Running head: PROFESSIONAL COMPETENCY ASSESSMENT

Professional Competency Assessment

Amy Bergstrom
Foundations of the Student Affairs Profession, Dr. Alvin Sturdivant
Seattle University
November 1, 2013

PROFESSIONAL COMPETENCY ASSESSMENT

Artifact H: Knowledge, Skills, and Competencies Analysis
ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area

Advising &
Helping
The Advising and
Helping competency
area addresses the
knowledge, skills, and
attitudes related to
providing counseling
and advising support,
direction, feedback,
critique, referral, and
guidance to
individuals and
groups.

Overall Rating:
2

Exhibit active listening skills (e.g., appropriately

establishing interpersonal contact, paraphrasing,
perception checking, summarizing, questioning,
encouraging, avoid interrupting, clarifying).
Establish rapport with students, groups, colleagues,
and others.
Facilitate reflection to make meaning from experience.
Understand and use appropriate nonverbal
communication.
Strategically and simultaneously pursue multiple
objectives in conversations with students.
Facilitate problem-solving.
Facilitate individual decision making and goal setting.
Challenge and encourage students and colleagues
effectively.
Know and use referral sources (e.g., other offices,
outside agencies, knowledge sources), and exhibit
referral skills in seeking expert assistance.
Identify when and with whom to implement
appropriate crisis management and intervention
responses.
Maintain an appropriate degree of confidentiality that
follows applicable legal and licensing requirements,
facilitates the development of trusting relationships,
and recognizes when confidentiality should be broken
to protect the student or others.
Recognize the strengths and limitations of ones own
worldview on communication with others (e.g., how
terminology could either liberate or constrain others
with different gender identities, sexual orientations,
abilities, cultural backgrounds).
Actively seek out opportunities to expand ones own
knowledge and skills in helping students with specific
concerns (e.g., suicidal students) and as well as
interfacing with specific populations within the college
student environment (e.g., student veterans).

Specific
Rating

Evidence of Learning

Future Improvement &

Development

I have many opportunities to

interact with students in an
advising and helping role in
my graduate assistantship, and
I need to be more conscious in
those interactions on
challenging students,
W conscious of this in interactions
encouraging problem-solving,
and facilitating decision
making. I also need to learn
more about other resources
available to students and how I
can integrate that knowledge
into my interactions. I believe
much of this will come over
time as I have greater numbers
of interactions in a wider
variety of situations at my
current job, but I will also seek
out different type of advising
roles for my internships.
W & V listen to students who
come in with questions; past
volunteer work with advising high
school students
W relationships with colleagues,
friendliness with students

W & C growing in awareness of

terminology and personal influences

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,

evaluation, planning, and research and the
methodologies appropriate to each.
Assessment,
Effectively articulate, interpret, and use results of
Evaluation, &
AER reports and studies, including professional
Research
literature.
Facilitate appropriate data collection for
system/department-wide assessment and
The Assessment,
evaluation efforts using up-to-date technology
Evaluation, and
Research competency and methods.
area (AER) focuses Assess trustworthiness and other aspects of
on the ability to use, quality in qualitative studies and assess the
design, conduct, and transferability of these findings to current work
settings.
critique qualitative
Assess quantitative designs and analysis
and quantitative AER
techniques, including factors that might lead to
analyses; to manage measurement problems, such as those relating to
organizations using sampling, validity, and reliability.
AER processes and Explain the necessity to follow institutional and
the results obtained divisional procedures and policies (e.g., IRB
from them; and to
approval, informed consent) with regard to
shape the political
ethical assessment, evaluation, and other research
and ethical climate
activities.
surrounding AER
Explain to students and colleagues the
processes and uses on relationship of AER processes to learning
campus.
outcomes and goals.
Identify the political and educational sensitivity of
raw and partially processed data and AER results,
handling them with appropriate confidentiality
and deference to the organizational hierarchy.
Overall Rating:
Align program and learning outcomes with
organization goals and values.
1

Specific
Rating

Evidence of Learning

C examining aspects in
Introduction to Educational
Research
C examining aspects in
Introduction to Educational
Research

Future Improvement &

Development
I have no experience with
conducting AER and minimal
exposure to reviewing
research. I plan to restructure
a presentation used in my
assistantship and conduct
assessment surrounding the
effectiveness of those changes.
I also plan to incorporate
assessment and evaluation into
my coursework, i.e. by
including an assessment in our
group workshop for Student
Development Theory. Further,
I would like to talk with the
data analyst in our office to
find out more about her work
and the actions taken based on
the AER results.

