Today, I had the honor of participating in Hamilton College’s first Staff Development initiative—an inspiring and intentional step toward building a culture of continuous learning within our campus community. As I sat in sessions alongside colleagues from various departments, I was reminded that professional development is not just about training or compliance. It is about transformation—of individuals, teams, and ultimately, entire institutions.
In today’s rapidly changing world, professional development is a strategic investment. Organizations that fail to prioritize it risk stagnation and turnover. Those that embrace it cultivate innovation, retention, and excellence. According to the Association for Talent Development (2016), organizations that offer comprehensive training programs enjoy 218% higher income per employee than those without. The correlation between learning and impact is undeniable.
A common question that surfaces in institutional planning is: how much should we be allocating toward professional development? Research from Training Industry (2022) indicates that high-performing organizations dedicate approximately 2–5% of their payroll to employee learning. This isn’t a luxury—it’s a necessity. When staff are equipped with current skills, insights, and networks, they not only enhance their job performance but also contribute more strategically to organizational goals.
Hamilton College’s commitment to this inaugural event signals a broader shift: one that values the development of staff not only as operational support, but as leaders, scholars, and changemakers in their own right.
It’s also essential to recognize that professional development is not solely the responsibility of the institution. Employees must be empowered and encouraged to take ownership of their own learning paths. This is where the theory of andragogy, developed by Malcolm Knowles, becomes highly relevant. Knowles emphasized that adult learners thrive when they are self-directed and their learning is aligned with real-world application (Knowles, Holton, & Swanson, 2015).
When employees have a stake in their professional growth—when they can advocate for opportunities, attend conferences, enroll in courses, or propose innovations—they are more engaged, more fulfilled, and more likely to stay. The ROI isn’t just measurable in dollars; it’s seen in morale, collaboration, and long-term institutional loyalty.
Professional development must be woven into the very fabric of an organization’s culture. It is not a once-a-year event or a line item in the budget—it’s a mindset. As Peter Senge (1990) eloquently stated in The Fifth Discipline, learning organizations are those “where people continually expand their capacity to create the results they truly desire.”
Participating in Hamilton’s Staff Development initiative reminded me of the power of shared learning. Whether we work in admissions, facilities, student affairs, or dining services, our growth fuels the collective excellence of the institution. It affirms that we are not just employees—we are educators, mentors, and stewards of the student experience.
Professional development is a form of respect. When institutions invest in their people, and when people invest in themselves, we all rise. As Hamilton continues to evolve, I hope we will continue to champion professional development as a core value—not just for the sake of operational excellence, but for the deep human and intellectual flourishing it enables.
References
Association for Talent Development. (2016). *State of the Industry Report* (Dec. 2016). ATD Press.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). *The Adult Learner: The definitive classic in adult education and human resource development* (8th ed.). Routledge.
Senge, P. M. (1990). *The Fifth Discipline: The Art and Practice of the Learning Organization*. Doubleday.
Training Magazine. (2022, November 16). *2022 Training Industry Report*. Retrieved from www.trainingmag.com