Running head: ADMINISTRATION OF HUMAN AND ORGANIZATIONAL RESOURCES 1

Administration of Human and Organizational Resources

Ntxhee Xiong

University of Wisconsin – La Crosse

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Learning new skills and learning about new materials are a way of knowledge. In student

affairs, there are components in which a person has yet to learn. It can go from assessment to

sustainability in student affairs. All these forms of components make up what we call student

affairs today. In this class of administration of human and organization resources, has taught me

about the hiring process in which how each department may or has to come up with for a job

description for a certain position. From the project and my artifact, new employee and

recruitment project, I’ve learned that there are a lot of descriptions in which can describe a

certain job but at times you cannot have everything you want on it, so it is somewhat difficult to

pick and choose what you want in the job description. Making up a job description is somewhat

hard because you want to include so many certain areas in which you want the person to uphold

but can only choose and write a certain amount. This project was one of my favorites because it

showed me the beginning of how to write a job description for a new position and it was

somewhat hard because my partner and I weren’t sure how to describe the position because we

wanted this position to be one of best ones. This project has shown me how tough it is at times

in writing a job description, coming up with a rubric, and setting up orientation. It comes to

show how much work someone or a department must put in for a new employee.

I got to see the human resource side of student affairs and how the process goes when

new employees are recruited and how much work must be put into it. As I have applied for jobs

already and having been rejected a few times, I understand that departments and institutions try

to find someone that will fit their needs. Departments try to, “implement strategies, interview

protocols and decisions regarding staff selection that adhere to institutional policy and meets

organizational goal” (ACPA & NASPA, 2016, p 22) so at times there will be moments in which

some people are not going to make the cut to get an interview. But it does not mean that I’m not
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good in what I am doing, just that there will be others who have had more experience than me,

but I can always learn more if needed or try to get more experience else where before landing a

good job that will fit me.

My second artifact to represent my knowledge in this competency is my job description

for my GSI because I am the first graduate student that SSS has hired and as I learn and grow

from my job, I am providing my supervisor and my other staff members insights on what they

expect from their next GSI. It also gives me an opportunity to provide resources and suggestions

to how the next GSI position should be taken on because SSS never had one until two years ago

when I was the first one to get it. Working in SSS and reading about my job description from

two years ago when it was first written to the new job description that was recently wrote. A lot

has changed, new things were added, and some things were taken out. As a person takes on the

job, it may be hard but as time goes by you’ll eventually understand how things goes and the

next time you’ll be able to lead it, just like how I did with my GSI. Through my GSI I was able

to identify where I had my strongest points to my weakest points. My strongest points were with

the mentoring program because I got to “apply a range of strategies available for motivating

others” (ACPA & NASPA, 2016, p 22) towards my peer mentors who overlooked seven to eight

new first year scholars in the SSS program. And I got to use my knowledge and skills I had

learned in my classes into the work place. My weakest point was advising my scholars because

it was tough to get them to make an appointment with me and finding a time that worked with

me because I only had 20 hours each week. This class and the readings have made me reflect on

how to serve my scholars better and using different methods and theories like the student driven

model. I focus on students more because I am to learn how to serve them better in order for

them to succeed in the next how many years for them to get an undergraduate degree.
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Reference

College Student Educators International & NASPA: Student Affairs Administrators in Higher

Education. (2016). ACPA/NASPA professional competencies rubrics. Retrieved from

https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competency

_Rubrics_Full.pdf