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Professional Competency Assessment 1

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Running Head: PRO COMPETENCY ASSESSMENT 1 Professional Competency Assessment Bruce B. Mann Seattle University SDAD 577 Professor Alvin A. Sturdivant October 30, 2013
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Running Head: PRO COMPETENCY ASSESSMENT 1PRO COMPETENCY ASSESSMENT 14

Professional Competency Assessment Bruce B. MannSeattle University SDAD 577Professor Alvin A. SturdivantOctober 30, 2013

Artifact H: Knowledge, Skills, and Competencies Analysis

ASSESSMENT KEY

Overall Competency Rating:

0= no exposure to and no experience in this competency1= minimal exposure to but no experience in this competency2= moderate exposure to and minimal experience in this competency3= moderate experience in this competency4= experience in this competency5= much experience in this competency, basic master has been achieved

Specific Skill Rating:

(+)= highly competent()= competent()= area of improvement/experience needed

Evidence of Learning:

W= WorkI= InternshipC= CourseworkV= Volunteer workO= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Advising & Helping

The Advising and Helping competency area addresses the knowledge, skills, andattitudes related to providing counseling and advising support, direction, feedback,critique, referral, and guidance to individuals and groups.

Overall Rating:

3 Exhibit active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying).W: Developed during 5 years of SA pro work at Univ. of Idaho

W

W: Specifically service programs

W

W

W

WW

W

W

W

W

WO: Webinars, conferencesMy previous work experience at the University of Idaho has helped me develop some advising and helping competence.

Many future improvements will come from increased opportunity to use and practice these competencies especially in relation to working with students.

Specific areas of improvement to focus on challenging students and colleagues, using referrals and crisis management.

To further improve, I need to better understand the policies and range of services at my current institutions. I also need to seek out experiences that assist in developing improved crisis management and intervention responses.

This can be done through internships as well as active engagement and learning around these issues.

Establish rapport with students, groups, colleagues, and others.

Facilitate reflection to make meaning from experience.+

Understand and use appropriate nonverbal communication.

Strategically and simultaneously pursue multiple objectives in conversations with students.

Facilitate problem-solving.

Facilitate individual decision making and goal setting.

Challenge and encourage students and colleagues effectively.

Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking expert assistance.

Identify when and with whom to implement appropriate crisis management and intervention responses.

Maintain an appropriate degree of confidentiality that follows applicable legal and licensing requirements, facilitates the development of trusting relationships, and recognizes when confidentiality should be broken to protect the student or others.

Recognize the strengths and limitations of ones own worldview on communication with others (e.g., how terminology could either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds).

Actively seek out opportunities to expand ones own knowledge and skills in helping students with specific concerns (e.g., suicidal students) and as well as interfacing with specific populations within the college student environment (e.g., student veterans).

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Assessment, Evaluation, & Research

The Assessment, Evaluation, and Research competency area (AER) focuses on the ability to use, design, conduct, and critique qualitative and quantitative AER analyses; to manage organizations using AER processes and the results obtained from them; and toshape the political and ethical climate surrounding AER processes and uses on campus.

Overall Rating:

3 Differentiate among assessment, program review, evaluation, planning, and research and the methodologies appropriate to each.W: Developed during 5 years of SA pro work at Univ. of IdahoV: Student Affairs Assessment Team

W/V

WO: Conferences/webinars

W/C

W/C

W/V

W/V

W

W/VThrough past professional experience, my current graduate assistantship and professional development, I have had the opportunity to develop multiple assessment skills.

While assessment has been an area of focus, there are still many opportunities for development as policies, techniques and promising practices are always evolving.

My strategies for future development include:-Engaging with and learning from assessment experts on campus.-Continuing to participate in professional development at conferences, with webinars and through social media.-Learn about and implement new and different assessment techniques. -Join assessment work groups when available

Effectively articulate, interpret, and use results of AER reports and studies, including professional literature.

Facilitate appropriate data collection for system/department-wide assessment and evaluation efforts using up-to-date technology and methods.

Assess trustworthiness and other aspects of quality in qualitative studies and assess the transferability of these findings to current work settings.

Assess quantitative designs and analysis techniques, including factors that might lead to measurement problems, such as those relating to sampling, validity, and reliability.

Explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB approval, informed consent) with regard to ethical assessment, evaluation, and other research activities.+

Explain to students and colleagues the relationship of AER processes to learning outcomes and goals.

Identify the political and educational sensitivity of raw and partially processed data and AER results, handling them with appropriate confidentiality and deference to the organizational hierarchy.

Align program and learning outcomes with organization goals and values.+

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Equity, Diversity, & Inclusion

The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge,skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptionsand prejudices.

Overall Rating:

2 Identify the contributions of similar and diverse people within and to the institutional environment.W/C

W: Both past pro experience and current GA positionW/C/O: SJTI

W: Past and PresentO: SJTI + pro devV: Work with ACPA commissions

W

W/CO: SJTI & Pro dev

W/C

W/C

WO: Pro dev

W: Assessment work (current and past)

W: GAship

W

W

The competency area of EDI is an area that I have seen the greatest growth as well as an area that needs additional consistent development.

Strategies for additional development:-Take advantage of trainings around dialogue facilitation and find ways to practice skills learned.-Continue to work on developing inclusive programing and evaluating current policies through a multicultural lens.-Attend conference programs or specific conferences focused on EDI (NCORE, WPC, etc.)-Lean into discomfort around in engaging in difficult conversations.-Continue to examine my own privilege and engrained dominant attitudes and actions in order to improve and develop.-Seek feedback from peers, mentors and colleagues on skills and actions.

Integrate cultural knowledge with specific and relevant diverse issues on campus.

Assess and address ones own awareness of EDI, and articulate ones own differences and similarities with others.

Demonstrate personal skills associated with EDI by participating in activities that challenge ones beliefs.+

Facilitate dialogue effectively among disparate audiences.

Interact with diverse individuals and implement programs, services, and activities that reflect an understanding and appreciation of cultural andhuman differences.

Recognize the intersectionality of diverse identities possessed by an individual.

Recognize social systems and their influence on people of diverse backgrounds.

Articulate a foundational understanding of social justice and the role of higher education, the institution, the department, the unit, and theindividual in furthering its goals.

Use appropriate technology to aid in identifying individuals with diverse backgrounds as well as assessing progress towards successful integrationof these individuals into the campus environment.

Design culturally relevant and inclusive programs, services, policies, and practices.

Demonstrate fair treatment to all individuals and change aspects of the environment that do not promote fair treatment.

Analyze the interconnectedness of societies worldwide and how these global perspectives impact institutional learning.

ACPA/NASPA Competency AreaSkillSpecific Rating Evidence of LearningFuture Improvement & Development

Ethical Professional Practice

The Ethical Professional Practice competency area pertains to the knowledge, skills, andattitudes needed to understand and apply ethical standards to ones work. While ethics is an integral component of all the competency areas, this competency area focuses specifically on the integration of ethics into all aspects of self and professional practice.

Overall Rating:

1Articulate ones personal code of ethics for student affairs practice, which reflects the ethical statements of professional student affairs associations and their foundational ethical principles.C

C

W/C

W

W

W

W

W

WMy ethical skill development has, so far, been as a result of practice and experience without a deep understanding of the foundational principles of the profession. This is one of the areas that has the potential for the greatest improvement.

Future development strategies:-Continue to learn more about and integrate professional ethical standards into daily work and approach.-Take what has been learned in coursework and continue to reference it in practice.-Engage professionals and mentors in conversation around the formation of their personal ethical principles and how that plays our in their work.-Continue to formally develop my own personal code of ethics in concert with ethical principles of the profession while recognizing ethics can evolve and should be referenced often.

Describe the ethical statements and their foundational principles of any professional associations directly relevant to ones working context.

Explain how ones behavior embodies the ethical statements of the profession, particularly in relationships with students and colleagues, in the use of technology and sustainable practices, in professional settings and meetings, in global relationships, and while participating in job search processes.

Identify ethical issues in the course of ones job.

Utilize institutional and professional resources to assist with ethical issues (e.g., consultation with more experienced supervisors and/or colleagues, consultation with an associations Ethics Committee).

Assist students in ethical decision making and make referrals to more experienced professionals when appropriate.

Demonstrate an understanding of the role of beliefs and values in personal integrity and professional ethical practices.

Appropriately address institutional actions that are not consistent with ethical standards.

Demonstrate an ethical commitment to just and sustainable practices.

