1. Charting a Path for Staff Success: On-boarding begins when they say “I accept the position” Presenters: Tom Ellett

2. Roadmap for Charting a Path 1. The process of Welcoming (before staff arrive) 2. Welcome to the Campus 3. One model for on-boarding staff: NYU’s Transition Learning Community (TLC) 4. Discussion

3. Learning Outcomes for the Mini-Session 1. Identify ways to welcome staff to their new professional home. 2. Analyze your own campuses and current climate for new pro. challenges and successes. 3. Identify key components of a program that can be created to assist in the transition and career development of new professionals.

4. Why we do on-boarding? New Professional Staff Needs and Challenges Understanding organizational culture and its impact on work, thinking through career configurations, and exploring values and belief systems of the field are all issues that confront new professionals (Amey & Reesor, 1998). New professionals (and newly hired staff) need involvement opportunities and connections similar to our students. Developing relationships with mentors and peers increases the probability of success for new professionals in Student Affairs (Reesor, 1998). For new professionals, Scott (2000) suggests new professional institutes, mentoring programs, conferences, and discussion groups.

5. What to do after the staff accept The moment a staff member accepts the position, they are “on the staff!” How does your organization welcome staff? Coordinate welcome notes/emails Send materials that excite them about institution, city, and our profession Follow-up with institutional/organization “mission” related reads Send announcement to institutional counterparts (get information correct – get a quote from that staff member about their excitement), distribute widely with contact info and date of arrival. Any paperwork they can prepare to help their arrival?

6. When staff arrive How is their home (if on campus) and office? No computer on the desk? No institutional email established? Have someone greet them when they arrive – truly! People like to feel productive on their first day! Help them to achieve success. Have a training schedule (for first week at least). No matter what level there are things to be trained on, for sure! A nice touch… flowers or welcome basket (if possible).

7. NYU’s “TLC” Mission / Purpose To assist staff with the transition to the following: new position, entering our field, entering NYC, and other transition issues Be intentional in understanding the various developmental stages of transition Create a plan for personal and professional development Share the experience of transition with other new colleagues

8. All new full-time professionals to NYU will be asked to participate in the Transition Learning Community (TLC) Primarily consisting of the staff within Residential Life and Housing Services The group has met monthly or bi-weekly throughout the first semester, culminating in a final activity in December. Facilitated by AVP Student Affairs. Implementation of TLC

9. TLC Expectations 1. Discussion is highly encouraged and expected. Particularly, narratives of experiences dealing with personal and professional challenges and successes. 2. All staff will review readings and parallel the issues and topics presented to their work. 3. Additionally, participants will be asked to keep a journal to outline their experiences.

10. TLC Content Discussion Focused Review of personal transition Review of transition to NYC Review of Transition to Department Setting: ground rules for confidentiality

11. Magolda, P. M. & Carnaghi, J. E. (2003). Job one. Washington, DC: ACPA. McIntosh, J. & Swarthout, D. (2001). Lights on, lights off. About Campus, V 6, (n 3). Amey, M. J. (1998). Beginning your journey: A guide for new professionals in student affairs. Washington, DC: NASPA. Kirp, D.L. (2003). Shakespeare, Einstein and the bottom line. Boston, MA: Harvard Press. Love, P. & Estaneck, S. (2004). Developing an Assessment Mindset. Rethinking Student Affairs Practice. San Francisco, CA: Jossey Bass. Sindell, M., & Sindell, T. (2006). Sink or swim!: New job. New boss. 12 weeks to get it right. Avon, MA: Adams Media. Readings for TLC

12. TLC Assessment Strengths 1.Shared experience with other new staff members 2.Enjoyed the balance of discussing professional and personal challenges 3.Was able to hear other people’s concerns and needs so I don’t feel alone in my experience 4.Learning other people’s perspectives on the job assisted in comprehending my role within the division 5.Having the AVP’s involvement and presence was helpful because it provided guidance and a genuine feeling that all levels of our division cared. 6.Getting an understanding of the historical and cultural elements of our division/department and NYU, in particular from the panel of administrators and AVP.

13. TLC Assessment Challenges 1.Would liked more representation of other central staff members (Directors, Assistant Directors, etc). 2.Staff that are new hires but have had other roles in the department found the sessions to be repetitive. 3.Some of the readings were already covered in graduate program. 4.Already had an understanding of New York City prior to assuming the new position. 5.Would have liked more time to get to know each other while learning about transitional issues, NYU, and NYC. 6.Would like integration of past staff and their own stories of transition.

14. Other Programs: Promising Practices New Staff Orientation (Div. of Student Affairs) Monthly Divisional Staff Developments Student Affairs Socials and Networking Events Brown Bag Lunch Series Staff Welcoming Committees

15. How can you apply this type of on- boarding intentional program on your campus? What are your local challenges (institutionally, geographically, and culturally)? What structured activities or programs do you currently have that will assist in creating opportunities for new professional development? Who would you consider as partners in the development of new professionals? What are current new professionals saying? What should the professional organizations be doing to transition new professionals? Are there any other issues? Skill development? How can you integrate the promotion of skills in a program like this?

16. References Amey, M.J. & Reesor, L.M. (1998). Beginning your journey: A guide for new professionals in student affairs. Washington DC: NASPA. Scott, J. E. (2000). Creating effective staff development programs. In M. J. Barr, M. K. Desler, & Associates (Eds.), The handbook of student affairs administration (pp. 477–491). San Francisco: Jossey-Bass.