Human and Organizational Resources
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“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 use, crisis management, risk management, and sustainable resources” (ACPA & NASPA, 2010).
Competency Growth:
Through my work as a graduate hall director, the Assistant to the Chair of the Department of Higher Education and Student Affairs, and as a practicum student in the Center for Leadership, along with CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration” and CSP 6050: Capstone Seminar, I have developed the human and organizational resources competency to an exemplary level. Artifacts that demonstrate this competency’s development are: an evaluation I received from student staff members as a graduate hall director and a copy of the College Student Personnel Interview Days schedule.
As a graduate hall director during my first year at Bowling Green State University, much of what I did furthered the development of my competence in human and organizational resources. Out of the staff of 22 resident advisors for the building, Kreischer: Ashley/Batchelder, I supervised 10 resident advisors directly, including the administrative resident advisor, and supervised the other 12 resident advisors indirectly. Through weekly one-on-one meetings, I met with resident advisors to talk to them about their role, academics, involvement, and what was going on in their personal lives, if they felt inclined to share. As someone who identifies as a situational supervisor, I gave varying amounts of support and challenges to resident advisors based on their level of development and ability in the role. Passionate about holistic student development, I worked to create various activities with my supervisees that further their growth inside and outside their role as resident advisors. For example, I had resident advisors do a “what’s on your plate” activity to learn more about what they were involved in and to lead into a conversation about time management. I saved their plates and brought them out later in the year for an activity during a time they were particularly stressed, which led into a conversation about what they could take off of their plate for the time being. Other activities included, but were not limited to: a resume workshop, cover letter writing, summer internship searching, and fun-on-ones, where the resident advisor got to chose the location and a fun activity we completed together. Part of supervision is also setting clear expectations for staff members and holding them accountable when those expectations are not met, which is something that I learned to do throughout the year. Completing semester evaluations of student staff members’ performance in their role also furthered this competency’s development. To capture my supervisory capabilities of student staff members, I present a compilation of evaluations resident advisors completed on my behalf as an artifact for this competency. Through this compilation, the resident advisors’ perception of my supervision, including my strengths and weaknesses as a supervisor, can be seen.
In this role, I further developed this competency by completing many interviews during the resident advisor selection process, where I was then able to work with the hall director to put together a dynamic staff for the next year with some returners from our current staff and many new folks. Working with residents within the halls, I also garnered my ability to resolve conflicts and manage crises by handling various situations that arose throughout the semester. As the Assistant to the Chair for the College Student Personnel program, I coordinated the admissions process for the program, which also helped develop this competency. Meeting with prospective students, updating and releasing the application, attending graduate fairs, coordinating the admission committee, reviewing files, serving as the contact for all applicants, orchestrating interview days with the aid of two practicum students, and helping secure candidates for the open positions are ways in which I have worked to gain a better understanding of the human and organizational resources competency. The College Student Personnel Interview Days schedule serves as an artifact that captures the competency growth through this experience because it shows the how all of the hard work the Interview Days Team put into a successful experience for the candidates. In addition to the admissions process, putting together a budget proposal for the department-wide retreat is another way this competency was developed in this role.
Through my work with the Falcon Leadership Institute, I have further developed this competency through my experience with supervising the two undergraduate assistants for the program and putting together a program budget proposal that was approved for the 2013-2014 year. In supervising the students in the role of undergraduate assistant, our meetings focus on their responsibility in the role, but also focus on the transitions they are both making in the coming year, undergraduate to graduate school and focusing on a career in student affairs. Implementing more structured one-on-one meetings and bi-weekly reflective journals have aided the learning and growth occurring for the undergraduate assistants I supervise in this role.
CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration” provided me with some academic structure and insight into various aspects of the human and organizational resources competency. Organizing Relationships (Sias, 2009) taught me about how one could organize various relationships within the workplace, most importantly the relationship between “supervisor and subordinate.” Human Resource Management (Lussier & Hendon, 2013) provide rich information about building a cohesive staff, training staff members to be effective in their roles, and integrating diversity into a dynamic staff. Budgets and Financial Management in Higher Education (Barr & McClellan, 2011) is a text that delves into financial side of business and helped me understand some of the financial aspects of higher education and student affairs that I later utilized to advocate for a programming budget when one did not exist. The case study I complete as part of this course is another artifact that captures the development of this competency. CSP 6050: Capstone Seminar furthered my understanding of different types of supervision through a reading in Beginning Your Journey: a Guide for New Professionals in Student Affairs (Amey & Ressor, 2009) and an accompanying activity where we determined if our own supervisor style could be described as that of an architect, catalyst, advocate, or interpreter. From the activity, it can be said that my supervision style is most like that of an advocate with catalyst undertones.
Competency Growth:
Through my work as a graduate hall director, the Assistant to the Chair of the Department of Higher Education and Student Affairs, and as a practicum student in the Center for Leadership, along with CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration” and CSP 6050: Capstone Seminar, I have developed the human and organizational resources competency to an exemplary level. Artifacts that demonstrate this competency’s development are: an evaluation I received from student staff members as a graduate hall director and a copy of the College Student Personnel Interview Days schedule.