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

History, Philosophy, & Values

The History, Philosophy, and Values competency area involves knowledge, skills, and attitudes that connect the history, philosophy, and values of the profession to ones current professional practice. This competency area embodies the foundations of the profession from which current and future research and practice will grow. The commitment to demonstrating this competency area ensures that our present and future practices are informed by an understanding of our history, philosophy, and values.

Overall Rating:

3Describe the foundational philosophies, disciplines, and values on which the profession is built.C

C

C

W: Past & Present

W

W

WO/V: Work with ACPA

C/W

C/W

V/O: involvement (past & current) with ACPA

W/C

W/C

W/C

W

WA better understanding is needed of the foundational history and values of higher education and students affairs. While I have five years of professional experiences, I have only been exposed to the HPV of the profession in a meaningful way through coursework this quarter. Much of my understanding and competence has come from direct experience without much critical reflection.

Strategies for improvement:-Continuing to learn more about foundational philosophy, values and history of the profession through continued coursework and conversation.-Continue have at least some type of engaged involvement with ACPA or NASPA.

Articulate the historical contexts of institutional types and functional areas within higher education and student affairs.

Describe the various philosophies that define the profession.

Demonstrate responsible campus citizenship.

Demonstrate empathy and compassion for student needs.

Describe the roles of both faculty and student affairs educators in the academy.

Explain the importance of service to the academy and to student affairs professional associations.+

Articulate the principles of professional practice.

Articulate the history of the inclusion and exclusion of people with a variety of identities in higher education.

Explain the role and responsibilities of the student affairs professional associations.

Explain the purpose and use of publications that incorporate the philosophy and values of the profession.

Explain the public role and societal benefits of student affairs and of higher education generally.

Articulate an understanding of the ongoing nature of history and ones role in shaping it.

Model the principles of the profession and communicate the expectation of the same from colleagues and supervisees.

Explain how the values of the profession contribute to sustainable practices.

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Human & Organizational Resources

The Human and Organizational Resources competency area includes knowledge, skills,and attitudes used in the selection, supervision, motivation, and formal evaluation ofstaff; conflict resolution; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management, risk management, and sustainable resources.

Overall Rating:

4Describe appropriate hiring techniques and institutional hiring policies, procedures, and processes.W: Competent with past positions but missing current policiesW: Sup. Eight student per year in last pro position.W & O: Hiring committees

W: Current and past

W

W

W

W: Both in student affairs as well as the GM of minor league baseball team.W

W & O: ACPA Technology work groupWW

W

W

W

W

W

Having had experience supervising both student and professional staff members (in and outside of higher education) I have been able to engage with and develop in the competency area.

Strategies for improvement:-Seek feedback on supervision techniques from students and supervisors.-Look for opportunities to develop increased skills in conflict resolution-Seek out more information around specific campus policies and procedures-Take advantage of supervision and hiring focused workshops and webinars.

Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques.

Explain how job descriptions are designed and support overall staffing patterns in ones work setting.

Design a professional development plan in ones current professional position that assesses ones strengths and weaknesses in ones current position, and establishes action items for fostering an appropriate level of growth.

Explain the application of introductory motivational techniques with students, staff, and others.

Describe the basic premises that underlie conflict in organizational and student life and the constructs utilized for facilitating conflict resolution in these settings.

Effectively and appropriately use facilities management procedures as related to operating a facility or program in a facility.

Articulate basic accounting techniques for budgeting, monitoring, and processing expenditures.+

Demonstrate effective stewardship and use of resources (i.e., financial, human, material)

Use technological resources with respect to maximizing the efficiency and effectiveness of ones work.+

Describe environmentally sensitive issues and explain how ones work can incorporate elements of sustainability.+

Develop and disseminate agendas for meetings.+

Communicate with others using effective verbal and nonverbal strategies appropriate to the situation in both one-on-one and small group settings.

Recognize how networks in organizations play a role in how work gets done.+

Understand the role alliances play in the completion of goals and work assignments.

Describe campus protocols for responding to significant incidents and campus crises.

Explain the basic tenets of personal or organizational risk and liability as they relate to ones work.+

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Law, Policy, & Governance

The Law, Policy, and Governance competency area includes the knowledge, skills, andattitudes relating to policy development processes used in various contexts, theapplication of legal constructs, and the understanding of governance structures and their impact on ones professional practice.

