 Anne E. Lombard, Ph.D. – lombard@ohio.edu  Juliana ... - NASPA

For New Staff and Graduate Students
NASPA Webinar
28 October 2010
� Anne E. Lombard, Ph.D. –lombard@ohio.edu
� Assistant to the Vice President for Special Projects, Ohio
University, Athens, OH; 740‐593‐4024
� Juliana Mosley, Ph.D. – jmosley@philander.edu
� Vice President for Student Affairs, Philander Smith
College, Little Rock, AR; 501‐370‐5354
� Kent J. Smith, Jr., Ph.D. – smithk1@ohio.edu
� Vi Vice PPresident id f for SStudent d Aff Affairs, i Ohi Ohio University, U i i
Athens, OH; 740‐593‐2580
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� As a result of participating in this webinar you will:
� understand the importance of doing thorough research
at every phase of the job search process
� develop strategies for finding and serving as a mentor
� understand the importance of the first year in a new job
and develop strategies to maximize your opportunities
� understand the importance of developing a professional
network
� understand the importance of goal setting as it relates to
your personal and professional goals
� Think critically about student affairs work and where
you see yourself in the future
� Recent graduates from college student personnel programs indicated the two most important
competencies in their new positions were underemphasized in graduate school coursework (Mather
& Smith, Under review):
� Advising and helping
� Managing and leading human resources
� Recent graduates feel least prepared in the following areas (Cuyjet, Longwell‐Grice, & Molina, 2009):
� Grant writing
� Budgeting
� Financial management
� Supervising others
� Another study indicated new professionals don’t feel well‐prepared by their master’s program in
several areas (Renn & Jessup‐Anger, 2008):
� Budgeting
� NNavigating i i institutional i i i l politics li i
� Advising
� Supervising
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� There is a disconnect between what happens in the classroom and what is
needed on the job.
� Supervisors p of entry‐level y professionals p feel new pprofessionals
are least
prepared in the following areas (Cuyjet, Longwell‐Grice, & Molina, 2009):
� Budgeting
� Financial management
� Grant writing
� Writing for publication
� Supervisors of entry‐level professionals and SSAOs aren’t completely satisfied
with preparation of new professionals (Herdlein, 2004) regarding:
� Budgeting
� Strategic planning
� C Campus politics li i
� Research and assessment
� Legal knowledge
� New professionals (first time, full‐time with < 5 years
of experience) p ) comprise p 15‐20% 5 of the student affairs
workforce at any one time
� High attrition rate from student affairs –50‐60% of
new professionals within the first 5 years
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� You cannot do enough research before you apply
� University y website
� Professional contacts
� Strategic plans –university and unit
� Institutional and unit values and goals
� What can you learn about your potential supervisor?
His/her supervisor? The president?
� Wh What i is the h campus culture? l ?
� Why is this position open?
� Know the environment
� The phone interview
�� The campus visit
� Follow up
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� Know what you’re being asked to do
�� Seek out your supervisor’s supervisor s expectations
� How will you know when you’ve been successful?
� Dress the part
� Know your boundaries
� People who are mentored are twice as likely to be
promoted as those who aren’t (Ellen Fagenson Eland)
p ( g )
� Seven steps to finding and keeping a mentor:
� Identify a potential mentor
� Ask good questions
� Don’t expect miracles
� Be a good listener
� P Prove you’re ’ serious i
� Always be on the lookout
� Give back
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� “If you are not in control of your focus, thoughts, and
time – you y are not in control –and most likely y
someone else is.”
� Steps to setting goals and objectives:
� Begin with an intention
� Consider three key areas when setting goals
� Start with your personal goals first
� CConsider id your professional f i l goals l
� Consider your financial goals
� Goals must be written
� Goals must be measurable
� Think beyond just a professional network
� Strive to expand your circle of contacts
p y
� Always go to the networking reception before a business
function
� Be sure to make an appearance at professional, university,
and community events
� Seek out new venues
� Be up front
p
� Bring a pen (and your business card)!
