It’s OK to Leave At 5 O'clock:
What Every New Professional
Should Consider
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
New Professionals Institute, 2007
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What is NPI?
– Program for new professionals sponsored by
the Southern Association for College Student
Affairs (SACSA) and NASPA, Region III
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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
New Professionals Institute, cont’
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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
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.
Understanding the Transition of
the New Professional, cont’
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.
Why the need for balance?
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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
Recognizing your limitations

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.
Setting a good example

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.
Maintain passion for a
lifelong career

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.
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/
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

What are the six dimensions?

Physical Development: Reaching
and maintaining a physically
healthy state (e.g., exercise,
healthy diet, self care etc)

Intellectual Development:
Participating in creative and
mentally stimulating activities and
sharing skills/gifts

Spiritual Development: Seeking
meaning and purpose in existence

Occupational Development:
Experiencing enrichment of life
through work

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)
Test Your Personal Wellness:
http://www.testwell.org/index.php?id
=1627&id_tier=3430

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

Barriers to Wellness
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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)
Consequences of overlooking your
Wellness

Depression
 Anxiety
 Heart Attacks
 Stroke/Hypertension
 Skin Disorders
 Problems with Gastrointestinal System
 Insomnia
 Degenerative neurological disorders
 General Life Dissatisfaction
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?
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.” Harned P. J. & Murphy M. C. (1998) Creating a
culture of development for the new professional. New Directions for
Students Services. (84) 43-53.
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

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.
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

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
Demographic Information

Gender: 71% Female; 29% Male

Race/Ethnicity:
White 79%
African American/Black 9%
Hispanic/Latino 4%
Multi-Ethnic 3%
American Indian/
Alaskan Native 1%
Other 1%

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%
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%
5,000 to 9,999 – 14%
10,000 to 14,999 – 10%
15,000 to 24,999 – 16%
Larger than 25,000 – 29%

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
Job Information
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Job Level:
Entry Level 67%
Mid Level 30%
Senior Level 3%
Work Area:
Housing/Residential Life 37.5%
Student Activities 12.4%
Academic Support 10.7%
Career Services 6.9%
Student Leadership 2.8%
Recreation Services 2.8%
Disability Services 2.5%
Community Service 2.5%
Cultural/Ethnic Center 1.9%
Greek Affairs 1.7%
Student Union .8%
GLBT Services .6%
Women’s Center .6%
Other 16.5%
Highest Education Level:
Bachelor’s 16.1%
Master’s 82.3%
Post Master’s Certificate 1.1%
Doctorate .6 %
Reported Average Work Hours
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Average Work Hours:
35 or less hours - 5.8%
36-40 hours - 19.6%
41-45 hours - 26.4%
46-50 hours - 25.9 %
51-55 hours - 10.5%
56-60 hours - 8%
61-65 hours - 1.9%
66-70 hours - .6%
70 plus hours - 1.4%
Summary:
- 75% of New Professionals work 41+ hours
- 52% worked 41-50 hours
- 19% worked 51-60 hours
- 4% worked 60-70+ hours
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
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
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
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
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
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
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:
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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)
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
Tips to Balance Work and Life
Adapted from: “Coachville: Coach Training”, Natalie H. Gahrmann
1.
2.
3.
4.
5.
6.
7.
8.
9.
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
Check out these additional references and readings:
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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), 207211.
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. 97118). 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.
Time to Ask the Panel!
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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
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Moderator: Leslie Hahn, leslieah@dso.ufl.edu
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