PeeqMe is the mobile, social app that is home to our members' performance profiles. We apply the smartest science, the best practices, and dominant social trends to help improve human performance and well-being. Our higher education solution builds student engagement by helping them apply their assessed personality, behaviors and talents in the classroom, community activity, and work. When students engage with their natural preferences and gifts, and when they are encouraged and coached to them, then they are retained in college and make better prospective recruits.

1. 6/21/2013
From
Freshman
to
Fresh
Recruit
|
P.
Quake
Pletcher
PEEQME
THE
CAMPUS
EXPERIENCE
IMPLEMENTATION

2. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
1
TABLE
OF
CONTENTS
Summary
................................................................................................................................
1
Peeqme
Screenshots
...............................................................................................................
2
Implementation
PlanNing
Higher
Ed
.......................................................................................
3
Links
from
the
Headlines
..................................................................................................................
3
We
want:
..........................................................................................................................................
4
Define
Needs
....................................................................................................................................
4
High-­‐level
Need
Classifications:
............................................................................................................
4
Define
Champions,
Sponsors,
Admin
Leaders
......................................................................................
5
PeeqMe
Program
Anchor
Points
.......................................................................................................
5
Policy
and
Procedure
Considerations
..............................................................................................
13
Prioritize
User
(Have
a
little
fun)
.....................................................................................................
14
Map
User
Experience
......................................................................................................................
14
Map
Workflows/Touchpoints
.........................................................................................................
15
Implementation
Plan
......................................................................................................................
15
PeeqMe
Advisory
Services
..............................................................................................................
16
SUMMARY
PeeqMe
wants
to
help
you
think
about
the
best
way
to
roll-­‐out
peeqMe
to
your
campus
community.
This
document
serves
as
a
guide
to
help
you
get
started.
While
social
networks
always
have
an
organic
growth
component,
it’s
also
valuable
for
institutions
to
provide
some
managed
growth
opportunities
that
are
tailored
to
their
particular
needs,
circumstances
and
objectives.
We
encourage
experimentation
and
feedback
from
our
peeqMe
community
to
help
make
this
the
best,
most
valuable
experience
for
our
members.
We
are
especially
happy
to
collaborate
on
research
into
the
successful
application
of
peeqMe
in
Higher
Ed
environments
for
submission
to
peer-­‐reviewed
journals.
Happy
peeq’ing!
P.
Quake
Pletcher,
MBA
Founder,
PeeqMe
quake@peeqme.me
317-­‐376-­‐5834

3. 2
The
Campus
Experience
Implementation
PEEQME
SCREENSHOTS

4. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
3
IMPLEMENTATION
PLANNING
HIGHER
ED
LINKS
FROM
THE
HEADLINES
Google says GPA not Useful
How
can
students
focus
on
building
their
performance
story
and
being
able
to
effectively
retell
it?
Social Media Part of Student
Engagement
What
solutions
involving
social
media
might
assist
in
improving
the
crisis
in
student
retention?
Unpaid Internships in Jeopardy
What
help
do
universities
need
to
capture
their
student’s
internship
experience
value
compliantly?
The
interesting
thing
about
the
behavioral
interview
is
when
you
ask
somebody
to
speak
to
their
own
experience…
you
get
two
kinds
of
information.
One
is
you
get
to
see
how
they
actually
interacted
in
a
real-­‐
world
situation,
and
the
valuable
“meta”
information
you
get
about
the
candidate
is
a
sense
of
what
they
consider
to
be
difficult.
–
Laszlo
Bock,
Sr.
VP
–
People
Operations,
Google
Just
as
with
the
body
of
research
supporting
the
potential
of
social
involvement
to
limit
attrition,
there
is
a
body
of
research
making
it
quite
clear
the
today’s
students
and
faculty
are
using
social
media
tools.
–
Kelly
Walsh,
Founder
of
EmergingEdTech.com
Schools
want
their
students
to
have
a
leg
up
in
getting
jobs.
Students
are
also
demanding
more
from
schools
-­‐-­‐
they
want
more
than
just
a
diploma
for
their
return
on
investment,
they
want
networking
and
professional
experience.
–
Emily
Kissane,
Policy
Analyst,
Hobsons:
Education
Solutions
Company

5. 4
The
Campus
Experience
Implementation
WE
WANT:
DEFINE
NEEDS
HIGH-­‐LEVEL
NEED
CLASSIFICATIONS:
Discovery
–
Use
PeeqMe’s
performance
profile
for
reflection.
Who
is
that
person
in
the
screenshot?
Use
thumbnail
sketch
of
a
personal
performance
profile
to
stay
connected
and
oriented.
Development
–
Develop
your
natural
preferences
and
strengths
with
the
help
of
peers,
managers,
alumni
mentors/coaches,
faculty,
advisors,
counselors.
Develop
collaboration
skills
related
to
self-­‐mastery
in
how
you
relate
to
others,
how
do
you
leverage
others’
gifts,
and
how
do
you
extend
your
influence
through
delivery
of
feedback.
Students
to
discover
themselves
intenfonally.
Students
to
have
focused,
quality,
personally
applicable
discussions
with
guides,
mentors,
coaches
and
counselors.
Students
to
capture
their
experiences
in
a
construcfve
way
to
promote
posifve,
confnuous
personal
development.
Students
to
build
social
proof
of
performance
that
creates
a
personal
performance
archive
for
reference
and
reflecfon.
Students
to
graduate
on
fme,
with
a
job,
that
is
a
good
fit
for
them.

6. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
5
Performance
–
Create
social
proof
of
your
capabilities
and
ability
to
align
with
behaviors
and
values
that
matter
to
organizations.
Become
articulate
in
how
you
communicate
your
effectiveness
in
behavioral
interviews
to
reveal
your
best
self.
What
are
the
highest
priority
needs?
Distribute
a
survey
to
internal
stakeholders
in
faculty,
student
leadership,
student
affairs,
career
services,
etc
:
□ Self-­‐discovery/awareness.
□ Student
engagement
to
promote
retention.
□ Student
alignment
with
academic/career
path
for
right
time/right
place
diploma
to
career
transition.
□ Facilitation
of
alumni
engagement
with
students
to
support
alumni
development.
□ Career
services
preparation
for
successful
job
offer.
□ Capture
value
of
work
experiences
universally
(work-­‐study,
volunteer,
activity,
academic
project
work).
□ Create
a
mobile,
social
platform
that
aligns
with
student
behavior
patterns.
□ Explore
early
intervention
opportunities
for
at-­‐risk
students.
□ Complement
existing
knowledge
acquisition
and
critical
thinking
development
with
practical,
personalized
professional
growth.
□ Understand
macro
trends
to
support
program
decisions.
DEFINE
CHAMPIONS,
SPONSORS,
ADMIN
LEADERS
Improve
outcomes
my
understanding
who
the
key
players
are
in
delivering
a
successful
implementation.
Champions
–
Lead
communication
and
application
success.
Candidates:
___________________________________________________________________________________
Sponsors
–
Provide
the
resources
and
align
within
organizational
priorities/strategy.
Candidates:
___________________________________________________________________________________
Admin
Leaders
–
Manage
day
to
day
administration
of
the
program
for
user
community.
Set
up,
implementation,
reporting
and
analytics,
integration
(technical,
workflow,
etc).
Candidates:
___________________________________________________________________________________
PEEQME
PROGRAM
ANCHOR
POINTS
PeeqMe
can
be
integrated
into
many
parts
of
the
campus
experience,
including
but
certainly
not
limited
to
the
following:
FRESHMAN
ORIENTATION
(SELF-­‐DISCOVERY
FROM
ASSESSMENT)

