1

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)

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.

Overall Rating:
0 1 (2) 3 4 5

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 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).

Specific
Rating

Evidence of Learning

W,I,V,O

V,O
V

W
W, O
W,I,C,V,O
W,I,C,V,O

Future Improvement &

Development

W,I,C,V,O

Continue to use reflection in

my life and in my role as a
student supervisor

In my Gaship and Internships,

I hope to develop this further

W
W

Through my GAship I have

trained in FERPA, and as a
supervisor I am looking to
continue learning

W,I,C,V,O

Seek out campus resources

and opportunities to gain this
knowledge and experience

ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,

evaluation, planning, and research and the
methodologies appropriate to each.
Assessment,
Effectively articulate, interpret, and use results of
Evaluation, &
AER reports and studies, including professional
Research
literature.
Facilitate appropriate data collection for
The Assessment,
system/department-wide assessment and
Evaluation, and
evaluation efforts using up-to-date technology
Research competency and methods.
area (AER) focuses Assess trustworthiness and other aspects of
on the ability to use, quality in qualitative studies and assess the
design, conduct, and transferability of these findings to current work
settings.
critique qualitative
and quantitative AER Assess quantitative designs and analysis
analyses; to manage techniques, including factors that might lead to
organizations using measurement problems, such as those relating to
AER processes and sampling, validity, and reliability.
the results obtained Explain the necessity to follow institutional and
divisional procedures and policies (e.g., IRB
from them; and to
approval, informed consent) with regard to
shape the political
ethical assessment, evaluation, and other research
and ethical climate
activities.
surrounding AER
Explain to students and colleagues the
processes and uses on relationship of AER processes to learning
campus.
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.
Overall Rating:
Align program and learning outcomes with
organization goals and values.
(0) 1 2 3 4 5

Specific
Rating

Evidence of Learning

Future Improvement &

Development

N/A

N/A

I have not had experience with

assessment. I know it will be in
my future here in SDA as well as
in my GAship.

N/A

N/A

N/A

N/A

N/A

Budget cuts have made

assessments essential for my
office and for higher ed in
general.
I hope to jump into trainings and
experiences that will help in
making me comfortable with
selecting what processes work
with assessment

I hope to develop these skills at

my GAship, in my time with
SDA and trainings, to
successfully articulate what AER
is, need for it and relationship to
student outcomes

Currently learning to do this in

my GAship

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
is also designed to
create an institutional
ethos that accepts
and celebrates
differences among
people, helping to
free them of any
misconceptions
and prejudices.
Overall Rating:
0 1 2 (3) 4 5

Skill

Specific
Rating

Evidence of Learning

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 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.
Design culturally relevant and inclusive programs,
services, policies, and practices.

W,I,C,V,O

W,I,V

W,I,C,V

W,I,C,V

N/A

W,V

W,I,C,V

W,I,C,V

W,C,V

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.

Future Improvement &

Development

This skill I can expect to be

cultivated in my GAship, in
particular working with
students from various
countries

Using technology is a skill I

hope to work on in my
GAship and hopefully a part
of the internship experience

W
W,C,V
W

I look forward to be exposed

to this working in the
International Student Center

ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for

student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to
in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral
search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
this competency area Utilize institutional and professional resources
focuses specifically
to assist with ethical issues (e.g., consultation
on the integration of with more experienced supervisors and/or
ethics into all aspects colleagues, consultation with an associations
of self and
Ethics Committee).
professional practice. Assist students in ethical decision making and
make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
Overall Rating:
beliefs and values in personal integrity and
professional ethical practices.
0 (1) 2 3 4 5
Appropriately address institutional actions that

Specific
Rating

Evidence of Learning

N/A

N/A

N/A

Future Improvement &

Development
I expect these skills to be part
of the SDA experience as well
as all aspects of my GAship
and internship. Ethics is
something that comes with
experience and only comes out
in certain times of higher ed.
Course work and readings will
expose me to Ethics and its
role in Student Affairs

N/A

N/A

N/A

W,I,C,V,O

Internships at different
institutions can help develop
my knowledge of resources
that are available
Supervising students in my
GAship might help cultivate
this skill

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 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.

are not consistent with ethical standards.

