The Journal of College and University Student Housing - Volume 37, No. 2 - 33

Professional Development Needs

velopment needs for new residential life staff members, the next step is to explore the preferred methods for delivering professional development opportunities. In this study, new residential life professionals reported learning on their own as a preferred method for professional development, which challenges them to be more proactive in identifying opportunities to gain new skills and knowledge. It is critical for supervisors, mid-level professionals, and senior student affairs officers to provide substantial support and guidance to these new professionals as they seek additional information and resources while learning about their new positions. Many new staff members experience a gap between the expectations they had entering a new job and the existing realities once they have started (Hirt, 2006); more seasoned professionals can help ease this transition. Formal and informal mentoring are the most common and preferred delivery methods for the continual development of skills and capacities among new professionals. This is not surprising given how many new professionals may describe themselves as Millennials, members of a generation who tend to identify closely with parental values and seek strong

relationships with the individuals they respect (Alsop, 2008; McGlynn, 2005). In addition, mentoring relationships tend to foster individual growth and development through experiential activities, structured conversations, and the use of technology such as e-mail, Facebook, Myspace, and text messaging, towards which students in the Millennial generation gravitate (Alsop; Oblinger, 2003). Commonly, supervisors serve as mentors to new residential life professionals and can offer a tremendous level of support because of the existing positive interpersonal connection and the general nature of work in housing (Coleman, 1990; Janosik et al., 2003; Saunders, Cooper, Winston, & Chernow, 2000). However, in some cases, a new residential life professional’s supervisor may not be the best mentor, given the power dynamics that exist in the supervisor-supervisee relationship. It would be beneficial for residential life departments to develop mentoring programs involving professionals throughout student affairs to help new residential life professionals navigate the institution and the job. Professional associations are in a critical position to increase the attention given to new professionals in residential life through workshops at national, regional, and state conferences. Associations may also be platforms ripe for mentoring opportunities since residential life staff at other institutions may provide some social distance, allowing new staff members to speak more freely. Technology can also serve to provide mentoring and educational opportunities in these high need areas for new professionals through video/web conferences, webinars, e-learning courses, podcasts, and social media. Publications including reports,
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Many new staff members experience a gap between the expectations they had entering a new job and the existing realities once they have started; more seasoned professionals can help ease this transition .

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The Journal of College and University Student Housing - Volume 37, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 37, No. 2
