Employment on campus allows for learning and development opportunities for students. This document serves as a guide for assessment and evaluation of student employees employed by The Center for Campus Life. This guide will provide the tools for using leadership competencies and intentional assessment to help students develop and enhance critical skills to effectively engage and grow into T-shaped leaders/professionals.

T-Shaped Individuals- A concept developed to describe people who possess the skills and competencies necessary for success in a rapidly changing global work place and community. The vertical stem(s) of the T highlight(s) the importance of in-depth specialized knowledge in a discipline (e.g. engineering) as well as a system (e.g. transportation). The horizontal crossbar refers to complementary professional skills and competencies such as critical thinking, ethical reasoning, teamwork, innovation/creativity, communication, and effectiveness in a diverse environment.

Choosing an appropriate evaluation tool for measuring student learning and development depends on the goals and outcomes each organization identifies. Once goals and outcomes have been articulated, the next step is to decide which tools will most effectively measure the achievement of the identified outcomes.

Adapted from: Seemiller, C., & Cook, M. (2014). The student leadership competencies guidebook: Designing intentional leadership learning and development./ Perozzi, B. (2009). Enhancing student learning through college employment. Indianapolis, IN: Dog Ear./ Career Success Starts with a “T”, 2012

Critical thinking (student employees of the Center for Campus Life will be able to): Demonstrate the ability to analyze a problem and devise a solution in a group.

Demonstrate the ability to research, analyze, and reason from evidence to reach an effective conclusion or outcome.

Employ ethical values that guide practices and professional standards in order to become responsible civic-minded professionals.

(Critical Thinking) CAS Domain Translation: Cognitive Complexity

Leadership Model Transition: Relational Leadership Model: Purposeful; Process-Orientated

Critical Thinking Curricular IdeasDimension(s) Curriculum Other

Competency Areas Developed

Knowledge Present elements of critical evaluation and share with students guiding questions that might help them understand how to effectively evaluate information.

Reflection

Value Have students share experiences in which their engagement in evaluation helped create future improvements.

ReflectionApplication

Ability Give students a case study and have them identify the three most important aspects related to the case that one must consider before formulating a solution. Have them compare with other groups to see if they came up with the same information.

Analysis

Ability Give students a case study with three different solutions. Have them determine which the best solution is given the context of the case study. Have each case study group share what the selected and why.

Analysis

Behavior Give student responses to open-ended questions from a survey and ask them to identify the three most important pieces of information found within the surveys.

Analysis

Knowledge: Understanding how to use one’s judgment to estimate the significance of particular information, thus determining its value.

Value: Believing that information has degrees of value depending on the context and that it is important to use one’s judgment to determine to what extent and how the information may be valuable in a particular context.

Ability: Being able to use one’s judgement to estimate the significance of particular information, thus determining its value.

Behavior: Using one’s judgement to estimate the significance of particular information in a specific context, thus determining its value.

(Ethics) CAS Domain Translation: Intrapersonal Development

Leadership Model Transition: Relational Leadership Model: Ethical; Social Change Model of Leadership: Congruence; Five Practices of Exemplary Leadership: Model the Way; Emotionally Intelligent Leadership: Authenticity/Citizenship

Ethics Communication Curricular IdeasDimension(s) Curriculum Other

Competency Areas Developed

Knowledge Have students discuss scenarios that include unethical behavior. Have them discuss the variety of ways that the unethical behavior in each scenario did affect or could have affected other people or situations.

Value Have students brainstorm why ethics are important in leadership. Then, discuss what it would be like if most leaders engaged in unethical behavior.

Ability Have students reflect on a time that they acted in an ethical manner when it was tempting not to. Have them share what that experience was like and what influenced their decision to be ethical.

Ability Have students reflect on a time that they acted in an unethical manner. Have them share what that experience was like and what influenced their decision to be unethical. What was the impact or outcome of their unethical behavior?

Ability Have students discuss what makes them and others make unethical decisions. Then, have them think about strategies

to reduce their own and others’ likelihood to engage in unethical behavior.

Ability Have students discuss ethical scenarios and how they would go about addressing them.

Decision Making

Behavior Have students monitor their behavior over the next week to note ethical dilemmas they encounter. Have them keep track of each dilemma and their decision and/or behavior related to the dilemma. Then, bring the students back together and have them discuss their decisions and /or behaviors in these dilemmas and what course of action they each took. How ethical were their decisions and/or behaviors?

EvaluationDecision Making

Knowledge: Understanding that ethics are standards of conduct based on socially accepted values and that acting in an ethical manner can promote productive functioning and well-being of groups and society.

