The Journal of College and University Student Housing - Volume 37, No. 2 - 35

Professional Development Needs

aforementioned needs by providing a variety of training and professional development options for their employees and/or mentees. Similarly, student affairs professionals serving in the above capacity (as supervisors or mentors) may encourage new residential life professionals to seek out opportunities to shadow others in the field and attend workshops and seminars geared toward developing professional competencies in their area(s) of interest. Supervisors and mentors may look to professional associations in the field of student affairs to assist in the process of equipping new residential life professionals with the necessary skill sets to become more effective and efficient in fulfilling their job roles. Professional associations may do so by utilizing technology to communicate and educate and to promote awareness of professional development opportunities within the field of student affairs. Supervisors, mentors, and professional associations taking a vested interest in addressing the expectations and professional needs of new student affairs professionals may prove to significantly increase the probability that these individuals are retained from year to year as well as being successful in acclimating to and moving forward in their positions.

American College Personnel Association & National Association of Student Personnel Administrators. (2010). Professional competency areas for student affairs practitioners: Informing intentional professional development design and selection. Retrieved on March 31, 2010, from http://www. naspa.org/DraftCompetencyAreas3210.pdf Amey, M. (1998). Unwritten rules: Organizational and political realities of the job. In M. J. Amey & L. M. Reesor (Eds.), Beginning your journey: A guide for new professionals in student affairs (pp. 13-30). Washington, DC: National Association of Student Personnel Administrators. Amey, M. J., & Reesor, L. M. (Eds.). (2002). Beginning your journey: A guide for new professionals in student affairs. Washington, DC: National Association of Student Personnel Administrators. Barr, M. J. (1990). Making the transition to a professional role. In D. D. Coleman & J. E. Johnson (Eds.), The new professional: A resource guide for new student affairs professionals and their supervisors (Monograph series, Volume 10, pp. 17-29). Washington, DC: National Association of Student Personnel Administrators. Belch, 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, 29-46. Binard, K. (1999) Student affairs in higher education: How are we preparing new professionals? [Electronic version]. SAHE, 2, 1-7. Burkard, A., Cole, D. C., Ott, M., & Stoflet, T. (2005). Entry-level competencies of new student affairs professionals: A Delphi study. NASPA Journal, 42(3), 283-306. Burns, M. A. (1982). Who leaves the field? NASPA Journal, 20(2), 9-12. Coleman, D. (Ed.). (1990). The new professional: A resource guide for new student affairs professionals and their supervisors (Monograph series, Volume 10). Washington, DC: National Association of Student Personnel Administrators.

REFERENCES
Alsop, R. (2008). The trophy kids grow up: How the Millennial Generation is shaking up the workplace. San Francisco: Jossey-Bass. American College Personnel Association. (2007). Professional competencies: A report of the steering committee on professional competencies. Retrieved on January 28, 2009, from http://www.myacpa. org/au/governance/docs/ACPA_Competencies.pdf

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http://www.naspa.org/DraftCompetencyAreas3210.pdf http://www.naspa.org/DraftCompetencyAreas3210.pdf http://www.myacpa.org/au/governance/docs/ACPA_Competencies.pdf http://www.myacpa.org/au/governance/docs/ACPA_Competencies.pdf

The Journal of College and University Student Housing - Volume 37, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 37, No. 2