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Artifact H: Knowledge, Skills, and Competencies Analysis


ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

ACPA/NASPA
Competency Area

Advising &
Helping
The Advising and
Helping competency
area addresses the
knowledge, skills, and
attitudes related to
providing counseling
and advising support,
direction, feedback,
critique, referral, and
guidance to
individuals and
groups.

Overall Rating:
0 1 2 3 4 5

Skill

Exhibit active listening skills (e.g., appropriately


establishing interpersonal contact, paraphrasing,
perception checking, summarizing, questioning,
encouraging, avoid interrupting, clarifying).
Establish rapport with students, groups, colleagues,
and others.
Facilitate reflection to make meaning from experience.
Understand and use appropriate nonverbal
communication.
Strategically and simultaneously pursue multiple
objectives in conversations with students.
Facilitate problem-solving.
Facilitate individual decision making and goal setting.
Challenge and encourage students and colleagues
effectively.
Know and use referral sources (e.g., other offices,
outside agencies, knowledge sources), and exhibit
referral skills in seeking expert assistance.
Identify when and with whom to implement
appropriate crisis management and intervention
responses.
Maintain an appropriate degree of confidentiality that
follows applicable legal and licensing requirements,
facilitates the development of trusting relationships,
and recognizes when confidentiality should be broken
to protect the student or others.
Recognize the strengths and limitations of ones own
worldview on communication with others (e.g., how
terminology could either liberate or constrain others
with different gender identities, sexual orientations,
abilities, cultural backgrounds).
Actively seek out opportunities to expand ones own knowledge
and skills in helping students with specific concerns (e.g.,
suicidal students) and as well as interfacing with specific
populations within the college student environment (e.g.,
student veterans).

Specific
Rating

+
+

+
+
+

+
+

Evidence of Learning

I Career Services, Academic


Advising
Through these internships
I have been able to work
with diverse students in
advising capacities at both
a small private university
and a community college
Advised students on career
topics (resumes, cover
letters, personal
statements, etc.), major
discernment, educational
plans, and positive grade
trends
Sought leadership and
advice from more senior
staff members and brought
up students of concern
Applied holistic approach
to advising, always seeking
to work with all aspects of
a students life and
identities
W CTSL
Developed professional
development opportunities
for student staff, mentored
staff and student
community, and developed
community in the Chardin
Collegium

C COUN 512

Developed career advising


skills

Future Improvement &


Development

Continue to work in
the field of advising
Join NACADA and
follow their
publications
Work to fully
understand the
confidentiality and
legal requirements of
any institution that I
work with
Continue to seek out
professional
development
opportunities that will
allow me to expand my
knowledge of specific
student populations
and environments

ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,


evaluation, planning, and research and the
methodologies appropriate to each.
Assessment,
Effectively articulate, interpret, and use results of
Evaluation, &
AER reports and studies, including professional
Research
literature.
Facilitate appropriate data collection for
system/department-wide assessment and
The Assessment,
evaluation efforts using up-to-date technology
Evaluation, and
Research competency and methods.
area (AER) focuses Assess trustworthiness and other aspects of
on the ability to use, quality in qualitative studies and assess the
design, conduct, and transferability of these findings to current work
settings.
critique qualitative
Assess quantitative designs and analysis
and quantitative AER techniques, including factors that might lead to
analyses; to manage measurement problems, such as those relating to
organizations using sampling, validity, and reliability.
AER processes and Explain the necessity to follow institutional and
the results obtained divisional procedures and policies (e.g., IRB
from them; and to
approval, informed consent) with regard to
shape the political
ethical assessment, evaluation, and other research
and ethical climate
activities.
surrounding AER
Explain to students and colleagues the
processes and uses on relationship of AER processes to learning
campus.
outcomes and goals.
Identify the political and educational sensitivity of
raw and partially processed data and AER results,
handling them with appropriate confidentiality
and deference to the organizational hierarchy.
Overall Rating:
Align program and learning outcomes with
organization goals and values.

