Developing Competence

Developing Competence

This vector includes three spheres: intellectual, physical and social (interpersonal) competence. Increased skill leads to a sense of confidence in one’s ability to handle such tasks as acquiring knowledge, critical thinking, physical and manual skills, and developing communication skills for a variety of social situations. If competence is developed, individuals are more willing to take risks, which spurs growth in other areas. Developing intellectual competence is directly tied to academic programs. Physical and manual competence is developed through athletic and recreational activities and through hands-on contact with art materials or construction materials. Interpersonal competence is developed through communication with individuals or groups as found in class teamwork or co-curricular organizations.

(This summary of the Developing Competence vector as defined under Arthur Chickering’s 7 Vectors of Development,  is taken from a great Introduction to Student Development Theory page at Central Michigan University.)

Some questions I recommend that students ponder as they explore ways to develop competence:

Developing Intellectual Competence:

1. How do you go about acquiring knowledge/new information?
2. What kind of environment do you need to study?
3. Do you learn better alone or with a group?
4. Why did you choose your major (if you have already)?
5. What do you hope to do with your degree?
6. What resources are available to you on your campus to:
   1. Build your study skills?
   2. Get involved in your major, academic department or college?
   3. Find internships, co-ops, or full-time jobs?
   4. Learn more about related fields and concepts?
   5. Surround yourself with others interested in similar activities?

Physical or Manual Skills:

1. What resources are available on your campus for exercising and staying fit?
2. Are there opportunities to participate in outings, learn a craft, or express yourself artistically?
3. Do you know how to keep your room clean?
4. Are you able to make minor repairs to clothing?
5. Do you know how to do your laundry? Iron your clothes?

Social/Interpersonal Skills:

1. How well do you communicate in person? In writing? Electronically? By phone?
2. How do you usually go about making friends?
3. Once you make friends, how do you stay connected to them?
4. How do you generally handle conflict?
5. Are you assertive enough?
6. How do you handle stress?
7. Are you prepared for the challenges that come with sharing a room with someone else?

These are just a few starting points for exploration and discussion, and many more questions and related topics are likely to flow from your answers. It’s normal, after introspection, to evaluate your behaviors and current ways of viewing situations. You’ll be doing this quite a bit in college, and in life, from here on out.

Evaluating yourself is only one part of the equation, though. Once you see where you are at with an issue, you’ll likely ask “where should I go from here?” You may not know the answer right away, and this may drive you to learn more about an issue, or to seek out new people, ideas and experiences. This will lead, logically, to new ways of thinking and being.

Personal growth isn’t always easy and it’s  often uncomfortable at some points along the way. This discomfort will lead you to seek feedback from friends, family, peers and mentors, and may leave you asking more questions of yourself. There’s a very cyclical nature to this, and feedback from others is essential. There may be times when you feel at ease with yourself while others clearly do not approve. Personal decision points may arrive at unexpected times and in unexpected ways. The choices you make will help you build new skills and competencies and define who you are, as well as who you hope to be.

The most important point to remember in all of this, I think, is that it is both your right and your duty to become who you are meant to be in life. There is no way you can do this without taking a look at yourself, examining what you believe in, considering who you want to be and what you value, and making independent choices.

No one else can do this for you, and no one should. As a unique human being, this is your life’s work:

Become who you are.

Related posts:

1. Chickering’s 7 Vectors of Development

Tagged as: 7 Vectors, Chickering, competence, development, issues, student, student development theory, tasks

About Sean Cook