Building Bridges for the Future Through the New Professional Competencies for practice

1. Building Bridges for the Future Through the New Professional Competencies for practice Pamela A. Havice Tony W. Cawthon Clemson University Clemson University November 5, 2012| SACSA & NASPA Region III Conference: Memphis, TN

2. ACPA/NASPA Professional Competencies for Student Affairs Practitioners • July 2010, NASPA Board of Directors and ACPA Governing Board approved a set of definitions for broad professional knowledge, skills, attitudes expected of student affairs professionals, regardless of area of specialization in the field or positional role. • NASPA uses these competencies in all educational programs, from Regional Events, Content Specific Conferences and the NASPA Annual Conference each year. • NASPA and ACPA encourage campus leaders to use the competencies in professional in-service on campus too!

3. ACPA/NASPA Professional Competencies for Student Affairs Practitioners • Advising and Helping • Assessment, Evaluation, & Research • Equity, Diversity & Inclusion • Ethical Professional Practice • History, Philosophy, & Values • Human & Organizational Resources • Law, Policy, & Governance • Leadership • Personal Foundations • Student Learning and Development

4. NASPA Professional Competencies Icons

5. Beginner, Intermediate & Advanced • The Professional Competencies have three levels for each competency: • Beginner • Intermediate • Advanced

6. Competency Area Threads • Technology – the appropriate identification & use of technology in one’s work. • Sustainability – a balanced focus on the interrelated priorities of economic strength, social justice & environmental health. • Globalism – the recognition of the interconnected nature of nations and regions of the world while understanding and respecting the uniqueness of each cultural context.

7. What is a Competency Model? • A set of competencies, typically 10-30, that describe the capabilities of successful performers. • Derived by focusing on behaviors of successful performers instead of only knowledge, skills and abilities (KSAs) related to a list of tasks. • Establish profiles of “ideal performers” at varying levels.

8. Terminology • Competency • Competency Assessment • Competency Development • Competency Acquisition • Competency-Based Learning and Training • Behavioral Indicators • Behavioral Anchors

9. Participant Question What competency models are you familiar with in student affairs or other professions?

10. Student Affairs Competencies • Delworth & Hanson (1989) • Barr (1993) • CAS (Since 1979-present) • NHTI (1991) • Komives& Woodard (1996, 2003) • Pope & Reynolds (1997) • Herdelin (2004) • Creamer, Winston & Miller (2001) • Catellanos, Gloria & Mayorga, Salas (2007) • Kuh, Cobb, Forrest (2007) • Waple (2006) • ACPA/NASPA Competencies (2010)

11. Council for Advancement of Standards (CAS) • Promotes standards to enhance student learning and development from higher education programs/services. Outcomes placed into six broad domains (categories): • Knowledge acquisition, construction, integration and application • Cognitive complexity • Intrapersonal development • Interpersonal competence • Humanitarianism and civic engagement • Practical competence • 40 functional area standards

12. Participant Question How have you incorporated competency models in your work or in your professional development on campus?

13. Use of Competency Development Models • Graduate education • Individualized professional development training • Department/Division professional development planning • Staff training • Goal setting • Performance evaluation • Job descriptions

14. Professional Competencies for Student Affairs Practitioners • Competency based learning: • Focuses more on difference between exemplary and fully successful performers; • Will be facilitated by technology more readily; and • Requires learners to take more responsibility for their learning process.

15. Future of Competency Based Learning • Competency based learning will: • Be supplemented by growing attention to ethics/values; • Require more creative learning about all components of HR management, supervision & learning & performance; • Align with the organization’s balanced scorecard; • Necessitate new ways of thinking about evaluation; and • Focus as much on functional/technical competencies as on general ones.

16. Ethics in Student Affairs • CAS Statement of Shared Ethical Principles • http://www.cas.edu/wp-content/uploads/2010/08/CASethicsstatement.pdf • Principles of Good Practice for Student Affairs • http://www.naspa.org/career/goodprac.cfm • Standards of Professional Practice • http://www.naspa.org/about/standards.cfm

17. Resources • Professional Competencies on the NASPA Website • http://www.naspa.org/programs/profdev/default.cfm • PDF of document http://www.naspa.org/programs/prodev/Professional_Competencies.pdf • NASPA Members-Only • http://www.naspa.org/membership/mem/prodev/default.cfm • NASPA Member Campus-based program models & templates

19. Questions? Need Assistance? NASPA Professional Standards Division • Tisa Mason, Vice President for Student Affairs, Fort Hays State University & Director, Professional Standards Division – tamason@fhsu.edu • Pamela A. Havice, Faculty Member, Region III havice@clemson.edu – havice@clemson.edu • Stephanie Gordon, Senior Director of Educational Programs, NASPA – sgordon@naspa.org