Organizational & Human Resources
This competency area places focus on the knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources.
This competency area recognizes that student affairs professionals bring personal strengths and grow as managers when challenging themselves to build new skills related to organizational and human resources.
Skill such as selection, supervision, motivation, and formal evaluation with regards to: staff, conflict resolution, politics of organizational discourse, financial resources, technology, crisis management, risk management, and sustainable resources.
Assistant Career Consultant Job Description
& Interview Rubric
One of the many exciting responsibilities associated with my role as Career Specialist at Azusa Pacific University’s Career Center is hiring new student workers and onboarding new graduate assistants to the career development team. This responsibility is one that I do not take lightly, in which each step of the hiring process is meticulously evaluated. Whether it be publishing job descriptions, creating interview protocol, or finalizing hiring procedures, each piece of the hiring process must be appropriately managed in order to ensure an ethical onboarding. This artifact contains several job descriptions that I have had the pleasure of publishing, as well as a panel interview protocol rubric and guideline I designed for the hiring of new student workers. Both of these artifacts incorporate competencies identified by the National Association of Colleges and Employers (NACE) as is appropriate and recommended in order to identify key professional skills in our candidates (NACE, 2021). Designing and incorporating these tools into our Center’s integral hiring procedures has challenged me in my ability to contribute major ethical functions to the organization as a whole, and integrate key human resource skills and functions into my role as a student affairs professional.
Cougar Closet Budget Proposal
In an effort to introduce the process and procedures of program proposal within higher education and its many facets, the final assignment for our Administration in College Student Affairs course required us to design and present a budget proposal for a hypothetical new student services program. For this assignment, I incorporated the knowledge and experience I have in career services, as well as the information covered throughout the course to propose a new career services program called The Cougar Closet. With a budgeted amount of $50,000, I was able to prioritize establishing a self-sustaining clothing “store” for students to access professional dress services at no cost, in addition to “day-of-interview” services. As is common among many career centers across the nation, providing students with professional dress services ensures that all students are prepared for their next opportunity by creating access to professional attire for occasions such as: interviews, career fairs, and/or networking events (Ford, 2019). This assignment challenged me in exercising key organizational and human resources procedure skills while discovering a realistic view of student affairs professional work.
GA 3-day Training Schedule
My role as Career Consultant at Azusa Pacific University’s Carer Center includes supervisory titles and responsibilities, specifically related to supervising and training assistant career consultants within our center. The position of assistant career consultant is reserved for both student workers and graduate assistants. As acting supervisor, I created and implemented a 3-day training schedule through collaborating with other professional staff and student workers within the center. This training schedule acts as a blueprint for training content, resources, and other material in order to easily implement into the training itself. In addition to covering center services, procedures, protocols, resources, and functions, I also incorporated training regarding several career theory approaches. Just as I discovered the importance of understanding and using career theory in my own practice, this training ensures that new students workers are also aware of career theory and it’s impact on our services. Theories such as Social Cognitive Career Theory (Lent, Brown, & Hackett, 2002) and Holland’s Theory of Career Choice (Holland, 1985) remain staples within the approach to career consulting in an ever-changing world of work. Taking the lead on training assistant career consultants is something that I take a lot of pride in. As I navigate the role of supervisor, I reflect on my time as an assistant career consultant and strive to leave a legacy within the organization as a whole.