Presentation on theme: "Keys To Success: Unmasking The New Professional Experience Kawanna Leggett Assistant Director of Residential Education The College of New Jersey."— Presentation transcript:
Keys To Success: Unmasking The New Professional Experience Kawanna Leggett Assistant Director of Residential Education The College of New Jersey
Presenter Background Higher Education Administration, M.Ed University of Arkansas Political Science, BA Clemson University 7 ½ years of full time experience
Learning Objectives Learn about the five key factors which influence the new professional experience Recognize how leadership and supervision factor into the evolution of the new professional experience. Assist new professionals in developing effective professional development plans Educate supervisors on ways to better meet the needs of their entry level professionals.
Activity Current Career Issues Worksheet What are your career issues? How much time and effort you need to spend at any one step in the process depends on your career issues. It is important to be clear about these career issues, so that you can develop an effective strategy for dealing with them. Career issues cover a broad spectrum, ranging from getting up to speed in a new job, to making a major career field change, or planning your retirement. The following is a list of statements that reflect the full range of career issues people face at one time or another. Which ones are relevant for you now?
5 Key Factors of New Professional Development Personal Adjustment Supervision Leadership Collaboration
Factor 1: Personal Creating and maintaining a personal support network and engaging in healthy work-life balance
Factor 1: Personal Keys Suggestions for New Professionals Strongly consider personal boundaries Experience life outside of work Cultivate non-work relationships Balance student boundaries Develop realistic expectations Key Suggestions for Supervisors Welcome your new professional with enthusiasm Understand supervisees as people Incorporate life skills training Incorporate ethics training
Factor 2: Adjustment Understanding and adapting to the culture and politics of the individual institution and developing professional habits
Factor 2: Adjustment Keys Suggestions for New Professionals Be relatable, but professional Push yourself Take initiative Develop office relationships Seek help Key Suggestions for Supervisors Design training to meet needs Intentionally design new professionals work schedule Build mentor-mentee relationships Provide work projects & tasks Be honest about challenges
Factor 3: Supervision Developing a personal supervision style and learning to trust personal judgment.
Factor 3: Supervision Keys Suggestions for New Professionals Use a reasonable standard Hold yourself to a higher standard Recognize peer development Be adaptable in your style Key Suggestions for Supervisors Advance supervisor training Get new professional involved in the hiring process Challenge new professional to take initiative Hold effective 1on1s
Factor 4: Leadership Developing interpersonal skills and adapting interpersonal style to meet the needs of students and colleagues.
Factor 4: Leadership Keys Suggestions for New Professionals Converse with purpose Ask questions Pace yourself Implement theory into practice Key Suggestions for Supervisors Assist with building confidence Use failures as learning opportunities Teach mentorship skills Help to develop students
Factor 5: Collaboration Working collaboratively and learning how to rely on others in work groups and accept constructive feedback.
Factor 5: Collaboration Keys Suggestions for New Professionals You have a lot to contribute You don’t have to do it all You don’t have anything to prove Take time to understand Key Suggestions for Supervisors Create collaborative opportunities Provide oversight on projects Incorporate 360 degree evaluation Model desired behaviors
Contributing Factors for Departure “ These are people in their first jobs and you know they measure themselves against others. I want them to be happier, I want them to be active, I want them to be involved, I want them engaged. I want them to have opportunities, and I want them to come home at night and say; this is a pretty ok place to live (Belch, 186).”
Contributing Factors for Departure Low satisfaction Lack of autonomy Lack of opportunity Poor supervision Poor communication
Developing a Professional Development Plan Reflecting Gaining Self-Awareness Seeking Outside Input Developing Action Steps Setting Longer Term Goals
Self-Assessment Worksheet Of the new and recent developments in my organization or field, what interests me the most? What are my current skills and strengths for pursuing these interests? What is most important to me in my work? What things are “must haves” for me in a job ? What are my limiting factors? Is it time for me to consider working outside of my institution?
Departmental Professional Plans
Residential Education and Housing Orientation, Training, and Development Framework Residence Directors At The College of New Jersey, find yourself growing as a Professional...
Orientation, Training, Development Framework for Professional Staff Residential Education is committed to providing quality training and development for professional staff. In creating a framework for Orientation, Training, & Development, the department has identified critical components to aid professional staff as they are: 1) Oriented to the college 2) Trained in the skills needed for the position 3) Provided opportunities to develop professionally
Residential Education Professional Development Orientation Training Development
Orientation Transition and Adaptation The department recognizes the importance of providing new staff with the tools necessary to make a successful transition to their position, the department, and The College of New Jersey. In an effort to help acclimate new staff, the department provides the following opportunities: Human Resources Welcome Session 3 Week Residential Education New Staff Orientation Supervision Mentoring
Training Proficient in skills Residential Education strives to provide its staff with a breadth of experiences and offers a variety of skill building and training opportunities. The following components assist professional staff in gaining proficiency in the skills needed for their position: July/August Training In Services January/May Retreats Supervision Department Meetings and Responsibilities Crisis Management Training Student Conduct Training Housing Operations StarRez Management
Development Further Advancement In addition to the skills needed to be successful in the position, professional staff are also encouraged to engage in further advancement of any skill set relevant to the field of higher education. Through the department, staff have the ability to gain depth of experience through the following opportunities: Supervision ACUHO-I Competency Review Goal Setting and Coaching Advising Seminar Instruction Paraprofessional Selection, Training, and Development Assessment Campus Involvement Conference/Associations attendance and involvement Mentoring
Professional Development Goals To assist staff in reflecting upon their training and professional development within the context of TCNJ and higher education To guide staff in assessing their current and desired skill levels To assist staff in developing goals and priorities both personally and professionally To promote quality supervisory conversations around training and professional development To assist staff in identifying the skills necessary for advancement into their next desired position To assist, departmentally, in providing an Orientation, Training, & Development program that addresses diverse learning styles and develops a well-prepared staff team
Final Notes Provide Collateral Assignments (Belch, 187) Provides a more secure connection for the ELP in the institution Increases knowledge and professional development Strengthens key interdepartmental relationships Conference Attendance So many local, state, regional and national opportunities Provides connection, perspective and vision to new professionals Provides energy and development through group experience Retain Entry Level Professionals (Belch, 189) Articulate a clear mission to candidates and staff members. Engage new professionals in the life of the department Recognize success Create opportunities for development and advancement
References Belch, H. A., Wilson, M. E., & Dunkel, N. (2009). Cultures of Success: Recruiting and Retaining New Live-In Residence Life Professionals. The College Student Affairs Journal, Hirt, J. B. (2006). Where You Work Matters. Lanham: University Press of America, Inc.