Running Head: PRO COMPETENCY ASSESSMENT

Professional Competency Assessment

Bruce B. Mann
Seattle University
SDAD 577
Professor Alvin A. Sturdivant
October 30, 2013

PRO COMPETENCY ASSESSMENT

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)

PRO COMPETENCY ASSESSMENT

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.

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

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: Developed during 5
years of SA pro work at
Univ. of Idaho

My previous work
experience at the
University of Idaho has
helped me develop
some advising and
helping competence.

W: Specifically service
programs
W
W
W

W
W
W
W

Many future
improvements will
come from increased
opportunity to use and
practice these
competencies
especially in relation to
working with students.
Specific areas of
improvement to focus
on challenging
students and
colleagues, using
referrals and crisis
management.
To further improve, I
need to better

PRO COMPETENCY ASSESSMENT

Overall Rating:
3

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).

ACPA/NASPA
Competency Area

Assessment,
Evaluation, &
Research

The
Assessment,
Evaluation,

Skill

W
O: Webinars, conferences

Differentiate among assessment,

program review, evaluation, planning,
and research and the methodologies
appropriate to each.
Effectively articulate, interpret, and
use results of AER reports and
studies, including professional
literature.
Facilitate appropriate data collection
for system/department-wide
assessment and evaluation efforts

This can be done

through internships as
well as active
engagement and
learning around these
issues.

Specific Rating

understand the policies

and range of services
at my current
institutions. I also need
to seek out experiences
that assist in
developing improved
crisis management and
intervention responses.

Evidence of Learning

W: Developed during 5
years of SA pro work at
Univ. of Idaho
V: Student Affairs
Assessment Team

W/V

W
O: Conferences/webinars

Future Improvement
& Development
Through past
professional
experience, my current
graduate assistantship
and professional
development, I have
had the opportunity to
develop multiple
assessment skills.

PRO COMPETENCY ASSESSMENT

and Research
competency
area (AER)
focuses on the
ability to use,
design,
conduct, and
critique
qualitative and
quantitative
AER analyses;
to manage
organizations
using AER
processes and
the results
obtained from
them; and to
shape the
political and
ethical climate
surrounding
AER processes
and uses on
campus.

Overall Rating:

using up-to-date technology and

methods.
Assess trustworthiness and other
aspects of quality in qualitative
studies and assess the transferability
of these findings to current work
settings.
Assess quantitative designs and
analysis techniques, including factors
that might lead to measurement
problems, such as those relating to
sampling, validity, and reliability.
Explain the necessity to follow
institutional and divisional
procedures and policies (e.g., IRB
approval, informed consent) with
regard to ethical assessment,
evaluation, and other research
activities.
Explain to students and colleagues
the relationship of AER processes to
learning 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.
Align program and learning outcomes
with organization goals and values.

W/C

W/C

W/V

W/V

+
W

W/V

While assessment has

been an area of focus,
there are still many
opportunities for
development as
policies, techniques
and promising
practices are always
evolving.
My strategies for
future development
include:
-Engaging with and
learning from
assessment experts
on campus.
-Continuing to
participate in
professional
development at
conferences, with
webinars and through
social media.
-Learn about and
implement new and
different assessment
techniques.
-Join assessment work
groups when available

PRO COMPETENCY ASSESSMENT

3
ACPA/NASPA
Competency Area

Equity,
Diversity, &
Inclusion

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

Skill

Specific Rating

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

Evidence of Learning

W/C
W: Both past pro
experience and current GA
position
W/C/
O: SJTI
W: Past and Present
O: SJTI + pro dev
V: Work with ACPA
commissions
W
W/C
O: SJTI & Pro dev

W/C
W/C

W
O: Pro dev

W: Assessment work
(current and past)

Future Improvement
& Development
The competency area
of EDI is an area that I
have seen the greatest
growth as well as an
area that needs
additional consistent
development.
Strategies for
additional
development:
-Take advantage of
trainings around
dialogue facilitation
and find ways to
practice skills learned.
-Continue to work on
developing inclusive
programing and
evaluating current
policies through a
multicultural lens.
-Attend conference
programs or specific

PRO COMPETENCY ASSESSMENT

is also
designed to
create an
institutional
ethos that
accepts and
celebrates
differences
among people,
helping to free
them of any
misconception
s
and
prejudices.
Overall Rating:

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.

W: GAship
W

Design culturally relevant and inclusive

programs, services, policies, and
practices.
Demonstrate fair treatment to all
individuals and 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.

Skill

Specific
Rating

conferences focused on
EDI (NCORE, WPC,
etc.)
-Lean into discomfort
around in engaging in
difficult conversations.
-Continue to examine
my own privilege and
engrained dominant
attitudes and actions in
order to improve and
develop.
-Seek feedback from
peers, mentors and
colleagues on skills and
actions.

