The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 88

Denise L . Davidson

DISCUSSION
The results of this study demonstrate that entry-level RLH workers enjoy the work they engage in and that, on the whole, they are satisfied with their jobs. These findings reinforce previous examinations of satisfaction within all position levels (Jones, 2002) and among graduate students (Winston et al., 1983) and CHOs (Familant, 2002). The profession and individual institutions should draw attention to this information when promoting careers in RLH, since despite the various demands of the job, employees find the work both enjoyable and rewarding. The predictive model for satisfaction with opportunities for advancement and the significant differences among participants based on job tenure, institutional tenure, and student affairs tenure reveal the importance of opportunities for promotion. Often, individuals think of promotion as moving to the highest possible administrative levels within the same institution. Graduate faculty and supervisors can reframe what it means to advance professionally so that advancement includes lateral moves within one’s current organization, transitions to larger housing programs, or movement to positions of greater authority at smaller programs. Although a seeming contradiction to employee retention, this approach has promise as a means to retaining individuals within the profession. Early, open discussions between supervisor and employee will balance the input-output-rewards equation, better aligning perceptions with the realities of promotion. These conversations should occur sooner rather than later; results demonstrate that entry-level employees think about advancement issues as early as their second year of em88

ployment. Job candidates can explore this issue during the recruitment and selection process, while employees can seek out and create experiences that develop new skills and increase the scope of one’s knowledge and abilities. Mid-managers in RLH involved in professional development activities noted growth in various skills and general job competence (Ellett et al., 2008), an important element in preparation for advancement.

Graduate faculty and supervisors can reframe what it means to advance professionally so that advancement includes lateral moves within one’s current organization, transitions to larger housing programs, or movement to positions of greater authority at smaller programs .

Coworkers are important to individuals with 2-5 years of job and institutional tenure. Reinforcing these relationships may increase institutional loyalty and retention (Collins & Hirt, 2006), help staff find appropriate collegial support, and expose them to various approaches to the input-output-rewards rubric. Supervisors can encourage relationships and implement collaborative multi-department initiatives, particularly focusing on entry-level staff with several years of experience.

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1