April, 2009


30
Apr 09

The Role of Faith in Student Affairs – Topic of the Month

Advising is one of many hats worn by SA Professionals. It can be very rewarding to help shape the values and ideals of your students. It seems only natural that those values and ideals match your own, but where’s the line? Particularly, with the sensitive issue of Faith?

Linda Adams from Central VA Community College, whom you met before as our last “Better Get To Know an SA Professional,” shares her take:

As I approach my 15 years of working in the field of extracurricular activities my faith has been my foundation over those years. When I was hired, my statement to the interview panel was that I did not want to compromise my faith in the state institution but to live out my faith in my daily activities.
I find that my faith helps me to love and show compassion to all students no matter who they are. I depend on God to give me the strength to work through the situations which may be hard to handle. When put to the test I depend upon my faith to be my guide.
Obviously, I work with students from all backgrounds and beliefs and it is always thrilling to discuss my faith with the students when asked. I do not believe that God intends for me to force my faith on anyone but to quietly live out my faith as an example of my hope. The greatest legacy I feel I can leave the students is to mentor them, pray for them, and most of all accept them.

By default, SA folk are advisers and mentors. So, how do you manage the mix between your job and faith, especially, as Linda pointed out, when working with students of all backgrounds and beliefs?


23
Apr 09

They’re just not that into you…handling rejection in your job search

Most
of us have experienced rejection at some time or other in our careers.
Many of us have experienced it multiple times. Whether you are an
experienced professional or someone just starting out, rejections bring
forth a variety of feelings, ideas and thoughts. It's frustrating and
at times, gut-wrenching, and likely to at least put in a ding in your
self-esteem.

How can you persevere through this, so you can
continue getting out there and trying your best? As someone with
extensive experience on the topic, from both sides of the process, I 'd
like to offer some of my thoughts on ways to sort through rejection.

