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It’s OK to Leave At 5 It’s OK to Leave At 5 O'clock: What Every New O'clock: What Every New Professional Should Professional Should Consider 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

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Page 1: It's OK to Leave At 5 O'clock: What Every New Professional

It’s OK to Leave At 5 It’s OK to Leave At 5 O'clock: What Every New O'clock: What Every New

Professional Should Professional Should ConsiderConsiderDonjanea Fletcher, University of West

GeorgiaLeslie Hahn, University of Florida

Michelle Hahn, University of South Carolina

Brandon Hernandez, Eastfield CollegeMichael Mardis, University of LouisvilleAmanda McCarthy, Roanoke College

Page 2: It's OK to Leave At 5 O'clock: What Every New Professional

New Professionals Institute, New Professionals Institute, 20072007

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– Our Work Locations: Student Affairs

Departments in Texas, Florida, Kentucky, South Carolina, Virginia and Georgia

Page 3: It's OK to Leave At 5 O'clock: What Every New Professional

New Professionals Institute, New Professionals Institute, cont’cont’

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?What do you do at NPI?– Five days of sessions, professional related Five days of sessions, professional related

activities in following areas: activities in following areas: Healthy LifeHealthy LifeLeadershipLeadershipSupervision Supervision CollaborationCollaborationCareer GoalsCareer Goals

Page 4: It's OK to Leave At 5 O'clock: What Every New Professional

Understanding the Transition Understanding the Transition of of

the New Professionalthe New Professional ““The First Year on the Job: Experiences of New Professionals in The First Year on the Job: Experiences of New Professionals in

Student Affairs” by Kristen A. Renn and Jennifer P. HodgesStudent Affairs” by Kristen A. Renn and Jennifer P. Hodges

This article details a one year study of new professionals. This article details a one year study of new professionals. Three overriding themes for new professionals found: Three overriding themes for new professionals found: Relationships, Fit, and Competence. These themes . These themes played out during three distinct phases of the first year on played out during three distinct phases of the first year on the job: 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 The conclusion was reached that the understanding of the transition of a new professional can help guide their transition of a new professional can help guide their supervision, support, and attrition.supervision, support, and attrition.

This article provides “theoretical” background to our This article provides “theoretical” background to our understanding and discussion of this topic today.understanding and discussion of this topic today.

Page 5: It's OK to Leave At 5 O'clock: What Every New Professional

Understanding the Transition Understanding the Transition of of

the New Professional, cont’the New Professional, cont’

Page 6: It's OK to Leave At 5 O'clock: What Every New Professional

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.

Page 7: It's OK to Leave At 5 O'clock: What Every New Professional

Why the need for Why the need for balance?balance?

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

Page 8: It's OK to Leave At 5 O'clock: What Every New Professional

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.

Page 9: It's OK to Leave At 5 O'clock: What Every New Professional

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.

Page 10: It's OK to Leave At 5 O'clock: What Every New Professional

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.

Page 11: It's OK to Leave At 5 O'clock: What Every New Professional

Strategies for achieving Strategies for achieving balancebalance

Discussion of Six Dimensional Model by Discussion of Six Dimensional Model by Bill HettlerBill Hettler Hettler, Professor at University of Hettler, Professor at University of

Wisconsin Wisconsin Also Co-Founder, President of National Also Co-Founder, President of National

Wellness Institute Wellness Institute Created Six Dimensional Wellness ModelCreated Six Dimensional Wellness Model Additional Information can be located at Additional Information can be located at

http://www.nationalwellness.org/ and and http://www.hettler.com/

Page 12: It's OK to Leave At 5 O'clock: What Every New Professional

Why use the Six Dimensional Why use the Six Dimensional Model?Model?

It’s Holistic and Multi-dimensional It’s Holistic and Multi-dimensional It’s focused on achieving balance in life It’s focused on achieving balance in life

amongst six elements, rather than two or amongst six elements, rather than two or threethree

It’s based on belief that investing too It’s based on belief that investing too much in few areas leads to decreased much in few areas leads to decreased wellness and ailing health wellness and ailing health

It’s a pathway to optimal livingIt’s a pathway to optimal living

Page 13: It's OK to Leave At 5 O'clock: What Every New Professional

What are the six What are the six dimensions?dimensions?

