Level: Foundational
Description: The Organizational and Human Resources competency area includes knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources. This competency area recognizes that student affairs professionals bring personal strengths and grow as managers through challenging themselves to build new skills in the selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources.” (p. 24)
In this competency, I have demonstrated the following:
Activities
Student Supervisor
As a Head Resident in the department of Residential and New Student Programs, I was responsible for co-supervising 14 Resident Assistants (RA). RAs served as community builders, positive role models, and liaisons between the students and myself. In addition, with the approval of the Program Assistant and myself, RAs were required to implement social, educational, and cultural programming. These programs ranged from in-halls to large-scale (including other residence halls).
Many of the RAs expressed a lack of connection and/or desire to do the work as most of them were taking summer classes and/or had other responsibilities (sports, clubs, etc.). As a supervisor, I developed a guide in which RAs knew what to discuss with their residents during in-hall meetings, had conversations demonstrating and explaining the importance of their job, and helped them create a "goals" plan. This plan provided RAs the opportunity to grow in areas that they needed to improve and allowed for RAs to become more enthusiastic about their work.
Description: The Organizational and Human Resources competency area includes knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources. This competency area recognizes that student affairs professionals bring personal strengths and grow as managers through challenging themselves to build new skills in the selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources.” (p. 24)
In this competency, I have demonstrated the following:
- "Describe campus protocols for responding tosignificant incidents and campus crises" (p.24).
- "Use technological resources with respect tomaximizing the efficiency and effectiveness ofone’s work" (p.24).
- "Communicate with others using effective verbal and non-verbal strategies appropriate to the situation in ways that the person(s) with whom you are engaged prefers" (p.24).
- "Assist and/or direct individuals to create professional development plans that are appropiate for individual growth while also serving the current and future needs of the unit where they are unemployed" (p.25)
Activities
Student Supervisor
As a Head Resident in the department of Residential and New Student Programs, I was responsible for co-supervising 14 Resident Assistants (RA). RAs served as community builders, positive role models, and liaisons between the students and myself. In addition, with the approval of the Program Assistant and myself, RAs were required to implement social, educational, and cultural programming. These programs ranged from in-halls to large-scale (including other residence halls).
Many of the RAs expressed a lack of connection and/or desire to do the work as most of them were taking summer classes and/or had other responsibilities (sports, clubs, etc.). As a supervisor, I developed a guide in which RAs knew what to discuss with their residents during in-hall meetings, had conversations demonstrating and explaining the importance of their job, and helped them create a "goals" plan. This plan provided RAs the opportunity to grow in areas that they needed to improve and allowed for RAs to become more enthusiastic about their work.
References
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors