Robinson

1
Professional Analysis and Action Plan

I can not say that this program has equipped me with the skills to be an outstanding

higher education practitioner, because that is not my career plan. Though I wish to continue to
hold close relationships with higher education professionals, I find my skills and interests are
better suited for a corporate atmosphere. What I can say, is that this program has sharpened a set
of skills I rarely utilized before.
I have become brave enough to travel outside of my assigned role and job description.
As a recruiter, my role is to seek new talent. However, as an agent of change, I have taken my
roles and responsibilities a step further. Combining the OHR (Organizational and Human
Resources) and SJI (Social Justice and Inclusion) professional competencies, I have become
vocal in changing recruiting practices in my current position. From images in flyers to outreach
to higher education professionals, I have pushed my co-workers and managers to pay more than
lip service to creating a diverse work environment. Most importantly, I have pushed myself to
implement technology, theory, and a critical lens to creating a space that I am happy to call my
workplace. In the future, I hope to make a greater impact by changing where candidates are
sourced from and framing more questions around diversity to reduce the perpetuation of an
industry that praises the privileged and shames the targeted.
My action plan is simple: to continue to make a change in areas I have felt powerless
before. Many companies are finally starting to shine light on the experiences of their
employments and the lack of inclusivity. It is dire that I am a part of that movement because it
knocks me out of my comfort zone. In order to do this, I must shift my mind from someone who
consistently critically analyzes to one that also acts. I can be a part of a committee that wants to
create social change but I must push myself to add value to the leadership of the group. Simply,

Robinson

being associated with a cause is not only ineffective, but encourages stagnation in my
professional development.
One of NASPA/ACPAs professional competencies is the development of personal and
ethical foundations. For me, that means operating with purpose in the workplace and tying in
your authentic self. At my core, the professional and leadership development of others is my
passion. My goal is to become a Director of Development (or a related role). As a director, I
must become competent in my ability to train and motivate others. Too often, student
development theory is only applied to undergraduate students. Student learning and
development does not have to be kept within the higher education sphere. These same concepts
and areas of dissonance are present in life after college. It has been interesting to watch
cooperate American and higher education professional struggle with the same issues of retention
and motivation. As a non-higher education professional, I have applied theory within my own
workplace and life experiences. These theories have allowed me to add language and context to
challenges I encounter throughout various stages in my life. As a director, I could utilize the
skills I have acquired in learning and development to identity specific trainings and support
relevant to the success of those I supervise. Whether it be higher education or a non-higher
education field, my commitment is consistent. I want to help young professionals succeed in an
ever changing world.