2
ACPA/NASPA
Competency
Area

Ethical
Professional
Practice

Articulate ones personal code of

ethics for student affairs practice,
which reflects the ethical
statements of professional student
affairs associations and their
foundational ethical principles.
Describe the ethical statements and

Evidence of Learning
C

Future Improvement &

Development
My ethical skill
development has, so
far, been as a result of
practice and
experience without a
deep understanding of
the foundational

PRO COMPETENCY ASSESSMENT

their foundational principles of any

professional associations directly
The Ethical
relevant to ones working context.
Professional
Explain how ones behavior
Practice
embodies the ethical statements of
competency
the profession, particularly in
area pertains relationships with students and
to the
colleagues, in the use of technology
knowledge,
and sustainable practices, in
skills, and
professional settings and meetings,
attitudes
in global relationships, and while
needed to
participating in job search
understand
processes.
and apply
Identify ethical issues in the course
ethical
of ones job.
standards to
Utilize institutional and professional
ones work.
resources to assist with ethical
While ethics is issues (e.g., consultation with more
an integral
experienced supervisors and/or
component of colleagues, consultation with an
all the
associations Ethics Committee).
competency
Assist students in ethical decision
areas, this
making and make referrals to more
competency
experienced professionals when
area focuses
appropriate.
specifically on Demonstrate an understanding of
the integration the role of beliefs and values in
of ethics into personal integrity and professional
all aspects of ethical practices.
self and
Appropriately address institutional

W/C

W
W

W
W

principles of the
profession. This is one
of the areas that has
the potential for the
greatest improvement.
Future development
strategies:
-Continue to learn
more about and
integrate professional
ethical standards into
daily work and
approach.
-Take what has been
learned in coursework
and continue to
reference it in practice.
-Engage professionals
and mentors in
conversation around
the formation of their
personal ethical
principles and how that
plays our in their work.
-Continue to formally
develop my own
personal code of ethics
in concert with ethical
principles of the

PRO COMPETENCY ASSESSMENT

professional
practice.

actions that are not consistent with

ethical standards.
Demonstrate an ethical commitment
to just and sustainable practices.

profession while
recognizing ethics can
evolve and should be
referenced often.

Overall Rating:
1
ACPA/NASPA
Competency
Area
History,
Philosophy, &
Values
The History,
Philosophy, and
Values
competency
area involves
knowledge,
skills, and
attitudes that
connect the
history,
philosophy, and
values of the
profession to
ones current
professional
practice. This

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

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 education and
student affairs.
Describe the various philosophies
that define the profession.
Demonstrate responsible campus
citizenship.
Demonstrate empathy and
compassion for student needs.
Describe the roles of both faculty and
student affairs educators in the
academy.
Explain the importance of service to
the academy and to student affairs
professional associations.
Articulate the principles of

A better understanding
is needed of the
foundational history
and values of higher
education and students
affairs.
While I have five years
of professional
experiences, I have
only been exposed to
the HPV of the
profession in a
meaningful way
through coursework
this quarter. Much of
my understanding and
competence has come
from direct experience
without much critical

W: Past & Present

W
W

W
O/V: Work with ACPA
C/W

C/W
V/O: involvement (past &
current) with ACPA

PRO COMPETENCY ASSESSMENT

10

competency
area embodies
the foundations
of the
profession from
which current
and future
research and
practice will
grow. The
commitment to
demonstrating
this competency
area ensures
that our present
and future
practices are
informed by an
understanding
of our history,
philosophy, and
values.

professional practice.
Articulate the history of the inclusion
and exclusion of people with a variety
of identities in higher education.
Explain the role and responsibilities
of the student affairs professional
associations.
Explain the purpose and use of
publications that incorporate the
philosophy and values of the
profession.
Explain the public role and societal
benefits of student affairs and of
higher education generally.
Articulate an understanding of the
ongoing nature of history and ones
role in shaping it.
Model the principles of the profession
and communicate the expectation of
the same from colleagues and
supervisees.
Explain how the values of the
Overall Rating: profession contribute to sustainable
practices.
3

ACPA/NASPA
Competency
Area
Human &

Skill

Describe appropriate hiring techniques and

institutional hiring policies, procedures, and
processes.

W/C

W/C
W/C
W

reflection.
Strategies for
improvement:
-Continuing to learn
more about
foundational
philosophy, values and
history of the
profession through
continued coursework
and conversation.
-Continue have at least
some type of engaged
involvement with ACPA
or NASPA.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: Competent with past

positions but missing

Having had experience

supervising both

PRO COMPETENCY ASSESSMENT

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,

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

11

current policies
W: Sup. Eight student per
year in last pro position.
W & O: Hiring committees
W: Current and past

student and
professional staff
members (in and
outside of higher
education) I have been
able to engage with
and develop in the
competency area.

