26y INNOVATION ABSTRACTS ‘2.
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2G Published by the National Institute for Staff and Organizational Development
7 With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation

 

 

 

PROFESSIONAL DEVELOPMENT FOR CLASSIFIED STAFF

How important is the quality of classified staff and its subsequent growth and development to the success of a
college? Jefferson Community College in Louisville, Kentucky, has answered that question with an on-going
commitment of a planned development program for secretaries, clerks, and maintenance workers.

The college-wide Faculty/Staff Development Committee was formed in 1975; and from the beginning,
classified staff representatives have been included in its membership. Presently, 4 of the 17-member committee
are classified staff. We have a voice in the allocation of professional development funds, plan and approval of
the calendar of activities, and serve as a sub-committee to implement programs designed specifically for
classified staff. These have included workshops and seminars on such topics as: "Computer Use," "Word
Processing," "Time Management," "Dealing With Angry Students," "Classified Staff Role in Student
Advising," "Effective Written Communication," "Assertiveness for Classified Staff," "First Aid," "CPR,"
"Personal Security," and for the Maintenance and Operations Department, "Heating and Air Conditioning" and
"Blueprint Reading."

For the past several years Faculty/Staff Development has included at least one all-day classified staff seminar
with luncheon, speakers, and group activities. Our seminars are held off-campus because these sites provide us
with an opportunity to concentrate on the topics without telephone interruptions, drop-ins, etc. This is the most
popular activity of the year and is a valuable opportunity to get to know new staff and to strengthen
relationships with those we do not work with closely. In May, 1985, our seminar focused on student advising
and the important role that classified staff play in that process. Our Associate Directors (Academic Deans)
helped us define our role by broadening the concept to include the giving of accurate information and making
proper referrals (with emphasis on accurate and proper). The social setting enhanced the effectiveness of their
presentation. Meeting face-to-face and learning exactly what our fellow staff members do gave us firsthand
knowledge of resource people for information and referrals. When we direct a troubled or confused student to a
person, by name—or better yet, call ahead for him/her—we personalize the advising system for the student.

Although the full committee utilizes a needs/interests survey each year in program planning, we of the
classified staff conduct additional informal surveys of our own by listening to our peers wherever we see
them—in the mailroom, on campus, or in the parking lot. Several of these "informal conversations" have
resulted in a classifed staff Handbook, a looseleaf notebook containing up-to-date information on college policies
and procedures every classified staff member needs to know, as well as examples of all college forms currently
in use.

There have been other tangible results from classified staff professional development activities. The
compilation of suggestions from a workshop on telephone techniques led to the publication of a booklet, Jefferson
Community College... May I Help You?. Its 32 points on classified staff responsibility emphasize consistency and
courtesy and offer specific ways of handling various situations. One, for example, reminds us that, "If you must
place a caller on hold, explain what you are going to do and why; then check back with him/her frequently so
he/she will know you have not forgotten the call or disconnected it." Another suggests that, "When a caller is
nasty or profane, simply say, ‘Let me transfer you to my supervisor’ or ‘I’m sorry, I cannot continue this
conversation if you insist on using that kind of language’." The telephone pamphlet is a source of pride for the
staff because they themselves are the authors who generated the ideas.

 

(G9) Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712