Value: Believing that acting in an ethical manner can promote productive functioning and well-being of groups and society.

Ability: Being motivated to uphold standards of conduct based on socially accepted values.

Behavior: Upholding standards of conduct based o socially accepted values.

C ommunication (student employees of the Center for Campus Life will be able to): Communicate appropriately and effectively within various organizational contexts including verbal and written platforms.

(Verbal) CAS Domain Translation: Practical Competence

Leadership Model Transition: Relational Leadership Model: Process Orientated; Emotionally Intelligent Leadership: Influence

Verbal Communication Curricular IdeasDimension(s) Curriculum Other

Competency Areas Developed

Knowledge Share strategies of effective verbal communication.

Knowledge Share pitfalls to effective verbal communication.

Value Have students discuss why leaders need to be able to

effectively communicate verbally.

Value Have students share a time when someone effectively communicated verbally with them. Perhaps they were inspired or influenced or just had their fears calmed by another’s words. Have students discuss the impact that that communication had on them.

Ability Have students discuss a communication case study in which they need to design an approach for the characters to most effectively communicate with each other to solve their issue.

Analysis

Ability Have students practice different types of verbal communication; public speaking, one-on-one interactions, running a meeting, or giving a presentation.

Ability Have students role-play characters who need to use effective verbal communication with each other to solve their issue.

Problem Solving

Ability Have each student draw out of hat a particular communication outcome (inspiration, influence, counseling, negation). Have them design and deliver a two-minute speech or presentation with this outcome in mind.

Behavior Have students journal about their verbal communication experiences for one week. Have them assess what strategies they used, their effectiveness, and how their communication effected the outcome of the situation.

Evaluation

Behavior Have students engage in a particular type of verbal communication in a real-life setting; give a presentation to their class, do one-on-one coursing with a peer on an issue, and so on. Have them report back on the experience.

Knowledge: Understanding strategies to effectively communicate verbally with others one on one, in groups, and/or in front of an audience.

Value: Believing that in order to inform, inspire, influence, counsel, and/or negotiate with others, it is important to effectively communicate verbally.

Ability: Being able to effectively communicate verbally with others one on one, in groups or in front of and audience.

Behavior: Effectively communicating verbally with other one on one, in groups and/or in front of an audience.

(Writing) CAS Domain Translation: Practical Competence

Leadership Model Translation: Relational Leadership Model: Process-Orientated

Written Communication Curricular IdeasDimension(s) Curriculum Other

Competency Areas Developed

Knowledge Share effective writing tips with students. Value Have students think about a writing piece that was difficult to

read because of ineffective writing. What was the piece and how did its writing affect their thoughts about what the piece was trying to achieve?

Ability Ask students to write a one-page paper on a specific topic that is designed to compel the reader to action. Have everyone read each other’s papers and give feedback.

Receiving FeedbackGiving Feedback

Ability Have students free-write about a social issue they are passionate about for five minutes. Have them go back and review it for organization, clarity, quality, and articulation of the intended meaning.

ReflectionApplication Evaluation

Behavior Have students engage in writing one of the following: an editorial for the university paper, a proposal about something they want to see changed on campus, a strategic plan for their organization, a grant proposal for a project they are working on, or other topic, utilizing effective writing strategies.

Knowledge: Understanding strategies to effectively communicating in a written format, including demonstrating a clear organization of one’s thoughts, using words that reflect one’s meaning, and delivering the information in a readable, clear and concise manner.

Value: Believing that it is important to communicate effetely in written format to ensure that others accurately and completely understanding the message being conveyed through the writing.

Ability: Being able to communicate effectively in a written format, including demonstration a clear organization of one’s thoughts, using words to reflect one’s intended meaning, and delivering the information in a readable, clear and concise manner.

Behavior: Communicating effectively in written format, including demonstrating a clear organization of one’s thoughts, using words that reflect one’s intended meaning and delivering the information in a readable, clear, and concise manner.

Collaboration (student employees of the Center for Campus Life will be able to):Investigate their ethical responsibilities to their community, society, discipline, and profession based on various perspectives and associated standards.

Classify the role they play within a group.

Identify the group's common purpose, including aims, values and vision.

CAS Domain Translation: Interpersonal Competence

Leadership Model Translation: Relational Leadership Model: Process-Orientated; Social Change Model of Leadership: Collaboration; Five Practices of Exemplary Leadership: Enable Others to Act; Emotionally Intelligent Leadership: Teamwork

Collaboration Curricular IdeasDimension(s) Curriculum Other

Competency Areas Developed

Knowledge Have students discuss strategies for effective collaboration.Knowledge Have students discuss a team that they have been on that

collaborated effectively and describe to the others what behaviors the team members engaged in that made the collaboration effective.