0 1 2 3 4 5

Specific
Rating

Evidence of Learning

I Academic Advising
Created new First Year
Experience Course
evaluation reporting
system, analyzed data, and
compiled
recommendations report
for future use
Created curriculum for
First Year Experience
Course in alignment with
goals and values of the
College
Completed a research
paper outlining best
practices for academic
advisors to create
successful transfer students
W CTSL
Create assessments for
staff meetings and
trainings
Use past assessments to
create direction for future
programs
C Best Practices, Higher Ed
Finance
Completed research papers
on best practices in first
year experience programs
and retention and return
on investment for
community colleges
repectively

Future Improvement &


Development

Gain more experience


creating assessment
from the ground up
Continue to work with
assessment to improve
upon existing
programs and better
align learning
outcomes with goals
and values

ACPA/NASPA
Competency Area

Equity, Diversity, &


Inclusion

Skill

Specific
Rating

Evidence of Learning

Identify the contributions of similar and diverse


people within and to the institutional environment.
Integrate cultural knowledge with specific and relevant
diverse issues on campus.
Assess and address ones own awareness of EDI, and
articulate ones own differences and similarities with
others.
Demonstrate personal skills associated with EDI by
participating in activities that challenge ones beliefs.
Facilitate dialogue effectively among disparate
audiences.
Interact with diverse individuals and implement
programs, services, and activities that reflect an
understanding and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse identities
possessed by an individual.
Recognize social systems and their influence on people
of diverse backgrounds.
Articulate a foundational understanding of social
justice and the role of higher education, the institution,
the department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in identifying
individuals with diverse backgrounds as well as
assessing progress towards successful integration
of these individuals into the campus environment.
Design culturally relevant and inclusive programs,
services, policies, and practices.

change aspects of the environment that do not


promote fair treatment.
Analyze the interconnectedness of societies worldwide
and how these global perspectives impact institutional
learning.

C Social Justice, Theory


Learned to articulate my
philosophy on social
justice, equity, and
diversity
Learned to critically look at
the field to understand
what populations are being
privileged/oppressed
Worked to understand my
own privileges and
identities and how they
impact how I walk through
the world with others
W- CTSL
Created condensed iLead
training for student leaders
regarding privilege and
oppression,
microagressions, and
health and wellness issues
Facilitated community
building and conflict
resolution amongst a
diverse community of
students
O HSRC
Worked with students
experiencing hunger,
poverty, and homelessness
on Oregon States campus
Conducted outreach to the
OSU and Corvallis
community around these
populations of students
Provided crisis support to
students

The Equity,
Diversity, and
Inclusion (EDI)
competency area
includes the
knowledge,
skills, and attitudes
needed to create
learning
environments that are
enriched with diverse
views and people. It
is also designed to
create an institutional
ethos that accepts
and celebrates
differences among
people, helping to
free them of any
misconceptions
Demonstrate fair treatment to all individuals and
and prejudices.
Overall Rating:
0 1 2 3 4 5

+
+

+
+
+
+

Future Improvement &


Development

Seek professional
development
opportunities to
continue to work to
understand my
privilege and identities
Seek opportunities to
work with underserved
student populations
Work with my
students to help them
understand their own
identities and how they
impact how they walk
through the world
Push myself to attend
opportunities outside
of my own identities
and comfort zone to
learn more about
diverse populations

ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for


student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
Utilize institutional and professional resources
this competency area to assist with ethical issues (e.g., consultation
focuses specifically
with more experienced supervisors and/or
on the integration of colleagues, consultation with an associations
ethics into all aspects Ethics Committee).
of self and
Assist students in ethical decision making and
professional practice. make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0 1 2 3 4 5
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating

+
+

Evidence of Learning

C Lead I, Foundations,
Transformational Leadership,
Higher Ed Law
Articulated my personal
philosophy on leadership
and what it means to me to
be an ethical leader
Learned about the major
ethical issues that arise in
the field of student affairs
and how other professionals
have handled these
situations
W CTSL
Exhibited ethical behavior in
my job and in supervising
my staff and students
Sought the advice of my
superiors when it became
necessary
I Career Services, Academic
Advising
Demonstrated the use of my
personal code of ethics
when advising students as
well as adhering to the
schools ethical standards
Helped students with ethical
decision making strategies
O HSRC
Demonstrated ability to
make ethical decisions in
high stress, crisis situations
while assisting students to
do the same
Started to articulate my own
values and beliefs around
ethical issues

