Please turn off cell phones, pagers, and PDAs or set to a silent/vibrate setting.

1. If you must leave the program early, please do so in a manner that does not interrupt the presenters or the other program attendees. Thank you for your cooperation. ACUHO-I Annual Conference & Exposition Program Committee Please turn off cell phones, pagers, and PDAs or set to a silent/vibrate setting.

2. ACUHO-I Orlando Recruitment and Retention of Entry-Level Staff in Housing and Residence Life Tom Ellett Stewart Robinette Holley A. Belch Thomas Scheuermann ACUHO-I sponsored study report Session 5: Retention June 23, 2008

3. Retention Session Overview • Introductions • Literature Review • Career Cycle and Problem Analysis • Job Analysis • Supervision and Mentorship • Best Practices and Professional Development • Shared Experiences • Questions 3

4. Project Overview • Problem assessment • Position analysis • Best practices study • Supervision and mentorship • Image of housing/residence life (perception) • Role of professional development 4

5. Project Overview • Commissioned Research Project Summer 2004 through Summer 2007 • Summer 2004 – Fall 2004 • Literature Review • Design Studies • Fall 2004 – Spring 2005 • International Study Problem Assessment (Study A) • Position Analysis (Study B Begin) • Summer 2005 – Spring 2006 • Position Analysis (Study B Conclude) • Best Practices (Study C) • Supervision & Mentorship (Study D) • Fall 2005 – Fall 2006 • Images of Job and Field (Study E) • Housing and Residence Life Career - Model Development • Summary Report • Spring 2007 • Final Report Prepared • Further Research Identified • Summer 2008 • Further Reporting • Glossy Prepared for Distribution at Annual Conference 5

7. Problem Analysis • The Crisis in Recruitment and Retention of Housing Officers Report (2002) • Reasons Staff Left Jobs in Housing • Leaving the housing profession • Advancement at Current institution • Quality of life* • Position responsibilities *Quality of Life Issues Lack of privacy, burn-out, domestic partnership restrictions, isolation, not “real neighborhood,” apartment size, living where you work 7

8. Problem Analysis • Job Satisfaction & Attrition:Key factors cited in literature • Locus of control • Job preparation and advancement potential • Personal satisfaction and learning experiences • Job stress • Support in bridging the graduate to professional roles • Deleterious effects of stress and “burnout” 8

9. Problem Analysis What is the perception in the field about Retention? Is it a problem for all sizes of institutions? Is it a problem for all types of institutions? 9

10. Problem Analysis Retention is a Concern on my Campus Large Housing Operation > 1,000 beds Small Housing Operation < 1,000 beds 10

11. Problem Analysis Retention is a Concern on my Campus Living Requirement for Staff Years in Position A clear majority of staff (79%) stay their position for longer than two years. Based on our results, we were able to calculate a staff turnover ratio. Nationally, about 14% of entry-level staff turn over each year. 11

12. Job Analysis Study Purpose To measure and examine aspects of the Residence Director (RD) work experience which predicts their commitment to a career in HRL. To achieve this, measures of several aspects of the work experience were tested for their relationship to measures of career commitment and loyalty among entry level and senior housing professionals. 12

13. Job Analysis Retention Related Factors Window Counting Example 13

14. Image Discussion • Results • Job burnout was identified most frequently as the work experience measure for having a high impact on career measures and needing improvement among HRL professionals and RDs A second group of work experience measures - Job Involvement, Workload Dissatisfaction, Satisfaction with Promotion Opportunities, and Professional Development Outcome Fairness For the RDs alone, role ambiguity impacts happiness Identified as having an impact on career measures and needing improvement 14

15. Image Discussion Christine Maslach defined burnout as a sense of exhaustion, cynicism, and negative self-evaluations about the work experience. Maslach also identified work overload as a condition that leads to burnout (Nelson, 2005). 15

16. Image Discussion Work associated with HRL operations may put a high degree of strain on resident directors and other housing professionals. Housing leaders could address these conditions by redesigning jobs and work processes to optimize factors that may reduce job burnout: Clarity, Consistency, Responsibility, Task Volume, and Task Duration. Housing leaders can also address this problem by recruiting and selecting staff who are better prepared to handle the unique demands of HRL operations. 16

