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Mid-Career Transitions with Caroline Ceniza-Levine from Six Figure Start

Mid-Career Transitions with Caroline Ceniza-Levine from Six Figure Start

Many professionals start strong but struggle to define themselves when they arrive at the “middle” of their career tracks. Early career moves may have pointed them toward other paths than they imagined, or obstacles may keep them from where they would like to go. This could mean taking on new responsibilities, supervising and mentoring young professionals, pursuing further education, or taking  different approaches to your career altogether.

So what can you do when you arrive at the midpoint of your career, to successfully manage career transitions?

We’ll talk about mid-career transitions with Caroline Ceniza-Levine, career expert, writer and speaker, co-founder of SixFigureStart. Caroline has 16 years of experience in professional services as a management consultant and executive and corporate recruiter. She has recruited for leading companies in media, financial services, management consulting, pharmaceuticals and technology. A career columnist for CNBC.com,Vault.com, Wetfeet.com, and Forbes.com, as well as an adjunct assistant professor of Professional Development at Columbia University School of International and Public Affairs, Caroline is the co-author of “Six Steps To Job Search Success” and of the best-selling “How the Fierce Handle Fear: Secrets to Succeeding in Challenging Times” Her career advice and job market insights have been quoted on CBS, BusinessWeek, CNN Money, NBC News.com, Newsweek.

Please join us at 11 am ET Friday!

SixFigureStart offers career coaching by former recruiters. Their coaches have hired thousands of people and know firsthand what employers really want. Founded by two professionals with over 40 years of combined HR experience. More information can be found at the links below.

The Value of Traditions


It  has been just over a year since I left Penn State University, which had been my home for nearly 15 years. There are many things that I miss about being at Penn State, especially at the end of each semester.

Traditions are a funny thing. We value them as rites of passage to joining new community, and as part of the institutional history. Some traditions come and go, as student leaders try to define their unique legacies on campus.  So every year, around exam time, there would be study breaks, and programs with food, and stress busters, and door decorating contests, and special dinners in the dining halls.

My favorite program among these was booking a massage therapist to give students five–minute stress buster massages on one evening of the exam week. We worked with the same massage therapist every year. Her name was Angie, and I got to know quite a bit about her  during these events. We would talk about campus events, news in town, and our kids. Angie is a single mother, and a Penn State grad. She was always pleasant to work with and loved talking with all the students. In some of the areas where we would book her, the staff would simply greet her, make sure she was able to set up, and then leave. I would always stay around and visit, drink coffee and smoothies from the coffee bar in the commons, and just have a good time joking with her and the students who came by.

Now that I am down South and on my own, I find that I really do miss the traditions that I helped establish and maintain at my old school. And at times around the holidays, I feel down and a little bit alone and I really miss the sense of home those traditions gave me.

But last week was different. I have a part-time career coach position at  Wesleyan College in  Macon, Georgia, and was invited to help host a table at their annual holiday banquet.

Anderson Dining Hall is much smaller and less modern than the fancy facilities I was used to at Penn State. In this great Georgian style room’s with high cathedral type ceilings and huge fireplace mantels at each end of the hall, with appropriately historic paintings mounted above them, teams of faculty and staff set 24 tables and decorated them for the students.

It was my first time in a college dining hall since leaving Penn State, and I realized quickly how much I missed being a part of the campus community. It’s clearly an event that faculty and staff enjoy just as much as the students. Tables are hosted by teams of two faculty or staff members, and each table has a theme. Since I volunteered last-minute and was matched with a faculty member I have yet to meet, our theme was  “Christmas.”  Really original, huh?  we had very simple decorations, bought hastily at Wal-Mart about an hour or two before the event–little clear candy bags with penguins on them, wearing Santa hats;   filled with cookies and candy, and finished off with a novelty swirly straw that had either Santa or a polar bear on them. Other than that, we had cardboard Christmas trees and glittery stuff.

I met my faculty partner, Dr. Karen Huber, a professor of history. Our table was basically assigned to students who had not registered early enough to be assigned another table. We went about assembling the candy bags and decorating our table and then joined the other faculty and staff to eat dinner in another dining room. At the end of the meal, we received our aprons and returned Anderson Dining Hall, as they opened the doors to receive students.