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area

Equity, Diversity, &

Inclusion

Identify the contributions of similar and diverse

people within and to the institutional environment.
Integrate cultural knowledge with specific and relevant
diverse issues on campus.
Assess and address ones own awareness of EDI, and
articulate ones own differences and similarities with
others.
Demonstrate personal skills associated with EDI by
participating in activities that challenge ones beliefs.
Facilitate dialogue effectively among disparate
audiences.
Interact with diverse individuals and implement
programs, services, and activities that reflect an
understanding and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse identities
possessed by an individual.
Recognize social systems and their influence on people
of diverse backgrounds.
Articulate a foundational understanding of social
justice and the role of higher education, the institution,
the department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in identifying
individuals with diverse backgrounds as well as
assessing progress towards successful integration
of these individuals into the campus environment.
Design culturally relevant and inclusive programs,
services, policies, and practices.

The Equity,
Diversity, and
Inclusion (EDI)
competency area
includes the
knowledge,
skills, and attitudes
needed to create
learning
environments that are
enriched with diverse
views and people. It
is also designed to
create an institutional
ethos that accepts
and celebrates
differences among
people, helping to
free them of any
misconceptions
Demonstrate fair treatment to all individuals and
and prejudices.
Overall Rating:
3

change aspects of the environment that do not

promote fair treatment.
Analyze the interconnectedness of societies worldwide
and how these global perspectives impact institutional
learning.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W & O learning from the views of

others and participating in identityrelated activities
W encouraging cultural
competency in service
C learning about my lenses and
those of others

I have experience and

awareness in specific areas of
difference, particularly gender
and race, but I need to become
more aware about diversity in
areas such as class, ability, and
sexuality and how different
individuals experience
environments in relation to
their identities. I will reflect on
how I view others and how
that plays out in my actions. In
addition to my interpersonal
connections, I will assess
where diverse perspectives are
not being considered. For
example, in my assistantship, I
will examine current programs
and services and work to
create new or alter existing
programs to be more inclusive.

W & C work with diverse

colleagues and students to conduct
office services; working with
classmates to develop a workshop
C learning about various identities
and how they intersect and are
layered in a person

W strive to treat all individually

fairly and recognize and address
how individuals might be
experiencing a program or service

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area
Articulate ones personal code of ethics for
student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to
in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral
search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
Utilize institutional and professional resources
this competency area to assist with ethical issues (e.g., consultation
focuses specifically
with more experienced supervisors and/or
on the integration of colleagues, consultation with an associations
ethics into all aspects Ethics Committee).
of self and
Assist students in ethical decision making and
professional practice. make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating

Evidence of Learning

Future Improvement &

Development
While I believe I think and
behave in an ethical manner, I
have not had any exposure or
experience with formal codes
of ethics in this profession nor
have I articulated my personal
code of ethics in this
profession. In my previous
profession, I adhered to codes
of ethics for myself, my
company, and my professional
association, but I need to
become more familiar with
what ethical standards are
unique to student affairs. I will
investigate existing codes of
ethics so as to integrate the
principles into my practice as
well as develop a personal
code of ethics.

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area
History,
Philosophy, &
Values

Describe the foundational philosophies,

disciplines, and values on which the profession is
built.
Articulate the historical contexts of institutional
types and functional areas within higher
The History,
Philosophy, and Values education and student affairs.
competency area
Describe the various philosophies that define the
involves knowledge,
profession.
skills, and attitudes that Demonstrate responsible campus citizenship.
connect the history,
Demonstrate empathy and compassion for
philosophy, and values student needs.
of the profession to
Describe the roles of both faculty and student
ones current
affairs educators in the academy.
professional practice.
Explain the importance of service to the academy
This competency area
and to student affairs professional associations.
embodies the
Articulate the principles of professional practice.
foundations of the
profession from which Articulate the history of the inclusion and
exclusion of people with a variety of identities in
current and future
higher education.
research and practice
Explain the role and responsibilities of the
will grow. The
student affairs professional associations.
commitment to
Explain the purpose and use of publications that
demonstrating this
incorporate the philosophy and values of the
competency area
ensures that our present profession.
and future practices are Explain the public role and societal benefits of
informed by an
student affairs and of higher education generally.
understanding of our
Articulate an understanding of the ongoing nature
history, philosophy, and of history and ones role in shaping it.
values.
Model the principles of the profession and
communicate the expectation of the same from
Overall Rating:
colleagues and supervisees.
Explain how the values of the profession
2
contribute to sustainable practices.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

