It’s OK to Leave At 5 O'clock: What Every New Professional Should Consider

1. Donjanea Fletcher, University of West Georgia Leslie Hahn, University of Florida Michelle Hahn, University of South Carolina Brandon Hernandez, Eastfield College Michael Mardis, University of Louisville Amanda McCarthy, Roanoke College It’s OK to Leave At 5 O'clock: What Every New Professional Should Consider

2. New Professionals Institute, 2007 • What is NPI? • Program for new professionals sponsored by the Southern Association for College Student Affairs (SACSA) and NASPA, Region III • Who are we? • Mentor Group at 2007 New Professionals Institute (NPI) in Radford, VA • Our Work Locations: Student Affairs Departments in Texas, Florida, Kentucky, South Carolina, Virginia and Georgia

3. New Professionals Institute, cont’ • What is the purpose of NPI? • Purpose 1: Gain knowledge, skills from seasoned Student Affairs professionals to improve in profession • Purpose 2: Become increasingly connected within profession • What do you do at NPI? • Five days of sessions, professional related activities in following areas: • Healthy Life • Leadership • Supervision • Collaboration • Career Goals

4. Understanding the Transition of the New Professional • “The First Year on the Job: Experiences of New Professionals in Student Affairs” by Kristen A. Renn and Jennifer P. Hodges • This article details a one year study of new professionals. Three overriding themes for new professionals found: Relationships, Fit, and Competence. These themes played out during three distinct phases of the first year on the job: Pre-Employment and Orientation, Transition, and Settling In.A detailed explanation of these themes and phases are available in the chart on the next slide. • The conclusion was reached that the understanding of the transition of a new professional can help guide their supervision, support, and attrition. • This article provides “theoretical” background to our understanding and discussion of this topic today.

5. Understanding the Transition of the New Professional, cont’

6. The Challenges • There are many challenges for a new professional as they aspire to obtain a healthy work life balance. Yet, there are simple actions and cautions to consider as they move closer to the balance they desire.

7. In our professional career, we must acknowledge that this is not the only aspect of who we are. There are definitely other segments of our lives that add to who we are, as opposed to just our career. Such as: Family life Civic and Community obligations The spiritual realm of our lives Friends and Colleagues Why the need for balance?

8. As a new professional, as you begin to plan programs, are asked to sit on several committees, attend out of town conferences and late night lectures and return to work the next morning… it is important to recognize that your body has limitations. When you challenge its limitations, one could end up in worse shape than anticipated… So recognize your limitations. As a new professional, one is truly eager to make a difference, receive recognition, and feel as though you have made a significant contribution in your area, but it is important to keep a balance. If we stay balanced we can better serve: Our institutions and the needs of students and therefore operate in a more proficient manner. Recognizing your limitations

9. The balance you find is not the same for others… but it is important to model the change that you want to see in others. In this case…“ your actions can speak louder than your words.” For some, there may be a period of imbalance, which will allow for: stages of growth & lessons to be learned Some professionals may be strategically imbalanced to find out what works for them (in which to acknowledge areas to grow in) Finding your balance is a continuous process. Setting a good example

10. There are (3) important reasons why one should consider finding balance early as a new professional. As you begin to develop in your role at your institution at some point: Your responsibilities will increase The level of accountability will increase Burnout can be observed in those individuals who have not attained a balance By being mindful of the new levels that you will move toward in your career, this will ultimately assist an individual in maintaining a passion for a lifelong career. Maintain passion for a lifelong career

11. Strategies for achieving balance • Discussion of Six Dimensional Model by Bill Hettler • Hettler, Professor at University of Wisconsin • Also Co-Founder, President of National Wellness Institute • Created Six Dimensional Wellness Model • Additional Information can be located at http://www.nationalwellness.org/ and http://www.hettler.com/

12. Why use the Six Dimensional Model? • It’s Holistic and Multi-dimensional • It’s focused on achieving balance in life amongst six elements, rather than two or three • It’s based on belief that investing too much in few areas leads to decreased wellness and ailing health • It’s a pathway to optimal living

13. Physical Development: Reaching and maintaining a physically healthy state (e.g., exercise, healthy diet, self care etc) Spiritual Development: Seeking meaning and purpose in existence Emotional Development: Acquiring awareness/acceptance of feelings, having satisfactory relationships and positive self-concept (e.g., stress management skills) Social Development: Contributing to the environment and community (e.g., volunteerism, team efforts, family etc) Intellectual Development: Participating in creative and mentally stimulating activities and sharing skills/gifts Occupational Development: Experiencing enrichment of life through work Test Your Personal Wellness: http://www.testwell.org/index.php?id=1627&id_tier=3430 What are the six dimensions?

