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Applying Student Affairs Skills, Part 3: Crisis Management

Applying Student Affairs Skills, Part 3: Crisis Management

by | Jul 1, 2011 | Career Skills, Higher Education, interviews, Job Search, Student Affairs, transferable skills

Understanding how skills you have gained in Student Affairs will benefit you in any position is critical if you plan to advance in your career. I serve on the steering committee for AthFest, a non-profit organization that plans the local music and arts festival each summer, the Athens GA Half-Marathon in the Fall, and year-round art and music education events for local children. The festival was last week and I put many of the skills I gained working in Student Affairs to good use.

Candidates will often be asked to give examples of times when they planned a program, dealt with a difficult person or situation, or responded to a crisis. This week, I will give some examples from my recent experiences during AthFest. I will do my best to explain them in a loose P-A-R (Problem-Action-Resolution) style, to emulate the way that candidates should use in their interviews.

Part 3: Crisis Management

One of my favorite questions to ask Residence Life candidates is related to crisis management. Sure, Residence Life is a “generalist” role in many ways, but if we specialize in anything, it’s crisis management. The ability to respond quickly and calmly to potentially dangerous situations and ensure the safety of students and staff supersedes everything else. This was a running theme throughout my career. I dealt with suicidal students, guns in the residence halls, a riot, drug dealers, sexual assaults, suicide attempts and completed suicides, power outages, bats in the residence halls, and multiple facility issues. I was trained by the Red Cross in Emergency Shelter Operations and for a while, I was responsible for oversight of Residence Life’s Emergency Plan and related training for all the professional staff and RAs. As a result, handling crises comes as a second nature to me.

Good thing, too, because emergencies come on their own schedule, and they don’t usually announce themselves ahead of time. This was the case last Friday, when lightning struck a column on the corner of the Trappeze Pub on Washington Street, and rained bricks onto the street and three people below: the manager of the pub, a man on the patio of the neighboring pub, and one of our business vendors.

People were screaming and running away through the rain, and I heard one lady yell to me “You’ve gotta call the festival! You’ve gotta call it!’ She kept running away, but like most people who handle emergencies, I ran toward the commotion. First, I went to the volunteer area to see if other staff knew what had happened, because it wasn’t clear where the lightning had struck. Someone said they heard it had struck Trappeze, so I rushed back, to find gawkers looking up at loose bricks that might fall at any minute, and scavengers (some adult, some children, some drunk, and some just curious) collecting the bricks. I went in and asked Aaron, the Trappeze manager, if he was aware of the situation (he looked confused, which I later learned from him was the result of him being one of the people bricks rained on. We laughed about that, and he asked why I hadn’t noticed the cement dust in his hair.)  I then told him I would like to barricade the area off, and would try to keep scavengers from stealing bricks. He agreed it was a good idea and thanked me. I went out, got one volunteer to stand in the area and shoo people away, and two others to help me get barricades.

We returned, and I ordered onlookers away, telling them the area was unsafe, and worked with staff and police to secure the area and later, to get signs posted. I made two newspapers, talked to a nice reporter from the Red and Black, and as is common when talking to student reporters, got slightly misquoted, but not badly enough to ask for a retraction. Then I spent the next three hours talking to the bar owner, the people hit by bricks, Athfest central staff and the Police.

Student Affairs Skills Used:

  • The ability to remain calm and move quickly into assessing the situation and taking action to ensure safety of people and security of the area first.
  • Thinking on my feet about who should know about a situation, and reporting the details to proper authorities.
  • Following up about the safety of those involved.
  • Answering questions when approached by the media and referring them to the proper persons.
  • Having a sense of humor after the fact, and appreciating that the situation could have been worse, but that the response was the best one available at the time.
  • Looking forward, I plan to ask the steering committee to debrief the incident and to consider writing up an emergency plan (which I will offer to coordinate.)

Questions for Your Consideration

  • Do you have a good example of a time when you handled a crisis?
  • What did you do to respond?
  • How was the problem resolved?
  • What questions are important to ask yourself, when deciding how to respond to a crisis?
Difficult People and Difficult Situations: Applying Transferable Skills From Student Affairs

Difficult People and Difficult Situations: Applying Transferable Skills From Student Affairs

by | Jun 30, 2011 | Career Skills, Higher Education, Job Search, Student Affairs, transferable skills

Applying transferable skills you have gained in Student Affairs will benefit you in any position as you advance in your career. I serve on the steering committee for AthFest, a non-profit organization that plans the local music and arts festival each summer, the Athens GA Half-Marathon in the Fall, and year-round art and music education events for local children. The festival was last week and I applied many of the skills I gained working in Student Affairs.

Candidates are often asked to give examples of times when they planned a program, dealt with a difficult person or situation, or responded to a crisis. This week, I will give some examples from my recent experiences during AthFest. I will do my best to explain them in a loose P-A-R (Problem-Action-Resolution) style, to emulate the way that candidates should approach describing their transferable skills in their interviews.

