focusing on interests, not positions, inventing options for mutual gain, and separating people from the problem. | Learning Objectives: | | • | Identify steps to separate people from the problem | | • | Invent options for mutual gain | | • | Structure the process to encourage problem solving and fact-finding | | • | Practice moving parties to agreement | | • | Negotiate without locking into positions | | • | Develop an implementation plan | Go back to top
Ethical Decision Making Prerequisites: none, year one requirement
Length: 4 hours
Target Learners: administrators, directors, managers Sometimes a decision may make sense based on data, cost and other factors yet end up causing embarrassment if it fails public scrutiny for ethical and moral parameters. Participants will evaluate examples where activities started decisions on an ethical slippery slope. | Learning Objectives: | | • | Evaluate your own values | | • | Discuss ethical dilemmas | | • | Identify policies/procedures meant to assist in ethical decision making | | • | Define ethics | Go back to top
Fundamentals of Purchasing and Travel Prerequisites: none, requirement
Length: 4 hours
Target Learners: administrators, directors, managers A basic overview of purchasing methodology including negotiation, vendor relations, and materials management. Understand the legal aspects of purchasing in a public institution. Inappropriate procedures cost the College and delay receipt of goods and services. Travel to attend meetings requires specialized documentation before, during, and after. | Learning Objectives: | | • | Identify the purchasing cycle, policies, procedures, controls, and standards | | • | Identify hidden costs and make better buying decisions | | • | Save the College money through better purchasing techniques | | • | Improve the services provided by our suppliers | | • | Recognize the forms to request advanced payment for travel | Orienting Your New Employee Prerequisites: none, year one requirement
Length: 3 hours
Target Learners: those who manage others Employees new to a job require the support of their supervisor in establishing the conditions for success in their new role. Participants in this workshop will be provided a checklist "shell" that guides them through topics required for new job holders to perform well. The checklist and training for supervisors is part of the performance management series. | Learning Objectives: | | • | Develop orientation to the job site | | • | Create a list of resources essential for success at the job site | | • | Identify who will play a role in the success of a new employee | | • | Establish a site plan to welcome and orient new workers on their first day at the job site | | • | Explain the supervisor responsibility in verifying the checklist has been completed | Performance Management and Evaluation Prerequisites: none, year-one requirement
Length: 4 hours
Target Learner: administrators, directors, managers, supervisors Genuine, specific feedback is welcomed by employees who seek to do their best. If it’s easy to provide effective feedback, why do so many evaluators and those being evaluated prefer to avoid the annual evaluation? This workshop guides evaluators through the Pima Community College process and forms. It also provides a theoretical overview of evaluation and its role in performance management, including legal implications. | Learning Objectives: | | • | Identify what a good performance evaluation should be able to do | | • | Describe how the performance evaluation process is used to communicate performance expectations and provide opportunity for feedback | | • | Explain how to complete a staff evaluation form fairly to document performance | | • | Practice writing meaningful and realistic job related goals with measurable outcomes | | • | Discuss how to tie professional development to on-the-job performance | | • | Recognize and respond appropriately to employee reactions | | • | Describe how to properly conduct the evaluation meeting | | • | Discuss legal exposures resulting from poorly written or conducted evaluations | | • | Discuss legal exposures resulting from failure to address performance issues | Resource Allocation Model (RAM) Prerequisites: none, year one requirement
Length: 4 hours
Target Learners: administrators, directors, managers Participants will learn about the concept and design parameters that serve as the basis for the construct and application of the College’s current Resource Allocation Models (RAM). Exploration through review and discussion of the Adjunct Faculty Funding and Campus Support Staff models will demonstrate how and where the guiding principles and allocation rationale have been incorporated. Participants will be engaged through focused examples and illustrations as to the factors used by the respective models and their quantitative relationship to model inputs and outputs. | Learning Objectives: | | • | Explain the difference between equity and adequacy; inputs and outputs; core and non-core; formula and model | | • | Define key terms, parameters, and allocation rational | | • | Identify the quantitative relationships between inputs and outputs | | • | Describe the impact of formula and factor changes | Risk Management Prerequisites: none, year-one requirement
Length: 6 hours
Target Learners: administrators, directors, managers Participants in this workshop will overview the Occupational Health and Safety Act, procedure for enforcement, general duty, employer reporting responsibilities, and employee and employer rights. OSHA categories of Bloodborne Pathogens, Confined Space, Lockout-Tagout, and Hazardous Materials will be covered from both a workplace and classroom perspective. PCC procedures of accident reporting, claim management, HAZMAT, safety committee, District and Campus emergency response, reporting abuse and antiviolence are reviewed. Symptoms and conditions of human behavior that can lead to violence in the workplace are discussed. Leadership will have an understanding of what to do when an unsafe act is observed or potential hazard is identified. | Learning Objectives: | | • | Describe the difference between an accident and illness according to OSHA | | • | Define managerial liability resulting from an OSHA violation | | • | Describe how the OSHA requirement of continual training on workplace hazards, driver training, vehicle inspections, and seat-belt use are done at PCC | | • | Which campus or location has the greatest accident, illness, or violation risk due to the following conditions: bodily fluid exposure, confined spaces, lockout/tagout, or hazardous materials | | • | List behaviors that can be symptomatic of anger, resulting in workplace violence | | • | List occupations and laboratories that require safety instruction of faculty and students | | • | Identify tools and materials used that are provided to protect students and employees from injury or illness |
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