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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.
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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
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!
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
Beginner, Intermediate & Advanced • The Professional Competencies have three levels for each competency: • Beginner • Intermediate • Advanced
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.
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.
Terminology • Competency • Competency Assessment • Competency Development • Competency Acquisition • Competency-Based Learning and Training • Behavioral Indicators • Behavioral Anchors
Participant Question What competency models are you familiar with in student affairs or other professions?
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)
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
Participant Question How have you incorporated competency models in your work or in your professional development on campus?
Use of Competency Development Models • Graduate education • Individualized professional development training • Department/Division professional development planning • Staff training • Goal setting • Performance evaluation • Job descriptions
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.
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.
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
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
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