This presentation summarized the challenges of mid-year hiring in student affairs. It discussed common difficulties reported by mid-year hires such as lack of confidence, feeling disconnected from colleagues, and struggling to gain students' respect. Presenters explored how onboarding, supervision, and lack of support can exacerbate these issues. They recommended establishing clear training and orientation, utilizing mentoring programs, and making new employees feel included to help ease mid-year transitions.
Justine dredge empathy map and problem statement and ideation
NASPA 2016 presentation
1. #NASPA16@NASPAtweets
Late to the Starting Line:
Challenges to Starting the RD
Role as a Mid-Year Hire
Sarah Klawinski @sarah37kay
Jenn Phillips @GAJennyPhil
Kayla Shawley @k_shawley
2. @NASPAtweets #NASPA16
Presentation Goals
• Gain insight into the experience of Student
Affairs Professionals hired mid-year
• Reflect on your own on-boarding
processes, specifically those involving
mid-year hires
• Learn tangible ways to improve the
experience of mid-year hires at your
institution
13. @NASPAtweets #NASPA16
Specific Challenges Encountered
• “I think a lack of confidence in my abilities played a role in my
transition.”
• “I also felt that everyone was so busy (this wasn’t unwarranted) that I
didn't want to bother them with everything I was struggling with....”
• “...I felt the level of autonomy left me confused, disconnected,
unsupported, and mentally and emotionally exhausted.”
• “Not only did I feel like I didn't belong in the office, I felt that I was
voiceless…”
• “I was challenged with earning the respect of the students and always
being compared to my predecessor.”
• “I didn't feel an effort was made to make sure I felt connected and
involved and so that left me feeling like an outsider by my peers…”
• “The only challenges I faced were related to personal feelings. Joining
the staff in the middle of the year made me question when I would be
accepted. The rest of the staff had been working together for a whole
semester together by the time I joined, so there was a certain dynamic
that had already been established.”
18. @NASPAtweets #NASPA16
Specific Experiences in
Supervising a Staff
• “At times, I would say that during my first 3 months, being a supervisor
was overwhelming…”
• “Supervising student staff was difficult as the previous supervisor did
not really do much in the way of ‘supervising" students.’ So when I tried
to impose consequences or work with students on accountability,
many of them quit.”
• “...I had to give some leeway with certain expectations that I wouldn't
regularly like to give in order to maintain balance and have a smooth
transition.”
• “It was awful. I felt that grad school didn't help me at all in learning to
supervise. I'm in my 7th month now and doing much much better.”
• “The initial few months felt like more of a stop-gap than a supervisory
opportunity.”
• “My staff was very understanding of me being new to the department.
...Though I did not have much training, I allowed myself to learn from
them as well as other employees in my department.”
23. @NASPAtweets #NASPA16
Ways Department Made the
Transition Positive
• “...their trust in me helped me to build the confidence I needed to then
flourish…”
• “They created a mid-semester new hire orientation for me that was a scavenger
hunt so I had to go around to different departments, meet fellow staff
members, and learn about the school.”
• “...Everyone took time to offer assistance if I needed it and support whenever
they were able, whether it was professionally or socially. My direct supervisor
has given me their contact information for any time I need to contact them...It
has really been extremely comforting...”
• “When I arrived at my desk the first day, there was a welcome sign with my
name on it and a bag stuffed full of school swag. I was immediately invited to
meetings and activities around the school so that I could begin to understand all
aspects of the campus. Additionally, my boss introduced me to every staff
member that we passed, which made me feel included in the campus
atmosphere.”
• “Our department has a very strong mentor program, where a more experienced
Hall Director is paired with a new hire of the same position. The program does
not have a set rubric or expectation, but offers a concrete line of
communication when support is needed or questions come up.”
26. @NASPAtweets #NASPA16
Resources
• Corkindale, G. (2008). Overcoming imposter syndrome. Harvard Business Review. Retrieved
from https://hbr.org/2008/05/overcoming-imposter-syndrome/
• Gladding, S.T. (2012).Groups: A counseling specialty (6th ed.). Saddle River, NJ: Pearson
Education Inc.
• Hopson, B & Adams, J. (1970). The Transition Cycle.
• Nelson, D. L., & Quick, J. C. (Eds.). (2011). ORGB 2 (3rd ed.). Mason, OH: South-Western.
• Richards, C. (2015). Learning to deal with imposter syndrome. The NY Times. Retrieved from
http://www.nytimes.com/2015/10/26/your-money/learning-to-deal-with-the-impostor-syndr
ome.html?WT.mc_id=2015-KWP-AUD_DEV&WT.mc_ev=click&ad-keywords=AUDDEVREMARK
&kwp_0=57791&kwp_4=323406&kwp_1=211278&_r=1
• Williams, D. (2008). Life events and career change: Transition psychology in practice. The Eos
Life Work Resource Centre. Retrieved from http://www.eoslifework.co.uk/transprac.htm#T1
