1. Thoughts from the Field A structured discussion for mid-level professionals Erica Lee Director of Student Affairs, School of Allied Medical Professions, Ohio State University Kate Porubcansky Assistant Dean and Director, Center for Student Involvement, Otterbein College

2. Session Goals Share information relevant to mid-level professionals Share resources for meeting needs of mid- level professionals What would you like to get from this session?

3. How we got here… OCPA Recognizes need for support and professional development for mid-level professionals We wanted to provide an opportunity at the conference, but recognizing our own levels, needed expert opinion Surveyed SSAOs from Ohio about their expectations of mid-level professionals

4. The Top 7 See the Big Picture Supervise Others and Projects Assessment/Learning Outcomes Understand the Budget Seek Balance Diversity, Social Class/Accessibility Independence and leading by example

5. See the Big Picture “Seriously, I see the stronger, mid-level professionals really viewing the big picture and are not narrow in their particular area.” “Think big picture to place their areas of service and program expertise into the larger Student Affairs and university context.” “To see and respect the big picture (why resources are limited, how their choices impact others, how to contribute to mutual goal attainment.” The core mission of most colleges and universities is teaching, research, and service. Understand how you fit in that mission. Create networks in units/departments/colleges outside of your own. Be current and aware of issues in higher education at the local, state, and national level.

6. Supervise Others and Projects “To require relatively minimal direct supervision and to know how to adequately supervise others.” “I expect staff to come to me with solutions to problems” “Be an expert in your field or area.” Know the supervision is a continual process, and one that most professionals don’t have a lot of prior experience with. Seek feedback, acknowledge your learning. Follow-through, be competent, and take the initiative on projects – both beginning and concluding.

7. Assessment/Learning Outcomes “Assessment mandate – prove that what you are doing is making a difference” “Assessment and learning outcomes – we need to better demonstrate that the money we’re spending on the programs and the services are achieving their stated goals.” “Design and evaluate program and services around learning outcomes consistent with the university mission.” Read – Learning Reconsidered (1 and 2), attend workshops, read literature, practice makes perfect Find assessment partners on campus Take the lead on a learning outcomes project for your office or division

8. Understand Budget “To know how to manage their own budget.” “Have a true understanding in regards to the rising costs of higher education and budget implications.” “Increasing costs and student loan debt upon graduation.” Be aware of University budget structure, numbers, priorities. These can vary widely by institution. Get experience managing a budget (at your institution or though professional development). Don’t avoid money.

9. Seek Balance “Take care of yourself and understand the need for balance.” “Work-life balance for student affairs.” “Have fun and maintain balance.” Model behavior Outside of campus involvement Take care of self, know the limits

10. Diversity, Social Class/Accessibility “Addressing social class issues on campus.” “Reinvigorating the dialogue around “diversity” to move away from narrow perceptions of political correctness to a broader conceptualization of diversity related to multiple facets of identity and the implications for human relations.” Understand the definition of diversity on your campus. Be aware of new definitions of diversity including first generation college students, military veterans, socio-economic diversity. “There are more difference among us than differences between us.”

11. Independence and Leading by Example “To develop ownership of their areas of responsibility” “I expect professionals to be well-prepared for meetings, to have read the materials, to be on time, to follow through on assignments, to address issues without being asked to, to expand one’s position and take on additional responsibilities, to solve problems while in consultation with their supervisor.” “Be known as a great colleague, a collaborator, an innovator; be ambitious about personal and professional goals.” “A true mid-level professional is someone who doesn’t just bring problems to me and asks me to solve them… he/she advises me of the issue, and lets me know what his/her plan is to address it.” You are now the responsible person – if not you, then who? If not now, then when? Do what you know to be right and what should be done, and the recognition will follow. Help others, never underestimate the power of building and maintaining relationships.

12. Self-Reflection/Assessment Tools Think about your current role…  What does your resume say about you?  What accomplishments do you have (the importance of distinguishing accomplishments and responsibilities)  What can you do to become a better mid-level professional based on this information?

13. StrengthsFinder as a Tool Assessment tool used to evaluate one’s strengths. Uses a series of 177 questions to assess one’s five strengths. Encourages one to focus on individual strengths and provides an action plan to maximize strengths.

14. StrengthsFinder 2.0 34 Strengths Achiever Activator Adaptability Analytical Arranger Belief Command Communication Competition Connectedness Consistency Context Deliberative Developer Discipline Empathy Focus Futuristic Harmony Ideation Includer Individualization Input Intellection Learner Maximizer Positivity Relator Responsibility Restorative Self-Assurance Significance Strategic Woo

15. Personal Values Assessment as a Tool Personal Values 1.Select 15-20 personal values from list 2.Reduce that to 10 values 3.Reduce that to 5 values 4.Consider why these are values to you. 5.Compare these values to your current position and your future ambitions.

16. Career Mapping as a Tool "Would you tell me, please, which way I ought to go from here?“ "That depends a good deal on where you want to get to," said the cat. "I don't much care where," said Alice. "Then it doesn't matter which way you go," said the cat. "So long as I get somewhere," Alice added as an explanation. "Oh, you're sure to do that," said the cat, "If you only walk long enough." Lewis Carroll, Alice in Wonderland

17. Career Mapping Resources Career Mapping 1.Skills Assessment 2.Personal Resource Assessment 3.Values, Stories and Question Chart

18. Tools, continued Bullseye

19. Discussion Your thoughts and reactions? What have you found to help in your career? What resources can you share?

20. Conclusion Thank you for attending! Would this be a good topic for a future pre- conference or post-conference workshop, or stand alone professional development workshop?