+
+

W
W: Both in student affairs
as well as the GM of minor
league baseball team.
W
W & O: ACPA Technology
work group
W
W
W
W
W
W
W

Strategies for
improvement:
-Seek feedback on
supervision techniques
from students and
supervisors.
-Look for opportunities
to develop increased
skills in conflict
resolution
-Seek out more
information around
specific campus
policies and
procedures
-Take advantage of
supervision and hiring
focused workshops and
webinars.

PRO COMPETENCY ASSESSMENT

technology use,
crisis
management,
risk
management,
and sustainable
resources.

Overall Rating:

12

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.

4
ACPA/NASPA
Competency
Area

Law, Policy, &

Governance
The Law,
Policy, and
Governance
competency
area includes
the knowledge,
skills, and
attitudes
relating to

Skill

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.

Specific
Rating

Evidence of Learning

W: Past positions

W & C: Undergrad
research and coursework
W: Risk management was a
critical component of a past
position

W
W: Current

Future Improvement &

Development
Most of my compence
in this area has come
directly from working
in student affairs with
special attention paid
to risk management
and inclusion.
Strategies for
improvement:
-Take higher education
law course through the
SDA program
-Continue to read
about current legal

PRO COMPETENCY ASSESSMENT

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:
3

ACPA/NASPA
Competency
Area

13

Act in accordance with federal and

state/province laws and institutional
policies regarding nondiscrimination.
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.

W: Past and present

W
O: Personal learning,
ongoing

W
O: Personal learning,
ongoing

issues facing student

affairs and higher
education
-Engage with senior
staff on how policy is
formed at the
departmental and
institutional levels.

Skill

Specific
Rating

Evidence of Learning

Describe how ones personal values, beliefs,

histories, and perspectives inform ones view of
oneself as an effective leader.

W: Past professional
positions

Future Improvement &

Development
I have been fortunate
to have had

PRO COMPETENCY ASSESSMENT

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

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.
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.

14

W/O: Pro Dev & mentorship

W/C

W
W: Informal

W
W
W: Past and present

W
W

W
W & O: Strengths
W
W

W: Specifically civic
engagement work
W

opportunities to
develop my leadership
skills and
competencies through
work experience and
strong mentorship
from other
professionals.
Strategies of
improvement:
-Be intentional about
learning more about
leadership
philosophies,
applications in practice
and community
building.
-Practice applying nondominate styles in
work and classroom.

PRO COMPETENCY ASSESSMENT

internal and
external
constituencies
and issues.

Overall Rating:
4
ACPA/NASPA
Competency
Area

15

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.

Skill

Identify key elements of ones set of

personal beliefs and commitments
Personal
(e.g., values, morals, goals, desires,
Foundations
self-definitions), as well as the
source of each (e.g., self, peers,
family, or one or more larger
The Personal
communities).
Foundations
Identify ones primary work
competency
responsibilities and, with
area involves
the knowledge, appropriate ongoing feedback, craft
a realistic, summative self-appraisal
skills, and
of ones strengths and limitations.
attitudes to
Describe the importance of ones
maintain
professional and personal life to
emotional,
self, and recognize the intersection
physical,
of each.
social,
Articulate awareness and

Specific
Rating

Evidence of Learning

W: Past and present

C
W: GAship

W: Past and present

W/C

Future Improvement &

Development
Through work
experience at the
University of Idaho and
in my current graduate
assistant role I have
had the opportunity to
critically consider and
develop my personal
foundations.
I need to move from
awareness of issues to
being comfortable in
advocating for myself
and seeking assistance
when needed.

PRO COMPETENCY ASSESSMENT

16

understanding of ones attitudes,

values, beliefs, assumptions, biases,
and identity as it impacts ones
work with others; and take
responsibility to develop personal
cultural skills by participating in
activities that challenge ones
beliefs.
Recognize and articulate healthy
habits for better living.
Articulate an understanding that
wellness is a broad concept
comprised of emotional, physical,
social, environmental, relational,
spiritual, and intellectual elements.
Identify and describe personal and
professional responsibilities
inherent to excellence.
Articulate meaningful goals for
ones work.
Identify positive and negative
impacts on psychological wellness
and, as appropriate, seek assistance
from available resources.
Overall Rating: Recognize the importance of
reflection in personal and
3
professional development.
environmental,
relational,
spiritual, and
intellectual
wellness; be
self- directed
and selfreflective;
maintain
excellence and
integrity in
work; be
comfortable
with
ambiguity; be
aware of ones
own areas of
strength and
growth; have a
passion for
work; and
remain
curious.

