Keys To Success: Unmasking The New Professional

Experience Kawanna Leggett

Assistant Director of Residential EducationThe College of New Jersey

Presenter Background

• Higher Education Administration, M.Ed University of Arkansas

• Political Science, BAClemson 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.

ActivityCurrent 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: PersonalKeys 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 developingprofessional habits

Factor 2: AdjustmentKeys 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 andlearning to trust personal judgment.

Factor 3: SupervisionKeys 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 adaptinginterpersonal style to meet the needs of

students and colleagues.

Factor 4: LeadershipKeys 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 acceptconstructive feedback.

Factor 5: CollaborationKeys 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 satisfactionLack of autonomy

Lack of opportunityPoor 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, whatinterests me the most? What are my current skills and strengths forpursuing 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 toproviding quality training anddevelopment for professional staff. Increating a framework for Orientation,Training, & Development, thedepartment has identified criticalcomponents to aid professional staff asthey are:

1) Oriented to the college2) Trained in the skills needed for the position3) Provided opportunities to develop

professionally

Residential Education Professional Development

OrientationTransition and Adaptation

The department recognizes the importance of providing newstaff with the tools necessary to make a successful transition

totheir position, the department, and The College of New

Jersey.In an effort to help acclimate new staff, the departmentprovides the following opportunities:

• Human Resources Welcome Session • 3 Week Residential Education New Staff Orientation • Supervision• Mentoring

TrainingProficient in skills

Residential Education strives to provide its staff with abreadth of experiences and offers a variety of skill buildingand training opportunities. The following componentsassist professional staff in gaining proficiency in the skillsneeded 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

DevelopmentFurther Advancement

In addition to the skills needed to be successful in the position,professional staff are also encouraged to engage in further advancement

ofany skill set relevant to the field of higher education. Through thedepartment, staff have the ability to gain depth of experience through thefollowing 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 GoalsTo 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 , 176-193.

• Hirt, J. B. (2006). Where You Work Matters. Lanham: University Press of America, Inc.

THANK YOU!

CONTACT INFORMATION

Kawanna Leggett

609-771-2725

leggett@tcnj.edu