Part 2: Dealing with Difficult People and Situations

It probably won’t surprise anyone that I encountered the most difficult situations (and the most difficult people) during artist and vendor arrival and departure. The first area I addressed in planning the artist market was to introduce barricade passes for all artists, vendors, and staff, and to explain the rules, and have all of these people fill out a brief web form saying they understood and would comply with the rules before sending them the passes. Barricade duty was a major logjam in the past. This year, it wasn’t, and things went very smoothly. I borrowed this idea from the Welcome Week Committee at Penn State, which started doing something similar a few years back to help sort out traffic and help filter it to the appropriate zones and residence halls. I knew everyone wouldn’t follow instructions but that many would. The result: smooth move-in and move out for all but a few vendors. (The difficult people were the ones that didn’t follow instructions.) Here are a couple of situations I dealt with and how the problems were resolved.

People Parking in the Wrong Area

There are a few universal truths to any parking equation. First, parking is always limited to an amount below the expectation of the people parking. Second, for most event planners, it’s also beyond our control, so we get put in the awkward position of apologizing for how things are, because we can’t apologize to the person complaining for how unrealistic their expectations are, and even if we could, they would find it insulting.

Some problems I dealt with during the festival:

  1. People parking in someone else’s spot while unloading. In these cases, it wasn’t that there wasn’t another place for the other person to park. On several occasions, people parked in the assigned booth space of another artist. Imagine the complaints you’d get during arrival if some student went into their room and found someone had parked their VW Beetle on one side of the room while setting up the other side (invariably the one with the bigger closet, or nearer to the window.) Just like I would do when I was in Residence Life, I gently pointed out the issue and asked the offender to move as soon as possible, and the offended party to be patient as the problem was really just a result of congestion, and not of intentional ill-will or a desire to take over their territory.
  2. People blocking the main entry and fire lane, and abandoning their cars, thereby causing a logjam of angry people. For the most part, people had the barricade passes in their windows and were easy to find, so I found them and asked them to move, or enlisted other staff to help do so. The result: no major delays in loading and unloading, once inside the festival area.

People confused about or unhappy with their booth assignment

Anyone who ever worked in Residence Life can tell you that the most stressful and time-consuming situations that happen on arrival day have to do with assignments. This is also true for festivals. Some examples:

  1. People being confused about their assignment. I dealt with several artists who couldn’t find their spaces, or who moved into the wrong space. Some of these were accidents, due to people misreading the painted and chalked-in lines on the pavement. In these cases, I offered the parties involved the option to trade spots or to have assistance moving their tent, displays and art to the correct location.
  2. People unhappy about their assignment. One artist was upset about another accidentally taking her spot, and even more unhappy that the other artist’s spot was by the porta-potties. Her answer? Pick another spot altogether, and express frustration at our intern. I was called in to speak with her and offered her help to move to either of the assigned spots. She asked why she couldn’t move to the third spot, and I told her that I wasn’t bringing an uninvolved third party into the scenario. She unhappily accepted help moving, and expressed her frustrations toward me. I explained that I had offered her help, and that if she was unhappy with the options I could give her, I would happily refund her money and help her pack up and leave. This is one of the great differences from Residence Life, where I would have had to refer difficult people like her to my supervisor. How nice would it have been if I’d been able to tell every student who tried to game the system over my 15 years in Residence Life that I’d help them pack and give them a refund for the pleasure of not having to deal with bad behavior and insults? The artist relented and later I apologized anyway, and gave her some free beer tickets, and we were copacetic. You can’t do that in Residence Life, either. (But wouldn’t it be great?)

Some Take-Aways

  1. Most people will try to follow directions if you give them ahead of time and make it convenient and easy. The barricade passes were the best example of this. Almost every artist and vendor had theirs and passed through smoothly. Those who didn’t were apologetic. This was a nice change from previous years, when artists and vendors got in frequent arguments with the barricade worker. We didn’t have a single incident like that this year.
  2. No matter how much you plan ahead of time and explain something, there will be difficult people who ignore it, don’t understand what to do, or simply decide to do their own thing. You can’t control what other people do, only how you respond. Those who ignored directions were the  cause of most of the issues we experienced. Most of these situations were resolved easily and quickly once I explained them. Those that weren’t were resolved later with beer tickets and apologies for the inconvenience (not for the issue itself.)
  3. It’s nice when you can resolve a difficult situation at the lowest possible level of an organization. Remember this during fall arrival and give your student staff and entry-level professionals some latitude. You’ll probably be pleased with the results.

Questions for Your Consideration

  • Do you have any good examples of times you dealt with difficult people or situations?
  • What did you do to resolve these issues?
  • What were the results? How was the issue was resolved?
  • How do you relate your transferable skills when applying for new positions?

Convergent thinking, convergent practice, convergent careers

by | Jun 21, 2011 | Career Skills, Coaching, Higher Education

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The unfortunate reality of being a convergent is that people don’t get you. As I mentioned last week in my posts on game theory, convergents are hard to “get” because people try too hard to fit them neatly into their own boxes (or circles) and to define what they know and what they do in familiar terms.

Convergents are not happy when constrained by familiarity and party-line thinking. They like to learn what others are doing, and integrate new knowledge, practices, and ideas into their own personal frameworks. They are those who give birth to new ideas and ways of doing things.