ACPA/NASPA
Competency
Area

Skill

W
O: Pro dev
W
W

Strategies for
improvements:
-Continue to engage in
personal reflection
around professional
and personal identity,
wellness and
balance.
-Seek assistance when
struggling emotionally
from trusted
professionals

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

PRO COMPETENCY ASSESSMENT

Articulate theories and models that

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

17

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W
W

I have a basic
understanding of
student learning and
development theory,
which has been
developed through
work experience, selfdirected learning and
current coursework.
This entire competency
area is ripe for
development and
improvement.
Strategies for
development:
-Continue to learn
more about both
foundational theories
as well as current
scholarship.
-Take advantage of
NASPA and ACPA
publications each
month to continue
improving my
understanding.
-Participate in
additional learning

PRO COMPETENCY ASSESSMENT

18

inform training and teaching

practice.
Identify and construct learning
outcomes for both daily practice as
well as teaching and training
Overall Rating: activities.
Assess teaching, learning, and
training and incorporate the results
1
into practice.
and practice.

opportunities including
conference sessions,
workshops and
webinars
-Seek the feedback of
other professionals
when turning theory
into practice.

My Three-Year Professional Development Plan

Objective 1: Develop a well-rounded knowledge base around student development theory and application in practice:

2013 Strategy: Finish coursework in student affairs theory and apply theory to current graduate assistantship
work. Participate in workshops, conference programs or webinars when available to better understand
application on theory.
2014 Strategy: Continuing applying theory to practice with feedback from supervisors. Deepen understanding
of emerging theories especially in regards to minoritized populations by staying current on scholarship and
promising practices.
2015 Strategy: Submit program proposals to conferences focused on outcomes of graduate assistantship
research.

Objective 2: Increase understanding and utilization of personal and professional codes of ethics:

2013 Strategy: Increase knowledge of professional ethical foundations. Explore and document my own
personal code of ethics. Share with colleagues and mentors to receive feedback.
2014 Strategy: Reevaluate code of ethics after putting it into practice. Continue to engage in conversations
with professional around their professional ethics and how that looks in practice.
2015 Strategy: Continue to reflect on my ethical practice and orientation while working to identify either
programs of study or institutions that align with my ethical standards.

PRO COMPETENCY ASSESSMENT

19

Objective 3: Increase equity, diversity and inclusion competency through active engagement:

2013 Strategy: Immerse deeper into work as GA for Multicultural Student Services at the University of Puget
Sound. Take opportunities to listen to the stories of diverse others without regard for self benefits. Continue to
read scholarship and other writings on promising practices, theories and trends in working with minoritized
students. Engage with like identified professionals to examine our dominance and collusion in oppressive
systems.
2014 Strategy: Will be a core facilitator for student SJTI over the summer. Obtain an internship working with
an access, equity or inclusion program. Attend the White Privilege Conference, NCORE or other Social
Justice/EDI focused professional development opportunity.
2015 Strategy: Submit program proposal to EDI focused conference. Continue to reflect and do self work.

Objective 4: Continue assessment and evaluation knowledge and skill development:

2013 Strategy: Join the Divisional Assessment Work Group (DAWG) at UPS. Continue to develop and evaluate
assessment methods used through graduate assistantship. Seek out workshops and conference sessions on
advanced assessment techniques. Engage in conversation and discussion with assessment experts at UPS and
SeattleU. Be more active with involvement in ACPA Commission for Assessment and Evaluation.
2014 Strategy: Look at internships or volunteer opportunities to assist programs/departments in developing
assessment plans, tools and reporting. Continue to stay current on trends and techniques in student affairs
assessment. Take MOOC on advanced statistical analysis. Increase knowledge of utilizing SPSS.
2015 Strategy: Look for positions or doctoral programs that allow for further development of assessment
competency. Continue to seek alternative professional development opportunities. Consider leadership
involvement in assessment commissions or knowledge communities.

Objective 5: Improve supervision, motivation and conflict resolution skills:

2013 Strategy: Seek 360-degree feedback on supervision style, strengths and weaknesses. Find ways to
increase understanding of conflict resolution and motivation strategies through workshops or programs. Take
the time to learn more about campus specific policies and procedures.
2014 Strategy: Put new knowledge into practice at work. Reflect on and evaluate any improvements or changes
in supervision. Continue personal development through reading, workshops and webinars.
2015 Strategy: Reevaluate approaches in context of new institution. Repeat process of understanding
institutional values and polies. Continue to increase the breadth and depth of knowledge around supervision
styles and conflict resolution. If means are available, go though Non-violent Communication training.