Physical Development: Reaching Physical Development: Reaching and maintaining a physically and maintaining a physically healthy state (e.g., exercise, healthy state (e.g., exercise, healthy diet, self care etc)healthy diet, self care etc)

Spiritual Development: Seeking Spiritual Development: Seeking meaning and purpose in meaning and purpose in existence existence

Emotional Development: Emotional Development: Acquiring awareness/acceptance Acquiring awareness/acceptance of feelings, having satisfactory of feelings, having satisfactory relationships and positive self-relationships and positive self-concept (e.g., stress concept (e.g., stress management skills) management skills)

Social Development: Social Development: Contributing to the environment Contributing to the environment and community (e.g., and community (e.g., volunteerism, team efforts, volunteerism, team efforts, family etc)family etc)

Intellectual Development: Intellectual Development: Participating in creative and Participating in creative and mentally stimulating activities mentally stimulating activities and sharing skills/giftsand sharing skills/gifts

Occupational Development: Occupational Development: Experiencing enrichment of Experiencing enrichment of life through worklife through work

Test Your Personal Wellness: Test Your Personal Wellness: http://www.testwell.org/http://www.testwell.org/

index.php?index.php?id=1627&id_tier=3430id=1627&id_tier=3430

Page 14: It's OK to Leave At 5 O'clock: What Every New Professional

How to Use the Six How to Use the Six Dimensional Model?Dimensional Model?

Intentionally reflect on your current life Intentionally reflect on your current life balance, giving each dimension a rating on balance, giving each dimension a rating on paper according to energy you devote to it paper according to energy you devote to it

Decide ideal balance, reevaluate each area Decide ideal balance, reevaluate each area based on this, ask what changes are realistic based on this, ask what changes are realistic to accomplish desired balance, and what to accomplish desired balance, and what obstacles will be facedobstacles will be faced

Use log to track current/future Use log to track current/future

balance and use buddy systembalance and use buddy system

for accountabilityfor accountability

Page 15: It's OK to Leave At 5 O'clock: What Every New Professional

Barriers to WellnessBarriers to Wellness Two Sides to Every Story Two Sides to Every Story

(like photo, showing old and (like photo, showing old and young woman in same young woman in same picture, there are 2 ways to picture, there are 2 ways to look at life) look at life)

Explore current views, Explore current views, beliefs that prevent balancebeliefs that prevent balance– Derived from relatives and Derived from relatives and

friends friends – Derived from other Derived from other

experiences (e.g., school) experiences (e.g., school)

– Examples: “I have to be Examples: “I have to be perfect” or “I have to perfect” or “I have to

overachieve”overachieve” Play “Devil’s Advocate” Play “Devil’s Advocate”

(challenge beliefs) (challenge beliefs)

Page 16: It's OK to Leave At 5 O'clock: What Every New Professional

Consequences of overlooking your Consequences of overlooking your WellnessWellness

Depression Depression AnxietyAnxiety Heart AttacksHeart Attacks Stroke/Hypertension Stroke/Hypertension Skin DisordersSkin Disorders Problems with Gastrointestinal SystemProblems with Gastrointestinal System Insomnia Insomnia Degenerative neurological disorders Degenerative neurological disorders General Life DissatisfactionGeneral Life Dissatisfaction

Page 17: It's OK to Leave At 5 O'clock: What Every New Professional

Wellness Words of WisdomWellness Words of Wisdom Words of Wisdom from Words of Wisdom from

Seasoned ProfessionalsSeasoned Professionals

– Advice provided by female Advice provided by female student affairs professionals student affairs professionals in study presented at NASPA in study presented at NASPA in in

– Does this match what you Does this match what you think?think?

Page 18: It's OK to Leave At 5 O'clock: What Every New Professional

Perception vs. Reality Perception vs. Reality with Supervisorswith 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.

Page 19: It's OK to Leave At 5 O'clock: What Every New Professional

Communicating with Communicating with Your SupervisorYour Supervisor

Two-Way Recruitment and Communication Two-Way Recruitment and Communication Process Process

Respect the chain of commandRespect the chain of command Create open communicationCreate open communication Deal with disagreements in an appropriate Deal with disagreements in an appropriate

and professional mannerand professional manner Discuss the autonomous vs. Discuss the autonomous vs.

micromanagement style micromanagement style Utilize professional development Utilize professional development

opportunitiesopportunities

Page 20: It's OK to Leave At 5 O'clock: What Every New Professional

Expectations of New Expectations of New Professionals from the Professionals from the Supervisor ProspectiveSupervisor 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.