Future Improvement &


Development

Continue to re-visit my
personal code of ethics
and make sure I am
aligning with it
Understand my
resources at whatever
institution I am
working at to make
sure I know who I can
go to in the case I need
counsel or help
Understand the major
ethical issues in the
functional area that I
choose to work in
through working with
my fellow co-workers
to better understand
the students that we
serve

ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,


disciplines, and values on which the profession is
built.
Articulate the historical contexts of institutional
types and functional areas within higher
The History,
Philosophy, and Values education and student affairs.
competency area
Describe the various philosophies that define the
involves knowledge,
profession.
skills, and attitudes that Demonstrate responsible campus citizenship.
connect the history,
Demonstrate empathy and compassion for
philosophy, and values student needs.
of the profession to
Describe the roles of both faculty and student
ones current
affairs educators in the academy.
professional practice.
Explain the importance of service to the academy
This competency area
and to student affairs professional associations.
embodies the
Articulate the principles of professional practice.
foundations of the
profession from which Articulate the history of the inclusion and
exclusion of people with a variety of identities in
current and future
higher education.
research and practice
Explain the role and responsibilities of the
will grow. The
student affairs professional associations.
commitment to
Explain the purpose and use of publications that
demonstrating this
incorporate the philosophy and values of the
competency area
ensures that our present profession.
and future practices are Explain the public role and societal benefits of
informed by an
student affairs and of higher education generally.
understanding of our
Articulate an understanding of the ongoing nature
history, philosophy, and of history and ones role in shaping it.
values.
Model the principles of the profession and
communicate the expectation of the same from
Overall Rating:
colleagues and supervisees.
Explain how the values of the profession
0 1 2 3 4 5
contribute to sustainable practices.

History,
Philosophy, &
Values

Specific
Rating

Evidence of Learning

C- Foundations, Theory, Lead I


Learned about the history
of the field and understood
where we come from and
the values of the field
Understood the
philosophies and theories
the field is built upon
I Academic Advising
Learned about the role
faculty and staff play in the
academy
Used the values of the
profession to inform
sustainable practices
W - CTSL
Through GAship learned
how departments work
together within student
affairs to create the field as
a whole
Modeled the principals of
the profession and
maintained high
expectations of my fellow
staff
O NASPA
Membership/NACADA
Following
Kept up with professional
associations and their value
to the field

+
+
+
+
+

+
+
+
+
+

Future Improvement &


Development

Become more involved


with NASPA and
NACADA to
understand their role
in the student affairs
profession
Continue to research
and implement
sustainable practices
within the profession

ACPA/NASPA
Competency Area

Human &
Organizational
Resources
The Human and
Organizational
Resources competency
area includes
knowledge, skills,
and attitudes used in
the selection,
supervision,
motivation, and formal
evaluation of
staff; conflict
resolution; management
of the politics of
organizational
discourse; and the
effective application of
strategies and
techniques associated
with financial resources,
facilities management,
fundraising, technology
use, crisis management,
risk management, and
sustainable resources.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Describe appropriate hiring techniques and institutional


hiring policies, procedures, and processes.
Demonstrate familiarity in basic tenets of supervision and
possible application of these supervision techniques.
Explain how job descriptions are designed and support
overall staffing patterns in ones work setting.
Design a professional development plan in ones current
professional position that assesses ones strengths and
weaknesses in ones current position, and establishes action
items for fostering an appropriate level of growth.
Explain the application of introductory motivational
techniques with students, staff, and others.
Describe the basic premises that underlie conflict in
organizational and student life and the constructs utilized
for facilitating conflict resolution in these settings.
Effectively and appropriately use facilities management
procedures as related to operating a facility or program in a
facility.
Articulate basic accounting techniques for budgeting,
monitoring, and processing expenditures.
Demonstrate effective stewardship and use of resources (i.e.,
financial, human, material)
Use technological resources with respect to maximizing the
efficiency and effectiveness of ones work.
Describe environmentally sensitive issues and explain how
ones work can incorporate elements of sustainability.
Develop and disseminate agendas for meetings.
Communicate with others using effective verbal and
nonverbal strategies appropriate to the situation in both
one-on-one and small group settings.
Recognize how networks in organizations play a role in how
work gets done.
Understand the role alliances play in the completion of goals
and work assignments.
Describe campus protocols for responding to significant
incidents and campus crises.
Explain the basic tenets of personal or organizational risk
and liability as they relate to ones work.

