By Camille Perlman
Investing in staff through professional development continues to be a critical part of the plans that help build successful departments and divisions. Professional development gives staff confidence in their work, a sense of belonging within the department and campus, and a connection to the higher education community. At the same time, it gives departments good employees and role models for other staff.
Data from ACUHO-I’s Campus Housing Index (CHI) highlights how much money campuses spend on professional development annually. During the 2023-24 academic year, campuses spent an average per person of $1,494.10 on professional development for entry-level positions, $2,882.29 for mid-level positions, $4,650.27 for senior-level positions, and $4,580.78 for senior leadership positions. Additionally, the data showed that 97% of participating institutions reported providing onboarding and training designed to support staff in their current role; 92% provided support to staff development, mental health, and wellness; 74% maximized university resources to help provide ongoing support for the workforce; and 63% provided opportunities for career progression and mobility within their own department or the university at large.
When employers invest in staff and provide professional development support, employees gain valuable skills and knowledge, their colleagues gain a reliable coworker, and the department gains well-trained and developed employees. For this reason, managers must create a comprehensive professional development plan for staff in order to achieve the best return on investment.
Mallory Sidarous, director of university housing at Southern Illinois University Edwardsville in Illinois, explains that the first step she takes in creating a professional development plan for staff is getting to know them, learning what their career goals and passions are, and connecting them with opportunities that will help them become proficient in their current job. Ultimately, their professional development plans will be tailored to their specific career goals, but mastering the job they were hired for is an important first step. From there, they can begin to see how their role fits into the big picture and how their work ties into the work of their department and the campus. “Knowing how you fit into the puzzle and knowing the value of each role and its contribution to the whole operation is an important professional step,” she suggests. “Staff who can see the big picture and appreciate how they fit into that picture and do an excellent job at that job are seen as very valuable members of the team.”
Once staff have mastered their current duties and understand how their work fits into the bigger picture, managers can help them seek out professional development opportunities that are unique to them. “My first priority is helping and expecting staff to be awesome at the job they were hired for,” Sidarous says. “When they are doing that, other opportunities either become available to them from campus partners or as senior housing staff we can help clear the way for them to engage and learn outside of their position.”
While helping staff one-on-one is beneficial to their professional development plan, so is having a team that supports the effort. Some campuses have a team or a committee that researches professional development opportunities and then provides the information to the rest of the staff. Such is the case at Georgetown University, and Stephanie Lynch, associate vice president and chief of staff of student affairs, explains how it works. “At the divisional level, we have a professional development committee whose purpose is to research, provide, and support continuous learning opportunities, design and promote opportunities connected to Georgetown’s mission and the division of student affair’s strategic plan, create networking events, and invest in staff growth and development. Our goals include designing and organizing opportunities for continuous learning and divisional engagement, facilitating knowledge sharing and learning, assessing staff needs for professional development and engagement, researching and communicating internal and external offerings, and providing managers with tools so they may engage direct reports with a professional development plan.”
Another important part of a comprehensive professional development plan is offering diverse opportunities. “I am thankful that we have many opportunities at my institution,” Sidarous says. “As a division and team, we bring in outside speakers and experts at least once a year. This allows staff in various types of positions to engage in more learning during the workday. It also gives departments and staff an opportunity to engage with more limited resources.”
Eric Jaburek, a learning and development senior analyst for residence life at The Ohio State University, agrees, adding that although they share a list with staff that shows what conferences others have attended, they also encourage them to seek out opportunities on campus and within the local community. Those opportunities could be lectures, workshops, local conferences, or certification courses. And, no matter if the conference is local or not, Sidarous encourages staff who attend to engage at a deeper level by volunteering to serve on a committee or participate or present at an event.
When employers invest in staff and provide professional development support, employees gain valuable skills and knowledge, their colleagues gain reliable coworkers, and the department gains well-trained and developed employees.
Professional development plans should be sufficiently diverse to zero in on what is unique for a particular person and what aligns with their personal goals. As Sidarous explains, “Another way we deliver professional development to staff is through opening doors on campus for more learning and expanding their network. For example, if I know a staff member has a long-term goal to work in a Dean of Students office, then exposure to that office, higher level conduct cases, work around student care and concern, etc. would be more valuable to them than to someone who would like to pursue a career in another unit or area. Getting to know our staff, what they are excited about, their passions, and more makes it easier to connect them with the most impactful experiences.”
An extra benefit that comes from offering comprehensive professional development plans is the creation of role models. It’s good for new and seasoned staff to see their peers learning new skills, volunteering with organizations, and presenting at conferences. This shows all staff that they too can forge a path for professional development opportunities. As Jaburek notes, “Continuing to encourage staff to get involved in organizations (and being able to fund their travel) to support the field has also been an important component. We have staff who have held leadership roles with the support of the department, and our new staff see these opportunities.”
Approaching these plans in a comprehensive way allows campuses to stretch their professional development dollars. Plans that include diverse possibilities means that opportunities can be near or far. Or maybe they are big (a three-day event) or small (a lunch and learn). And some campuses may offer professional development grants, scholarships, or funds that are open to all employees. Jaburek explains how this funding is structured at Ohio State. “For full-time staff, we do not cap professional development funds. We have a departmental budget line item that we distribute as needed based on the requests our staff make year to year. We also encourage our team to seek out additional funding opportunities at the university.”
Comprehensive professional development plans are a crucial ingredient not only for the success of a department, but also for the retention of staff. When staff feel that employers are investing in them, they feel valued as individuals and as part of a team. Staff appreciate knowing that pathways for promotion exist, and Lynch acknowledges the positive impact they’ve made on staff by offering them opportunities to acquire new skills and take on new roles and responsibilities. They have shown staff that career advancement is attainable without having to leave their jobs and that a feeling of connection is crucial to their retention. “While staying at an institution involves a variety of factors, finding community and a sense of belonging coupled with professional development opportunities and support is crucial.”
Camille Perlman is the managing editor of Talking Stick for ACUHO-I.