  • Accept it graciously and thank the interviewer/hiring official for his or her time. After
    all, not everyone who applied was actively considered for the position.
    Even fewer were invited to talk to their staff about the position, and
    a much smaller number actually invited to come to campus. Even if they
    didn't hire you, bringing you to campus wasn't some costly scheme to
    insult you for their staff's amusement. And they did invest their time
    and money in bringing you in. So they liked you, at least in theory,
    and felt you were worth consideration. This is always a compliment. Though rejection can sting like a back-handed swat in the face, don't assume that a rejection for a particular position is a repudiation of you as a person or professional.
  • Don't ask for feedback about the interview during the rejection call, unless it is offered.  Very
    few people like calling candidates to give them bad news, and fewer
    still are adequately prepared to share feedback on the spot.
    Institutional policies might officially discourage hiring managers from
    sharing feedback, as well. It's okay to ask if you could get some
    feedback at a later time, but only do this if you really plan to follow
    up on it. And don't be surprised if the answer is "it just wasn't the
    right fit." Sometimes it really is just that the hiring committee or
    manager felt another candidate made a stronger argument or had a more
    appropriate skill set. There's not much use in knowing that, unless you
    are really committed to a certain type of job or working at a certain
    institution. And you can't force the issue of "fit," because it's
    nebulous at best, and resides pretty firmly in the area of legitimate
    managerial discretion.
  • Reflect on your interview and ask yourself where things could have gone off track. Then ask for feedback. There are some useful lists here and here
    Go over these lists and try to be honest with yourself if any of the
    common mistakes mentioned could have been a factor. But don't assume
    that you will be able to definitively pinpoint the reason for the
    rejection by guessing on your own. Try to be reflective, rather than
    simply hard on yourself. There is a natural tendency to go negative and
    spend your time and energy kicking yourself for anything that might
    have gone wrong. Try not to do this to yourself. Everyone makes
    mistakes sometimes, and letting some voice in your head echo "stupid!
    stupid!stupid!" is no way to bolster your self-esteem. Once you have a
    few ideas, then make the call, or write the e-mail, asking if you can
    set up a time for feedback.  And definitely ask for a given time, so the hiring manager can prepare for the conversation. If they give you a specific time, they are going to tell you what they think is useful or appropriate, within whatever parameters their department or institution have set. If they don't agree to a specific time, then drop the issue and move on. No point in trying to get blood from a stone.
  • Only ask for feedback if you can take criticism gracefully. 
    Even if the hiring manager shares the rationale for rejection, you may
    or may not agree with all the feedback you get. Arguing about your
    various good points, insisting you can be a fit for the position, or
    saying that the interviewer(s) misinterpreted what you said are
    sure-fire ways to seem out of touch, unwilling to accept feedback, just
    plain angry, or even worse, desperate. None of these are good ways to
    be perceived. Once the interview is over, it's over. Impressions have
    been made, and they have been set. They may not be set in stone, but likely at least in a hard clay.  If you were "almost"
    the candidate they selected, being pushy or argumentative about
    feedback will seem needy and can only hurt any chances you might have
    for later consideration.
  • Commit yourself to doing something with your feedback
    There's no point in asking for feedback if you are not going to do
    anything with it. Once you know how you are going off track, you can
    try to fix it. Here's my method to doing something with feedback. 
    • First,
      ask yourself "What part of this criticism is fair?" 
      This will require
      some reflection and some level of stepping into someone else's shoes.
      If the criticism is fair, then you need to make peace with it, and
      decide what you want to do with the information.
    • Second,
      ask yourself "What can I do to correct the situation?"
      Brainstorm a
      little bit. Ask for ideas from your supervisor or a trusted colleague.
      Pick the feedback apart and hold the pieces up to the light. You will
      probably see some opportunities for growth.
    • Third, take a look
      at the parts of the criticism that you believe are not fair or
      accurate.
      Then ask yourself why you would want to subject yourself to
      working in an environment where you will question the fairness and
      judgment of the people you work with from day one. You are better off
      for having dodged that bullet. Let it go.   
    • Finally, take a look
      at any pieces of criticism that might be fair, but that you are
      unwilling to change.
      We all bring unique aspects of our personalities
      to work with us, and particular ideas about what we like to put out there as our public images and work personas. If the criticism was fair,
      but you are unwilling to change, then it really wasn't a good "fit" for
      you and you need to keep looking until you find the right environment,
      or the willingness to change those things that were the roadblocks in
      your way. Look in the mirror, say to yourself "I am good enough, I am
      smart enough, and one day I will find people who actually like me for
      who I am, how I am, and what I can bring to the table. It's their loss,
      not mine."
  • Don't keep knocking on the door when it's been clearly closed in your face.
    Don't be the stalkery almost-lover standing outside the door saying
    "why don't you love me?" to the blind date you just met, when the date
    didn't go well. Nobody likes that. Don't let rejection wreck your
    self-confidence. Instead, let it teach you what you need to know about
    yourself and how you relate to others, so you can handle the right
    relationship when it comes along, and be ready to throw yourself in
    with all your heart. The lesson doesn't define you. The learning does. 
    Lick your wounds, dust yourself off, and stand firmly on your own two
    feet, facing the world. There will be another door. The important thing
    is to be practically and emotionally prepared to ring the doorbell and ready to walk in the next time someone answers.

If you are
one of those out there licking your wounds incurred in the brutal
realities of the job search, hang in there, and good luck!


23
Apr 09

Growing Your Mind to Leading

We often get so busy with the day-to-day– that is, LIFE–  until we have to struggle to focus on the world beyond us.  Especially here at the end of the semester, we're all caught up in the excitement and work of finishing the year that it's sometimes difficult to look beyond today.

Striving for our own professional growth can fall further and further back on our list of priorities.  I have a wonderful definition of leadership that I try to keep in the front of mind:  "Leaders facilitate action and guide change."  That means that leaders make things happen; and, they guide the things  that are happening to them.  Here are a few suggestions to help you keep "ahead of the curve" as we take action and shape our own future.

1.  Read– and read widely

It takes time, and that is a rare and valuable commodity.  Still, true leaders,
are
hungry for information, trends, and conversations from everywhere in
our world — not just higher ed. Reach out to new sources of knowledge.  Grab a new newspaper.  Read a new (or old) book.  Get curious. Read about things you don't know, instead of just reinforcing what you already know.

2.  Synthesize new ideas

The book of Ecclesiastes reads "there is nothing new under the sun."  It's just as true today as it was three thousand years ago.  Yet ideas
are the essence of leadership.  Understand you don't need to create new ideas.  The ideas are already out there.  You need to find them, and apply them to your needs.  Is texting any different that passing a note in class?  No, it's just the contemporary application of an old concept.  Synthesize new applications for old ideas.

3.  Lead from where you are

Waiting for a position or title to empower you is the biggest possible waste of potential.  You don't need a more important job– or job description– to lead.  Start leading now.  Embrace your possibilities.  Strive to be the best.  Demonstrate your own vision and integrity, and become the leader you seek.


22
Apr 09

Student leader learning?

