Sample Pre Assessment Tool

							Appendix D
Sample Pre-Assessment Tool
This tool is meant to help supervisors and students realize the current exposure and experience level the student
has related to each of the eight skills and competencies so that the supervisor and student may focus the student’s
development opportunities on those skills and competencies most in need. This tool is not meant to be used as a
performance appraisal, but rather, in conjunction with the learning contract, as means to define the experience for
the student and to establish a basic understanding of what skills the student hopes to gain as a part of his/her
position.

Instructions:
    1. Rank your current level of exposure and/or experience in each category below.
           a. Use the following scale:
               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 mastery has been achieved
    2. Identify developmental opportunities (assistantships, internships, professional organizations, etc.).
    3. Meet with your supervisor to discuss your pre-assessment and development opportunities.

Skills and Competencies                            Current Status           Developmental Opportunities
Advising & Supervising                            Rank your current
Graduate students who have developed                   status:
competence in Advising & Supervising will:
professionally and academically aid a             0   1   2   3   4   5
student in his/her development via formal
and informal methods; coach, advise, and
supervise in both one-on-one and in large
group settings; and facilitate coaching,
advising, and supervision through selection
and hiring, training, communicating
expectations, feedback and assessment.
Assessment, Evaluation, & Research                Rank your current
Graduate students who have developed                   status:
competence in Assessment, Evaluation, &
Research will: use, design, conduct, and          0   1   2   3   4   5
critique qualitative and quantitative
assessment, evaluation, and research
analyses; utilize assessment, evaluation and
research to improve organizational
effectiveness; and shape the political and
ethical climate surrounding assessment,
evaluation, and research processes and uses
on campus.
Human & Organizational Resources                  Rank your current
Graduate students who have developed                   status:
competence in Human & Organizational
Resources will: demonstrate skills and            0   1   2   3   4   5
knowledge in the selection, supervision,
motivation, and formal evaluation of staff;
appropriately resolve conflict; manage the
politics of organizational discourse;
effectively apply strategies and techniques
associated with financial resources, facilities
management, fundraising, technology use,
crisis management, risk management, and
sustainable resources; and understand and
conduct budgeting and financial resource
management.
Multiculturalism, Inclusion, & Equity             Rank your current
Graduate students who have developed                   status:
competence in Multiculturalism, Inclusion, &
Equity will: create higher education learning     0   1   2   3   4   5
environments that are enriched with diverse
views and people of varied backgrounds,
races, cultures, and beliefs; create an
institutional ethos that engages in
multiculturalism and helps to increase self
awareness and knowledge of multiple
groups different from self; and pursue
equity for all members of the campus
community.

A broad understanding of multiculturalism
is employed that includes race, ethnicity,
class, gender, sexual orientation, disability,
age, and religion, so as to acknowledge that
personal identity is complex and
intersectional.
Policy, Governance, & Law                         Rank your current
Graduate students who have developed                   status:
competence in Policy, Governance, & Law
will: apply current legal constructs and          0   1   2   3   4   5
policy development processes used in
various contexts, and understand
governance structures and their impact on
one’s professional practice; and recognize
laws, policies, and procedures at the campus,
local, state, and federal level that impact
one’s professional practice.
Professional & Ethical Practice                    Rank your current
Graduate students who have developed                    status:
competence in Professional & Ethical
Practice will: professionally and                 0   1   2   3   4   5
appropriately represent one’s self, the
unit/organization and University in
accordance with set standards and
expectations; understand and recognize the
importance and application of ethical
standards and practices in one’s work,
pertaining to professional relationships with
colleagues, students and external groups
and in financial matters; the interpretation
and application of policies and standards;
and understand how and when viewpoint
neutrality applies to the position.
Professional Knowledge & Orientation               Rank your current
Graduate students who have developed                    status:
competence in Professional Knowledge &
Orientation will: connect the history,            0   1   2   3   4   5
philosophy, and values of the profession to
one’s current professional practice; work
both independently and collaboratively to
effect change and create a vision; have a
passion for work and remain curious; and
establish life-long learning through
professional development such as
conferences, publications, and best
practices.
Student Learning & Development                     Rank your current
Graduate students who have developed                    status:
competence in Student Learning &
Development will: demonstrate knowledge           0   1   2   3   4   5
and understanding of concepts and
principles of student development and
learning theory; apply theory to improve
and inform student affairs practice, as well
as understand teaching and training theory
and practice; and apply the University of
Minnesota Student Development and
Learning Outcomes to all programs,
activities, and Advising & Supervising
practice.

*This tool was adapted from University of South Carolina, Division of Student Affairs, 2007 AFA Focus Group, and the
2007 ACPA Document on Professional Competencies

                              **Instrument meant for instructional purposes only**