14. How to Use the Six Dimensional Model? Intentionally reflect on your current life balance, giving each dimension a rating on paper according to energy you devote to it Decide ideal balance, reevaluate each area based on this, ask what changes are realistic to accomplish desired balance, and what obstacles will be faced Use log to track current/future balance and use buddy system for accountability

15. Two Sides to Every Story (like photo, showing old and young woman in same picture, there are 2 ways to look at life) Explore current views, beliefs that prevent balance Derived from relatives and friends Derived from other experiences (e.g., school) Examples: “I have to be perfect” or “I have to overachieve” Play “Devil’s Advocate” (challenge beliefs) Barriers to Wellness

16. Consequences of overlooking your Wellness • Depression • Anxiety • Heart Attacks • Stroke/Hypertension • Skin Disorders • Problems with Gastrointestinal System • Insomnia • Degenerative neurological disorders • General Life Dissatisfaction

17. Wellness Words of Wisdom Words of Wisdom from Seasoned Professionals Advice provided by female student affairs professionals in study presented at NASPA in Does this match what you think?

18. Perception vs. Reality with Supervisors • “Many new professionals assume their first professional positions expecting to be apprenticed to their supervisors, and may eagerly await their directives for office operation, career advice, and involvement opportunities in the field. Given the limits of tangible validation and reward in our field, it is often the supervisor to whom the new professional looks for reinforcement and reassurance.” HarnedP. J. & Murphy M. C. (1998) Creating a culture of development for the new professional. New Directions for Students Services. (84) 43-53.

19. Communicating with Your Supervisor • Two-Way Recruitment and Communication Process • Respect the chain of command • Create open communication • Deal with disagreements in an appropriate and professional manner • Discuss the autonomous vs. micromanagement style • Utilize professional development opportunities

20. Expectations of New Professionals from the Supervisor Prospective • “New professionals must understand that there is hard work ahead. There is potential for many rewards so an investment in their own growth and development will pay many dividends in the future” (pg 52) Harned P. J. & Murphy M. C. (1998) Creating a culture of development for the new professional. New Directions for Students Services. (84) 43-53.

21. Expectations of New Professionals from the Supervisor Prospective (cont.) • Accomplish established objectives • Bring new ideas • Learn new things (be willing to try) • Grow professionally • Maintain a positive attitude • Be a team player • Maintain a high level of integrity • Importance of a Mentor

22. Independent Research • Type: Anonymous online survey w/ 33 questions • Focus: New professionals in student affairs & personal balance habits • Definition of new professional: 5 years or less professional work experience in student affairs • Sampling method: Convenience via email invitation to student affairs departments & professional association listservs • Number of respondents: 363 total

23. Demographic Information • Gender: 71% Female; 29% Male • Race/Ethnicity: White 79% American Indian/ African American/Black 9% Alaskan Native 1% Hispanic/Latino 4% Other 1% Multi-Ethnic 3% • Relationship Status: Single 37%; 28% Dating; 35% Married/Domestic Partnership • Number of Dependent Children: None 91%; One 5% ; Two 3%; Three .8%; Four plus .6%

24. Institutional Type & Experience • Type of Institution: Four-year public college/university – 57% Four-year private college – 37 % Two-year community college – 6% • Size of Institution: 4,999 or less – 32% 15,000 to 24,999 – 16% 5,000 to 9,999 – 14% Larger than 25,000 – 29% 10,000 to 14,999 – 10% • Total Full-Time Professional SA Experience: Less than one year – 29% Three years – 22% One year – 9% Four years – 14% Two years – 22% Five years – 5% • Relocation: 47% moved a significant distance to accept their current position

25. Job Information • Job Level: Entry Level 67% Mid Level 30% Senior Level 3% • Work Area: Housing/Residential Life 37.5% Community Service 2.5% Student Activities 12.4% Cultural/Ethnic Center 1.9% Academic Support 10.7% Greek Affairs 1.7% Career Services 6.9% Student Union .8% Student Leadership 2.8% GLBT Services .6% Recreation Services 2.8% Women’s Center .6% Disability Services 2.5% Other 16.5% • Highest Education Level: Bachelor’s 16.1% Post Master’s Certificate 1.1% Master’s 82.3% Doctorate .6 %

26. Reported Average Work Hours • Average Work Hours: 35 or less hours - 5.8% 56-60 hours - 8% 36-40 hours - 19.6% 61-65 hours - 1.9% 41-45 hours - 26.4% 66-70 hours - .6% 46-50 hours - 25.9 % 70 plus hours - 1.4% 51-55 hours - 10.5% • Summary: - 75% of New Professionals work 41+ hours - 52% worked 41-50 hours - 19% worked 51-60 hours - 4% worked 60-70+ hours

27. Survey Results: Overtime • Work/balance habits examine by series 5 point likert scale questions • Remaining at work late or arriving early several times a week (3.93/5) Variable positively correlated to: - Skipping lunch or eating at one’s desk to save time - Taking work home in order to be successful at one’s position

28. Survey Results: Overtime • Remaining at work late or arriving early several times a week (3.93/5) Variable negatively correlated to: • Regularly scheduling time for hobbies and non-work events • Reporting adequate time for friendships and significant relationships outside work • Satisfaction in career balance • Belief a balanced life is a realistic goal as a new professional

29. Survey Results: Supervisor’s Expectations • Supervisor having reasonable expectations of what can accomplish during working hours (3.83/5) Variable positively correlated to: • Supervisor role modeling positive work/life balance • Co-workers taking sick/vacation time when needed • Regularly scheduling time for hobbies and non-work events • Satisfaction in career balance • Satisfaction in emotional wellness • Belief a balanced life is a realistic goal as a new professional

