The document outlines a presentation given to new student affairs professionals on maintaining work-life balance. It discusses challenges new professionals face, including high workload and expectations from supervisors. Strategies are provided for achieving balance, such as using a six dimensional wellness model and scheduling personal time to engage in hobbies and social activities outside of work.

1. 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
Andrew Smith, University of Kentucky

2. New Professionals Institute, 2007
 What is NPI?
– Program for new professionals sponsored by
the Southern Association for College Student
Affairs (SACSA) and NASPA, Region III
 Who are we?
– Mentor Group at 2007 New Professionals
Institute (NPI) in Radford, VA
– Work Locations: Student Affairs Departments
in Texas, Florida, Kentucky, South Carolina,
Virginia and Georgia

3. New Professionals Institute, cont’
 What is the purpose of NPI?
– Purpose 1: To gain knowledge and skills from
seasoned Student Affairs professionals to become
better in the profession and advance
– Purpose 2: To become increasingly connected within
the profession
 What do you do?
– Five days of sessions, professional related activities
Healthy Life
Leadership
Supervision
Collaboration
Career Goals

4. 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
 One year study
 Highlighted common transition experiences
 Understanding of transition can help guide
supervision, support, attrition
 Provide “theoretical” background

5. Understanding the Transition of
the New Professional, cont’

6. Why the need for balance?
 Professional career; not only aspect of who you
are
 Recognizing that we all have limitations
 Setting a good example
 Maintain passion for a lifelong career

7. Strategies for achieving balance
 Six Dimensional Model, Bill Hettler
 Professor at University of Wisconsin
 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/

8. Why the Six Dimensional
Model?
 Holistic and Multi-dimensional
 Focus on achieving balance in life amongst six
elements, rather than two or three
 Based on belief that investing too much in few
areas leads to decreased wellness and ailing
health
 Pathway to optimal living

9. What are the six dimensions?
 Physical Development: Reaching and  Intellectual Development:
maintaining a physically healthy state Participating in creative and mentally
(e.g., exercise, healthy diet, self care stimulating activities and sharing
etc) skills/gifts
 Spiritual Development: Seeking  Occupational Development:
meaning and purpose in existence Experiencing enrichment of life
through work
 Emotional Development: Acquiring
awareness/acceptance of feelings, Test Yourself:
having satisfactory relationships and http://www.nationalwellness.org/index.php?id=2
positive self-concept (e.g., stress
management skills)
 Social Development: Contributing to
the environment and community (e.g.,
volunteerism, team efforts, family
etc)

10. 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

11. Barriers to Wellness
 Two Sides to Every Story
 Views and Beliefs
– Derived from relatives and
friends, other experiences
(e.g., school)
– Examples: “I have to be
perfect”, “I have to
overachieve”
– Play Devil’s Advocate
(Challenging Your Beliefs)

12. Consequences of overlooking your
Wellness
 Depression
 Anxiety
 Heart Attacks
 Stroke/Hypertension
 Skin Disorders
 Problems with Gastrointestinal System
 Insomnia
 Degenerative neurological disorders
 General Life Dissatisfaction

13. Wellness Words of Wisdom
 Words of Wisdom from
Seasoned Professionals
– Does this match what you
thought?

14. Expectations of New Professional
from a Supervisor’s Point of View
Not all Supervisors are the same!
http://www.youtube.com/watch?v=hxrC_AeOKik

15. Perception vs. Reality
 “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.” (pg. 51) Harned P. J.,
“Murphy M. C., Creating a Culture of Development for the New
Professional.” New Directions for Students Services, 1998, 84, 43-53.

16. Communicating with Your
Supervisor
 Two-Way Recruitment and
Communication Process
 Chain of Command
 Creating Open Communication
 Dealing with Disagreements
 Autonomy vs. Micromanaging
 Professional Development

17. Expectations
 “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., Creating a Culture
of Development for the New Professional.” New Directions for Students Services,
1998, 84, 43-53.

