Voice of a New(er) Professional

Like many higher education and student affairs professionals, I have not received formal training on how to be a supervisor. Though my graduate program included a course on leadership development as a broader topic, little of the formal curriculum was devoted exclusively to supervision or personnel management. In my experience, I have seen supervisory roles and responsibilities be assigned based solely on someone’s tenure at an institution, rather than their documented capabilities to succeed in such a role. Williams and Anderson (2021) explained how this phenomenon manifested in their research by writing, “Some practitioners privately reported viewing supervisory roles as professional rewards for loyalty to a person, campus, or circumstance, rather than skills” (p. 14). This mindset, wherein supervisory roles are granted as rewards for tenure without regard for skill, preparation, or aptitude, devalues the supervisor’s role, especially to supervisees aware of such circumstances. That lack of preparation could impact individuals reporting to a supervisor who entered the role for any reason other than competency. They could grow resentful of their supervisor and institution. This would present clear implications concerning employee satisfaction and retention, which can directly impact the student experience.