HUMAN & ORGANIZATIONAL RESOURCES
PROFICIENT LEVEL
In a time when resources are scarce, being financially well informed and creatively developing your organization is essential. It is vital that student affairs professionals have the ability to efficiently manage human and organizational resources. Several significant experiences have helped me to develop within the Human and Organizational Resource competency.
Activity 1: Developing the Orientation Leader Position
While serving as a graduate intern at Ohio Northern University, I was able to collaborate with my supervisor to create a new student leadership position: orientation leader. Working to create, recruit, hire, and train the orientation leaders gave me tangible skills in the Human and Organizational Resources competency area. Through this initiative, we were able to “anticipate future needs of students and make proactive adjustments to meet those needs” (ACPA & NASPA, 2010, p. 18). The original idea for the orientation leader position came after receiving feedback from first-year students that an upper class mentor and guide during fall orientation would be beneficial to their transition. Understanding this need, we made a proactive adjustment to create the orientation leader position. When creating the position description, we anticipated the needs of students and worked diligently to ensure that the description met the needs and concerns of the first-year students. Using Schlossberg’s theory of transitions, we were able to incorporate and focus the position and orientation program around the four S’s: situation, self, support, and strategies (Evans, Forney, Guido, Patton, & Renn, 2010). The orientation leaders served as the primary support for the incoming students, informing them of the various campus resource (e.g. counseling center, tutoring lab, health services), but also working individually with students struggling with their transition. Through training, we equipped the orientation leaders with the skills necessary to successfully handle the common transitional issues of incoming students. Working to create a position is a unique opportunity; through this experience, I have expanded my knowledge and skills in the Human and Organizational Resource competency. The position description and training schedule demonstrate the techniques and activities we used to make sure students were successful in their new roles as orientation leaders.
Activity 1: Developing the Orientation Leader Position
While serving as a graduate intern at Ohio Northern University, I was able to collaborate with my supervisor to create a new student leadership position: orientation leader. Working to create, recruit, hire, and train the orientation leaders gave me tangible skills in the Human and Organizational Resources competency area. Through this initiative, we were able to “anticipate future needs of students and make proactive adjustments to meet those needs” (ACPA & NASPA, 2010, p. 18). The original idea for the orientation leader position came after receiving feedback from first-year students that an upper class mentor and guide during fall orientation would be beneficial to their transition. Understanding this need, we made a proactive adjustment to create the orientation leader position. When creating the position description, we anticipated the needs of students and worked diligently to ensure that the description met the needs and concerns of the first-year students. Using Schlossberg’s theory of transitions, we were able to incorporate and focus the position and orientation program around the four S’s: situation, self, support, and strategies (Evans, Forney, Guido, Patton, & Renn, 2010). The orientation leaders served as the primary support for the incoming students, informing them of the various campus resource (e.g. counseling center, tutoring lab, health services), but also working individually with students struggling with their transition. Through training, we equipped the orientation leaders with the skills necessary to successfully handle the common transitional issues of incoming students. Working to create a position is a unique opportunity; through this experience, I have expanded my knowledge and skills in the Human and Organizational Resource competency. The position description and training schedule demonstrate the techniques and activities we used to make sure students were successful in their new roles as orientation leaders.
Click the title to view the artifact!
Orientation Leader Position Description
Orientation Training Agenda
Activity 2: Interfraternity Council Mid-Year Evaluation
I have also expanded my skills in the Human and Organizational Resources competency by formulating an effective evaluation process. The mid-year evaluation encouraged the organization to “evaluated the effectiveness of current staffing patterns and support the job descriptions” as recommended by the ACPA and NASPA Human and Organizational Resources competency area (2010, p.18). Working with the Interfraternity Council, we developed and administered an individual and organizational evaluation to better meet the organization’s needs. The mid-year evaluation was a formal process allowing officers to do a self-evaluation of their job performance and an evaluation of the Interfraternity Council as a whole. I enjoyed reading the self-evaluations, as they gave me an accurate gauge of how I, as the advisor, could help the officers reach their goals. Utilizing my Advising and Helping competency skills, I used the mid-year evaluation to promote self-efficacy. I worked with the officers to use their natural talents to reach their individual and organizational goals.
I have also expanded my skills in the Human and Organizational Resources competency by formulating an effective evaluation process. The mid-year evaluation encouraged the organization to “evaluated the effectiveness of current staffing patterns and support the job descriptions” as recommended by the ACPA and NASPA Human and Organizational Resources competency area (2010, p.18). Working with the Interfraternity Council, we developed and administered an individual and organizational evaluation to better meet the organization’s needs. The mid-year evaluation was a formal process allowing officers to do a self-evaluation of their job performance and an evaluation of the Interfraternity Council as a whole. I enjoyed reading the self-evaluations, as they gave me an accurate gauge of how I, as the advisor, could help the officers reach their goals. Utilizing my Advising and Helping competency skills, I used the mid-year evaluation to promote self-efficacy. I worked with the officers to use their natural talents to reach their individual and organizational goals.
Click the title to view the artifact!
IFC Mid-Year Evaluation
References
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in college: Theory, research, and practice (2nd. Ed.). San Francisco: Jossey Bass Publishers.
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in college: Theory, research, and practice (2nd. Ed.). San Francisco: Jossey Bass Publishers.