� Show your appreciation
� Keep in touch without being overly aggressive
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� Mouth closed . . . eyes and ears open
�� Learn the culture
� The rumor mill
� You’re not a student anymore
� Professional writing
�� Six degrees of separation
� Everybody is not your friend
� The paper trail
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� Amey, M.J., & Reesor, L.M. (2002). Beginning your journey: A guide for new professionals in student
affaris. Washington, DC: National Association of Student Personnel Administrators.
� Buzzle.com: Intelligent life on the web. http://www.buzzle.com.
�� Cooper Cooper, DL D.L., Sanders Sanders, SS.A., A Winston Winston, Jr Jr., RR.B., B Hirt Hirt, JB J.B., Creamer Creamer, DG D.G., & Janosik Janosik, SS.M. M (2002) (2002).
Learning through supervised practice in student affairs. New York, NY: Brunner‐Routledge.
� Hirt, J.B. (2006). Where you work matters: Student affairs administrators at different types of
institutions. Lanham, MD. University Press of America.
� Hull, A., Hirt, J.B., & Sanders, S. (Eds.) (2009). Becoming socialized in student affairs administration:
A guide for new professionals and their supervisors. Sterling, VA: Stylus Publishing.
� Magolda, P.M., & Carnaghi, J.E. (Eds.). (2004). Job one: Experiences of new professionals in student
affairs. Lanham, MD: University Press of America.
� Manning, K., Kinzie, J., & Schuh, J.H. (Eds.) (2006). One size does not fit all: Traditional and
innovative models in student affairs practice. New York, NY: Routledge.
� McClellan, G.S., & Stringer, J. (Eds.) (2009). The handbook for student affairs administration (3rd ed.).
San Francisco Francisco, CA: Jossey‐Bass Jossey‐Bass.
� Mind tools: Essential skills for an excellent career. http://mindtools.com
� Penelope Trunk’s Brazen Careerist (a social network to help young people manage their careers).
http://blog.penelopetrunk.com.
� Schuh, J.H. (Ed.) (2008). Assessment methods for student affairs. San Francisco, CA: Jossey‐Bass.
� Work Life Idea: Articles and tips for career and personal development. http://work‐life‐
idea.blogspot.com
� Cuyjet, M.J, Longwell‐Grice, R., & Molina, E. (2009). Perceptions of new student affairs
professionals and their supervisors regarding the application of competencies learned
in preparation programs. Journal of College Student Development, 50(1), 104‐119.
� Harned, P.J., Murphy, M.C. (1998). Creating a culture of development for the new
professional. In W.A. Bryan & R. A. Schwarz (Eds.), Strategies for staff development; Personal
and professional education for the 21st century (New Directions for Student Services No. 84,
pp. 45‐53). San Francisco: Jossey‐Bass.
� Herdlein, R.J. (2004). Survey of chief student affairs officers regarding relevance of graduate
preparation of new professionals. NASPA Journal, 42(1), 51‐71.
� Mather, P.C., & Smith, Jr., K.J. (Under review). A matter of competence: A national study of the
preparation of new student affairs professionals.
� Putra, L.D. (2008, January 31). How to develop new professional network –reach out! Retrieved from
http://work‐life‐idea.blogspot.com/2008/01/how‐to‐develop‐new‐professional‐
network.html
� Renn, K.A., & Jessup‐Anger, E.R. (2008). Preparing new professionals: Lessons for graduate
preparation programs from the national study of new professionals in student affairs affairs.
Journal of College Student Development, 49(4), 319‐335.
� Trunk, P. (2004, November 9). 7 steps to finding and keeping a mentor [Web blog
message]. Retrieved from http://blog.penelopetrunk.com/2004/11/09/7‐steps‐to‐finding‐
and‐keeping‐a‐mentor/
� Webb, M. (2008, May 10). How to set goals and objectives. Retrieved from http://
www.buzzle.com/articles/how‐to‐set‐goals‐and‐objectives.html
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