17. Image Discussion Retention Implications - Promotional Opportunities Without promotion opportunities, career advancement is difficult to achieve and, logically, dissatisfaction is a likely result (Markham, Harlan, & Hackett, 1987). - Housing leaders likely have less influence over actual promotion opportunities since organizational structure and budgeting may be outside their control. - However, housing leaders may be able to enhance the perceptions that promotions are attainable by ensuring that promotions are determined by Clear and consistent policies, Fair evaluation criteria Manageable selection procedures. 17

18. Supervision and Mentorship Attractive Benefits Study contained over 381 participants in ACUHO-I membership of entry level professionals 18

19. Supervision: Relations Open Ended Relationship Questions What components in your relationship with your primary supervisor make the experience positive? What components in your relationship with your primary supervisor make the experience negative? 19

20. Supervision: Relations What components in your relationship with your primary supervisor make the experience positive? 1. Support offered, creating a supportive environment . . . . . . . . 41 2. Ability to communicate, candor, open communication and dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 3. Willingness to listen, willingness to listen to feedback, ability to listen, approachability, availability. . .. . . . . . . . . . . . .37 4. Mutual trust, mutual confidence, mutual respect, willingness to challenge you as a professional. . . . . . . . . . . . . . .33 20

21. Supervision: Relations • Further Thoughts from Relationship Questions • Transitions between being supervised seem very much centered on self (versus the department or institution) • The relationship in being supervised seems to correlate the characteristics of a good supervisor to be a mentor or friend rather than a supervisor 21

22. Supervision: Relations Which components in your relationshipwith your primary supervisor make the experience negative? 1. None. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 2. Divided attention, being out of the office, hard to contact. . . . . . .21 3. Lack of leadership/supervisor being unsure of self, not assertive enough. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134. More Constructive Feedback/regular feedback, coaching, professional development opportunities. . . . . . . . . . . . . . . . . . . . . 12 5. Micromanager, does not allow me to do my job. . . . . . . . . . . . . . .10 6. Weak administratively and organizationally, delay in follow-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

23. Supervision and Mentorship 23

24. Supervisor to Mentor 24

25. Supervisor to Mentor 25

26. Mentoring - Selection 26

27. Supervision and Mentorship New professionals are looking for mentors and they are many times looking towards their supervisor to fill that role. 27

28. Supervision and Mentorship Entry-level professionals appear confused about exactly what constitutes mentorship; the same can be said for what a supervisor provides. A discussion with supervisees/mentors about these topics could be useful. Expectations do not always align with reality of the supervisory relationship. Entry level professionals may think they have a mentorship relationship with someone who does not realize that they are viewed as a mentor A system of helping entry-level professionals identify a mentor should focus on: characteristics, developing networks, sharing resources - especially with marginalized groups. 28

29. Best Practices A Delphi method of inquiry used to identify the institutions with best practices; ACUHO-I’s Leadership Assembly and Small College Network participated as expert panelists; 11 institutions and over 75 interviews 29

30. Best Practices • Key strategies in retention: • Policies: • Pets • Domestic partners • Respecting living space • Collateral assignments • 12 month contract length and/or accommodating flexibility Professional development support 30

31. Best Practices • Key strategies in retention: • Processes: • Involvement in decisions • Attention to the individual • Broad approach to professional development 31

32. Best Practices • Key strategies in retention: • Perks: • Personalizing campus residence (i.e. external entrance) • Washer/dryer • Non-institutional furniture; (i.e. wooden kitchen cabinets) • Meal plan • Plan for addressing amenities in living space • Access to degree programs • Amenities within department’s scope and abilities 32

33. Best Practices • Key strategies in retention: • Personalities: • Strong leadership and supervisors who care and have vision • Leadership that shows a willingness to change • Professional development encouraged through words, actions, and resources • Staff ownership • Staff exhibit genuine enthusiasm for work • Acknowledging the importance of fit between individual and dept/institution 33

34. Best Practices 34

35. Professional Development Professional Development Study A stratified random sample of 240 mid-level professional representing all U.S. ACUHO-I regions; Sample criteria included the size of the institution’s residential operation Small - Less than 1000 beds Medium - 1000 to 2500 beds Large - More than 2501 beds 69.5% (167 of 240) Response rate 35

36. Professional Development • Professional development plans, expectations, & institutional support: • Respondents indicated they were members of multiple professional organizations • Although 68% of respondents were members of ACUHO-I, only 26.8% considered it to be their primary professional development organization • The range of institutional funds to support professional development varied greatly, yet more than half (53.7%) receive at least $800 for professional development activities • Participation by respondents in formal programs (e.g., NHTI) increased as the amount of institutional support increased (a statistically significant finding) 36

