The First Year on the Job: Experiences of New Professionals in Student Affairs

A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

“…Research focused on the transition to practice has highlighted new practitioners' struggles to understand organizational culture, to shift their role from graduate student to full-time professional, to find mentors, to understand job expectations, and to determine long-term career goals (Cilente et al, 2006;Renn & Hodges, 2007;Renn & Jessup-Anger, 2008). These studies have consistently noted the ways in which new professionals have struggled to make sense of discrepancies between their expectations and experiences (Magolda & Carnaghi, 2004;Renn & Hodges, 2007). With this in mind, Amey (1998) asserted that it was critical for new practitioners to reduce the "gaps between expectations and realities as they try to survive and thrive in their organizations" (p. 19) and in the field more broadly.…”

“…Specifically, they have encouraged those who are early in their careers to learn about the culture of their organizations, to be proactive in seeking out mentoring, and to engage in continued professional development (Amey, 1998;Amey & Reesor, 2015;Barr, 1990;Renn & Hodges, 2007). Conversely, scholars have recommended that those who supervise new professionals use synergistic supervision practices (Saunders, Cooper, Winston, & Chernow, 2000;Shupp & Arminio, 2012;Tull, 2006), which provide opportunities for both individuals and organizations to accomplish their goals.…”

“…Newcomers in helping professions may hold on to their idealistic views since they were drawn to their field of study based on its espoused values (Hoel et al, 2007;Magolda & Carnaghi, 2004). The continual reinforcement of professional values, which become increasingly personal during the training process, often leads individuals to develop a professional identity that is rooted in the tenets of their field (Magolda & Carnaghi, 2004;Renn & Hodges, 2007). Thus, as new practitioners in helping professions encounter value discrepancies during field training, they may interpret situations in ways that protect their self-image.…”

“…commitment to the organization, and job satisfaction (Cilente, Henning, Skinner Jackson, Kennedy, & Sloan, 2006;Renn & Hodges, 2007;Tull, 2006). While the extant literature has illuminated what happens to new practitioners as they are socialized, we know less about how individuals interpret their professional socialization experiences.…”

“…Furthermore, a vast majority of socialization literature in student affairs has focused on individuals' post-graduate experiences (Amey & Reesor, 2015;Magolda & Carnaghi, 2004;Renn & Hodges, 2007) despite the wide recognition that graduate training is a critical forum for professional socialization (Flowers & Howard-Hamilton, 2002;Kuk & Cuyjet, 2009;Young & Elfrink, 1991). There is also limited research on the socialization of student affairs practitioners since much of the higher education literature has attended to the experiences of doctoral students within the disciplines (Adler & Adler, 2005;Austin, 2002;Gardner, 2007) and of pre-tenure faculty members (Rosser, 2003;Tierney, 1997).…”