W CTSL
Hired 24 student staff
members each year for 5
collegia
Trained student staff each
year initially and
throughout the year
Worked with staff having
conflict issues throughout
the year
Maintained
professionalism when
faced with having to let a
staff member go
Maintained collegia space
and facilitated responsible
resource management in
the space
Implemented a new honor
bar assessment to reduce
waste in the spaces
Facilitated staff meetings
and one on one check ins
with staff throughout the
year
C Higher Ed Finance
Learned about university
resource allocation,
responsible budgeting, and
how different institutions
handle their resources
differently due to policy
and values

+
+
+
+
+
+

Future Improvement &


Development

Better understand
motivational
techniques through
reading about
motivational theory
and usage
Gain experience in
large budget
management and
better understanding
of how the budget is
shared and managed in
a department

ACPA/NASPA
Competency Area

Law, Policy, &


Governance
The Law, Policy, and
Governance
competency area
includes the
knowledge, skills, and
attitudes relating to
policy development
processes used in
various contexts, the
application of legal
constructs, and the
understanding of
governance structures
and their impact on
ones professional
practice.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Explain the differences between public and private


higher education with respect to the legal system and
what they may mean for students, faculty, and staff at
both types of institutions.
Describe the evolving legal theories that define the
studentinstitution relationship and how they affect
professional practice.
Describe how national constitutions and laws influence
the rights that students, faculty, and staff have on public
and private college campuses.
Explain the concepts of risk management and liability
reduction strategies.
Explain when to consult with ones immediate supervisor
and campus legal counsel about those matters that may
have legal ramifications.
Act in accordance with federal and state/province laws
and institutional policies regarding nondiscrimination.

C Higher Ed Law, Leadership


and Governance, Higher Ed
Finance
Learned about the history
of higher education and
law through case studies
and policy development
Understood how different
governance structures
affect different institutions
Learned different theories
of governance
Learned how to diagnose
liability and how to
recognize when to seek
counsel
Understood the ways that
state and federal roles
affect higher education and
how to comply with these
roles

Describe how policy is developed in ones department


and institution, as well as the local, state/province, and
federal levels of government.
Identify the major policy makers who influence ones
professional practice at the institutional, local,
state/province, and federal levels of government.
Identify the internal and external special interest groups
that influence policy makers at the department,
institutional, local, state/province, and federal levels.
Describe the public debates surrounding the major policy
issues in higher education, including access, affordability,
accountability, and quality.
Describe the governance systems at ones institution,
including the governance structures for faculty, staff, and
students.
Describe the system used to govern or coordinate ones
state/province system of higher education, including
community college, for-profit, and private higher
education.
Describe the federal and state/province role in higher
education.

Future Improvement &


Development

Learn about the policy


makers outside of the
institution that I am at
that affect the policy at
the institution
Create a relationship
with university or
college counsel
wherever I am
employed in order to
minimize risk and
liability whenever
possible

ACPA/NASPA
Competency Area

Leadership
The Leadership
competency area
addresses the
knowledge, skills, and
attitudes required of a
leader, whether it be a
positional leader or a
member of the staff,
in both an individual
capacity and within a
process of how
individuals work
together effectively to
envision, plan, effect
change in
organizations, and
respond to internal
and external
constituencies and
issues.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Describe how ones personal values, beliefs, histories, and


perspectives inform ones view of oneself as an effective leader.
Identify ones strengths and weaknesses as a leader and seek
opportunities to develop ones leadership skills.
Identify various constructs of leadership and leadership styles
that include but are not limited to symbolic, expert, relational,
and inspirational.
Identify basic fundamentals of teamwork and teambuilding in
ones work setting and communities of practice.
Describe and apply the basic principles of community building.

