Month: January 2013

Identifying Models of Excellence in Professional Competence

Dan

I’ve embarked on a project lately – I want to hear from colleagues about why they view the competencies of the student affairs profession as important and how they have gone about developing skills, attributes, values and knowledge that make them “stand out” as models of excellence.

Within our division of student affairs, I’ve interviewed one person that I believe stands out for each competency. We’ve got lots of examples of people who do really great work and know what they’re doing, but this project focuses on not only having the competence but listening to their stories of how the skill evolved and what kinds of watershed moments have facilitated the growth of that competence. It isn’t always about being the best but rather these staff members stand out as having the work ethic and commitment to improve on an existing foundation of success. It may be the director of student leadership and involvement who has worked hard to clarify his professional purpose and approach to enacting this approach  (Personal Foundations) or the coordinator of a student success program geared at first-generation students who believes that theories of learning and development should guide her work (Student Learning and Development).

In a soon to be released Division of Student Affairs newsletter, I’ll share the interviews I conducted with these staff. In the meantime who in your division of student affairs would you hold up as a role model for each competency? What makes that person “special”? Take the time to have the conversation with her/him to learn about their journey and how you can increase your competence and confidence in enacting the competencies that are needed to do good work in student affairs.

What does it mean to be “authentic” in student affairs work?

Dan

A lot has been written about authenticity in student affairs work. In the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners, the Personal Foundations competency states that at the intermediate level one should be able to “identify the effect between one’s personal and professional lives, and develop plans to manage any related concerns”. Ultimately, we have been asked to bring our “authentic selves” to our work with students.

I believe the concept of authenticity has a ton of baggage that comes along with it: as the concept exists somewhere within the parameters of what YOU think is appropriate and what OTHERS in the profession think is appropriate. You have to be ready to know just how much of the REAL you is appropriate to share. You also have to know when your work and professional selves intersect and when they are separate. Ultimately, you have to reconcile to what extent your approach to authenticity aligns or counters with the perspectives of others and the expectations of the field. It is for you to reconcile and if you can come away saying “I am authentic” then that’s great. If you come away thinking that you have a hidden or contradictory self then you might consider what needs to give. Either way, a harsh reality is that you will be asked to explain yourself. Just have your response ready and prepare to disagree with someone that your idea of authenticity and theirs may differ.

What issues do you think place your authenticity into question?

To what extent does our walk and talk need to be synonymous?

What can you do to “manage related concerns” and strengthen your personal foundation?

 

 

Student Affairs New Years Resolution: Reconsidering the Concept of Life/Work Balance

Dan

January 1st came and went; many student affairs professionals assuredly made a resolution to achieve “life/work balance”.

Maybe the resolution should be reconsidered and clarified:

Do we actually work more/less than other salaried professions with comparable educational credentials? Teachers? Association executives? Nonprofit community leaders?

Are we looking at a definition of balance that is based on the myth of a 40 hour work week for those in salaried positions?

What is it that consumes our time? How could we approach our work differently to properly influence the lives of our students and complete the duties of our position in 40-45 hours?

In the course of your day, how much time do you spend on Facebook? Twitter? Walking to get coffee at the student union? How much time are you WORKING vs. BEING IN THE OFFICE/ON CAMPUS and what is appropriate in terms of expectations of WORK?

Do you fit in time during the work day to participate in professional associations? Listen to webinars, read journals, etc for your professional development?

Do you appreciate what is likely a good 20 days paid-vacation a year off between holiday breaks that many in the private sector don’t receive?

Are you happy in your work and willing to make the concessions of time and income to stay in student affairs? If not, what needs to change? If your skill set was applied in some other career would you work less/make more?

Does your environment feel healthy in general and is there a sense of collegiality and support for achieving the level of balance that works for you? If not, what needs to change?

In my dissertation research, one participant talked about an “integrated self” in her description of life as a student affairs professional. As a graduate student she knew that others around her saw her as inbalanced, but she believed in the work she did. She was partnered and had other things to do, but checking her email at 9 at night was something she believed she needed to do to maintain some sanity. Good or bad, she recognized student affairs was a profession that required her to integrate her personal and professional selves rather than hope they could remain compartmentalized.

There’s a lot of literature in student affairs and other professions that address productivity and issues with salary/hours work conflicts. There’s resources such as PayScale that can help you to understand salaries of professions and how we compare. Ultimately, student affairs is about reconciling expectations (of success, influence, economic security, etc.) with realities (we will often fail and be frustrated, we won’t be paid what we think we’re worth).

Additionally, the life/work balance we all want should be driven by our individual goals; not someone telling you what is and is not appropriate. If you are convinced that you’re off balanced because of what YOU believe to be your professional goals and values, then it’s time to reconsider the resolution to be more balanced and figure out what needs to change to allow it to happen.

What would life/work balance mean to you?