Overall Rating:

3Explain the differences between public and private higher education with respect to the legal system and what they may mean for students, faculty, and staff at both types of institutions.

W: Past positions

W

W & C: Undergrad research and coursework

W: Risk management was a critical component of a past position

W

W

W: Current

W: Past and present

WO: Personal learning, ongoing

WO: Personal learning, ongoing

W

W

WMost of my compence in this area has come directly from working in student affairs with special attention paid to risk management and inclusion.

Strategies for improvement:-Take higher education law course through the SDA program-Continue to read about current legal issues facing student affairs and higher education -Engage with senior staff on how policy is formed at the departmental and institutional levels.

Describe the evolving legal theories that define the studentinstitution relationship and how they affect professional practice.

Describe how national constitutions and laws influence the rights that students, faculty, and staff have on public and private college campuses.

Explain the concepts of risk management and liability reduction strategies.+

Explain when to consult with ones immediate supervisor and campus legal counsel about those matters that may have legal ramifications.

Act in accordance with federal and state/province laws and institutional policies regarding nondiscrimination.

Describe how policy is developed in ones department and institution, as well as the local, state/province, and federal levels of government.

Identify the major policy makers who influence ones professional practice at the institutional, local, state/province, and federal levels of government.

Identify the internal and external special interest groups that influence policy makers at the department, institutional, local, state/province, and federal levels.

Describe the public debates surrounding the major policy issues in higher education, including access, affordability, accountability, and quality.

Describe the governance systems at ones institution, including the governance structures for faculty, staff, and students.

Describe the system used to govern or coordinate ones state/province system of higher education, including community college, for-profit, and private higher education.

Describe the federal and state/province role in higher education.

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Leadership

The Leadership competency area addresses the knowledge, skills, and attitudes required of a leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within a process of how individuals work together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues.

Overall Rating:

4Describe how ones personal values, beliefs, histories, and perspectives inform ones view of oneself as an effective leader.W: Past professional positions

W/O: Pro Dev & mentorship

W/C

WW: Informal

W

W

W: Past and present

W

W

W

W & O: Strengths

W

W

W

W: Specifically civic engagement workWI have been fortunate to have had opportunities to develop my leadership skills and competencies through work experience and strong mentorship from other professionals.

Strategies of improvement:-Be intentional about learning more about leadership philosophies, applications in practice and community building.-Practice applying non-dominate styles in work and classroom.

Identify ones strengths and weaknesses as a leader and seek opportunities to develop ones leadership skills.

Identify various constructs of leadership and leadership styles that include but are not limited to symbolic, expert, relational, and inspirational.

Identify basic fundamentals of teamwork and teambuilding in ones work setting and communities of practice.

Describe and apply the basic principles of community building.

Use technology to support the leadership process (e.g., seeking feedback, sharing decisions, posting data that support decisions, using group-support website tools).

Understand campus cultures (e.g., academic cultures, student cultures) and collaborative relationships, applying that understanding to ones work.

Articulate the vision and mission of the primary work unit, the division, and the institution.

Explain the values and processes that lead to organizational improvement.

Identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks, governing groups, nature of power, policies, goals, agendas and resource allocation processes) and how they influence others to act in the organization.

Explain the advantages and disadvantages of different types of decision-making processes (e.g., consensus, majority vote, and decision by authority).

Think critically and creatively, and imagine possibilities for solutions that do not currently exist or are not apparent.+

Identify and then effectively consult with key stakeholders and those with diverse perspectives to make informed decisions.+

Explain the impact of decisions on diverse groups of people, other units, and sustainable practices.

Articulate the logic used in making decisions to all interested parties.+

Exhibit informed confidence in the capacity of ordinary people to pull together and take practical action to transform their communities and world.

Identify and introduce conversations on potential issues and developing trends into appropriate venues such as staff meetings.+

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Personal Foundations

The Personal Foundations competency area involves the knowledge, skills, and attitudes to maintain emotional, physical, social, environmental, relational, spiritual, and intellectual wellness; be self- directed and self-reflective; maintain excellence and integrity in work; be comfortable with ambiguity; be aware of ones own areas of strength and growth; have a passion for work; and remain curious.

Overall Rating:

3Identify key elements of ones set of personal beliefs and commitments (e.g., values, morals, goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one or more larger communities).

