Perceptions of Competencies of Entry-level Practitioners in Student Affairs

Kuk, Linda; Cobb, Brian; Forrest, Cynthia

doi:10.2202/1949-6605.1863

Cited by 32 publications

(27 citation statements)

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“…Likewise, Hoffman and Bresciani (2010) noted that entry-level student affairs position descriptions frequently contained references to competencies of advising, technological knowledge, and practical abilities while senior-level position descriptions referenced management and financial competencies. Differences in the importance of certain competencies for student affairs employees were observed between student affairs officers and the program faculty who prepare these professionals (Kuk, Cobb & Forrest, 2007). Program faculty believed that management skills and serving as change agents were less important than did student affairs officers and managers (Kuk et al, 2007).…”

Section: An Overview Of Competency Measurement In the Performance Appmentioning

confidence: 99%

“…Differences in the importance of certain competencies for student affairs employees were observed between student affairs officers and the program faculty who prepare these professionals (Kuk, Cobb & Forrest, 2007). Program faculty believed that management skills and serving as change agents were less important than did student affairs officers and managers (Kuk et al, 2007).…”

Section: An Overview Of Competency Measurement In the Performance Appmentioning

confidence: 99%

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A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees

Messa

Horn

Longacre

et al. 2016

EPAA

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A case study analyzed how supervisors at one university selected competencies, or traitbased skills, for non-faculty employees. This case study provides a valuable contribution by focusing on employees at one institution type-a large, public research university. While it has been documented that non-faculty employees provide important contributions to higher education, there is more to be discovered about this population of university employee, noted as more than 2 million Education Policy Analysis Archives Vol. 24 No. 51 2 U.S. employees in 2011. The research question guiding this study was: Within a university setting, how are employee competencies valued by job title within colleges and divisions? Multiple correspondence analysis evaluated supervisor competency selection for 1,836 non-supervisory and 565 supervisory employees using data from this university's 2012 performance appraisal. For nonsupervisory employees, the first dimension accounted for 65.11% of adjusted inertia, or explained variance. The second dimension accounted for 23.89% of adjusted inertia. For supervisory employees, the first dimension accounted for 86.57% of adjusted inertia. The second dimension accounted for 8.26% of adjusted inertia. The key study finding was that, despite the availability of other higher-education specific competency alternatives and best practices for competency use in the appraisal, this institution's implementation of competencies was found to be mechanical. This study proposed best practices for this and similarly situated institutions as to how competencies can be used to develop employees and improve their performance. Keywords: non-faculty employees; performance appraisal; competencies Un caso de competencias: evaluar el valor de rasgo: Evaluación del desempeño para empleados no Facultad de la Universidad Resumen: Un estudio de caso analizado cómo supervisores en una Universidad seleccionan las competencias o habilidades basadas en el rasgo, no Facultad empleados. Este estudio de caso proporciona una valiosa contribución al centrarse en los empleados en un tipo de institución, una Universidad de investigación grande, público. Mientras que se ha documentado que no Facultad empleados brindan importantes aportes a la educación superior, hay más por descubrir acerca de esta población de empleados de la Universidad, señaló como empleados de los Estados Unidos más de 2 millones en 2011. ¿Fue la pregunta de investigación que guía este estudio: dentro de un ámbito universitario, cómo son las competencias del empleado valoradas por título del trabajo en universidades y divisiones? Análisis de correspondencia múltiple había evaluado supervisor competencias selección de 1.836 no supervisión y 565 empleados supervisión utilizando los datos de evaluación del desempeño de la Universidad 2012. Empleados sin supervisión, la primera dimensión representaron el 65.11% de inercia ajustada o explicó la varianza. La segunda dimensión 23.89% de inercia ajustada. Para los empleados de supervisión, la primera dimensión repr...

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Section: An Overview Of Competency Measurement In the Performance Appmentioning

confidence: 99%

Section: An Overview Of Competency Measurement In the Performance Appmentioning

confidence: 99%

A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees

Messa

Horn

Longacre

et al. 2016

EPAA

View full text Add to dashboard Cite

show abstract

“…Some researchers have suggested the need for future inquiry examining differences in curricula of administrative-based programs and counseling-based programs (Kuk, Cobb, & Forrest, 2007).…”

Section: Overview Of Student Affairs and Counselingmentioning

confidence: 99%

The Perceived Value of Counselor Preparation for Student Affairs Professionals

Protivnak¹,

Paylo²,

Mercer³

2013

JCPS

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Student affairs programs share a common goal of developing master's level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will discuss the perceived value of counselor preparation to the functional areas within student affairs and categorize the specific student affairs functional areas based upon the perceived value of counselor training. Student affairs programs share a common goal of developing master's level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will discuss the perceived value of counselor preparation to the functional areas within student affairs and categorize the specific student affairs functional areas based upon the perceived value of counselor training.

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“…Though Saidla (1990) mentioned caring as a competency that student affairs professionals should have when working with students in a variety of areas, caring has since lost prominence in later discussions of competencies (Kuk et al, 2007). The residence life professionals who took part in this study were not so much worried about the professional competencies (ACPA & NASPA, 2015;CAS Standards, 2012) as they were about being competent professionals.…”

Section: Conclusion One: Genuine Feelings Of Caring Are Critical Formentioning

confidence: 91%

“…Much of the literature regarding professional residence life staff fostering success in their roles addresses professional competencies (Munsch & Cortez, 2014;Kuk, Cobb & Forrest, 2007) focused towards success. Though Saidla (1990) mentioned caring as a competency that student affairs professionals should have when working with students in a variety of areas, caring has since lost prominence in later discussions of competencies (Kuk et al, 2007).…”

Section: Conclusion One: Genuine Feelings Of Caring Are Critical Formentioning

confidence: 99%

interpretative phenomenological study of effective individual interventions by live-in residence life professionals

Bernard¹

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Conducting informal individual interventions with students is a professional expectation for residence life professionals in higher education who live in campus residence halls. Despite this expectation there is limited understanding about what constitutes an effective individual intervention, especially from the perspective of the person conducting the intervention, and how these experiences affect them. Studies of interventions in higher education that affect first-year students have traditionally only examined the retention effects of formal group activities such as new student orientation, first-year seminars, and residing in living/learning communities, as well as single instance individual counseling or substance abuse interventions. This interpretative phenomenological study focused on the perspectives, background, and practices that inform residence life professionals who have conducted effective individual interventions with first-year students. The results of this study found that residence life professionals made sense of the effective informal interventions they conducted through the care they showed to students and the values brought to the interventions, and through the values brought and the personal impacts that they felt.

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Perceptions of Competencies of Entry-level Practitioners in Student Affairs

Cited by 32 publications

References 1 publication

A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees

A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees

The Perceived Value of Counselor Preparation for Student Affairs Professionals

interpretative phenomenological study of effective individual interventions by live-in residence life professionals

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