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Mentoring of New Professionals in Student Affairs: Part TwoOrganizational Entry and Socialization

by Ashley Tull, Florida State UniversityAugust 19, 2003

From NASPA's NetResults

This is the second installment of a five-part series of articles forNet Results on mentoring of newprofessionals in student affairs. This article addresses the organizational entry and socialization

process.

Each year new professionals enter the world of work fresh from undergraduate and/or graduate

training to assume positions within student affairs organizations. Unfortunately for many, theirsupervisors are pre-occupied with their own responsibilities and often have little time for support

and reassurance of the new professional (Rosen, Taube & Wadsworth, 1980). This absence of

support can hamper the learning and development of new professionals, which includes sharing

the organization's mission and values, as well as it's norms and operating procedures. In a studentaffairs organization, certain knowledge, skills and abilities are necessary, in order for the new

professional to be able to function and ultimately persist or advance in the position and/or the

organization. Trimble, Allen and Vidoni (1991) outlined seven personality preconditions thatwould help motivate and sustain employees in the field of student affairs. These included: the

ability to function without unanimous support, political savvy, organization, tolerance for

ambiguity, social skills, tolerance for the delay of positive outcomes, and openness to negativefeedback (pp. 158-159).

For new professionals entering work in student affairs for the first time, the need for support and

learning may be multiplied. While many new professionals today received graduate training that

includes internships or co-op experience, entering full-time work in an organization may still bechallenging. Richmond (1986) offered advice to young professionals employed at small colleges

that included:

Cultivate faculty relationships Make changes for the better, but do so carefully Get the lay of the land Get to know your supervisor Move quickly to develop support systems Move quickly to establish relationships with students Take care of yourself

Become active in professional organizations and maintain your sense of humor (pp. 33-36).

The advice offered by Richmond could best be achieved in a supportive organization andthrough the use of mentorship.

Much has been written in the literature about the socialization of new professionals within

organizations. Klein and Weaver (2000) stated that the socialization of new hires is important


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because this is a time when they encounter adjustment issues and are most susceptible to

influence of the organization they are entering. They described this process as a time when

employees learn to adapt, and learn about the organizational culture. Klein and Weaver's study ofnew hires in the orientation process found that participants in orientation programs, "related to

the people, goals/values, and history dimensions of socialization," (p. 59).

Social support within organizations has been identified in the literature as an important factor in

the adjustment of new professionals. New professionals often enter organizations with littlesupport from others in the work environment, a time when they most need support during their

adjustment. The success or failure of new professionals adjustment can be linked to the presence

of social support systems within the organization. Nelson and Quick (1991) found that positivepsychological and emotional adjustments to the work environment were associated with the

presence or lack of presence of support systems.

For new professionals the presence of a support system provides the employee with information

resources. More tenured and experienced staff within the organization can assist the new

professional with important information about the organization's goals and specific informationneeded to be successful in the job. Morrison (1993) found that newcomers' seek a variety of

information from those they work with in the organization. Some information sought bynewcomers' includes: role definitions, expectations, role demands, norms and values of the

organization, feedback from supervisors, and social feedback (Morrison, 1993).

For many new professionals, their supervisor may serve as their mentor, at least initially until the

new professional becomes better oriented to the organization and it's members. Supervisors andothers in student affairs organizations should not ignore the important role that they play for the

integration of the new professionals.

Supervisors should be concerned with educating new professionals about the important role theyplay in the organization. By demonstrating an interest in the career development andadvancement of new professionals, supervisors, and others in the organization show their

commitment not only to the new professional, but to their organization as well. Katz and

Tushman (1983), when studying engineers concluded that, "the relationship between lowerturnover and high interpersonal involvement with gate keeping supervisors affirms the important

role that project supervisors can and should play during the early socialization years of young

professionals," (p. 453).

Not all supervisors in organizations share the same affinity for building relationships with thenew professionals they work with. Based on research in the field, supervisors and others within

the organization should not ignore or take for granted the support needs of the new professionals

they employ. This is where mentorship (formal or informal) can help to fill the gap.

References


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Katz, R., & Tushman, M. L. (1983). A longitutidanl study of the effects of boundary spanning

supervision on turnover and promotion in research and development.Academy of Management

Journal, 26(3), 437-456.

Klein, H. J., & Weaver, N. A. (2000). The effectiveness of an organizational level orientation

training program in the socialization of new hires.Personnel Psychology, 53, 47-66.

Morrison, E. W. (1993). Newcomer information seeking: Exploring types, modes, sources, and

outcomes.Academy of Management Journal, 36(3), 557-589.

Nelson, D. L., & Quick, J. C. (1991). Social support and newcomer adjustment in organizations:Attachment theory at work?Journal of Organizational Behavior, 12(6), 543-554.

Richmond, D. R. (1986). The young professional at the small college: Tips for professional

success and personal survival.NASPA Journal, 24(2), 32-37.

Rosen, J., Taube, S. R., & Wadsworth, E. L. (1980). The first professional year: Interviews withthe new professionals at SUNY-Stony Brook.NASPA Journal, 17(3), 52-59.

Trimble, R. W., Allen, D. R., & Vidoni, D. O. (1991). Student personnel administration: Is if for

you?NASPA Journal, 28(2), 156-162.

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