The Advising and Supporting (A/S) competency involves the ability of student affairs educators to provide “direction, feedback, critique, referral, and guidance” to students and colleagues in an effort to support growth and development (ACPA & NASPA, 2015). Successful A/S includes enhancing one’s interpersonal skills, participating in and creating professional development opportunities, understanding group dynamics and conflict resolution techniques, and partnering with others to build a network of support resources (ACPA & NASPA, 2015). To effectively support others, one must listen, have strong self-awareness, and know about other available resources and community networks.  By developing skills and expertise in this area, student affairs educators can enhance their own professional experiences as well as positively shape an environment of holistic learning and care.

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A variety of experiences as an undergraduate student, graduate student, colleague, and manager contribute to my knowledge, skills, and disposition in the A/S competency. I developed foundational to intermediate competence in interpersonal skills during my time as a writing tutor and team manager. As an undergraduate writing tutor at a large university, I supported a diverse group of students of varying ages, nationalities, primary languages, racial and ethnic identities, religions, genders, and academic majors. Many aspects of the students’ identities were highlighted throughout their writing assignments and prompted thoughtful discussions during tutoring sessions. The conversations helped me better understand the context for what students wished to communicate so that I could more effectively advise them on how to organize or revise their writing. I also advised students on effective study habits and provided recommendations for other free support resources on campus. As a manager, I provided regular training, coaching, and feedback for employees and facilitated weekly one-on-one meetings to discuss workload, areas for opportunity, achievements, and professional development interests. In both roles, having excellent interpersonal skills and using nonverbal communication to signify non-judgment, openness, and sincerity were important.

 

In my coursework, the readings and class activities in HEA 622: Techniques of Counseling helped me facilitate more effective one-on-one discussions and be more mindful of caring for myself. In HEA 617: Student Development and Learning, I gained a foundational level of knowledge in various student development theories and understanding how theory can help explain student behavior and potentially predict the next stage or direction for students' cognitive and emotional development. The ability to apply theoretical rationale is useful for making informed, educated decisions about how to appropriately advise or support students throughout their college experience.

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In the areas of professional development, group dynamics, partnering with others, and managing conflict and crisis situations I have an intermediate level of knowledge. In my experience as a manager and graduate student, I participated in and organized professional development events and regularly facilitated reflective discussions, problem solving, and goal setting for individuals and groups. Reflection, problem solving, and interpersonal skills were also essential while studying abroad. Additionally, in my role as a manager I have experience with intermediate outcomes for managing conflict between individuals in the workplace and appropriately responding to and escalating employee concerns. In my role as an onboarding consultant, I have gained significant experience in advising professional staff and faculty on planning and assessment practices via remote discussions and in-person collaboration and training on campus.

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