C learning these in Foundations

class

C learning these in Foundations

class

Most of my understanding of
the professions history,
philosophy, and values has
come through the
Foundations class, so I am still
developing in these
competency areas, although I
feel comfortable with what I
have learned so far. I am
planning on joining one or
more professional associations
to better understand their role
in my own professional
development as well as
integration into the institution.
I also need to practice
articulating to others the
importance and role of student
affairs professionals.

C learning these in Foundations

class
W & O becoming an integrated
member of campus
C & W learning more about
student needs and integrating that
understanding into practice
C developing this understanding

C learning more about this history

C reading and understanding these

publications

C & O learning to articulate this in

class and practicing with others

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area

Human &
Organizational
Resources
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.

Overall Rating:
2

Describe appropriate hiring techniques and institutional

hiring policies, procedures, and processes.
Demonstrate familiarity in basic tenets of supervision and
possible application of these supervision techniques.
Explain how job descriptions are designed and support
overall staffing patterns in ones work setting.
Design a professional development plan in ones current
professional position that assesses ones strengths and
weaknesses in ones current position, and establishes action
items for fostering an appropriate level of growth.
Explain the application of introductory motivational
techniques with students, staff, and others.
Describe the basic premises that underlie conflict in
organizational and student life and the constructs utilized
for facilitating conflict resolution in these settings.
Effectively and appropriately use facilities management
procedures as related to operating a facility or program in a
facility.
Articulate basic accounting techniques for budgeting,
monitoring, and processing expenditures.
Demonstrate effective stewardship and use of resources (i.e.,
financial, human, material)
Use technological resources with respect to maximizing the
efficiency and effectiveness of ones work.
Describe environmentally sensitive issues and explain how
ones work can incorporate elements of sustainability.
Develop and disseminate agendas for meetings.
Communicate with others using effective verbal and
nonverbal strategies appropriate to the situation in both
one-on-one and small group settings.
Recognize how networks in organizations play a role in how
work gets done.
Understand the role alliances play in the completion of goals
and work assignments.
Describe campus protocols for responding to significant
incidents and campus crises.
Explain the basic tenets of personal or organizational risk
and liability as they relate to ones work.

Specific
Rating

Evidence of Learning

W worked with budget and

accounting in previous employment
W & O worked within available
resources at all positions and
personal life
W very familiar with technology
and always expanding knowledge
O Personal commitment to
sustainability

W & C frequent communication

with colleagues and classmates

+
+

Future Improvement &

Development
I have previous work in an
office setting working with our
organizational resources, but I
dont have any formal
experience in hiring,
supervising, or otherwise
managing resources in a higher
education institution. I will
seek to learn more about many
of these areas through my
assistantship. In particular, I
will seek to participate in a
hiring process and learn more
about my offices budgeting
procedures. I will also develop
a professional development
plan to be more intentional
about how I hope to learn and
grow.

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area

Law, Policy, &

Governance
The Law, Policy, and
Governance
competency area
includes the
knowledge, skills, and
attitudes relating to
policy development
processes used in
various contexts, the
application of legal
constructs, and the
understanding of
governance structures
and their impact on
ones professional
practice.

Overall Rating:
1

Explain the differences between public and private

higher education with respect to the legal system and
what they may mean for students, faculty, and staff at
both types of institutions.
Describe the evolving legal theories that define the
studentinstitution relationship and how they affect
professional practice.
Describe how national constitutions and laws influence
the rights that students, faculty, and staff have on public
and private college campuses.
Explain the concepts of risk management and liability
reduction strategies.
Explain when to consult with ones immediate supervisor
and campus legal counsel about those matters that may
have legal ramifications.
Act in accordance with federal and state/province laws
and institutional policies regarding nondiscrimination.
Describe how policy is developed in ones department
and institution, as well as the local, state/province, and
federal levels of government.
Identify the major policy makers who influence ones
professional practice at the institutional, local,
state/province, and federal levels of government.
Identify the internal and external special interest groups
that influence policy makers at the department,
institutional, local, state/province, and federal levels.
Describe the public debates surrounding the major policy
issues in higher education, including access, affordability,
accountability, and quality.
Describe the governance systems at ones institution,
including the governance structures for faculty, staff, and
students.
Describe the system used to govern or coordinate ones
state/province system of higher education, including
community college, for-profit, and private higher
education.
Describe the federal and state/province role in higher
education.