Value Have students brainstorm effects of not collaborating when in groups or teams.

Ability Give students a task to practice collaboration. Have them reflect on how well they think they collaborated.

Behavior Have students collaborate on something (project, decision, initiative) in their day to day work environment using effective collaborative strategies. Ask them to share with the

Evaluation

group how well they think they used the strategies.

Knowledge: Understanding strategies to work with others toward a common objective through the sharing of ideas and distribution of responsibilities across team members.

Value: Believing that it is important to work with others toward a common objective through the sharing of ideas and distribution of responsibilities across team members in an effort to reach the objective most effectively.

Ability: Being able to work with others toward a common objective through the sharing of ideas and distribution of responsibilities across team members.

Behavior: Working with others toward a common objective through the sharing of ideas and distribution of responsibilities across team members.

Self-Understanding (student employees of the Center for Campus Life will be able to):

Identify their strengths and weaknesses, values, attitudes, and emotions that motivate action.

CAS Domain Translation: Interpersonal Development

Leadership Model Translation: Relational Leadership Model: Inclusive; Social Change Model of Leadership: Consciousness of Self; Five Practices of Exemplary Leadership: Model the Way; Emotionally Intelligent Leadership: Self Understanding

Self-Understanding Curricular Ideas

Dimension(s) Curriculum Other Competency Areas Developed

Knowledge Ask Students to reflect on an experience and interpret their behavior in terms of their values, goals and styles. What shaped how they behaved

Personal Values

Knowledge Ask students to reflect on a time they were a member of a successful team. Ask them to share with others how they

Personal Contributions

contributed to the success of that team.

Knowledge Have students take assessments to learn about their own styles (communication, conflict, personality, leadership and so on).

Personal Contributions

Value Have students brainstorm reasons why understanding oneself can be valuable as a leader.

Personal Contributions

Value Have students reflect on a time when not knowing something about their own personalities, beliefs, capacities, or interests hindered their ability as a leader and a time when knowing something about their own personality, beliefs, capacities, or interests helped them to be a better leader.

Reflection and Application

Ability Have students share what motivates them in learning more about themselves.

Evaluation

Behavior Have students complete a forced rank or forced continuum exercise that highlights a variety of beliefs and values. Ask them to reflect on why they answered and the way they did.

Evaluation

Behavior Have students discuss a controversial issue. Process by asking what aspects of their values and opinions shaped their role during the discussion as well as what feelings emerged for them during the discussion.

Personal Values

Knowledge: Being aware of one’s own personality, beliefs, capacities, and interests.

Value: Believing that it is important to be aware of one’s own personality, beliefs, capacities, and interests in an effort to engage in more authentic and productive behavior.

Ability: Being motivated to enhance one’s understanding of one’s personality, beliefs, capacities, and interests so as to develop a greater depth of understanding of oneself in order to engage in more authentic and productive behavior.

Behavior: Enhancing one’s understanding of one’s personality, beliefs, capacities and interests.

Project Management (student employees of the Center for Campus Life will be able to):

Implement project management knowledge, processes, lifecycle and the embodied concepts, tools and techniques in order to achieve project success.

(Initiative) CAS Domain Translation: Practical Competence

Leadership Model Translation: Relational Leadership Model: Empowering; Social Change Model of Leadership: Commitment; Five Practices of Exemplary Leadership: Model the Way; Emotionally Intelligent Leadership: Initiative

Initiative Curricular Ideas

Dimension(s) Curriculum Other Competency Areas Developed

Knowledge Ask students to reflect on what sparks initiative. Why might some people take initiative and other not? Why might some people take initiative in some circumstances but not others?

Value Have students discuss a situation in which they didn’t take initiative but should have. What might have happened if they had taken initiative in this situation?

Ability Have students analyze a case study to determine the expertise and opportunities that make it possible for the characters in the case to take initiative in certain situations.

Analysis

Ability Have students discuss a time they took initiative, describing what the situation was and what warranted them taking initiative.

Ability Have students discuss a situation in which someone else took initiative; why did they take initiative and what did it look like? What was the impact of their initiative?

Behavior Put students in a situation in which initiative needs to be taken (a team- building or problem-solving activity). Observe the group to see who takes initiative. Process what caused some to take initiative and others not to.

Evaluation

Behavior Have students complete a forced rank or forced continuum exercise that highlights a variety of beliefs and values. Ask them to reflect on why they answered and the way they did.