18. Expectations, 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

19. Independent Research
 Anonymous online survey developed with 33
questions
 Focus new professionals in student affairs &
personal balance habits
 New professionals defined as 5 years or less
professional work experience in student affairs
 Convenience sampling via email invitation
distributed by student affairs departments and
professional association listservs
 363 respondents completed online survey

20. Who Were These 363 New
Professionals?
 Gender : 71% Female; 29 % Male
 Race/Ethnicity : 79% White; 9% African
American/Black; 4 Hispanic/Latino; 3%
Asian/Pacific Islander; 3% Multi-Ethnic; 1%
American Indian/Alaskan Native; 1% Other
 Relationship Status : Single 37%; 28% Dating;
35% Married/Domestic Partnership
 Number of Dependent Children : None 91%;
5% one; 3% two; .8 three; .6% four or more

21. Who Were These 363 New
Professionals? Cont’
 Type of Institution: 57% Four year public
college/university; 37% Four year private college;
6% Two year community college
 Size of Institution: 32% 4,999 or less; 14 %
5,000 to 9,999; 10% 10,000 to 14,999; 16%
15,000 to 24,999; 29% Larger than 25,000
 Total Student Affairs Full-Time
Professional Experience: 29% Less than
one year; 9% one year; 22% two years; 21% 3
years; 14% 4 years; 5% 5 years

22. Who Were These 363 New
Professionals? Cont’
 Job Level: 66.9% Entry Level; 30% Mid-Level;
3.1% Senior Level
 Work Area: 37.5% Housing/Residential Life;
12.4% Student Activities; 10.7% Academic
Support; 6.9% Career Services; 2.8% Student
Leadership; 2.8% Recreation Services; 2.5%
Disability Services; 2.5% Volunteer/Community
Service; 1.9% Cultural/Ethnic Center; 1.7% Greek
Affairs; .8% Student Union; .6% GLBT Services; .
6% Women’s Center; 16.5% Other
 Relocation: 47% moved a significant distance to
accept their current position

23. Who Were These 363 New
Professionals? Cont’
 Education Level: Master’s 82.3%; Bachelor’s 16.1%;
Post Master’s Certificate 1.1%; Doctorate .6 %
 Average Work Hours :
35 or less hours - 5.8%
36-40 hours - 19.6% 75% worked 41+
41-45 hours - 26.4% 52% worked 41-50
46-50 hours - 25.9 % 19% worked 51-60
51-55 hours - 10.5% 4% worked 60-70+
56-60 hours - 8%
61-65 hours - 1.9%
66-70 hours - .6%
70 plus hours - 1.4%

24. 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
– Position expectations include night and/or weekend
programs
– Taking work home in order to be successful at one’s
position
– Increased average work hours

25. 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

26. Survey Results: Supervisor’s
Expectations
 Supervisor 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

27. Survey Results: Supervisor’s
Expectations
 Supervisor 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

28. Survey Results: Scheduling
Social Time
 Regularly scheduling time for hobbies and non-
work events (3.52/5)
Variable positively correlated to:
– Supervisor w/ reasonable work expectations
– Co-workers taking sick/vacation time when needed
– 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

29. Survey Results: Scheduling
Social Time
 Regularly scheduling time for hobbies and
non-work events (3.52/5)
Variable negatively correlated to:
– Working late or arriving to work early several
times a week
– Regularly taking home work to be successful
– Average work hours
– Social circle consisting primarily of co-workers

30. Survey Results: Balance
Physical Wellness – Neutral (4.3/7)
Intellectual Wellness – Somewhat satisfied (5.2/7)
Emotional Wellness – Somewhat satisfied (5.0/7)
Career Balance – Somewhat satisfied (4.8/7)
Social Balance – Neutral (4.5/7)
Spiritual Balance – Somewhat satisfied (4.7/7)
 Satisfaction level rated on 7 point likert scale: very
dissatisfied (1), dissatisfied (2), somewhat dissatisfied (3),
neutral (4), somewhat satisfied (5), satisfied (6), very
satisfied (7)
 Positive correlation between all balance/wellness
dimensions
 Balance positively related to scheduling time for non-work
events and adequate time for friends/significant others

31. Tips to Balance Work and
Life
Adapted from: “Coachville: Coach Training”, Natalie H. Gahrmann
1. Establish limits and boundaries
2. Let go of guilt
3. Build a Support Network
4. Determine your own standards
5. Create time for yourself
6. Get organized
7. Be flexible
8. Enjoy quality family time
9. Achieve an integrated life

32. Additional References
 Byington, Melissa. “Forget Superwomen:
Seek Harmony of Work and Life” Women
in Higher Education Jan. 2008: 38.
 Lassiter, Jr., Dr. Wright. “Workplace and
Life Effectiveness” Lessons for Leaders
and Followers.” Dallas County Community
College District Chancellor’s Weekend
Memo. No. 82 (January 2008): 1-4.

33. Time to Ask the Panel!
 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
 Andrew Smith, andrew.smith02@uky.edu
 Moderator: Leslie Hahn, leslieah@dso.ufl.edu