As the semester comes crashing to an end, you may be wrapping up programs and events with student leader teams. I found this thoughtful list of questions from Tim Milburn over at studentlinc. This semester, instead of asking your student leaders to evaluate the experience or program, ask them to complete a self-assessment. My peer mentors are hired in the fall for a calendar year term of service, so I may have them complete the questions now and once again in December after their fall experience.

  1. What did I learn as a student leader?
  2. What will I need to remember from my student leadership year?
  3. Which interactions with others taught me the most about how to work with people?
  4. What do I know now that I didn’t know a year ago?
  5. What am I better at as a result of this student leadership experience?

  6. How would I describe my student leadership experience in 100 words?
  7. How am I better prepared for the next chapter in my story?
  8. What would I have done differently as a student leader?
  9. If I had one hour with a group of newly elected student leaders, what would I want to talk to them about?
  10. What mistakes did I make this year and what did I learn from them?

  11. What do I hope to be remembered for as a student leader?
  12. How could I have done better as a student leader?

Completing a self-assessment allows student leaders to depart the experience with a greater context for their contributions and learning. Over at studentlinc, Tim has shared a pdf of these questions and other great student leader information.

Do you have student leader evaluation or assessment ideas to share?


21
Apr 09

Programming and student leadership…misunderstood?

I can't believe it's Spring Weekend season!  Things on campus are such a flurry of activity between Greek Week, Springfest, Honors events, etc. that it's hard to keep up with all of the scheduled events, let alone get anything done in between!

I'm consistently amazed with the things I observe from our programming board leadership and membership during this time of year.  You would think they would be tired by this point in they year, but they just keep coming back for more and even bring their "A Game" for these big events.  Our Program Committee students asked me to come to their meeting and speak to them about what our Springfest means for the campus and what it requires of them.  I didn't prepare a word of my "talk," but for some reason the words are so easy when I talk about their role on campus and how important they are to us.  Every campus has some kind of programming organization and I really believe that despite the long list of functions that come out of our office, our programming board is the heart of our operation.

Every campus has some kind of programming board, yet why does our profession know so little about them?  Referring to my favorite leadership inventory, the Student Leadership Practices Inventory, for all of the great normative data provided by the authors you can't find anything on our programming students.  Literature searches offer little to nothing relating to specific leadership styles of students who gravitate to different areas of involvement. 

If we were to analyze our programming board students and their leadership styles, what do you think we would find?

I think we'd find a very high service orientation and a high level of altruism.  I'm constantly amazed by the giving nature of these students.  I'd also throw out that they are just a bit more thoughtful and a bit more focused on "encouraging the heart."  They seem to do a great job at keeping their members engaged, enthusiastic, and proud of what the group is doing.

What do you think makes them so special?

Kouzes, J. M., & Posner, B. Z. (1998). Student Leadership Practices Inventory: The Facilitators Guide. San Francisco: Jossey-Bass.


20
Apr 09

You’re the Best Thing Since Sliced Bread, and that Generally “Meets Expectations”: Handling Employee Performance Reviews

A
few posts back, I elaborated on why "April is the Cruelest Month" in
Student Affairs, as the recruitment cycle really kicks into high gear
with on-campus. I'd like to add another reason why this time of year
strikes dread in me: employee performance reviews.

I work in
Residence Life at a large university (Penn State) and if there is one
thing we know how to do at large universities, it's sucking the souls
out of people by having established processes for everything. The "Staff Review and Development Plan" or SRDP
, as we call it, is one great example. There is a form and a
process, and even recommended guidelines for describing an employee's overall performance or their commitment to diversity. 
These are all practical enough, and giving a standard outline is one
way to approach fairness and avoid lawsuits. But what I struggle with
most is actually giving useful feedback that will help each employee
toward a particular "next step" in life or career.

This is
especially difficult when the feedback needed is constructive. I have
no trouble affirming accomplishments and strengths. People love to hear
what they are good at. But when there is a skill that needs to be
developed, or behavior that needs to be modified, it's harder to craft
the right things to say. For me, the trick is to lean heavily on the
aforementioned guidelines, to refer back to the job description for the
employee, and to give a few suggestions for improvement that I hope the
employee will find palatable, like specialized training and new tasks.

We
have university-wide performance factors that everyone gets feedback
upon. I always make a point to mention some strength or example of
satisfactory performance for each of these in the strengths section of the review.
For "areas of development, " I only comment on factors where I think
there is a perceived weakness. This keeps a balance on the side of the
positive, even if the weaknesses are significant.