Evaluation

Behavior Have students discuss a controversial issue. Process by asking what aspects of their values and opinions shaped their role during the discussion as well as what feelings emerged

Personal Values

for them during the discussion.Knowledge: Understanding that it is important to take charge of a situation, voluntarily and unprompted by others, especially when one has the expertise or opportunity to do so or when others are not able to.

Value: Believing that it is important to take charge of a situation, voluntarily and unprompted by others, especially when one has the expertise or opportunity to do so when other are not able to.

Ability: Being motivated to take charge of a situation, voluntarily and unprompted by others, especially when one has the expertise or opportunity to do so or when others are not able to.

Behavior: Being motivated to take charge of a situation, voluntarily and unprompted by others, especially when one has the expertise or opportunity to do so or when others are not able to.

(Follow-Through) CAS Domain Translation: Practical Competence

Leadership Model Translation: Relational Leadership Model: Process-Oriented; Social Change Model of Leadership: Commitment; Five Practices of Exemplary Leadership: Model the Way; Emotionally Intelligent Leadership: Achievement

Follow-Through Curricular Ideas

Dimension(s) Curriculum Other Competency Areas Developed

Knowledge Ask students to brainstorm all the ways that follow through can be beneficial to individuals, groups and organizations

Knowledge Ask students to think about the impact not following through can have on others.

Value Ask each person to prepare a one-minute speech that conveys the value of following through. Have them share the story to each other in small groups.

Verbal Communication

Advocating for a Point of View

Ability Have students share with others what motivates them to follow through. Is it to conquer a challenge, be seen as reliable, demonstrate one’s sense of morality, or something different altogether?

Behavior Have students break into groups and give each a task that they must achieve by the end of one week. After the week is over, bring the students together and ask them to evaluate their own, the groups, and each group member’s follow-through.

Evaluation

Providing Feedback

Knowledge: Understanding that it is important to see things through to the end event in the face of adversity.

Value: Believing that it is important to see things through to the end even in the face of adversity in an effort to carry out a commitment to complete a task as well as demonstrate trustworthiness and dependability.

Ability: Being motivated to see things through to the end even in the face of adversity.

Behavior: Seeing things through to the end even in the face of adversity.

Conflict Negotiation (student employees of the Center for Campus Life will be able to):

Discuss their views and values with contrasting others in a civil manner that develops positive relationships.

(Initiative) CAS Domain Translation: Practical Competence

Leadership Model Translation: Relational Leadership Model: Process-Oriented; Social Change Model of Leadership: Controversy with Civility; Five Practices of Exemplary Leadership: Enable Others to Act; Emotionally Intelligent Leadership: Conflict Management

Conflict Negotiation Curricular Ideas

Dimension(s) Curriculum Other Competency Areas Developed

Knowledge Have Students take a conflict styles assessment to learn about how they tend to handle conflict.

Self-Understanding

Knowledge Share with the students effective conflict negation strategies.

Knowledge Have students share what they do well in terms of negotiating conflict. Then, have students share what is most challenging for them in negotiating conflict. Have students give each other ideas to help them overcome their challenges.

Scope of Competence

Receiving Feedback

Providing Feedback

Value Have students discuss experiences in which conflict went unaddressed or was mishandled. What were the

ramifications?

Value Have students share a time that conflict was handled effectively. What made it effective and what was the impact?

Ability Give students a scenario in which two characters are in conflict over a particular issue. Have two students role-play those in conflict and one role-play the conflict mediator.Then, have the students in conflict give feedback to the conflict mediator.

Receiving Feedback

Providing Feedback

Ability Have students watch a film clip in which two characters are in conflict. Stop the clip before any resolution has occurred. Ask the students what conflict negotiation strategies might work best in the situation.

Analysis

Evaluation

Behavior Have students journal after having been involved in a conflict situation about the conflict negation strategies they used and their impact on the situation. What might they do again the in the future and what might they do differently?

Reflection and Application Evaluation

Knowledge: Understanding strategies to effectively manage disagreement, including, keeping tension and emotion to a minimum, focused solely on the issue at hand, balancing the needs and interests of all involved, and finding common ground.

Value: Believing that it is important to effectively manage disagreement in an effort to foster a safe, respectful, and trusting environment in which all parties refrain from blame and truly consider each other’s perspectives to find common good.

Ability: Being able to effectively manage disagreement, including keeping tension and emotion to a minimum, focusing solely on the issue at hand, balancing the needs and interests of all involved, and finding common ground.

Behavior: Effectively managing disagreement, including keeping tension and emotion to a minimum, focusing solely on the issue at hand, balancing the needs and interests of all involved, and finding common good.