Page 21: It's OK to Leave At 5 O'clock: What Every New Professional

Expectations of New Professionals Expectations of New Professionals from the Supervisor Prospective from the Supervisor Prospective

(cont.)(cont.) Accomplish established objectivesAccomplish established objectives Bring new ideasBring new ideas Learn new things (be willing to try)Learn new things (be willing to try) Grow professionallyGrow professionally Maintain a positive attitudeMaintain a positive attitude Be a team playerBe a team player Maintain a high level of integrityMaintain a high level of integrity Importance of a MentorImportance of a Mentor

Page 22: It's OK to Leave At 5 O'clock: What Every New Professional

Independent Research Independent Research Type: Anonymous online survey w/ 33 Type: Anonymous online survey w/ 33

questionsquestions

Focus: New professionals in student affairs & Focus: New professionals in student affairs & personal balance habits personal balance habits

Definition of new professional: 5 years or less Definition of new professional: 5 years or less professional work experience in student affairsprofessional work experience in student affairs

Sampling method: Convenience via email Sampling method: Convenience via email invitation to student affairs departments & invitation to student affairs departments & professional association listservsprofessional association listservs

Number of respondents: 363 totalNumber of respondents: 363 total

Page 23: It's OK to Leave At 5 O'clock: What Every New Professional

Demographic InformationDemographic Information GenderGender: 71% Female; 29% Male: 71% Female; 29% Male

Race/EthnicityRace/Ethnicity: : White 79% American Indian/White 79% American Indian/

African American/Black 9% Alaskan Native 1% African American/Black 9% Alaskan Native 1% Hispanic/Latino 4% Hispanic/Latino 4% Other 1% Other 1%

Multi-Ethnic 3%Multi-Ethnic 3%

Relationship StatusRelationship Status: Single 37%; 28% Dating; : Single 37%; 28% Dating; 35% Married/Domestic Partnership35% Married/Domestic Partnership

Number of Dependent ChildrenNumber of Dependent Children: None 91%; : None 91%; One 5% ; Two 3%; Three .8%; Four plus .6%One 5% ; Two 3%; Three .8%; Four plus .6%

Page 24: It's OK to Leave At 5 O'clock: What Every New Professional

Institutional Type & ExperienceInstitutional Type & Experience Type of Institution:Type of Institution:

Four-year public college/university – 57%Four-year public college/university – 57%Four-year private college – 37 %Four-year private college – 37 %Two-year community college – 6%Two-year community college – 6%

Size of Institution:Size of Institution: 4,999 or less – 32%4,999 or less – 32% 15,000 to 24,999 – 16% 15,000 to 24,999 – 16% 5,000 to 9,999 – 14%5,000 to 9,999 – 14% Larger than 25,000 – 29% Larger than 25,000 – 29% 10,000 to 14,999 – 10%10,000 to 14,999 – 10%

Total Full-Time Professional SA Experience:Total Full-Time Professional SA Experience: Less than one year – 29% Three years – 22%Less than one year – 29% Three years – 22%One year – 9%One year – 9% Four years – 14% Four years – 14% Two years – 22%Two years – 22% Five years – 5% Five years – 5%

Relocation:Relocation: 47% moved a significant distance to accept 47% moved a significant distance to accept their current positiontheir current position

Page 25: It's OK to Leave At 5 O'clock: What Every New Professional

Job InformationJob Information

Job Level:Job Level: Entry Level 67%Entry Level 67% Mid Level 30% Mid Level 30% Senior Level 3% Senior Level 3%

Work Area:Work Area: Housing/Residential Life 37.5% Housing/Residential Life 37.5% Community Service 2.5% Community Service 2.5% Student Activities 12.4% Student Activities 12.4% Cultural/Ethnic Center Cultural/Ethnic Center 1.9% 1.9% Academic Support 10.7% Academic Support 10.7% Greek Affairs 1.7% Greek Affairs 1.7% Career Services 6.9% Career Services 6.9% Student Union .8% Student Union .8% Student Leadership 2.8% Student Leadership 2.8% GLBT Services .6% GLBT Services .6%

Recreation Services 2.8% Recreation Services 2.8% Women’s Center .6% Women’s Center .6% Disability Services 2.5% Disability Services 2.5% Other 16.5%Other 16.5%