I also try to make sure that I have talked to the employee about any perceived weakness before the review,
unless the feedback was a result of something recent, or from
third-party feedback (for example, resident assistant feedback about
their supervisor). In the case of third-party feedback, whenever
possible, I go back to the person providing feedback and make sure I
have a good idea where the feedback is coming from, and examples, when
appropriate. As a supervisor, though, I feel, it is my job to filter
feedback in context of overall performance and to deliver it in ways
that do not put the feedback provider "in the cross-hairs."  This is
difficult, but necessary in some cases, to protect the process. If
people won't give you useful feedback, and you don't pass it along, then you
can't help an employee grow their skills and develop perspective on job
performance, or where they need to concentrate their efforts.

Along
those lines, I will count myself among the many Gen-X managers who
really, REALLY struggle to give ANY kind of feedback to Millennials .
Their high expectations of themselves often lead to receiving feedback
in one of two ways…tell them they are good at something, and they
will hear "you are the best thing since sliced bread;" tell them they
need to improve in some area or refine their approach, and all the
sudden an otherwise good performance review becomes, to the employee, a
personal declaration of war. Add in a university work
culture that emphasizes that most employees should fall in "meets
expectations" (and it isn't perceived by the Xers and Boomers among us as a bad thing), and my last few weeks some semesters is spent cleaning up from the youthquake
that splits the earth between me and some of my Millennial employees. I am left wondering what exactly I should be doing to develop them,
or if I should just assume they will be moving on to something else
anyway, since they all seem to think they are about a year off from a
directorship and 5 years away from a VP position, anyway.

I've gotten some interesting ideas on how to approach the SRDP process with millennials from the Free Management Library , BusinessWeek , and Generations at Work. I've heard Neil Howe speak about Millennials Rising
and even asked him a few questions along these lines after his talk.
I'm convinced that this is the challenge of our era, because we need
more than ever to get good people into this field, and to work on
keeping them. If there's a trick to this, I imagine that it involves us honoring them for their uniqueness, and them respecting that the role of the supervisor is to develop the employee, not simply to praise.

Please consider sharing your ideas on the blog. If you
would prefer not to be so public, send me your ideas and comments at
seancook@psu.edu and I will revisit this topic in a later post. If you
are giving reviews to staff (student or professional) this season, good
luck. If you are on the receiving end of the table, same to you.
Hopefully you'll get good feedback, that you were generally expecting,
and that you can do something with, as you plot your pathway to success
as a Student Affairs professional.


17
Apr 09

Conferences in Student Affairs

I just got back from my 2nd national conference since I've been working in student affairs.  Last year I attended the ACPA (American College Personnel Association) conference in Atlanta; this year I attended the ACUI (Association of College Unions International) conference in Anaheim California.

I'll spare the breakdown of positives and negatives of each, but I would like to share my perceptions after two conferences on how to get the most out of attending.  Bear in mind that I've only been to two, but I hope that others might chime in on the comments and give some of their opinions on how to make conference attendance as worthwhile as possible. 

1) Attend educational sessions that are OUTSIDE of your expertise

I've gotten the most out of attending sessions from experts who were at the conference who were giving presentations on how they did things or from people who knew more than me about a particular topic.  One of the best sessions I went to at this conference was listening to 3 current student union directors talk about what they thought being a union director would be like in 20 years.  It will probably be at least 20 years before I'm qualified to be a union director, but listening to all the wisdom in the room was a huge inspiration for me.  On the other hand, attending sessions on how to speak to millenials, while cool, were not as relevant to me since I am a millenial and most of my friends are millenials.

2) Get out of the hotel and see the area.

it's really important to remember that part of the networking and communicating at a conference is done outside of the actual conference.  Grab a few people that you have just met and get them to go with you on an exploration of the local area.  Friendships and connections are built through these kinds of memories and will be invaluable to you as you progress through your career.  For the introverts in the crowd, it's especially important to get away from the bustle of the conference every once in awhile to get some time in a smaller group and regenerate.

3) Don't spend all your time with people from your own school.

It's so easy to immerse yourself in the group from your school, especially at a bigger conference, and never actually meet anyone.  I cannot stress enough, DO NOT DO THIS.  Use those connections you already have to meet more people.  If everyone from your group brings a couple of people that they've met, then you all are helping each other network.  Networking with people you already see every week makes no sense.

4) The evening times are important networking opportunities too.

