|Submission Date||March 30, 2018|
Portland State University
IN-26: Innovation C
|1.00 / 1.00||
Program + Assessment Coordinator
Campus Sustainability Office
Name or title of the innovative policy, practice, program, or outcome:
A brief description of the innovative policy, practice, program, or outcome that outlines how credit criteria are met and any positive measurable outcomes associated with the innovation:
The Planning, Construction, and Real Estate (PCRE) Job shadow is a professional development opportunity for PCRE full time employees. The job shadow program enables full time employees to experience a work day or partial work day in a profession or field that they are interested in. The program is grounded in career development and will facilitate communication and knowledge sharing across departments. The program supports PSU sustainability goals, by improving employee engagement and well-being. The program also provide free peer-to-peer training for professional development and to help employees achieve their career goals. Additionally, if promotes collaboration across departments and help building a stronger knowledge of the University’s sustainability goals and how they are applied within each department of PCRE
PCRE is a division of Finance and Administration and includes the following departments:
-Facilities and Property Management
-Campus Sustainability Office
-Campus Planning Office
-Capital Projects and Construction
-Transportation and Parking Services
1. Provide an opportunity for participants to learn about a position/career they are interested in through direct observation.
2. Allow participants to gain a new perspective on the different roles and responsibilities within PCRE.
3. Empower participants and encourage them to connect with coworkers in an educational and enriching observational setting.
3. Apply the University’s Strategic Plan by developing an enriching experience across PCRE:
-------Innovate for long-term stability: 3.3 - provide professional development opportunities and support for staff.
-------Expand our commitment to equity: 1.1 - create expectations, training and incentives for faculty, staff, and students to regularly participate in culturally responsive education and sharing opportunities.
5. Apply some of the goals identified through the 2015-16 FADM engagement process:
------Human Resources is creating tools and training for managers to assist them in identifying and pursuing professional development opportunities for all employees.
------Each member of the FADM leadership team has committed to finding and resolving the barriers preventing employees from taking advantage of professional development opportunities.
The program piloted this fall and officially launched this in January 2018 with a total of 12 participants so far. Below are some testimonials from participants in the program:
"I have gained a new friendship and some knowledge of the trade I had not previously known"
"I was able to see the AIM system utilized in vastly different ways, and from a different crew's perspective. This helped to shape my ideas toward process improvement within my department. I also feel this has resulted in a better working relationship between groups."
"I now better understand how busy departments can become, and how that effects work other departments are trying to accomplish."
"I really enjoyed my time and would love the opportunity to come back very soon. I really can't thank everyone involved enough, it was truly a great experience."
Which of the following impact areas does the innovation most closely relate to? (select up to three):
Wellbeing & Work
A letter of affirmation from an individual with relevant expertise or a press release or publication featuring the innovation :
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.