representation training example presentation slides
TRANSCRIPT
Representation training
Example presentation slides
Welcome and introduction
Insert photos, names and job titles of the staff running the training
Icebreaker: ‘Human Bingo’
Housekeeping
What we’ll cover today
Insert agenda
What we won’t cover today
Insert information
Ground rules
• To establish common understanding of how we work together to establish a supportive environment
• To build trust and respect
• The support the trainer to enable the delegates to get what they need from the training
Hopes & Fears
Session 1 What is a representative?
Learning objectives:
• Articulate the purpose of a representative• Identify key tasks undertaken by representative• Explore and agree the skills and qualities
required to be an effective representative
What is the purpose of a representative
To continuously improve the student learning experience in partnership with the college and students’ union by helping create solutions to problems.
To represent your fellow classmates’ views and opinions on all matters relating to learning and teaching.
To provide both positive and negative feedback to staff.
To act as a communication channel between staff and students.
Responsibilities of a representative
• Introduce yourself to your class• Gather student opinion• Provide feedback to staff and students• Present student views at meetings• Attend meetings• Speak to people outside of meetings• Develop solutions to issues• Pass issues onto the college or students’ union• Contribute to college activities and processes
Key skills and attributes of a rep
Representative – the ability to gather and advocate student views The ability to analyse and report on information gathered Research skills Approachable and contactable Able to negotiate Diplomatic, impartial and supportive Critical and questioning
A strong communicator with tack including active listening and presentation skills
Knowledgeable on students concerns and priorities
Organised Proactive and solution
focused Networking and relationship
building ability Able to reflect and identify
areas for improvement in own performance
Ability to manage time and prioritise when required
Learning objectives review
• Articulate the purpose of a representative• Identify key tasks undertaken by
representative• Explore and agree the skills and qualities
required to be an effective representative
Session 2 How to represent
Learning objectives:
• Understand what feedback to gather from students
• List and discuss a range of feedback mechanisms to capture the student voice
• Identify how to be an effective communicator • Create and develop effective solutions to a
course quality issue
Capturing the student voice
As a course representative you should be one of the first people that students raise their feedback, issues or concerns with regarding their experience of their course .
It is then your responsibility to take the appropriate actions:
• Listen carefully to the student‘s feedback
• Collate the student feedback and formulate the evidence
• Decide whether you should raise the feedback promptly direct to a staff member or take the feedback to your next staff-student liaison meeting.
What do I gather feedback on?
Course Quality
Curriculum
Feedback and
assessment
Learning resources
Learning and teaching
Quality assurance &
enhancement
Student Support
Student progression
The feedback loop
Gather feedback
Build Evidence
Solution Focused
Feedback to peers
Communications methods
Lecture Shout Outs
Student poll
Course Facebook group
Virtual Learning Environment
Notice board space
Forums or focus groups
Conduct a surveyQuestion/issue box
Group email
Existing surveysSocial Media
Top tips
Questions: What is it you want to find out? Consider who your audience is, make your questions easy to understand and avoid misleading or biased questions. Does the question lead to a particular response? Is it an open question (e.g. doesn’t just have a yes/no answer)?
How should the data be collected: What information is necessary? What will you do with the information? Consider the strengths and weaknesses of collection methods, which is the best to use for what information you seek?
Top tips
Existing data: What secondary data is out there? Is the data current? How does it relate to the feedback you have collected? Does it inform or contextualise the information you have already collected from your peers or help you to form questions to ask them?
How you are going to analyse or interpret the data :Is it qualitative or quantitative feedback? How are you going to analyse the feedback? What are the main points/themes from the data and what is the most effective way to present the information?
Providing feedback to staff
Accurate: be specific, and provide evidence for what you are saying.
Balanced: present negative and positive feedback
Constructive: be solution focused
Depersonalised: do not mention staff members by name
Feedback should be widely expressed, deeply felt and achievable.
Problem tree
Consequences
Problem
Root causes
Problem tree example
Feedback from assessment always takes too long
Demotivated students
Reflects badly on the college
Students can’t improve in time for the next assessment Poor results
Deadlines all set at the same time
Staff have too much workNot enough teaching staff
Solution tree
Effects
Vision
Solutions
Solution tree example
College commit to a 4 week maximum feedback policy
Request for deadlines to be staggered
Staggered deadlines will spread out work load for staff
Students see steady improvement
Motivated students
Institution sets best practice
Learning objectives review
• Understand what feedback to gather from students
• List and discuss a range of feedback mechanisms to capture the student voice
• Identify how to be an effective communicator
• Create and develop effective solutions to a course quality issue