37. Professional Development • Impact of Professional Development: • Nearly all (92%) claimed that involvement in professional development activities has improved their overall level of competence in their job • 82% were satisfied/very satisfied with their involvement in these activities • Respondents who indicated professional development activities had improved their overall competence were more likely to have attended a conference (statistically significant finding) • Respondents were more likely to be involved at the regional rather than national level; 37

38. Professional Development • Impact of Professional Development: • A significant relationship existed among those attending an “in person conference” who believed involvement in professional development activities improved overall competence • A greater percentage of respondents who believed that involvement contributed to promotion said they had gained skills in leadership, networking, and had stronger management skills • The study found no statistical relationship between promotion and involvement in professional development activities 38

39. Professional Development Career Plans: Although 91% planned to be employed in higher education in the next five years… 41% claimed they plan to leave housing/residence life within the next five years Only 46% anticipate being employed in housing/residence life 39

40. Professional Development • Summative Thoughts: • The study indicated that the role of professional development is significant for professionals influenced by their supervisors to participate in this level of activity for their personal growth • While many institutions encourage their staff to participate, it may well be worthwhile to create a plan for professional development (as noted by 29.3% of the participants) • The vast majority of respondents noted that their competence has improved (92%) due to their involvement in a professional development activity, which most noted as attendance at annual conferences 40

41. Shared Experiences Where do we go from here? As a professional? As a small institution or a large institution? 41

42. Shared Experiences How do you move from this knowledge to putting these ideas into place in your department? Will there be resistance to change and if so how can that be overcome? 42

43. Shared Experiences What messages do we take to our professionals based on this information? Diet and Exercise example 43

44. Shared Experiences What would you like to see added to this research for the profession? 44

45. Questions 45

46. References – for ACUHO-I 2008 Session Powerpoint ABBREVIATED REFERENCE LIST REFERENCESACUHO-I Leadership Assembly (2002). The recruitment and retention of housing officers. Orlando, FL: AuthorBelch, H. A., & Mueller, J. A. (2003). Candidate pools or puddles: Challenges and trends in the recruitment and hiring of resident directors. Journal of College Student Development, 44(1), 29-46. Belch, H. A., Wilson, M. E., & Dunkel, N. (forthcoming). Cultures of success: Recruiting and retaining new live-in residence life professionals. College Student Affairs Journal.Benedict, J. O., & Mondloch, G. J. (1989). Factors affecting burnout in paraprofessional residence hall staff members. Journal of College Student Development, 30(4), 293-297.Brewer, E .W., & Clippard, L. F. (2002). Burnout and job satisfaction among student support services personnel. Human Resource Development Quarterly 13(2), 169-186. Dadez, E., & Hollow, C. (1992). Motivated and marketable, but nowhere to go! ACUHO-I Talking Stick10(2), 14. Herr, S. K., & Strange, C. (1985). The relationship between burnout and the work environments of residence hall directors. Journal of College and University Student Housing, 15(2), 12-16. Jahr, P. K. (1990). Recruitment and preparation: Our future. ACUHO-I Talking Stick, 8(3), 6. 46

47. References – for ACUHO-I 2008 Session Powerpoint ABBREVIATED REFERENCE LIST REFERENCES CONTINUED Lebron, M. J., McIntosh, J. and Nestor, E. (2002). Housing and residence life professionals recruitment and retention survey report: Assessment report. Syracuse University: Authors. Magolda, P. M., & Carnaghi, J. E. (2004). Job one: Experiences of new professionals in student affairs. Lanham, MD: American College Personnel Association. McIntosh, J. and Ridzi, F. (2002). ACUHO-I Graduate Student Survey: Assessment report. Syracuse University: Authors. Scheuermann, T., & Ellett, T. (2007). A 3-D view of recruitment and retention of entry-level housing staff: Déjà vu, deliberation, decisive action. Journal of College and University Student Housing, 34(2). Schmidt, J. (2002). Presidential perspective. ACUHO-I Talking Stick,19(6), 2. Tarver, D., Canada, R., & Lim, Mee-Gaik (1999). The relationship between job satisfaction and locus of control among college student affairs administrators and academic administrators. NASPA Journal, 36(2), 96-105. Winston, R. B., Jr., Ullom, M, & Werring, C. (1983). The housing graduate assistantship: Factors that affect choice and perceived satisfaction. Journal of College Student Personnel, 24(3), 225-230. 47