Getting together for a few evening beers with other conference attendees has been a LOT of fun for me and for other people.  Seeing people let their hair down a little bit and laugh with colleagues provides some depths to the professional relationships that can be built at a conference.  One HUGE caveat, remember that you are always being assessed and evaluated, so don't cross the line.  Drinking too much or crossing the line in a relationship with a colleague can undo all of the positive networking that you are doing; tread carefully.

5) Remember your colleagues who couldn't go

I personally tried to Twitter as much as possible from the last conference and got some positive feedback from the people back home who couldn't come.  Some people will not be as interested, so doing things like sending out mass emails is probably not the best idea.  However, providing some way for people who didn't get to go to hear about the experience is a positive idea.

I'm looking forward to future conferences, especially ACUI in NYC next spring.  I'd love to hear any other opinions on how to make the conference going experience more valuable and rewarding!

16
Apr 09

“FIRE-ing” the Canon? Are the foundations of our profession being assaulted, or are we the “barbarians at the gate?”

Though there has been an evolution of thought and significant changes in approaches over the years, the guiding principles outlined for the Student Affairs profession have always leaned heavily on the idea that learning happens both inside and outside the classroom, and that learning and development are inseparable from each other. Student affairs practitioners, therefore, have a responsibility, as educators, to provide meaningful opportunities for learning and development.
 
Learning Reconsidered expands on this, and argues that "Every resource on every campus should be used to achieve transformative liberal education for all students, and all colleges and universities are accountable for establishing and assessing specific student outcomes that reflect this integrated view of learning."
 
Sounds great, doesn't it?
 
But just like the idea that "it takes a village to raise a child," an idea that might warm the heart of some sends chills down the spine of others. One person's "Kum By Ya," and hand-holding around the campfire, is to another the battle cry of barbarians at the gate, set on knocking down the pillars of the academy and toasting smores over the smoldering ashes of the library's special collections.
 
Figuring out what "specific outcomes" would be appropriate seems to be the main front in this war between traditionalists (who believe that learning is the exclusive realm of academic affairs) and those who feel that learning needs to be reconsidered (us). It's like putting two economists from different schools of thought in a room together and asking them to explain the state of the economy and its future direction. The conversation will be long, circular, at times acrimonious, and though full of points and counterpoints, likely resulting in nothing resembling consensus. Both sides will likely declare at least a moral victory in having made their points, and the onlookers will still be confused and dazed.
 
It's no surprise, then, that some institutional efforts to define particular learning outcomes have been criticized, even vilified, and held up to intense public scrutiny. If you haven't heard of the Foundation for Individual Rights in Education (FIRE), chances are, you will.


FIRE's mission statement seems a clarion call to those who cling tightly to more traditionalist views of academia, against what they seem to perceive as mass indoctrination of students by politically motivated and left-leaning pseudo-academics. You can learn more about FIRE and some of their projects at their website. If you haven't read up on them, you really should.

As a profession, how should Student Affairs respond to these challenges? How can we develop outcomes that will be both generally accepted, and practical to implement? Is the "outcomes" movement tantamount to a warning shot against all the academy holds sacred, or just a loud declaration of relevance from those of us who have resided so long in the outer provinces? Are we destroying the academic canon, or are organizations like FIRE burning the library and blaming us for the smoke? Who are the barbarians? And who's really guarding the gates?


15
Apr 09

Webinar on Teaching Student Leaders to Blog

The SA Bloggers and Red Rover are holding another free webinar on Wednesday, May 6th at 1PM (EST).

We're looking for panelists who've
had experience getting their students to blog and welcoming
participants who want to learn about student blogging as a community
building and peer mentoring tool.

Email info@redroverhq.com if you're interested in being a panelist or register as a participant at http://redrover2.eventbrite.com/.

To view or suggest future webinars and see resources from past webinars visit http://thesabloggers.swiftkick.wikispaces.net/Webinar+Schedule

14
Apr 09

To do: Send someone a thank you note

Today I received a hand-written, paper and pen thank you note in the mail from a student whom I have mentored as he has gone on to pursue a masters degree in student affairs administration.  He is graduating next month and has charted a course for success in this crazy field we have all chosen.

I cannot exactly put into words how motivating and rewarding it was to receive this note.  So often the work that we do with students evaporates into the atmosphere without any concrete evidence that we have made a real difference.  For me, the note I received today is the exception that proves that rule.

So . . . add this to your to-do list.  Write a genuine bona fide thank you note to someone who has contributed to where you are today.  They will feel great, and so will you!
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