Highest Education Level:Highest Education Level:Bachelor’s 16.1%Bachelor’s 16.1% Post Master’s Certificate Post Master’s Certificate 1.1% Master’s 82.3% 1.1% Master’s 82.3% Doctorate .6 %Doctorate .6 %

Page 26: It's OK to Leave At 5 O'clock: What Every New Professional

Reported Average Work HoursReported Average Work Hours Average Work HoursAverage Work Hours: :

35 or less hours - 5.8% 56-60 hours - 8%35 or less hours - 5.8% 56-60 hours - 8%36-40 hours - 19.6%36-40 hours - 19.6% 61-65 hours - 61-65 hours - 1.9%1.9%41-45 hours - 26.4%41-45 hours - 26.4% 66-70 hours - .6% 66-70 hours - .6%

46-50 hours - 25.9 %46-50 hours - 25.9 % 70 plus hours - 70 plus hours - 1.4%1.4%51-55 hours - 10.5%51-55 hours - 10.5%

Summary:Summary:- 75% of New Professionals work 41+ hours- 75% of New Professionals work 41+ hours

- 52% worked 41-50 hours- 52% worked 41-50 hours- 19% worked 51-60 hours- 19% worked 51-60 hours- 4% worked 60-70+ hours- 4% worked 60-70+ hours

Page 27: It's OK to Leave At 5 O'clock: What Every New Professional

Survey Results: OvertimeSurvey Results: Overtime

Work/balance habits examine by series 5 Work/balance habits examine by series 5 point likert scale questionspoint likert scale questions

Remaining at work late or arriving early Remaining at work late or arriving early several times a week (3.93/5)several times a week (3.93/5) Variable positively correlated to: Variable positively correlated to:

- Skipping lunch or eating at one’s desk - Skipping lunch or eating at one’s desk to save timeto save time

- Taking work home in order to be - Taking work home in order to be successful at one’s positionsuccessful at one’s position

Page 28: It's OK to Leave At 5 O'clock: What Every New Professional

Survey Results: OvertimeSurvey Results: Overtime

Remaining at work late or arriving Remaining at work late or arriving early several times a week (3.93/5)early several times a week (3.93/5)

Variable negatively correlated to:Variable negatively correlated to:– Regularly scheduling time for hobbies Regularly scheduling time for hobbies

and non-work eventsand non-work events– Reporting adequate time for friendships Reporting adequate time for friendships

and significant relationships outside and significant relationships outside workwork

– Satisfaction in career balanceSatisfaction in career balance– Belief a balanced life is a realistic goal as Belief a balanced life is a realistic goal as

a new professionala new professional

Page 29: It's OK to Leave At 5 O'clock: What Every New Professional

Survey Results: Survey Results: Supervisor’s ExpectationsSupervisor’s Expectations

Supervisor having reasonable expectations of Supervisor having reasonable expectations of what can accomplish during working hours what can accomplish during working hours (3.83/5) (3.83/5)

Variable positively correlated to:Variable positively correlated to:– Supervisor role modeling positive work/life balanceSupervisor role modeling positive work/life balance– Co-workers taking sick/vacation time when neededCo-workers taking sick/vacation time when needed– Regularly scheduling time for hobbies and non-work Regularly scheduling time for hobbies and non-work

eventsevents– Satisfaction in career balanceSatisfaction in career balance– Satisfaction in emotional wellnessSatisfaction in emotional wellness– Belief a balanced life is a realistic goal as a new Belief a balanced life is a realistic goal as a new

professionalprofessional

Page 30: It's OK to Leave At 5 O'clock: What Every New Professional

Survey Results: Survey Results: Supervisor’s ExpectationsSupervisor’s Expectations

Supervisor having reasonable expectations Supervisor having reasonable expectations of what can accomplish during working of what can accomplish during working hours (3.83/5) hours (3.83/5) Variable negatively correlated to:Variable negatively correlated to:– Average number of work hoursAverage number of work hours– Taking work home in order to be successful Taking work home in order to be successful

at one’s jobat one’s job

Page 31: It's OK to Leave At 5 O'clock: What Every New Professional

Survey Results: Survey Results: Scheduling Social TimeScheduling Social Time

Regularly scheduling time for hobbies and Regularly scheduling time for hobbies and non-work events (3.52/5) non-work events (3.52/5)