We were eventually joined by seven students and joined the rush of other faculty and staff to the kitchen for platters of turkey, dressing, squash, mashed potatoes, green beans, cranberry sauce, and bread. We served each student personally and made conversation with them about school, their interests, and their holiday plans. After clearing the main course from the table, the lights were darkened in the hall, and the foodservice staff rolled out carts loaded with the desert for the evening, Bananas Foster, over vanilla ice cream. All in attendance watched with eager anticipation as the bananas were flash caramelized with burning rum,  and the glow of bluish flame lit the room.

It was a festive end to my first semester of contract work for this small women’s liberal arts college, which had welcomed me and made me finally feel at home again. Penn State had been my home for nearly 15 years, and I had known the comfort that comes with familiarity and tradition. There have been times over the last year when I have questioned whether I would ever have that feeling of belonging again.

I think that this is the feeling that many students come to campus with–a loss of home, friends, connections, and belonging. It serves as a great reminder that student affairs professionals and other members of the faculty and staff play key roles in creating a sense of belonging on campus. It’s no wonder, then, that many students return to their families in December, enjoy their vacation time, and return to the halls in January, saying “it’s good to be home!”

What traditions have you helped establish on your campus?

What role do you play in making your students feel at home?

And what traditions have helped you feel at home on your campus?

Please share your thoughts in the comments section. I’d love to hear what others are doing around the country. Happy holidays to all, no matter your personal traditions, beliefs, or hopes for the new year.

Transitions!

Bryan Koval recently transitioned to a new position at Carnegie Mellon University in Pittsburgh.

Transition is something that I have been thinking about a lot lately. In the past 3 weeks, I have resigned from an old job, started a new job, moved from rural central Pennsylvania to the Oakland neighborhood of Pittsburgh, and begun living apart from my partner (with whom I have been living  for the past 7 years).  It has been a very up-and-down few weeks.  The excitement of new opportunities at Carnegie Mellon University and in Pittsburgh has been tempered with the anxiety that goes along with opening up a new chapter in my career and personal life.

In a roundabout way, thinking about my current transition has helped me to reflect on our students and the important transitions that they experience while living matriculating through higher education. In many ways the business of higher education is all about transition.  Each semester sees new students arriving on campus while others depart.  During their time with us students choose majors, study abroad, take on leadership opportunities and learn more about who it is that they are, and who they hope to become.  We are constantly surrounded by transition.

As you think about your role in higher education, how do you see yourself being a resource to your residents as they experience the many transitions that are a part of the college experience? Schlossberg (1995) defines transition as “any event, or non-event, that results in changed relationships, routines, assumptions, and roles.”  By that definition, transitions are happening all of the time!  Schlossberg identified four major sets of factors that influence how well a person can cope with transition (Evans, Forney, & Guido-DeBrito, 1998).  Let’s identify those factors, and reflect on how we can help our students to manage transition effectively.

Situation: Important factors include the timing of the transition, the duration of the transition, and previous experiences with similar transitions. During a major change, individuals will also be dealing with concurrent stresses and questions about whether or not they feel in control during the transitions. Working closely with students on campus, we may have some real insight that our students would benefit from.  We also function within the situation . . . but as someone on the periphery of the situation we may have some unique perspective on the situation.

Self: During transition, we think about who we are in terms of demographic characteristics (socioeconomic status, gender, etc.)  and psychological resources.  How has our background prepared us to manage this transition? As higher education professionals, we can play a role in helping students to know more about who they are through programming, conversation, and our relationships with each other.

Support: To manage a transition, individuals need to feel a sense of support.  A supportive community is one of my favorite aspects of the work I do with students in residence halls and apartments.  What can we do as higher education professionals to make sure that everyone in our community feels that they will receive affirmation, assistance, and honest feedback when they need it?

Strategies: To manage transition, you need a plan in order to proceed.  When we talk to our students about their transitions (or when they come to use for mentoring and guidance), how can we help them to move forward in productive ways, while leaving it up to the student to decide how best to move forward?

As I come to the end of this blog post, it dawns on me that I have described Schlossberg’s theory meerly as advice for helping students.  In reality, this would be a great theory to review if you supervise new staff members or are staying connected with individuals who are leaving your organization and moving on to new positions elsewhere.  Best of luck as you transition for Fall 2010, with whichever events (or non-events) come along with that!

References:
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Schlossberg’s transition thoery. In Student development in college: Theory, research, and practice (pp. 107-122). San Fransisco, CA: Jossey-Bass.

Schlossberg, N.K., Waters, E.B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.). New York: Springer.

Interested in reading more? This title is available at Amazon.Com. Purchase through the affiliate link below to support this site.