CULTIVATING STAFF AND LESSONS LEARNED: REFLECTIONS ON 30 YEARS IN

CULTIVATING STAFF AND LESSONS LEARNED: REFLECTIONS ON 30 YEARS IN COLLEGE COUNSELING Mark D. Thompson CCNY Conference—Brockport June 7, 2018

AGENDA Cultivating staff: Creating a center where people would like to work Mentoring staff Lessons learned

CREATING YOUR CENTER’S “CULTURE” Your center’s atmosphere and culture: what do you want it to be? How do you want it to be viewed and experienced by other constituents? Determining and maintaining the values that serve as the foundation for your center

INSERT YOUR CENTER HERE

WORDS OF WISDOM WHEN STARTING AS DIRECTOR OF COLGATE’S CC “There is nothing you will do as a director that’s more important than hiring well.” Jan Coates, Hamilton College’s Dean of Students, Spring 1997

HIRING AND RETAINING GOOD STAFF

IMPORTANT STEPS IN HIRING AND RETAINING NEW (GOOD) STAFF Clear, accurate, and appealing job description Generating a competitive and (hopefully) deep pool of applicants Good communication Representative search committee that works well together Phone interviews that allow you to identify good and weed out weaker candidates On-campus interviews that include stakeholders who can help “sell” the CC Communicate your CC’s mission, ethos and values– answer the candidate’s question, “What am I getting myself into?” Once hired, good orientation to your office, the student affairs division, the college/university Understand the new hire’s goals, needs, strengths, and areas for growth Provide good supervision and, if desired, help to facilitate a mentoring relationship

SUPERVISION VS. MENTORING Supervision– In psychotherapy or counseling, clinical guidance and direction (i.e.—critical evaluation) that is provided by a qualified and experienced therapist or counselor– the supervisor– to the trainee. Supervision is required while the trainee learns therapeutic techniques process notes, audio and videotapes. Prescribed # of hrs. of supervision is required by Mentoring– The provision of instruction, encouragement, and other support to an individual (e.g.– student, youth, or colleague) to aid in their overall growth and development or the pursuit of greater learning skills, a career, or other educational or workrelated goals. VandenBos, GR. Editor in Chief (2007). APA Dictionary of Psychology. Washington, DC.: American Psychological Association.

SUPERVISION VS. MENTORING Supervision focuses more on performance of the task-related aspects of the job responsibilities (e.g.– assessing clients, conceptualizing, therapeutic approach/techniques, note/report writing, etc.) Mentoring focuses on the fuller range of the individual’s development, typically less directly performance-oriented (e.g.– career planning, personal development, work/life balance, encouragement/challenge balance, emotional

Click icon to add picture YOUR EXPERIENCE WITH MENTORING Have you ever had a mentor? How did the mentoring relationship get started? What was the experience like for you? If it was positive, what contributed to make it positive? Have you ever been a mentor? How was it that you found yourself in this role? What was the experience like for you? If it was positive, what contributed to make it positive?

THE BENEFITS OF HAVING A MENTOR Graduate students in mental health professions who have a mentor: Perform better in their programs More satisfied with their programs Stronger sense of professional identity Experience more options due to connection with professional networks Mental health professionals who have mentors: Higher level of job satisfaction Reduced sense of isolation Increased level of confidence in approaching work-related responsibilities Smith, Brendan L. (2014, November). The lifelong benefits of mentoring. Retrieved from www.apa.org/grad/psych/ 2014/11/ mentoring-benefits.aspx

THE BENEFITS OF BEING A MENTOR Higher level of job satisfaction Perceived greater career success Increased commitment to your organization Higher quality professional relationships “Passing the torch to a new generation” Learning from mentee (e.g.– new technologies) Ghosh, R. and Reio, T.G. (2013). Career benefits associated with mentoring for mentors: A meta-analysis. Journal of Vocational Behavior, 83, 106116.

CHARACTERISTICS OF SUCCESSFUL MENTORING REL ATIONSHIPS Reciprocity Mutual respect Clear expectations Personal connections Shared values Straus, S., Johnson, M., Marquez, C. and Feldman, M. (2013). Characteristics of successful and failed mentoring relationships. A quantitative study across two academic health centers. Academic Medicine, Jan. 2013: 88 (1): 82-89. Retrieved from http://www.ncbi.hm.nih.gov/pmc/articles/PMC3665769.