Variable positively correlated to:Variable positively correlated to:– Adequate time for friends and significant Adequate time for friends and significant

relationshipsrelationships– Satisfaction with physical, emotional, career, Satisfaction with physical, emotional, career,

social, spiritual balancesocial, spiritual balance– Belief a balanced life is a realistic goal as a new Belief a balanced life is a realistic goal as a new

professionalprofessional– Supervisor w/ reasonable work expectationsSupervisor w/ reasonable work expectations– Co-workers taking sick/vacation time when Co-workers taking sick/vacation time when

neededneeded

Page 32: It's OK to Leave At 5 O'clock: What Every New Professional

Survey Results: Survey Results: Scheduling Social TimeScheduling Social Time

Regularly scheduling time for hobbies and Regularly scheduling time for hobbies and

non-work events (3.52/5)non-work events (3.52/5)

Variable negatively correlated to:Variable negatively correlated to:

– Social circle consisting primarily of co-workersSocial circle consisting primarily of co-workers– Working late or arriving to work early several Working late or arriving to work early several

times times

a weeka week– Regularly taking home work to be successfulRegularly taking home work to be successful– Average work hoursAverage work hours

Page 33: It's OK to Leave At 5 O'clock: What Every New Professional

Survey Results: BalanceSurvey Results: Balance

Satisfaction level rated on 7 point likert scale:Satisfaction level rated on 7 point likert scale:

1 = Very dissatisfied; 2 = Dissatisfied; 3 = Somewhat 1 = Very dissatisfied; 2 = Dissatisfied; 3 = Somewhat dissatisfied dissatisfied 4 = Neutral; 5 = Somewhat satisfied; 6 = Satisfied; 7 =Very 4 = Neutral; 5 = Somewhat satisfied; 6 = Satisfied; 7 =Very satisfied satisfied

Survey Results: Survey Results:

Physical WellnessPhysical Wellness – Neutral (4.3/7) – Neutral (4.3/7) Social BalanceSocial Balance – Neutral (4.5/7) – Neutral (4.5/7) Spiritual BalanceSpiritual Balance – Somewhat satisfied (4.7/7) – Somewhat satisfied (4.7/7) Career BalanceCareer Balance – Somewhat satisfied (4.8/7) – Somewhat satisfied (4.8/7) Emotional Wellness Emotional Wellness Somewhat satisfied (5.0/7)Somewhat satisfied (5.0/7) Intellectual WellnessIntellectual Wellness – Somewhat satisfied (5.2/7) – Somewhat satisfied (5.2/7)

Page 34: It's OK to Leave At 5 O'clock: What Every New Professional

Personal Balance TipsPersonal Balance Tips

Balance & wellness are intertwinedBalance & wellness are intertwined– Positive correlations exist between all Positive correlations exist between all

balance/wellness dimensionsbalance/wellness dimensions

Scheduling time for non-work events Scheduling time for non-work events positively correlates to positively correlates to balance/wellnessbalance/wellness

Having adequate time for Having adequate time for friends/significant others positively friends/significant others positively correlates to balance/wellness correlates to balance/wellness

Page 35: It's OK to Leave At 5 O'clock: What Every New Professional

Tips to Balance Work and Tips to Balance Work and LifeLife

Adapted from: “Coachville: Coach Training”, Natalie H. Adapted from: “Coachville: Coach Training”, Natalie H. GahrmannGahrmann1.1. Establish limits and boundaries Establish limits and boundaries

2.2. Let go of guiltLet go of guilt3.3. Build a Support NetworkBuild a Support Network4.4. Determine your own standardsDetermine your own standards5.5. Create time for yourselfCreate time for yourself6.6. Get organizedGet organized7.7. Be flexibleBe flexible8.8. Enjoy quality family timeEnjoy quality family time9.9. Achieve an integrated lifeAchieve an integrated life

Page 36: It's OK to Leave At 5 O'clock: What Every New Professional

Check out these additional references and Check out these additional references and readings:readings:

Amy, C., & Smith, B. F. (1996, May). Balancing our personal and professional lives. Amy, C., & Smith, B. F. (1996, May). Balancing our personal and professional lives. Campus Activities Campus Activities ProgrammingProgramming, 37-40., 37-40.

Byington, Melissa. (2008, January). Forget Superwomen: Seek Harmony of Work and Life. Byington, Melissa. (2008, January). Forget Superwomen: Seek Harmony of Work and Life. Women in Higher Women in Higher Education Education ,38.,38.

Daddona, M. F., Cooper, D., & Dunn, M. S. (2006). Career Paths and Expectations of Recent Doctoral Daddona, M. F., Cooper, D., & Dunn, M. S. (2006). Career Paths and Expectations of Recent Doctoral Graduates in Student Affairs. Graduates in Student Affairs. NASPA Journal, 43NASPA Journal, 43(2), 203-215.(2), 203-215.

Greer, R. M., & Poe, R. E. (2005, Spring). Developmental aspects of dual-career relationships: Reflections and Greer, R. M., & Poe, R. E. (2005, Spring). Developmental aspects of dual-career relationships: Reflections and issues. issues. College Student Affairs Journal, 24College Student Affairs Journal, 24(2), 162-169.(2), 162-169.

Grube, S. A., Cedarholm, K., Jones, C., & Dunn, M. (2005, Spring). Master’s student life: The balance between Grube, S. A., Cedarholm, K., Jones, C., & Dunn, M. (2005, Spring). Master’s student life: The balance between student and professional. student and professional. College Student Affairs Journal, 24College Student Affairs Journal, 24(2), 152-161.(2), 152-161.

Guthrie, V. L., Woods, E., Cusker, C., & Gregory, M. (2005, Spring). A portrait of balance: Personal and Guthrie, V. L., Woods, E., Cusker, C., & Gregory, M. (2005, Spring). A portrait of balance: Personal and professional balance among student affairs educators. professional balance among student affairs educators. College Student Affairs Journal, 24College Student Affairs Journal, 24(2), 110-127.(2), 110-127.

Havice, P. A., & Williams, F. K. (2005, Spring). Achieving balance: Lessons learned from university and college Havice, P. A., & Williams, F. K. (2005, Spring). Achieving balance: Lessons learned from university and college presidents. presidents. College Student Affairs Journal, 24College Student Affairs Journal, 24(2), 128-136.(2), 128-136.

Lassiter, Jr., Dr. Wright. (2008 January). Workplace and Life Effectiveness: Lessons for Leaders and Followers. 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.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. McClellan, M. (2005, Spring). When you die, your inbox will be full. College Student Affairs Journal, 24College Student Affairs Journal, 24(2), 207-(2), 207-211.211.

Reisser, L. (2002). Self-renewal and personal development in professional life. In J. C. Dalton & M. McClinton Reisser, L. (2002). Self-renewal and personal development in professional life. In J. C. Dalton & M. McClinton (Eds.), (Eds.), The art and practical wisdom of student affairs leadership, New Directions for Student Services, no. 98The art and practical wisdom of student affairs leadership, New Directions for Student Services, no. 98 (pp. 49-60). San Francisco: Jossey-Bass.(pp. 49-60). San Francisco: Jossey-Bass.

Renn, K. A., & Hodges, J. (2007). Renn, K. A., & Hodges, J. (2007). The First Year on the Job: Experiences of New Professionals in Student The First Year on the Job: Experiences of New Professionals in Student Affairs . Affairs . NASPA Journal, 44NASPA Journal, 44(2), 367-391.(2), 367-391.

Toma, J. D., & Grady, K. A. (2002). Reconciling life and work for the new student affairs professional.  In M. J. 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.), Amey & L. M. Ressor (Eds.), Beginning your journey: A guide for new professionals in student affairsBeginning your journey: A guide for new professionals in student affairs (pp. 97- (pp. 97-118). Washington, DC: National Association of Student Personnel Administrators.118). Washington, DC: National Association of Student Personnel Administrators.

Waple, J.  (2006). An assessment of skills and competencies necessary for entry-level student affairs work. Waple, J.  (2006). An assessment of skills and competencies necessary for entry-level student affairs work. NASPA Journal, 43NASPA Journal, 43(1), 1-18.(1), 1-18.

Page 37: It's OK to Leave At 5 O'clock: What Every New Professional

Time to Ask the Panel!Time to Ask the Panel!

Donjanea Fletcher, [email protected] Michelle Hahn, [email protected] Brandon Hernandez,

[email protected] Michael Mardis, [email protected] Amanda McCarthy, [email protected] Moderator: Leslie Hahn, [email protected]