Running head: PROFESSIONAL COMPETENCY PLAN 1

Professional Competency Development Plan

Melissa K. Recht

Wright State University

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Professional Competency Development Plan

Utilizing the SAHE Foundational Competencies Student Self-Assessment (DuVivier,

2016) was eye-opening. With over ten years of experience in higher education, I assumed I

would be somewhat competent in multiple categories. I was surprised to find out that I scored

below competency level in all categories except for the personal and ethical foundations

category. I scored just below the competency level for advising and helping. That these two

categories rose above the rest make sense—these categories seem to take into account strengths

already present in many people in our profession. I’ve enjoyed working in higher education

specifically because these are areas that are highly-regarded and considered important. Many of

my colleagues also share these strengths—our combined competencies in those areas are

reflected in (and reflective of) our commitment to supporting students and doing our ethical and

just best in any situation. I answered the competency self-assessment with brutal honesty, and am

proud that these are two areas that showed as strengths. In my graduate studies, I will move

forward with intent and purpose as I continue to learn more about how to work with different

groups. My natural inclination is to support, understand, and act in the best interests of those I

work closely with (student, colleague, or stakeholder). Learning the theories of student

development and the practical application of these theories are key to furthering my own

competency in these areas. It may be instinctual to want to support students and others, and it

may “feel” right to act ethically, but deepening and enriching these competencies by putting

theory to practice, reflecting on historical and future contexts surrounding certain situations, and

finding a mentor to help guide me through the thornier problems and issues will certainly help

me develop as a professional.
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Competency Shortages

My assessment, evaluation, and research category score was strikingly low. A mere 1.0,

this score is a glaring reminder of how little I know about a very important facet of higher

education. Having assisted with some of the logistics of our educator prep accreditation visit, and

in working closely in the Dean’s Office with our Assistant Dean of Assessment and

Accreditation, as well as two other staffers who work closely with assessment and evaluation of

programs and students, I’m very aware of how important it is to take an active role in assuring

we effectively review our systems. Yet I know very little about this extremely specialized field.

Assessment, evaluation, and data collection can be intimidating (even to experts, I’ve been told).

With multiple experts in my office, I’ve not had to worry or think much about this aspect of

student affairs/higher education. Taking the Assessment class is obviously the first and most

important step—becoming familiar with the material is the natural progression after admitting I

know very little about it (moving from competency level 1 to level 2)! After taking the course, I

need to seek out opportunities to work closely with those in our profession who are experienced

and passionate about assessment, evaluation, and data. Even though this aspect of student affairs

is intimidating, working on projects that include assessment, evaluation, and research will

strengthen my knowledge base and level of expertise. Over time, as I encounter and address

these types of challenging projects, my confidence in using these important tools of the

profession will grow. I may not come to love the numbers and rubrics that are so valuable for

evaluating (and bettering) so many of the systems in place in higher education, but I’m certain

that I will gain further appreciation for them as I attain a higher level of competency and

familiarity with assessment, evaluation, and data/research.

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Advanced Competency Development

My score on the social justice and inclusion category was tied for my third highest

competency score, which doesn’t necessarily reflect my growing interest in the topic. Moving

from a job at a small, selective liberal arts college to a job at Wright State, an open and inclusive

environment with a thriving community of diverse individuals fanned an ember already glowing.

I’ve always felt social justice was an important issue. Seeing firsthand how Wright State’s

mission created opportunities for so many students has made me an even more fervent supporter

of the equality, fairness, and social responsibility. To grow as a professional and as a person, I

need to take steps to further my competency in this area. Taking classes in our program and in

the Women, Gender, and Sexuality Studies program (I’ll be working to earn the grad certificate)

is an important first step. I also need to get involved with activities on campus that promote

social justice and encourage diverse and reflective thinking. Opportunities abound for this type

of work. I’ve made some tentative plans to intern at the Women’s Center, where I hope to

become an advocate for women and other minoritized groups on campus. Interning at the

Women’s Center and getting involved with other groups on campus that promote and advocate

for social justice will also open up doors for me to meet potential mentors, gain valuable hands-

on experience, and be exposed to resources I might not have otherwise encountered. Sharing the

knowledge and skills I obtain through these experiences will further expand my competency in

this area. Seeking out additional workshops, trainings, and opportunities outside of Wright State

would be beneficial as well. This would allow me to experience how other universities and

organizations handle social justice issues and work to improve conditions for our communities. I

consider social justice to be at the core of many of the other issues I might encounter as a student

affairs professional, and being as informed, aware, and cognizant of the intricacies of social
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justice ideas would be helpful in many situations. Gaining the skills to work with different

groups, engage administrators and students in dialogue, and diffuse tense situations are goals I

have no matter what area of student affairs I find myself in. Striving toward competency in the

area of social justice goes hand in hand with striving toward competencies in other areas,

including advising and helping, student learning and development, and personal and ethical

foundations. All of these areas require a dedicated sense of responsibility to our students and

communities, as well as the communication and people skills necessary to facilitate growth (for

myself and others) and positive social change, and to encourage reflection and broadened

thinking about issues. I would work to increase my competency level in each of these areas in

very similar ways to those I mentioned regarding social justice competency. I would seek out

workshops, training opportunities and mentoring situations. Varied experiences in the form of

hands-on problem-solving with a seasoned professional would be ideal—learning by doing has

been an effective way for me to increase my skills in the past.

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References

DuVivier, R. (2016). SAHE Foundational Competencies Student Assessment [Survey

instrument].Unpublished instrument.