Significant Career Lesson From a Program Manager at Minds Matter Southern California
Alex, a Program Manager at Minds Matter Southern California, learned the importance of accepting limits in a career focused on supporting students; the work is rewarding, but "resisting the idea" that the role is to be a "savior" and respecting students' autonomy is key to success, even if it means not always having "warm, fuzzy feelings".
Project Management, Communication, Problem-Solving, Resilience, Overcoming Challenges
Advizer Information
Name
Job Title
Company
Undergrad
Grad Programs
Majors
Industries
Job Functions
Traits
Alex Moses
Program Manager
Minds Matter Southern California
Reed College, 2018
n/a
English
Education, Nonprofit, Foundations & Grantmaking
Education
Scholarship Recipient, Pell Grant Recipient, Took Out Loans, LGBTQ
Video Highlights
1. It is important to remember that you have limits in your capacity to help others and to accept that you cannot solve every problem for everyone.
2. Resist the urge to be a savior and understand that students need to take ownership of their own college applications and academic success.
3. Learn when to step back and respect the autonomy and abilities of the students you work with; understand that not every interaction will be warm and fuzzy, and that is okay.
Transcript
What is one lesson you have learned that has proven significant in your career?
In working with students and young people, it's unpredictable. You have to accept that you have limits and can't make everything work for everyone.
I am a people pleaser. I like to fix people's problems, help them, and support them. However, you have to understand that students also have to do things for themselves.
Students have to complete their college applications. Once they're in college, I can't fly to their school and do their homework for them. This field attracts people who have really big hearts, but we also can't do everything.
We're not saviors. Resisting that idea is really important. Learning when to step back, be humble, and respect that students have their own autonomy and abilities is key.
Sometimes, it might not always feel warm and fuzzy, but that's part of what we do. We do our part, and students hopefully learn the skills they need. They graduate, move on, and sometimes stay in touch.
It's hard when they don't stay in touch, and you wonder what they're doing or if they're doing well. But you have to know that you did what you could and fulfilled your role. If they want more support, they might reach out.
It doesn't always mean it's a failure if you don't always have those warm, fuzzy feelings when working with students. Even when it's harder, it doesn't mean you failed. It just means you have to accept things sometimes.