CHARACTERISTICS OF UNSUCCESSFUL MENTORING RELATIONSHIPS Poor communication—lack of openness, failure to communicate tactfully, poor listening Lack of commitment Personality differences– view world differently, different styles in approach to work Perceived (or real) competition Conflicts of interest– competing agendas Lack of experience, knowledge, skills Straus, S., Johnson, M., Marques, C., and Feldman, M. (2013). Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Academic Medicine, Jan. 2013: 88 (19): 82-89. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3665769.

ESTABLISHING A MEANINGFUL REL ATIONSHIP WITH YOUR MENTOR Invest time in seeking our your mentor (if you choose). Share your goals and fears/concerns/struggles openly. Don’t expect the mentor to solve your problems or give “answers”. Listen carefully and consider applying your mentor’s guidance. Convey appreciation for your mentor’s support. Don’t try to take advantage of the relationship by expecting political support within your organization. Reh, John F. (2017, August 8). The Balance Careers. Retrieved from https://www.thebalancecareers.com

QUALITIES OF A GOOD MENTEE Open to feedback Active listener Respectful of mentor’s input and time (and competing demands on time) Responsible for “driving the relationship” Prepared for scheduled meetings Straus, S., Johnson, M., Marques, C., and Feldman, M. (2013). Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Academic Medicine, Jan. 2013: 88 (19): 82-89. Retrieved from http/;/www.ncbi.nlm.nih.gov/pmc/articles/PMC3665789.

QUALITIES OF A GOOD MENTOR Altruistic Honest Trustworthy Active listener Focuses on issues ID’ed Facilitates goal setting Accessible Promotes career development Able to ID & support development of mentee’s potential strengths and skills Substantial experience

EFFECTIVE MENTORING BEHAVIORS Act as a guide rather than a director/supervisor Offer advice (when asked), not directives Not solving problems, rather helping find solutions ID potential opportunities Facilitate networking opportunities and connections Warnings re: potential pitfalls Providing emotional support Reflections on work/life balance Career fx’s– advising/promote self-advocacy/goal setting/navigating institutions/creating opportunities Straus, S., Johnson, M., Marques, C., and Feldman, M. (2013). Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Academic Medicine, Jan. 2013: 88 (19): 82-89. Retrieved from http/;/www.ncbi.nlm.nih.gov/pmc/articles/PMC3665789.

FACTORS IMPACTING MENTORING RELATIONSHIPS Size of your center Credentials/discipline of mentor/mentee Different levels of staff experience Factors related to identities of mentor and mentee: Gender, race, ethnicity, age, etc. From peer to director/mentor How is the decision to establish a mentoring relationship made?

MENTORING RELATIONSHIP EXAMPLE Mentee’s goal– become a counseling center director Strategy-- intentionally introducing to & experiencing all aspects of the directorship: Supervising staff CC representative to the Students of Concern committee Budget awareness--thought process, challenges, opportunities Clinical coordinator Technology coordinator Presenting to key constituents– BoT, senior staff, alumni committees, parents, & community Representing CC on key committees Lead for key center/division-wide initiatives (e.g.– positive sexuality, diversity programming) Search committee responsibilities: Chairing, contacting candidates not selected

FINDING YOUR MENTOR How is the decision about a mentor (vs. supervisor) made? Someone at your institution? Someone who also has supervisory responsibilities? Another senior CC staff member without supervisory responsibilities In your counseling center vs. other department? Someone from CCNY? Formal vs. Organic? Who initiates?

DEVELOPING MENTORING OPPORTUNITIES AT CCNY Look for a mentor at the annual conference: Approach people you respect, seem approachable, have wisdom, and with whom you would be willing to be vulnerable. Cultivate new(er) members to the group: When preparing a program for the conference, who do you invite to participate? Seek out folks after attending one of their presentations. Participate in any formal mentoring program offered by CCNY

LOOKING BACK: LESSONS LEARNED

SPOILER ALERT– YOU ALREADY KNOW THESE

ESTABLISHING THE “CULTURE” FOR YOUR CENTER Decide what kind of center you want to create and work hard to do just that. Based on what values?– trust, integrity, ethical, transparency, competence, respect, inclusive Who decides? How established and maintained?

WHO IS YOUR CLIENT? Your students, your division, the university? If all of those, under what circumstances and how is that communicated? If all above, addressing the confidentiality question. Being asked to consult when the student of concern is your client.