Specific
Rating

Evidence of Learning

Future Improvement &

Development
I have an awareness that there
are multiple layers of
governance and policy that
influence institutions, but I am
not able to articulate what is
directly involved and how that
affects our systems and daily
work. I will be taking a Higher
Education Law class, where I
hope to develop this
understanding and apply it to
my work. I also plan to pay
closer attention to news
surrounding higher education
and interpret what impact it
makes on my and other
institutions.

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area

Leadership
The Leadership
competency area
addresses the
knowledge, skills, and
attitudes required of a
leader, whether it be a
positional leader or a
member of the staff,
in both an individual
capacity and within a
process of how
individuals work
together effectively to
envision, plan, effect
change in
organizations, and
respond to internal
and external
constituencies and
issues.

Overall Rating:
3

Describe how ones personal values, beliefs, histories, and

perspectives inform ones view of oneself as an effective leader.
Identify ones strengths and weaknesses as a leader and seek
opportunities to develop ones leadership skills.
Identify various constructs of leadership and leadership styles
that include but are not limited to symbolic, expert, relational,
and inspirational.
Identify basic fundamentals of teamwork and teambuilding in
ones work setting and communities of practice.
Describe and apply the basic principles of community building.
Use technology to support the leadership process (e.g., seeking
feedback, sharing decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic cultures, student
cultures) and collaborative relationships, applying that
understanding to ones work.
Articulate the vision and mission of the primary work unit, the
division, and the institution.
Explain the values and processes that lead to organizational
improvement.
Identify institutional traditions, mores, and organizational
structures (e.g., hierarchy, networks, governing groups, nature
of power, policies, goals, agendas and resource allocation
processes) and how they influence others to act in the
organization.
Explain the advantages and disadvantages of different types of
decision-making processes (e.g., consensus, majority vote, and
decision by authority).
Think critically and creatively, and imagine possibilities for
solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and
those with diverse perspectives to make informed decisions.
Explain the impact of decisions on diverse groups of people,
other units, and sustainable practices.
Articulate the logic used in making decisions to all interested
parties.
Exhibit informed confidence in the capacity of ordinary people
to pull together and take practical action to transform their
communities and world.
Identify and introduce conversations on potential issues and
developing trends into appropriate venues such as staff
meetings.

10

Specific
Rating

Evidence of Learning

Future Improvement &

Development

C undergraduate leadership course

C & V leadership course;

volunteer youth leader
C & W leadership course and
assessment of styles in offices
training and retreat
W office retreat set base that is
incorporated into daily work

I have been involved in

leadership training as well as
had it incorporated into staff
meetings and trainings and
have developed a better
understanding of my personal
strengths and weaknesses as a
leader. I need to develop a
better understanding of
institutional structures and
processes as well as
consciously incorporate the
views of those who might not
be represented in a decisionmaking process. While I have
participated in facilitated teambuilding, I also need to learn
more about the principles
involved and how to facilitate
the process myself.

W use group-sharing website

W & C awareness of culture

integrated into work and classwork

W & C mission central to work

and learning

W in all work positions, seek new

and creative solutions
W previous and current positions
have involved a lot of collaboration

W explain and document

decisions and ramifications

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area
Identify key elements of ones set of personal
beliefs and commitments (e.g., values, morals,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental, Articulate awareness and understanding of
relational, spiritual,
ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfpersonal cultural skills by participating in
reflective; maintain
activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
assistance from available resources.
3
Recognize the importance of reflection in
personal and professional development.