Demonstrate an ethical commitment to just and
sustainable practices.
Skill

W,I,V

Specific
Rating

Evidence of Learning

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 professional practice.

W,I,V

W,C

W,I,C,V

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.

C
C
W,I,C,V

C
W,C
N/A
W,C

Future Improvement &

Development

Coursework and class

discussion will help improve
these skills for me
Continuing to read about the
profession in class

Coursework and experience in

my GAship and Internship will
develop these skills
In practice I hope to acquire
these skills

Overall Rating:
0 1 (2) 3 4 5

ACPA/NASPA
Competency Area

Human &
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, technology

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 profession
contribute to sustainable practices.
Skill

W,C

N/A

Specific
Rating

Evidence of Learning

Describe appropriate hiring techniques and institutional

hiring policies, procedures, and processes.

Demonstrate familiarity in basic tenets of supervision and

possible application of these supervision techniques.

N/A

Explain how job descriptions are designed and support

overall staffing patterns in ones work setting.

N/A

N/A

N/A

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.

N/A

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.

N/A

Articulate basic accounting techniques for budgeting,

monitoring, and processing expenditures.

N/A

Demonstrate effective stewardship and use of resources (i.e.,

financial, human, material)

N/A

Use technological resources with respect to maximizing the

efficiency and effectiveness of ones work.

N/A

Describe environmentally sensitive issues and explain how

ones work can incorporate elements of sustainability.

N/A

N/A

This learning is ongoing

I hope to be doing that in my
current position and continue
to grow
Future Improvement &
Development
In my GAship I will work on
hiring of student staff and
develop skills to assist me in
my future roles
I expect to develop these skills
through coursework and
experience as a student staff
supervisor in my current role
and possibly internships
As part of the Integrity Board
I hope to gain skills in conflict
resolution

In practice these skills will be

attained

8
use, crisis management,
risk management, and
sustainable resources.

Overall Rating:
0 1 (2) 3 4 5

ACPA/NASPA
Competency Area

Law, Policy, &

Governance
The Law, Policy, and
Governance
competency area
includes the
knowledge, skills, and
attitudes relating to
policy development
processes used in
various contexts, the
application of legal

W,I,V

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 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.

W as an RA

Explain the basic tenets of personal or organizational risk

and liability as they relate to ones work.

N/A

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

N/A

N/A

In coursework, particularly in
higher Ed law class next
quarter and as I continue
working

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.

W,C,I,V
N/A
N/A

Describe how national constitutions and laws influence

the rights that students, faculty, and staff have on public
and private college campuses.

N/A

Explain the concepts of risk management and liability

reduction strategies.

N/A

Explain when to consult with ones immediate supervisor

and campus legal counsel about those matters that may
have legal ramifications.

N/A

Act in accordance with federal and state/province laws

and institutional policies regarding nondiscrimination.

N/A

In my role and possible

positions with an internship, I
can see these skills being
developed
In practice

In this area, we as
professionals are always
learning, I dont believe master
level competency will be
achieved. Knowing that, we
should always try and stay on
top of current trends and
regulations in this area.

constructs, and the

understanding of
governance structures
and their impact on
ones professional
practice.

Overall Rating:
(0) 1 2 3 4 5

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.

Leadership
The Leadership
competency area
addresses the
knowledge, skills, and
attitudes required of a

N/A

Developed depending on the

institution throughout career

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.

N/A

N/A

N/A

Skill

Specific
Rating

Evidence of Learning

Describe how ones personal values, beliefs, histories, and

perspectives inform ones view of oneself as an effective leader.
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).

W,I,V,O

W,I,V

N/A

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.

ACPA/NASPA
Competency Area

N/A

Know what these policies are,

be in touch with particular
campus resources to gain
knowledge

N/A

N/A

W,I,V
W,I,V
W,C

In coursework, I can expect to

develop a fundamental
understanding

Future Improvement &

Development

I hope to be introduced to
these in coursework, and later
in practice

10

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 internal
and external
constituencies and
issues.

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.

W
W
N/A

In coursework identify the

importance of CCs and apply
to work in GAship, Internship
and career
Become knowledgeable of
these traditions and identify
what institutions you would
like to work for and what it
means to be there

W,C

W,C,I,V

N/A

Explain the impact of decisions on diverse groups of people,

other units, and sustainable practices.