TRUST ESTABLISHING AND MAINTAINING Key stakeholders– faculty, student affairs colleagues, upper administration, other divisions at your institution Our clients/students Our staff Photo by Leio McLaren on Unsplash

INTENTIONAL RELATIONSHIPS Key stakeholders– faculty, your student affairs colleagues (esp. campus safety, judicial, residential life, deans, multicultural affairs, LGBTQ office, chaplains), student leaders, student groups, athletics, development office, parents. Establish BEFORE the crisis takes place or you need the relationship

WHAT ARE THE MOST IMPORTANT CC FUNCTIONS?

WHAT DO OTHERS SEE AS THE CC’S MOST IMPORTANT CONTRIBUTION TO THE INSTITUTION? Responding in times of crisis: Campus emergencies Assessing students Consulting Training Providing treatment

CC ROLE IN RESPONDING TO CAMPUS CRISES -The CC role in responding to many campus crises can not be overstated -Timely response, directive when needed -The significance of our role as consultants for others (e.g.– faculty, residential life staff, top administrators) -Communication, esp. with CC staff -Being available and visible (even if not utilized) -Follow-up -Speaking at community services

THE CONSUMING NATURE OF RESPONDING TO CRISES Is often exhausting Utilize other resources (e.g.– SA colleagues, faculty, coaches) Exposure to community members previously unaware of your services and/or staff Unexpected payoffs

THE DIRECTOR’S STYLE OF LEADERSHIP Democratic vs. “benevolent dictator” What decisions should include all staff, what belong to the director? Clarify– deciding not to follow a staff member’s suggestions does not mean the director is not listening.

DECISIONS FROM ABOVE THAT WE DON’T UNDERSTAND OR AGREE WITH Default– the decision maker has the best intentions in mind. Maybe you don’t have all the information, and can’t! Your priorities may not be the same as others. If you disagree, how might that be respectfully shared with the decision-maker?

ADAPTING WHEN NEEDED Establish protocols and procedures for times when not in crisis. Be willing to adapt and change as crisis/situations call for creativity and alternative solutions.

CONVEY APPRECIATION AND RECOGNIZE OTHERS PUBLICLY CC Staff Other student affairs departments Campus Safety Residential Life Faculty

CULTIVATING THE SOIL: NOTHING IS TOO SMALL OR TOO SLOW Avoid judgments about what “worthwhile” therapy issues might include. “Preparing the soil” for the future Photo by Manuel Sardo on Unsplash

INVITATION AND ACCEPTANCE S A RA H There is a line from Rumi that says, “Out beyond ideas of wrongdoing and right-doing there is a field. I’ll meet you there.” One day we met and I invited you to my field. It’s a field of not only grass, tress and a few flowers, but of garbage, scrap and waste that has poisoned some of the ground. It is the field of my heart, mind and (dare I say), at times, my soul; one of pain, grief, shame and tragedy. The invite did not come lightly. Why would I invite anyone to see this? Why would anyone come and want to return? I had barricaded the opening with the biggest boulders I could find. Keeping others out, keeping me in. Keeping me safe, keeping me limited. Shame kept them in place. Such work to remove. It took days of effort before your arrival. And in you came.

INVITATION AND ACCEPTANCE (CON’T) I remember wanting to raise my arms and shield it from your view, but it was too late. But rather than see the debris, junk and blotches you asked questions; wanting to know history, and meaning to me. As I held my breath, you held all of it delicately, as though valuable and precious. I felt myself exhale. And then you left with a promise to return if invited. Each week an invite was given and accepted. Each week the boulders removed. Each week a meeting in the field. Giving care and consideration. Over time, the boulders keeping me in (and others out) have shrunk. A little easier to move each time. The shame decreasing bit by bit. What makes you want to come walk and sit in this blighted field of mine with me over and over? I never thought anyone ever would. The last time, long ago there were not boulders, no one

INVITATION AND ACCEPTANCE (CONT) I feel your understanding. Somehow, that is enough. Showing you my field of garbage, scrap and waste is not easy. For you to “see” them, means I too must “see” them. And to share my viewing of it with you is most terrifying. Open. Vulnerable. And yet strangely peaceful. And so we meet in my field. An invitation and an acceptance. Photo by Evelyn Mostrom on Unsplash

SOMETIMES THERE ARE EXCEPTIONS Contact with former clients once they have graduated? Attending important life events for current/former clients? Serving as witness, validating our client’s experience. The incredible privilege in the work we do. Save the thank you notes, and read them every once in a while.

GREETINGS FROM FORMER CCNY’ERS

QUESTIONS & DIALOGUE