The Ripple Effect of Investing in Staff Development

Cara Jenkins, Director of Special Projects and Professional Development, West Chester University of Pennsylvania

Cara Jenkins, Director of Special Projects and Professional Development at West Chester University, leads the Division of Student Affairs’ professional development efforts, fostering a culture of innovative learning, connection and well-being. She bridges strategy and practice by designing responsive, technology-enhanced programs that empower staff to build skills, engage in meaningful collaboration and stay attuned to emerging trends in higher education.

Inspiration Rooted in Campus Community and Culture

Not everyone gets to work at the University in the town in which they grew up, and West Chester University is a unique place in that staff tend to find community here, which influences them to make WCU a large part of their career. This campus, its students and the workforce, are my inspiration to create a long-term professional development plan from the staff retention point of view. Professional Development is not just about acquiring new skills, but building a culture where staff feel connected, supported and inspired to do their best work at a place where they feel like they belong.

In Student Affairs especially, staff are deeply mission-driven, but they are also pulled in many directions. Intentional programs provide the structure and consistency that make growth part of the culture rather than an occasional event. What keeps me committed is seeing the ripple effect. When staff feel invested in and valued, they are more innovative, collaborative and engaged in serving students. That impact on morale, retention and ultimately student success is what motivates me to persist.

Layered Approaches to Creating Engaging and Inclusive Learning Experiences

The key is to layer and scaffold the experience. Every staff member is at a different level and point of their education and experience, so tailoring programs to meet these needs is important. First and foremost, programs need to be designed to be engaging. If someone is going to take time away from important priorities of their work, the program needs to be impactful, and they need to leave with tangible tools.

“Leaders need to model life-long learning and curiosity, showing staff that they too have skills to build.”

Finding dynamic facilitators is a good start. Storytelling and real-world case studies help anchor the content in lived experiences, weaving in opportunities for dialogue, reflection and peer to peer exchange creates space for personal connection. We also utilize a professional development committee to prioritize other voices in the design process. When participants see themselves reflected in the content, the experience feels less like a training “delivered to them” and more like something they have co-constructed.

Core Values that Ground Professional Growth

The guiding principles that ground this work for me are accessibility, well-being, connection and joy. Programs must be accessible to staff at all levels or different job functions at the University, relevant to the realities of their work, rooted in connection with others and celebrate the contributions of each member of the team. To keep these values consistent, we design programs using the ACPA/ NASPA core competencies and identify the best formats and timeframes that work for the audience. We also utilize a staff recognition program as well as a mentoring program.

During times of change, professional development can provide stability while also equipping staff to navigate new realities – such as the political landscape and current events and trends in higher education. One strategy is to stay adaptable and responsive – pivoting programming to emerging needs. For example, we are working on a session regarding the intersection of free speech at a public university and navigating the realities of your job and potential conflict with personal values.

Onboarding That Integrates Digital Learning and Human Connection

Working alongside our University Human Resources staff, we utilize an online learning module for the basics of how the university works and navigating systems. That, paired with in-person onboarding opportunities ensures staff feel a part of a community. We plan to incorporate micro credentialing into our offerings to meet folks where they are with busy schedules. Leaders need to be invested in every aspect of this process and model how to use all the tools for staff to be successful. Leaders should regularly check in, using the 3 to 9 month process to engage with a new staff member about challenges they might be experiencing as well as when they have felt most successful.

Leaders need to model life-long learning and curiosity, showing staff that they too have skills to build. I recently participated in a program offered virtually, called Facilitation School. I was skeptical about a virtual space providing tangible outcomes to improve my facilitation – but it completely changed my approach and was one of the best experiences of my career.

Turning Training into Lasting Impact Through Relationships

Professional development is most impactful when it is relationship-rich, meaning that programs are not one-off trainings, rather, they exist in an environment that intentionally prioritizes and fosters meaningful connections between staff and peers. The entire framework must build opportunities for dialogue, networking and reflection. When people feel seen, supported and part of something bigger, professional development becomes more than a training program. It becomes part of the culture, and that is when it truly transforms both individuals and the Universities in which they work.