W - CTSL
Took on leadership roles
within my department
Collaborated with other
offices on
interdepartmental
committees to reach
mutual goals
Understood campus
culture and politics to
successfully navigate
leading on campus
C Lead I, Transformational
Leadership, Leadership and
Governance, Theory,
Articulated my personal
philosophy on leadership
and social justice in
leadership
Learned various theories of
leadership and leadership
styles
I Career Services, Academic
Advising

Use technology to support the leadership process (e.g., seeking


feedback, sharing decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic cultures, student
cultures) and collaborative relationships, applying that
understanding to ones work.
Articulate the vision and mission of the primary work unit, the
division, and the institution.
Explain the values and processes that lead to organizational
improvement.
Identify institutional traditions, mores, and organizational
structures (e.g., hierarchy, networks, governing groups, nature
of power, policies, goals, agendas and resource allocation
processes) and how they influence others to act in the
organization.
Explain the advantages and disadvantages of different types of
decision-making processes (e.g., consensus, majority vote, and
decision by authority).
Think critically and creatively, and imagine possibilities for
solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and
those with diverse perspectives to make informed decisions.
Explain the impact of decisions on diverse groups of people,
other units, and sustainable practices.
Articulate the logic used in making decisions to all interested
parties.
Exhibit informed confidence in the capacity of ordinary people
to pull together and take practical action to transform their
communities and world.
Identify and introduce conversations on potential issues and
developing trends into appropriate venues such as staff
meetings.

+
+
+
+

+
+
+
+
+

+
+
+

Worked independently to
reach goals set by department
and by myself
Understood what I could do
by myself and what I needed
to lean on others with a better
understanding of the
institution for
Used these opportunities to
better understand
organizations and leadership
structures in other institutions
and departments

Future Improvement &


Development

Work on being more


innovative in my
thinking, being more
creative in my ideas
Continue to seek out
opportunities to
stretch my leadership
skills through my
position
Present and seek out
professional
development
opportunities
Become more involved
in NASPA/NACADA

10

ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal


beliefs and commitments (e.g., values, morals,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental, Articulate awareness and understanding of
relational, spiritual, ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfpersonal cultural skills by participating in
reflective; maintain activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
assistance from available resources.
0 1 2 3 4 5
Recognize the importance of reflection in
personal and professional development.

Specific
Rating

+
+

+
+
+
+
+
+

Evidence of Learning

C Foundations, Lead I, Social


Justice, Theory,
Transformational Leadership
These courses specifically
helped me to better
understand my own
personal priorities and
goals and how they
intersect with my
professional life
W CTSL
Observed and practiced
how to be a holistic
supervisor who takes all
aspects of a staff members
life into account when
working with them
Exercised healthy
work/life balance habits
I Academic Advising
By having to help students
grapple with all of these
issues, I was forced to
better define for myself my
boundaries, priorities and
values so that I could
better help others do the
same

Future Improvement &


Development

Be aware of work/life
balance in my first year
and work to maintain
professional and
personal priorities
Make professional and
personal goals and
stick to them
Keep reflecting!

11

ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the


development of college students and the
Student Learning & conditions and practices that facilitate holistic
Development
development.
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual
The Student Learning orientation, gender identity, disability, and
and Development
religious belief can influence development
competency area
during the college years.
addresses the
Identify and define types of theories (e.g.,
concepts and
learning, psychosocial and identity
principles of student development, cognitive-structural, typological,
development and
and environmental).
learning theory. This Identify the limitations in applying existing
includes the ability to theories and models to varying student
apply theory to
demographic groups.
improve and inform Articulate ones own developmental journey
student affairs
and identify ones own informal theories of
practice, as well as
student development and learning (also called
understanding
theories-in-use) and how they can be
teaching and training informed by formal theories to enhance work
theory and practice. with students.
Generate ways in which various learning
theories and models can inform training and
teaching practice.
Identify and construct learning outcomes for
both daily practice as well as teaching and
Overall Rating:
training activities.
Assess teaching, learning, and training and
0 1 2 3 4 5
incorporate the results into practice.

Specific
Rating

+
+
+
+

Evidence of Learning

C Theory, Lead I
Overview of the theories
important to the field and
open dialog about how
they continue to affect
the field today
Identity development and
intersectionality
Took a critical lens to
theory and understood
limitations
I Academic Advising
Applied theory to
learning outcomes for
First Year Experience
Course curriculum
Applied theory to best
practices research
W CTSL
Used learning theory in
staff professional
development and in
training
Applied theory to one on
one development with
student staff

Future Improvement &


Development

Continue to use theory


as the basis for
programming and
program development
Approach theory in
learning with a critical
lens and ask who are
we not including