7. 6
The
Campus
Experience
Implementation
Students
often
participate
in
some
personality,
behavior,
or
talent
assessment
at
Freshman
Orientation.
For
many,
while
the
immediate
insights
are
illuminating,
their
lasting
effect
is
limited.
Recall
of
assessed
type
or
talent,
as
well
as
their
meaning,
diminish
considerably
as
time
passes.
Integration
into
the
peeqMe
performance
profile
means
their
profile
is
always
at
hand.
1. Send
email
link
with
app,
web
link.
2. Send
assessment
code
if
paid
for
or
direct
them
to
preferred
assessment
for
their
participation
and
result.
3. Invite
set
up
of
profile
prior
to
arrival
on
strengths
and
style.
Leader
Guide
FIRST
WEEK
PROGRAMMING
While
absorbing
all
the
newness
of
the
freshman
experience,
a
short
exercise
in
setting
up
and
using
the
peeqMe
account
is
critical
for
success.
PeeqMe
recommends
a
simple
exercise
for
those
who
understand
their
styles
and
strengths
and
have
set
up
their
profile.
a. Set-­‐up
Validation:
Ask
the
students
if
their
profiles
‘ring
true’
to
them.
Show
of
hands
-­‐
is
it
spot
on,
mostly
right,
something
is
specifically
off?
“Mine
says
‘Brings
system
thinking
to
problems
while
attending
to
the
concrete,
practical
elements.’
I
really
don’t
know
if
that
is
how
I
solve
problems.
I
like
to
talk
things
out.”
Or
“That
sounds
about
right.”
Objective:
Make
sure
that
there
is
consistent
understanding
of
the
profile
and
acceptance
of
the
results.
If
inconsistent
with
self-­‐perception,
the
good
thing
is
that
you
might
find
that
others
see
something
you
don’t.
If
not,
maybe
you
need
to
reassess.
b. FeedMe
First
–
The
leader
invites
each
person
to
give
three
pieces
of
feedback
to
themselves,
about
themselves
within
10
minutes.
Objective:
Create
a
training-­‐by-­‐doing
atmosphere.
c. Ask
the
students
to
describe
which
style
(profile,
team,
problem
solving)
or
strength
(as
they
listed)
that
they
gave
themselves
feedback
on.
“I
did
all
mine
on
my
Team
style,”
“I
did
Command,
Context,
and
Woo
in
my
strengths,”
“I
only
did
problem
solving
and
Ideation.”
Objective:
Get
some
practice
on
giving
feedback
and
begin
a
process
of
self-­‐reflection.
d. Ask
the
students
to
describe
what
was
hard
about
giving
feedback…
“I
really
couldn’t
think
of
any
examples
of
my
own
self,”
“I
wasn’t
sure
what
the
impact
of
what
I
did
was,”
“I
couldn’t
figure
out
how
to
type
it
all
in,”
“I
thought
after
I
did
it,
it
didn’t
really
fit
the
strength
I
thought
I
was
displaying.”
What
was
easy?
“I
could
check
the
definition
and
I
just
made
it
fit
that,”
“I
know
myself
so
it
was
easy
to
describe
what
I
did.”
Objective:
Shared
learning
about
the
experience
and
how
to
make
it
better.
e. Ask
the
students
how
big
their
feedback
scope
was.
“Did
you
describe
a
behavior
that
was
simple,
like
how
you
used
an
attention
getter
in
a
presentation?
Did
you
describe
a
long
process
that
occurred
over
days
or
weeks?”
Objective:
Learn
how
to
be
appropriately
specific
in
giving
feedback.
f. Ask
how
far
back
you
went
for
the
example:
“Show
of
hands:
How
many
did
an
example
from
the
last
week?
How
many
from
the
last
month?
How
many
did
an
example
from
the
last
6
months?
More
Factoid:
Many
people
have
subtle
changes
over
time
if
reassessed.

8. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
7
than
6
months?”
Objective:
Educate
that
people
tend
to
have
higher
engagement
when
they
work
with
their
natural
strength
daily
and
are
more
effective
when
aware
of
their
style.
g. Ask
three
people
to
share
examples
of
feedback
they
gave
themselves.
Objective:
Make
sure
folks
understand
how
different
feedback
can
be.
h. Ask
if
the
feedback
was
recognition,
developmental,
or
proof
of
performance?
Was
it
all
three?
Objective:
Expose
how
you
might
use
feedback
as
recognition,
to
help
improve,
or
to
provide
evidence
of
performance.
Factoid:
i. Create
Group
of
PeeqMe
Board
of
Advisors
of
3-­‐5
Personal
Advisors
(may
play
multiple
roles):
a. Mentor:
Focus
on
close,
individual
relationship
that
is
broad
in
guidance.
(Former
teacher,
former
boss)
b. Coach:
Focus
on
specific,
performance
improvement
in
narrow
scope.
(Family
friend
in
field
of
interest)
c. Cheerleader:
Encourages
with
faithful,
positive
energy.
(Friendly
supporter)
d. Booster:
A
formal
supporter
with
vested
interest
in
success.
(Counselor,
Academic
Advisor)
e. Peer
Buddy:
Peer
that
is
in
position
to
observe
a
great
deal.
(Classmate,
Roommate)
f. Season
Ticket
Holder:
One
who
frequently
and
consistently
watches
your
performance.
(Faculty,
Co-­‐worker,
Collaborator)
Ask
people
to
describe
one
who
they
wanted
to
invite
(not
naming).
“I
added
my
father’s
business
partner
who
is
in
sales.
My
dad
is
a
finance
guy,”
“My
older
brother’s
best
friend
is
in
the
business
school,”
“A
girl
from
my
hometown
is
in
the
same
scholarship
program.”
Objective:
Get
started
building
your
network.
j. Import
or
affiliate
with
a
group.
Behaviors
and
Values
are
things
you
intend
to
demonstrate.
PeeqMe
comes
with
standard
behaviors
and
values,
or
you
can
affiliate
with
groups.
a. Do
you
want
to
collect
behaviors
that
seem
appropriate
for
your
chosen
field
or
function?
b. Do
you
want
to
affiliate
with
an
association
such
as
a
fraternity
or
a
professional
association?
c. Do
you
want
to
select
personal
values
related
to
your
faith
or
deeply-­‐held
code?
d. Do
you
want
to
affiliate
with
your
university’s
behaviors
or
values?
Ask
people
to
think
about
what
they
want
to
show
–
this
is
the
walk
to
your
talk.
Objective:
Be
intentional
about
what
you
want
to
demonstrate,
whether
for
your
community,
your
career,
or
yourself.
Leader
Guide
RESIDENCE
HALL
INTEGRATION
Factoid:
Research
suggests
that
our
level
of
intimacy
hovers
around
60
people.
How
does
that
compare
to
other
social
networks
you
are
a
part
of?
Factoid:
One
of
the
most
popular
style
assessments
and
one
of
the
most
popular
strength
assessments
create
over
a
half-­‐
million
unique
combinations.
Which
one
are
you?

9. 8
The
Campus
Experience
Implementation
Residence
Life
can
integrate
PeeqMe
into
activities
and
experiences
in
many
ways.
Activities
Strength
Mix
and
Match
1. Have
team
identify
the
category
quadrant
that
most
of
their
strengths
fall
into.
If
a
tie,
choose
the
quadrant
they
most
strongly
identify
with.
2. Have
Extroverts
(Focus
is
external)
and/or
D’s
and
I’s
(those
that
identify
with
Assertion
rather
than
Reserved)
interview
Introverts
(Focus
is
internal)
and/or
S
and
C’s
(those
that
identify
with
Reserved
rather
than
Assertion):
Tell
me
a
story
about
your
dominant
strength?
3. Have
Introverts
and/or
S’s
&
C’s
interview
the
Extroverts
and/or
D’s
&
I’s
to
explain
what
it
felt
like
when
they
used
their
dominant
strength
to
accomplish
something
important.
Acting
Thinking
Analytical
Arranger
Consistency
Deliberative
Futuristic
Ideation
Input
Intellection
Learner
Context
Strategic
Strategic
Vision
Innovation
Command
Competition
Developer
Positivity
Maximizer
Woo
Collaboration
Interpersonal
Intuition
Connecting
with
People
Moving
People
Achiever
Activator
Belief
Significance
Discipline
Adaptability
Focus
Restorative
Self-­‐Assurance
Drive
Resilience
Strategic
Self-­‐
Awareness
Decision-­‐Making
Operational
Thinking
Communication
Harmony
Empathy
Includer
Individualization
Relator
Responsibility
Valuing
Others
Objective:
Begin
to
see
how
strengths
look
in
real-­‐life,
and
identify
people
who
might
be
generally
similar
to
yourself
while
observing
differences
in
how
style
works
even
with
strengths
in
common.
Roles
Awareness:

10. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
9
1. What
role
do
you
like
to
play
in
a
group
setting?
1pt
for
most
favorite
and
4pts
for
least
favorite.
□ Facilitator:
Manage
Discussion
□ Time
keeper:
Drive
Agenda
□ Minute
taker:
Document
relevant
details
□ Task
master:
Delegate,
Monitor
Task
Accountability
2. In
3
minutes
do
the
following:
Separate
into
favorite
groupings,
have
someone
list
their
style
on
the
board,
get
the
average
pts
for
each
role,
ask
them
to
share
with
each
other
why
they
like
that
favorite
role
and
have
someone
summarize
the
discussion
as
spokesperson
to
the
rest
of
the
group.
3. Are
their
Team
Profiles
more
or
less
consistent
with
their
favorite
roles?
Discuss.
4. Ask
about
the
process.
Did
anyone
not
want
to
be
the
spokesperson?
Was
it
difficult
to
delegate
roles/tasks?
Who
pushed
to
get
it
done
on
time,
or
did
it
feel
like
the
process
didn’t
get
it
done
in
time?
Objective:
Create
awareness
of
natural
style
preferences
and
how
it
works
in
groups,
but
also
how
important
diversity
of
style
in
a
group
matters.
Staff
Insights
Residence
Life
cannot
escape
the
challenges
of
life
that
students
go
through.
The
many
roles
from
authoritarian
enforcement
to
subtle
influence
require
a
sensitivity
to
how
to
best
communicate
with
the
diverse
students
they
are
responsible
for.
Training
on
how
to
message
effectively
using
PeeqMe
includes:
• Role-­‐play
how
to
tailor
messages
based
on
unique
styles.
• Think
about
which
words
appeal
to
the
student
and
how
do
you
integrate
that
into
the
conversation.
• Consider
Discussion
Prompts
to
draw
out
issues
or
concerns
or
to
keep
the
conversation
from
derailing
or
gently
exploring
blindspots.
Leader
Guide
ADVISORS,
COUNSELORS
Advisors
and
counselors
have
the
opportunity
to
communicate
targeted
messaging
on
their
respective
knowledge,
SME
domains
effectively,
while
exploring
the
candidates
needs
more
directly.
Training
on
how
to
advise
and
counsel
using
peeqMe
includes:
• Understanding
the
best
way
to
relate
and
educate
the
student
by
being
aware
of
their
style.
• Ability
to
review
feedback
and
help
interpret
it
with
the
student.
• Foundational
information
by
which
to
consider
application
of
students’
natural
preferences
and
talents
when
sorting
through
career,
academic,
relationship
and
retention
issues.
STUDENT
WORKFORCE
Help
build
social
proof
of
performance
and
develop
in
real
world
context.

11. 10
The
Campus
Experience
Implementation
Preparation
1. Identify
that
all
management
and
staff
have
taken
the
appropriate
assessments.
1. Send
email
link
with
app,
web
link.
2. Send
assessment
code
if
paid
for
or
direct
them
to
preferred
assessment
for
their
participation
and
result.
3. Invite
set
up
of
profile
prior
to
arrival
on
strengths
and
style.
2. All
management
should
invite
staff
to
join
their
network
via
PeeqMe
to
activate
reciprocal
feedback
and
individual
performance
profile
access.
3. Create
work
groups
in
PeeqMe
that
allow
for
coworkers
and
collaborators
to
have
group
insights.
Example:
Department,
Working
Group,
Project
Team.
Kick-­‐Off
Training
1. Communicate
why
PeeqMe
is
being
used
to
benefit
the
individuals
and
the
organization.
You
Us
Build
your
personal
story
using
behavioral
examples
Create
high-­‐performing
teams
Develop
your
natural
talents
and
preferences
Strengthen
culture
around
shared
behaviors
and
values
Support
job
satisfaction
and
engagement
Support
performance
management
process
Elevate
emotional
intelligence
2. Introduce
how
to
use
peeqMe
by
showing
peeqMe
Tutorial
video.
3. Hands-­‐on
exercise
to
explore
tool.
a. Ring
True:
Set-­‐up
Validation:
Ask
the
participants
if
their
profiles
‘ring
true’
to
them.
Show
of
hands
-­‐
is
it
spot
on,
mostly
right,
something
is
specifically
off?
“Mine
says
‘Brings
system
thinking
to
problems
while
attending
to
the
concrete,
practical
elements.’
I
really
don’t
know
if
that
is
how
I
solve
problems.
I
like
to
talk
things
out.”
Or
“That
sounds
about
right.”
Objective:
Make
sure
that
there
is
consistent
understanding
of
the
profile
and
acceptance
of
the
results.
If
inconsistent
with
self-­‐perception,
the
good
thing
is
that
you
might
find
that
others
see
something
you
don’t.
If
not,
maybe
you
need
to
reassess.
b. FeedMe
First:
The
leader
invites
each
person
to
give
three
pieces
of
feedback
to
themselves,
about
themselves
within
10
minutes.
Objective:
Create
a
training-­‐by-­‐doing
atmosphere.
c. Playback
Practice:
Ask
the
students
to
describe
which
style
(profile,
team,
problem
solving)
or
strength
(as
they
listed)
that
they
gave
themselves
feedback
on.
“I
did
all
mine
on
my
Team
style,”
“I
did
Command,
Context,
and
Woo
in
my
strengths,”
“I
only
did
problem
solving
and
Ideation.”
Objective:
Get
some
practice
on
giving
feedback
and
begin
a
process
of
self-­‐reflection.
d. Intentions:
Set-­‐up
profile
with
Behavior
and
Values
e. Feedback
Goals:
Frequency,
Quality,
Developmental/Recognition,
Breadth
Factoid:
High-­‐performing
teams
have
positive
to
negative
feedback
ratios
of
6:1.
Low
performing
teams
0.4:1(Losada,
1999)

12. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
11
f. Ethical
practice:
Feedback
Do’s
Feedback
Don’ts
Be
descriptive
and
direct
Give
feedback
that
is
a
week
or
more
old
Focus
on
the
action
Focus
on
the
actor
or
personalize
Only
offer
improvements
that
are
feasible,
specific
Use
generic
value
language.
“It
was
wonderful”
Be
available
to
discuss
in
a
safe,
private
environment
Go
into
issues
an
employee
can’t
control
4. Review
feedback
given
periodically
to
employees
and
invite
them
to
share
any
feedback
they
have
received
to
start
discussions
about
development
and/or
performance.
STUDENT
LEADERSHIP
Help
build
social
proof
of
performance
and
develop
feedback/collaboration
skills.
Training
on
how
student
leaders
can
leverage
peeqMe
includes:
• Setting
goals
for
how
to
regularly
give
quality
feedback.
• Creating
an
open,
safe
environment
to
receive
feedback
from
people
that
you
lead
and
individuals
you
serve
to
achieve
10
or
more
sources
over
a
6-­‐12
month
period.
• Thank
your
feeders
and
share
how
your
feedback
has
shaped
your
own
performance.
• Review
the
feedback
you
give
and
the
feedback
you
receive
with
mentors,
coaches,
counselors
and
advisors
to
improve
your
own
leadership.
CAREER
DEVELOPMENT
Career
development
is
critical
for
understanding
how
to
maximize
your
campus
experience.
Within
the
career
development
process
peeqMe
can
be
used
for
the
following:
• Help
find
good
fit
with
companies
and
jobs
based
on
their
culture
aligning
with
how
students
like
to
work
• Building
a
strong
performance
story
by
knowing
your
situational
performance
and
behavior
successes.
• Relating
your
personal
brand
effectively
in
a
way
that
is
fact-­‐based
not
wishful
thinking.
• Capturing
the
experience
of
internship’s
to
student’s
development
and
performance.
ALUMNI
ENGAGEMENT
One
of
the
best
ways
to
engage
alumni
is
to
involve
them
in
the
lives
of
students.
PeeqMe
is
happy
to
explore
the
following
to
help
support
the
kind
of
alumni
engagement
that
supports
robust
alumni
development
while
benefiting
students.
Factoid:
Personal
Development
when
using
360
Feedback
mechanisms
is
validated
with
10+
people
providing
feedback
input.
(Hensel,
2010)

13. 12
The
Campus
Experience
Implementation
□ Alumni
events
can
be
used
to
create
affiliations,
facilitate
alumni-­‐student
matching
based
on
shared
strengths
and/or
style.
□ Create
ice-­‐break
games
to
create
stronger
mentor
bonds
between
alumni
and
students.
□ Allow
for
feedback
sharing
and
coaching/mentoring
via
phone/email.
AFFINITY
GROUPS
Fraternities,
programs,
activities,
etc.
that
desire
to
capture
the
richness
of
the
affinity
group
experience
can
use
peeqMe
within
their
organizations.
Affinity
groups
often
lack
the
infrastructure
to
systematically
promote
the
behaviors
and
values
that
create
a
strong,
vibrant
organizational
culture.
PeeqMe
offers
that
in
a
very
cost-­‐effective
manner.
ACADEMIC
INTEGRATIONS
Many
academic
programs
either
teach
peeqMe
influenced
activities
such
as
virtual
work
teams,
communication
courses,
non-­‐traditional
student
engagement,
and
collaboration
projects
or
rely
on
them
to
accomplish
their
work.
PeeqMe
can
be
an
excellent
tool
for
Faculty-­‐supported
activities,
programming,
or
initiatives.
□ Business
□ Engineering
□ Social
Work
□ Information
Technology
and
Services
□ Liberal
Arts
□ Psychology
□ Others

14. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
13
POLICY
AND
PROCEDURE
CONSIDERATIONS
Every
institution
has
unique
considerations
relating
to
policies
and
procedures.
While
piloting,
it’s
important
to
think
through
these
and
evaluate
them
or
create
exceptions
during
the
pilot
to
help
understand
how
to
amend
or
add
to
existing
documentation
and
practice.
Discussion
starter:
□ Create
affiliate
mass
invitation
and
Move,
Add,
Change,
Delete
process.
How
does
that
work?
Who
owns?
□ Consider
if
data
is
identifiable
or
non-­‐identifiable.
When
accessing
reporting
information,
what
do
we
want
to
be
able
to
see
with
our
affiliate
members?
□ Can
data
be
used
for
coursework?
How
do
we
integrate
this
into
academic
programming?
□ How
could
data
be
used
for
early
intervention
programs?
□ Others?

15. 14
The
Campus
Experience
Implementation
PRIORITIZE
USER
(HAVE
A
LITTLE
FUN)
Student
Archetypes
Low
Academic
High
Bookworm
Hipster
Athlete
Achiever
Activist
Slacker
Hustler
Low
Application
High
Engage
and
Retain
–
Discover
and
Develop
Create
awareness
that
mentors,
coaches
and
self
can
motivate
to
success
and
satisfaction.
Employability
and
On-­‐time
–
Develop
and
Direct
Don’t
let
drift
or
have
misalignment
with
a
career
that
doesn’t
fit.
Complement
and
Document
–
Engage
academically
while
capturing
social
proof
of
performance
in
activities.
Lead
and
Influence
–
Show
and
prove,
with
emphasis
on
Leadership
with
high
emotional
intelligence,
too.
Academic
Archetypes
The
idea
here
is
to
spark
discussion
about
how
students
needs
can
differ
and
help
prioritize
programs
that
might
pilot
to
build
out
a
broader
campus
solution.
MAP
USER
EXPERIENCE
It’s
important
to
think
through
the
digital
path
that
your
campus
members
follow.
Understanding
the
who,
what,
how,
when,
why
will
help
create
successful
pilots.
□ What
happens
at
orientation?
□ What
happens
at
first
week?
□ What
on-­‐going
freshman
activities
exist
(advisor
meetings,
cohort
groups,
peer
mentoring)?
□ What
happens
within
residence
hall
life?

16. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
15
□ What
organizations
have
significant
student
participation
in
work
(volunteer,
activity,
work,
affinity)?
□ What
classes/faculty
emphasize
professional
development,
teamwork,
project
work,
collaboration,
communication?
□ Explain
the
career
development
and
services
process
and
how
students
interact
with
it?
MAP
WORKFLOWS/TOUCHPOINTS
Consider
how
PeeqMe
might
intersect
with
existing
workflows.
What
would
PeeqMe
add
to?
What
would
PeeqMe
supplement?
Is
there
any
functionality
that
would
require
systems
integration?
IMPLEMENTATION
PLAN
Prepare
Assess
Priorifzed
Needs
Idenffy
Champions,
Sponsors,
Admin
Leaders
Call
to
Arms
invitafon
to
Pilot
Select
and
train
the
trainers/
super
users
Evaluate
policies
and
procedures
for
modificafons,
excepfons
Build
the
affiliate
values
and
behaviors
Pilot
Define
Success
Metrics
Offer
Assessments
Pre-­‐Pilot
Survey
Kick-­‐off
Acfvity
Monitor
Progress/
Lessons
Learned
Post-­‐Pilot
Survey
Expand
Aver
Acfon
Review
Idenffy
flagship
implementafons
Execute
Communicafon
Plan
Adjust
policies
and
procedures
as
appropriate
Support
organic
growth
Manage
access
and
analyfcs

17. 16
The
Campus
Experience
Implementation
PEEQME
ADVISORY
SERVICES
Peeqme
is
happy
to
facilitate
implementation
activities
that
are
custom
fit
to
your
needs.
□ Needs
Assessments
□ Kick-­‐Off
Meetings
□ Requirements
Building
□ Program
Monitoring
□ Webinars
□ Train-­‐the
Trainer
□ Reporting
and
Analytics
Customizations
Please
contact
P.
Quake
Pletcher
at
317-­‐376-­‐5834
to
schedule
a
demo
and
explore
campus
experience
solutions.

18. The
Campus
Experience
Implementation
The
Campus
Experience
Implementation
17