Convergent thinking and convergent practice have always been at the center of my personal journey and progress. The idea for Higher Ed Career Coach was born out of convergence of my personal and professional circumstances, and what I recognized as the needs of a field straining to adapt to the realities of reduced budgets, economic pressures of the marketplace, the changing expectations of Millennials coming into the workplace, and the impacts of new technology and social media, upon the education industry’s ecosystem.

I’d reached a point in my career when I knew…absolutely knew that the system as a whole was broken, and that my personal circumstances were a great example of what was wrong with the system. I also knew that my frustration with that fact was going to ruin me and my career. So the best thing I could do, for myself, my employer, and for the profession, was to move on.

But I had a strong commitment to the profession, and a strong belief that I could be a part of the broader discussions that would move our institutions and our field forward. So I founded my websites and began developing my personal brand as a life and career coach for persons in higher education. I’d been talking about becoming a coach on and off for five or six years at that point, but had finally taken some practical steps to research coach training programs and to really work on understanding the best way to become certified through a reputable program and to make a radical career change. That’s my story. What’s yours?

  • What points of convergence have led you to new discoveries in your career?
  • How can you bring together your personal interests into a career concept that will help you move forward?
  • What can you do to drive change in higher education?
  • Are you doing those things?
Existing at Points of Convergence

Existing at Points of Convergence

by | Jun 20, 2011 | Career Skills

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All my life, I have been an outsider. But not a conventional outsider, in the Rebel Without A Cause, the Outsiders, or even a [insert your favorite John Hughes film title] kind of outsider. I’m something different, and I thought that understanding a bit more about me and who I am might help readers relate to my coaching philosophy, and to understand the Unique Value Proposition of the Higher Ed Career Coach site and the programs and services I offer. I’m doing this in response to feedback from my recent reader survey, and as a result of some conversations I’ve had with others recently about what exactly this brand is and is not about.

As I mentioned, I’ve always been an outsider of sorts. But I’ve always been an insider of a different sort, or of several different sorts. I wasn’t a jock, I was the manager. I wasn’t a complete nerd, but definitely a geek. I was in AP classes but thought they were boring, and never tried very hard in them. I wasn’t a redneck, a prep, a punk or a stoner, but I knew and got along with all of them. I’ve spent all my life existing at points of convergence…those areas where circles cross, lines get blurred, and no one is exactly sure where to say it is that you belong.

It’s the burden of people that Jack Kerouac called the “mad ones” in his epic They danced down the street like dingledodies, and I shambled after them, as I’ve been doing all my life, after people who interest me. The only people for me are the mad ones, the ones who are mad to live, mad to talk, mad to be saved, desirous of everything at the same time, the ones who never yawn or say a commonplace thing, but burn, burn, burn, like fabulous yellow roman candles exploding like spiders across the stars and in the middle you see the blue centerlight pop and everybody goes “Awww!”

These are the people who this brand serves…the people like me, who have various interests and skills, but somehow find themselves stuck, because they “get” too much, but focus too little, who believe more in honesty and drive than in positioning and “angles.” The ones who want to do good work, in many areas, and earn the respect of others for their intellect, honesty, integrity, creativity and originality.

These are the people who exist and are most comfortable living at points of convergence, moving in and out of groups, because of an innate interest in relating to people and their interests. They are the people that smash old ideas together and bring new ideas to life.

They are the convergents. They are my people, and if you are reading this, you are probably one of them. Welcome to our point of convergence. Let’s see where we can go, together.

SuperVision: How to Answer Questions About Your Supervisory Style

by | Jun 2, 2011 | Interview Tips, Job Search, job search tools, Podcast

bigstock_Steak_435080Supervision is hard. Developing a coherent supervisory style is even harder. And explaining your supervisory style in an interview? Really, really hard.

On tomorrow’s episode of The Grill,  at 11 a.m. ET, John Mayo and I will be discussing how to approach questions about supervision and your supervisory style in a job interview.

As usual, we’ll throw a few typical interview questions  on “The Grill,” and discuss:

  • What an interviewer is really asking (the question within the question–i.e., what they really mean)
  • How to approach answering the real question
  • Good ways to answer
  • Bad ways to answer

And then, hopefully, we’ll take your calls. Call us at 1 (347) 989-0055 to take a stab at answering the questions, and we’ll offer you a live critique and our honest feedback. If you’d prefer, you can also Skype in from the episode page on BlogTalkRadio, by using the Blue “S” click-to-talk button on the page. And whether you listen live or not, we’ll continue the discussions on the Cook Coaching Facebook page, where you can also check out past questions and try your luck at answering those, too. And a few times each day, I add some interesting posts there, and you can discuss any past articles from the website.

Since we did not have a live segment last week, anyone who listened to the previous episode, What Comes Easy and What Comes Hard, will be welcome to call in and give a shot at those questions. I had a few people express interest, and had hope to schedule a follow-up teleconference, but some other business details got in the way this week. So please feel free to call in and answer those questions, too.

Please join us as we throw this week’s questions on The Grill. We’re looking forward to talking to you!

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