building bridges for the future through the new professional competencies for practice
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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. - PowerPoint PPT PresentationTRANSCRIPT
BUILDING BRIDGES FOR THE FUTURE THROUGH THE NEW PROFESSIONAL COMPETENCIES FOR PRACTICE
November 5, 2012| SACSA & NASPA Region III Conference: Memphis, TN
Pamela A. Havice Tony W. CawthonClemson University Clemson University
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
NASPA Professional Competencies Icons
Advising & Helping Human & Organizational Resources
Assessment, Evaluation & Research Law, Policy, and Governance
Equity, Diversity, and Inclusion Leadership
Ethical Professional Practice Personal Foundations
History, Philosophy, and Values Student Learning & 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/CA
Sethicsstatement.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/def
ault.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 – [email protected]
Pamela A. Havice, Faculty Member, Region III [email protected] – [email protected]
Stephanie Gordon, Senior Director of Educational Programs, NASPA – [email protected]