30. Survey Results: Supervisor’s Expectations • Supervisor having reasonable expectations of what can accomplish during working hours (3.83/5) Variable negatively correlated to: • Average number of work hours • Taking work home in order to be successful at one’s job

31. Survey Results: Scheduling Social Time • Regularly scheduling time for hobbies and non-work events (3.52/5) Variable positively correlated to: • Adequate time for friends and significant relationships • Satisfaction with physical, emotional, career, social, spiritual balance • Belief a balanced life is a realistic goal as a new professional • Supervisor w/ reasonable work expectations • Co-workers taking sick/vacation time when needed

32. Survey Results: Scheduling Social Time • Regularly scheduling time for hobbies and non-work events (3.52/5) Variable negatively correlated to: • Social circle consisting primarily of co-workers • Working late or arriving to work early several times a week • Regularly taking home work to be successful • Average work hours

33. Survey Results: Balance Satisfaction level rated on 7 point likert scale: 1 = Very dissatisfied; 2 = Dissatisfied; 3 = Somewhat dissatisfied 4 = Neutral; 5 = Somewhat satisfied; 6 = Satisfied; 7 =Very satisfied Survey Results: • Physical Wellness – Neutral (4.3/7) • Social Balance – Neutral (4.5/7) • Spiritual Balance – Somewhat satisfied (4.7/7) • Career Balance – Somewhat satisfied (4.8/7) • Emotional Wellness Somewhat satisfied (5.0/7) • Intellectual Wellness – Somewhat satisfied (5.2/7)

34. Personal Balance Tips Balance & wellness are intertwined Positive correlations exist between all balance/wellness dimensions Scheduling time for non-work events positively correlates to balance/wellness Having adequate time for friends/significant others positively correlates to balance/wellness

35. Tips to Balance Work and LifeAdapted from: “Coachville: Coach Training”, Natalie H. Gahrmann • Establish limits and boundaries • Let go of guilt • Build a Support Network • Determine your own standards • Create time for yourself • Get organized • Be flexible • Enjoy quality family time • Achieve an integrated life

36. Check out these additional references and readings: • Amy, C., & Smith, B. F. (1996, May). Balancing our personal and professional lives. Campus Activities Programming, 37-40. • Byington, Melissa. (2008, January). Forget Superwomen: Seek Harmony of Work and Life. Women in Higher Education ,38. • Daddona, M. F., Cooper, D., & Dunn, M. S. (2006). Career Paths and Expectations of Recent Doctoral Graduates in Student Affairs. NASPA Journal, 43(2), 203-215. • Greer, R. M., & Poe, R. E. (2005, Spring). Developmental aspects of dual-career relationships: Reflections and issues. College Student Affairs Journal, 24(2), 162-169. • Grube, S. A., Cedarholm, K., Jones, C., & Dunn, M. (2005, Spring). Master’s student life: The balance between student and professional. College Student Affairs Journal, 24(2), 152-161. • Guthrie, V. L., Woods, E., Cusker, C., & Gregory, M. (2005, Spring). A portrait of balance: Personal and professional balance among student affairs educators. College Student Affairs Journal, 24(2), 110-127. • Havice, P. A., & Williams, F. K. (2005, Spring). Achieving balance: Lessons learned from university and college presidents. College Student Affairs Journal, 24(2), 128-136. • Lassiter, Jr., Dr. Wright. (2008 January). Workplace and Life Effectiveness: Lessons for Leaders and Followers. Dallas County Community College District Chancellor’s Weekend Memo. No. 82: 1-4. • McClellan, M. (2005, Spring). When you die, your inbox will be full. College Student Affairs Journal, 24(2), 207-211. • Reisser, L. (2002). Self-renewal and personal development in professional life. In J. C. Dalton & M. McClinton (Eds.), The art and practical wisdom of student affairs leadership, New Directions for Student Services, no. 98 (pp. 49-60). San Francisco: Jossey-Bass. • Renn, K. A., & Hodges, J. (2007). The First Year on the Job: Experiences of New Professionals in Student Affairs . NASPA Journal, 44(2), 367-391. • Toma, J. D., & Grady, K. A. (2002). Reconciling life and work for the new student affairs professional.  In M. J. Amey & L. M. Ressor (Eds.), Beginning your journey: A guide for new professionals in student affairs (pp. 97-118). Washington, DC: National Association of Student Personnel Administrators. • Waple, J.  (2006). An assessment of skills and competencies necessary for entry-level student affairs work. NASPA Journal, 43(1), 1-18.

37. Time to Ask the Panel! • Donjanea Fletcher, dfletche@westga.edu • Michelle Hahn, hahnma@mailbox.sc.edu • Brandon Hernandez, brandonhernandez@dcccd.edu • Michael Mardis, m.mardis@louisville.edu • Amanda McCarthy, mccarthy@roanoke.edu • Moderator: Leslie Hahn, leslieah@dso.ufl.edu