W,C

Overall Rating:

Articulate the logic used in making decisions to all interested

parties.

This skill would be attained

when you are very familiar
with campus and have a
significant role in the
institution

0 1 (2) 3 4 5

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.

In practice

W,I,V

Skill

Specific
Rating

ACPA/NASPA
Competency Area

Personal
Foundations
The Personal
Foundations

Identify key elements of ones set of personal

beliefs and commitments (e.g., values, morals,
goals, desires, self-definitions), as well as the
source of each (e.g., self, peers, family, or one
or more larger communities).
Identify ones primary work responsibilities
and, with appropriate ongoing feedback, craft a

Evidence of Learning

Future Improvement &

Development

W,C,I,V

Continue to explore and

reflect on personal beliefs

W,I,

Ask questions and establish

this relationship with
supervisors and staff

11

competency area
involves the
knowledge, skills, and
attitudes to maintain
emotional, physical,
social, environmental,
relational, spiritual,
and intellectual
wellness; be selfdirected 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.
Overall Rating:
0 1 2 3 (4) 5
ACPA/NASPA
Competency Area

realistic, summative self-appraisal of ones

strengths and limitations.
Describe the importance of ones professional
and personal life to self, and recognize the
intersection of each.
Articulate awareness and 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.
Recognize the importance of reflection in
personal and professional development.
Skill

Articulate theories and models that describe the

development of college students and the
Student Learning & conditions and practices that facilitate holistic
Development
development.
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual

W,C
W,C,I,V

W,I,V,O
W,I,V,O

W,C,I,V

Continuous learning in this

area, what is true for me now
may not be in the future, being
open to exploring and
reevaluating or sticking to
what you know is important to
achieve competency in this

N/A

The identifying piece I hope to

gain knowledge in through
coursework and in my role as a
GA, or Internship

W,C,I,V,O

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W,C

I am becoming more
comfortable in these areas
through coursework and
seeing it in practice

12

The Student Learning

and Development
competency area
addresses the
concepts and
principles of student
development and
learning theory. This
includes the ability to
apply theory to
improve and inform
student affairs
practice, as well as
understanding
teaching and training
theory and practice.

orientation, gender identity, disability, and

religious belief can influence development
during the college years.
Identify and define types of theories (e.g.,
learning, psychosocial and identity
development, cognitive-structural, typological,
and environmental).
Identify the limitations in applying existing
theories and models to varying student
demographic groups.
Articulate ones own developmental journey
and identify ones own informal theories of
student development and learning (also called
theories-in-use) and how they can be
informed by formal theories to enhance work
with students.

Overall Rating:

Generate ways in which various learning

theories and models can inform training and
teaching practice.
Identify and construct learning outcomes for
both daily practice as well as teaching and
training activities.
Assess teaching, learning, and training and
incorporate the results into practice.

0 1 (2) 3 4 5

W,C

In this class and through the

program I hope to successfully
articulate this competency

Coursework and GAship and

Internships will help training
and teaching skills

Working on this in SDA

W,C

13

My Three-Year Professional Development Plan

Objective 1: Supervision

2013 Strategy: Cultivate student-staff supervision skills

2014 Strategy: Manage staff effectively
2015 Strategy: Train others in successful supervising skills

Objective 2: Programming

2013 Strategy: Build on programming/ event skills

2014 Strategy: Develop programs from start to finish
2015 Strategy: Implement successful programming events

Objective 3: Assessment

2013 Strategy: Learn about assessment

2014 Strategy: Understand relationship of AER processes to learning outcomes and goals
2015 Strategy: Facilitate data collection for assessment

Objective 4: Counseling

2013 Strategy: Develop counseling and mediation skills

2014 Strategy: Comfortably handle student issues
2015 Strategy: Develop skills for student conflict and issues prevention

Objective 5: Student Affairs profession and Theory

2013 Strategy: Learn about the student affairs profession, its history and purpose
2014 Strategy: Be able articulate the importance of student affairs in higher
education to peers and colleagues
2015 Strategy: Identify and apply theories to practice