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Chapter 7

Chapter 7. Reconciling Life and Work for the New Student Affairs Professional. CNSA 662 15 February, 2011 Lindsey Gunderson and Terri Olson. BALANCE To acquire balance means to achieve that happy medium between the minimum and the maximum that represents your optimum .

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Chapter 7

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  1. Chapter 7 Reconciling Life and Work for the New Student Affairs Professional CNSA 662 15 February, 2011 Lindsey Gunderson and Terri Olson

  2. BALANCE To acquire balance means to achieve that happy medium between the minimum and the maximum that represents your optimum. The minimum is the least you can get by with. The maximum is the most you're capable of. The optimum is the amount or degree of anything that is most favorable toward the ends you desire.  NidoQubein

  3. Balance occurs when work and life augment each other. • How can we be productive employees, yet still have a meaningful personal life? • How do we adjust to a new job, location, and a new peer group? • We promote and encourage a balanced life for our students, but we need to follow that guidance ourselves as well. • How do we maintain boundaries with our students to ensure that work-life limitations remain intact?

  4. Work-Life Balance Lessons • Making choices • Taking time for yourself • Establishing and maintaining boundaries • Understanding Organizational culture • Working with your employer • Networking • Enjoying the journey

  5. Making Choices • Job descriptions and supervisors can help guide and prioritize. • Career and relationships require personal reflection-work full time or part time?, change jobs or locations?. • Support Systems-can help you handle situations, find resources, and options. • No one answer, each person has to find what works for them, and understand that as circumstances change, you may need to adapt and reassess.

  6. Taking time for yourself • Relaxation and personal time are critical to maintain a work-life balance. • Understanding and preparing for high-demand times at work can help reduce stress levels. • Physical health, spiritual health, and emotional health need attention in order to maintain balance. • Employers can assist-examples flexible hours, concierge service, other incentives.

  7. Establishing and maintaining boundaries • Boundaries need not be spatial, they can be based on issues or priorities. • To avoid inappropriate interruptions at home, communicate suitable times and situations to students, other staff, and discuss this with supervisors. • Communication is key.

  8. Understanding Organizational Culture • Organizations, including universities, transmit their values and culture via policies, practices, rituals, and traditions (Martin, 2002; Scott, 2001). • Identify your values, determine what is most important to you, and if possible look for an organization that fits those values. • Within an organization, discuss with your supervisor how your values and those of the organization can be melded.

  9. Understanding Organizational Culture (continued) • It takes time to learn about an organization’s culture. • Job applicants should ask potential employers about the organizations values regarding personal issues such as child care, attitudes and acceptance of lesbian, gay, bisexual and transgender and queer employees, support of employees with disabilities, leave policies, multiple faiths, and is there a strong multicultural community?

  10. Working with your employer • Student affairs professional are much better prepared and positioned to address bias issues. • It is essential to open the lines of communication between you and your supervisor regarding job expectations, what you think they want, and what they expect may not be the same.

  11. Networking • New professionals can benefit from finding people in similar professional or personal situations and creating social and career support through networking. • Networking opportunities can be found by membership in professional associations, campus organizations, and special interest communities within and outside of student affairs.

  12. Enjoying the journey • Stop to enjoy the experiences and opportunities. • Recognize when your life and work are out of balance and try to find ways to create balance. • Don’t be afraid to explore other areas within the student affairs profession, savor the freedom – specialist vs. generalist. • Find meaning and satisfaction. • Look for resources to help attain life-work balance.

  13. Resourceshttp://www.cnn.com/2008/LIVING/worklife/06/04/balance.calculator/Resourceshttp://www.cnn.com/2008/LIVING/worklife/06/04/balance.calculator/

  14. Conclusion • Balance is a dynamic goal that requires constant reflection and adjustment. • It is up to everyone to address work-life balance publicly and privately to create positive changes for people, families, organizations, and society.

  15. Attitude “Life is 10% what happens to you and 90% how you react to it” Charles R. Swindoll

  16. Chapter 8: Pathways to Success in Student Affairs CNSA 662 15 February, 2011 Lindsey Gunderson and Terri Olson

  17. Determining Career Paths • Higher Education career paths are not well-defined. • New professionals should take direct, proactive, responsibility for identifying and pursuing career opportunities. • Make the best possible career choices based on available information about social, economic, and educational developments.

  18. Personal Factors • Understanding your motivations for engaging in a particular type of work will help you find a job that offers the rewards you desire. • Motivations may shift throughout your life cycle, and different types of rewards may be desired at different stages of your life. • Discussion Question: What do you think will be most rewarding about working in your desired area of Student Affairs? What might be a struggle?

  19. Personal Factors (continued) • Personal Factors that affect career mobility: • Dual-career relationships • Divorce or termination of intimate relationships • Successful cultivation of support networks • Birth and growth of children • Concerns of blended families • Needs of aging parents

  20. Environmental Factors • Student Affairs professionals who seek a job change or advancement may be affected by several factors including: • Current level of State and Federal support of Higher Education • Comparatively few senior level positions available • Horizontal career ladders with limited opportunities for vertical movement

  21. Institutional Factors • Institutional factors may affect career path development as well due to: • Restructuring • Opportunities for cross-training • Professional development resources available • Discussion Question: What are some of the most important factors you will consider when applying for jobs?

  22. Maturing as a Professional • Years of experience provide opportunities to test and refine one’s skills, capabilities, and interests. • Entry-level positions often have long hours that can extend into evenings and weekends. • Stress from having to learn a new campus and prove competence can weigh heavily on the new Student Affairs professional. • New professionals who accept a position on the campus from which they’ve earned their degree are often still perceived as students by colleagues.

  23. Strategic Issues in Career Advancement • Practical experience and the doctorate • Pursuing a doctorate is an opportunity to continue discovering yourself as a learner, as well as promote professional and intellectual skill building. • Increasing numbers of job openings listed in The Chronicle of Higher Education contain the phrase “master’s required; doctorate preferred”. • Practical work experience is often required for admission into PhD programs, and experience in a related position is always considered in hiring practices.

  24. Conventional vs. Nonconventional Career Paths • Traditionally, Student Affairs professionals started out their career paths in Residence Life. • Currently, many professionals try to gain experience in several areas of the campus community to avoid being “typecast”. • Split or joint positions are becoming more common, and involve multiple assignments that equal out to 100% full-time.

  25. Recommendations from the Authors • Identify your strengths and acknowledge your weaknesses. • Seek professional development opportunities. • Learn from others, but also teach and help others. • Accept professional opportunities for risk-taking and skill development. • Consider how personal, institutional, and environmental developments might affect your plans and career goals.

  26. References • Amey, M. J & Reesor, L. M. Beginning Your Journey: A Guide for New Professionals in Student Affairs, 2009. NASPA. (pg.147-166).

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