As a graduate hall director during my first year at Bowling Green State University, much of what I did furthered the development of my competence in human and organizational resources. Out of the staff of 22 resident advisors for the building, Kreischer: Ashley/Batchelder, I supervised 10 resident advisors directly, including the administrative resident advisor, and supervised the other 12 resident advisors indirectly. Through weekly one-on-one meetings, I met with resident advisors to talk to them about their role, academics, involvement, and what was going on in their personal lives, if they felt inclined to share. As someone who identifies as a situational supervisor, I gave varying amounts of support and challenges to resident advisors based on their level of development and ability in the role. Passionate about holistic student development, I worked to create various activities with my supervisees that further their growth inside and outside their role as resident advisors. For example, I had resident advisors do a “what’s on your plate” activity to learn more about what they were involved in and to lead into a conversation about time management. I saved their plates and brought them out later in the year for an activity during a time they were particularly stressed, which led into a conversation about what they could take off of their plate for the time being. Other activities included, but were not limited to: a resume workshop, cover letter writing, summer internship searching, and fun-on-ones, where the resident advisor got to chose the location and a fun activity we completed together. Part of supervision is also setting clear expectations for staff members and holding them accountable when those expectations are not met, which is something that I learned to do throughout the year. Completing semester evaluations of student staff members’ performance in their role also furthered this competency’s development. To capture my supervisory capabilities of student staff members, I present a compilation of evaluations resident advisors completed on my behalf as an artifact for this competency. Through this compilation, the resident advisors’ perception of my supervision, including my strengths and weaknesses as a supervisor, can be seen.
In this role, I further developed this competency by completing many interviews during the resident advisor selection process, where I was then able to work with the hall director to put together a dynamic staff for the next year with some returners from our current staff and many new folks. Working with residents within the halls, I also garnered my ability to resolve conflicts and manage crises by handling various situations that arose throughout the semester. As the Assistant to the Chair for the College Student Personnel program, I coordinated the admissions process for the program, which also helped develop this competency. Meeting with prospective students, updating and releasing the application, attending graduate fairs, coordinating the admission committee, reviewing files, serving as the contact for all applicants, orchestrating interview days with the aid of two practicum students, and helping secure candidates for the open positions are ways in which I have worked to gain a better understanding of the human and organizational resources competency. The College Student Personnel Interview Days schedule serves as an artifact that captures the competency growth through this experience because it shows the how all of the hard work the Interview Days Team put into a successful experience for the candidates. In addition to the admissions process, putting together a budget proposal for the department-wide retreat is another way this competency was developed in this role.
Through my work with the Falcon Leadership Institute, I have further developed this competency through my experience with supervising the two undergraduate assistants for the program and putting together a program budget proposal that was approved for the 2013-2014 year. In supervising the students in the role of undergraduate assistant, our meetings focus on their responsibility in the role, but also focus on the transitions they are both making in the coming year, undergraduate to graduate school and focusing on a career in student affairs. Implementing more structured one-on-one meetings and bi-weekly reflective journals have aided the learning and growth occurring for the undergraduate assistants I supervise in this role.
CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration” provided me with some academic structure and insight into various aspects of the human and organizational resources competency. Organizing Relationships (Sias, 2009) taught me about how one could organize various relationships within the workplace, most importantly the relationship between “supervisor and subordinate.” Human Resource Management (Lussier & Hendon, 2013) provide rich information about building a cohesive staff, training staff members to be effective in their roles, and integrating diversity into a dynamic staff. Budgets and Financial Management in Higher Education (Barr & McClellan, 2011) is a text that delves into financial side of business and helped me understand some of the financial aspects of higher education and student affairs that I later utilized to advocate for a programming budget when one did not exist. The case study I complete as part of this course is another artifact that captures the development of this competency. CSP 6050: Capstone Seminar furthered my understanding of different types of supervision through a reading in Beginning Your Journey: a Guide for New Professionals in Student Affairs (Amey & Ressor, 2009) and an accompanying activity where we determined if our own supervisor style could be described as that of an architect, catalyst, advocate, or interpreter. From the activity, it can be said that my supervision style is most like that of an advocate with catalyst undertones.
References:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Amey, M. J. & Ressor, L. M. (Eds.) (2009). Beginning your journey: A guide for new professionals in student affairs (3rd ed.). Washington, DC: National Association of Student Personnel Administrators.
Barr, M. J. & McClellan, G. S. (2011). Budgets and financial management in higher education. San Francisco, CA: Jossey Bass.
Lusser, R. N. & Hendon, J. R. (2013). Human resource management: Functions, applications, skill development. Thousand Oaks, CA: Sage.
Sias, P. M. (2009). Organizing relationships: Traditional and emerging perspectives on workplace relationships. Thousand Oaks, CA: Sage.
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Amey, M. J. & Ressor, L. M. (Eds.) (2009). Beginning your journey: A guide for new professionals in student affairs (3rd ed.). Washington, DC: National Association of Student Personnel Administrators.
Barr, M. J. & McClellan, G. S. (2011). Budgets and financial management in higher education. San Francisco, CA: Jossey Bass.
Lusser, R. N. & Hendon, J. R. (2013). Human resource management: Functions, applications, skill development. Thousand Oaks, CA: Sage.
Sias, P. M. (2009). Organizing relationships: Traditional and emerging perspectives on workplace relationships. Thousand Oaks, CA: Sage.