11

Specific
Rating

Evidence of Learning

Future Improvement &

Development

O have developed strong personal

commitments and integrate those
into all areas of my life

W meet weekly with supervisor to

discuss responsibilities and related
expectations and performance

O continually evaluating where I

am in professional and personal life
and what that means to me

C & W learning to assess my

assumptions and biases and am
seeking to participate in a variety of
new experiences

I seek to bring my whole self

into my professional
environments and use my
personal values and
commitments to guide my
work. I need to develop more
in formally articulating these
guiding values and using them
to create goals for tasks and
professional development. I
am also aware of the
importance of overall wellness;
however, I am not very
competent in nurturing this
wellness, particularly physical
and emotional wellness, in my
own life. Part of my goalsetting will involve wellness
goals.

O learning about various facets of

wellness in my own life

W inherent to all work I perform

W & O reflect a lot with

supervisor; use writing for personal
reflection

PROFESSIONAL COMPETENCY ASSESSMENT

ACPA/NASPA
Skill
Competency Area
Articulate theories and models that describe the
development of college students and the
Student Learning & conditions and practices that facilitate holistic
Development
development.
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual
The Student Learning orientation, gender identity, disability, and
and Development
religious belief can influence development
competency area
during the college years.
addresses the
Identify and define types of theories (e.g.,
concepts and
learning, psychosocial and identity
principles of student development, cognitive-structural, typological,
development and
and environmental).
learning theory. This Identify the limitations in applying existing
includes the ability to theories and models to varying student
apply theory to
demographic groups.
improve and inform Articulate ones own developmental journey
student affairs
and identify ones own informal theories of
practice, as well as
student development and learning (also called
understanding
theories-in-use) and how they can be
teaching and training informed by formal theories to enhance work
theory and practice. with students.
Generate ways in which various learning
theories and models can inform training and
teaching practice.
Identify and construct learning outcomes for
both daily practice as well as teaching and
Overall Rating:
training activities.
Assess teaching, learning, and training and
2
incorporate the results into practice.

12

Specific
Rating

Evidence of Learning

Future Improvement &

Development

C learning about theories in

Student Development Theory
course

C examining theories in class

related to these identities

C developing this understanding

of various theories

C integrated into coursework is

critiquing weaknesses of theories

In half a quarter of Student

Development Theory class, I
have learned about a number
of theories and have seen realworld examples of how
students exemplify some of
them. I have much to learn
about all the theories, and I
also need increased practice in
applying them in interactions
with students. One area in
which I hope to utilize
theories for student learning is
in evaluating and revamping
the service-learning
presentations that are part of
my assistantship. I will seek to
better address a variety of
learning styles in these
presentations.

C & W developing
understanding of how I interact
with students at work and how
theories can inform these
interactions

C & W developing workshop for

class utilizing learning theories and
incorporating this understanding
into a work presentation

PROFESSIONAL COMPETENCY ASSESSMENT

My Three-Year Professional Development Plan
Objective 1: Participate in assessment and evaluation processes.

2013 Strategy: Assess service-learning presentations at assistantship and develop new strategies to improve presentations.
2014 Strategy: Evaluate objectives of service-learning and whether students are learning these objectives.
2015 Strategy: Incorporate assessment of programs/services into new job.

Objective 2: Develop personal code of ethics.

2013 Strategy: Use professional associations codes of ethics to articulate personal code.
2014 Strategy: Re-evaluate personal code of ethics and make necessary adjustments.
2015 Strategy: Re-evaluate personal code of ethics and make necessary adjustments while incorporating values into new position.

Objective 3: Become involved in a professional association.

2013 Strategy: Learn about various associations, determine best fit, and join organization. Attend annual convention.
2014 Strategy: Seek involvement in a local association or local work by national association.
2015 Strategy: Continue involvement with local and national associations and incorporate organizations principles into everyday practice.

Objective 4: Develop professional development plan for current position.

2013 Strategy: Articulate current responsibilities and create goals for where I would like to grow, including participation in hiring and budget
processes.
2014 Strategy: Evaluate accomplishment of prior years goals and articulate new goals.
2015 Strategy: Develop professional development plan for new position.

Objective 5: Develop personal wellness goals and incorporate plan into everyday life.

2013 Strategy: Assess areas where personal wellness is being neglected and develop strategies for addressing these needs.
2014 Strategy: Continue to assess personal wellness goals and implementation, focusing on areas that were not improved in prior year.
2015 Strategy: Be cognizant of personal wellness when accepting new position and seek to incorporate various facets of wellness throughout
transition.

13