Talking Stick - November/December 2010 - 36

a Little advice for supervisors:
Ω Assist new professionals in creating active professional development plans. Although these plans essentially involve a personal journey, supervisors can also play an important role in helping new professionals acquire the additional knowledge and skills needed to become seasoned professionals. Ω Require new professionals to explain the rationale of programs and services offered. Supervisors should require them to think in a “why” mindset, able to articulate why programs and services exist in relation to student learning, assessment, and development. Additionally, understanding why encourages new staff to constantly remain aware of theory while also understanding the practicality behind work within student affairs. Ω Understand your own limitations as a supervisor and communicate them to new professionals. New professionals need to understand that the unknown is okay and that their experience is partially defined by an understanding of strengths and weaknesses. Ω Offer continuous positive and constructive feedback. As Millennials continue to enter the profession, ongoing feedback is necessary to strengthen their self-confidence and to promote ongoing growth and development. New professionals who do not receive constructive feedback quickly run the risk of becoming complacent in their performance, knowledge, and skills. As goaloriented individuals driven by the need for praise, Millennial professionals need continual feedback in order to maintain satisfaction within the workplace.
36 36
Talking STick Talking STick

F i n d i ng

yoU r

Wa y

relationships with them while at the same time establishing necessary boundaries. Since they are not much older than the students themselves, this new generation of housing staff must ensure that they act as professionals, not as peers. “It’s not difficult for me to maintain boundaries because I’m in a much different place professionally, personally, and developmentally than most of my students,” Foxx explains. Toney emphasizes the importance of developing meaningful relationships with students and of creating a jovial work environment, but there are limitations. If an environment is too informal, as Toney explains, “You run the risk of being perceived as a pushover or someone who is easily intimidated.” Fortunately, as Thompson notes, most new professionals in student housing have already had some experience in establishing boundaries before their first year on the job (by, for example, acting as a student leader during their undergraduate education), and they all share a common trait: the desire and motivation to work with students. As professionals, they must be careful about such things as sharing too much personal information and behaving appropriately at social events that include student staff. Chambliss describes this challenge as a balancing act: Too much distance can be intimidating, but too little can be problematic. “I established a professional demeanor with the students from the start. However, being somewhat close in age, I also showed my lighter side and made sure they felt comfortable talking to me about anything. I didn’t want them to look at me as a peer, but I also didn’t want them intimidated,” Chambliss explains. Creating clear boundaries does not mean that new professionals cannot develop close relationships with students. In fact, some professionals see the

development of personal relationships as being extremely beneficial to their work. Walizer recognized early on that his management style put an emphasis on personal relationships, and that is what continues to keep him satisfied with his work as a residence life coordinator. He notes that his intentional focus on personal relationships allows him to be seen as a supervisor, but also as one who stands outside a rigid hierarchy. New professionals can work effectively with students in a relationship that is both personal and professional, and they can act as partners with and advocates for students. Toney finds that she is perceived as a partner, as someone “who is there to ensure students’ collegiate experience is the best it can be” and as someone willing to work directly with them in completing tasks to meet a goal. Thompson explains that establishing a partnership or a friendship with students is both a challenge and an opportunity: “We are in this field to make connections with students and help them succeed in college. Sometimes through our position we need to use our connections to help them be successful, so you do not want to necessarily push those connections away.” The challenge is to balance the personal with the professional in this relationship. “The key is to let students know early on that you are in a position of authority,” Thompson says. “I think they appreciate the openness that is shared, and it can make your relationship stronger.”

t ransLate theory into Practice, BUt scraP theory When necessary
As many studies have shown, the success of professionals in student housing is directly related to student development and learning. Many new professionals use student development theory
Continues 46

Talking Stick - November/December 2010

Table of Contents for the Digital Edition of Talking Stick - November/December 2010