W: Past and presentC

W: GAship

W: Past and present

W/C

W

W

WO: Pro devW

W

WThrough work experience at the University of Idaho and in my current graduate assistant role I have had the opportunity to critically consider and develop my personal foundations.

I need to move from awareness of issues to being comfortable in advocating for myself and seeking assistance when needed.

Strategies for improvements:-Continue to engage in personal reflection around professional and personal identity, wellness and balance.-Seek assistance when struggling emotionally from trusted professionals

Identify ones primary work responsibilities and, with appropriate ongoing feedback, craft a realistic, summative self-appraisal of ones strengths and limitations.

Describe the importance of ones professional and personal life to self, and recognize the intersection of each.

Articulate awareness and understanding of ones attitudes, values, beliefs, assumptions, biases, and identity as it impacts ones work with others; and take responsibility to develop personal cultural skills by participating in activities that challenge ones beliefs.

Recognize and articulate healthy habits for better living.

Articulate an understanding that wellness is a broad concept comprised of emotional, physical, social, environmental, relational, spiritual, and intellectual elements.

Identify and describe personal and professional responsibilities inherent to excellence.

Articulate meaningful goals for ones work.

Identify positive and negative impacts on psychological wellness and, as appropriate, seek assistance from available resources.

Recognize the importance of reflection in personal and professional development.+

ACPA/NASPA Competency AreaSkillSpecific RatingEvidence of LearningFuture Improvement & Development

Student Learning & Development

The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs practice, as well as understanding teaching and training theory and practice.

Overall Rating:

1Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development.C/W

C/W

C/W

C/W

C/W

C/W

W

WI have a basic understanding of student learning and development theory, which has been developed through work experience, self-directed learning and current coursework.

This entire competency area is ripe for development and improvement.

Strategies for development:-Continue to learn more about both foundational theories as well as current scholarship.-Take advantage of NASPA and ACPA publications each month to continue improving my understanding.-Participate in additional learning opportunities including conference sessions, workshops and webinars-Seek the feedback of other professionals when turning theory into practice.

Articulate how differences of race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, disability, and religious belief can influence development during the college years.

Identify and define types of theories (e.g., learning, psychosocial and identity development, cognitive-structural, typological, and environmental).

Identify the limitations in applying existing theories and models to varying student demographic groups.

Articulate ones own developmental journey and identify ones own informal theories of student development and learning (also called theories-in-use) and how they can be informed by formal theories to enhance work with students.

Generate ways in which various learning theories and models can inform training and teaching practice.

Identify and construct learning outcomes for both daily practice as well as teaching and training activities.

Assess teaching, learning, and training and incorporate the results into practice.

My Three-Year Professional Development Plan

Objective 1: Develop a well-rounded knowledge base around student development theory and application in practice: 2013 Strategy: Finish coursework in student affairs theory and apply theory to current graduate assistantship work. Participate in workshops, conference programs or webinars when available to better understand application on theory. 2014 Strategy: Continuing applying theory to practice with feedback from supervisors. Deepen understanding of emerging theories especially in regards to minoritized populations by staying current on scholarship and promising practices. 2015 Strategy: Submit program proposals to conferences focused on outcomes of graduate assistantship research. Objective 2: Increase understanding and utilization of personal and professional codes of ethics: 2013 Strategy: Increase knowledge of professional ethical foundations. Explore and document my own personal code of ethics. Share with colleagues and mentors to receive feedback. 2014 Strategy: Reevaluate code of ethics after putting it into practice. Continue to engage in conversations with professional around their professional ethics and how that looks in practice. 2015 Strategy: Continue to reflect on my ethical practice and orientation while working to identify either programs of study or institutions that align with my ethical standards. Objective 3: Increase equity, diversity and inclusion competency through active engagement: 2013 Strategy: Immerse deeper into work as GA for Multicultural Student Services at the University of Puget Sound. Take opportunities to listen to the stories of diverse others without regard for self benefits. Continue to read scholarship and other writings on promising practices, theories and trends in working with minoritized students. Engage with like identified professionals to examine our dominance and collusion in oppressive systems. 2014 Strategy: Will be a core facilitator for student SJTI over the summer. Obtain an internship working with an access, equity or inclusion program. Attend the White Privilege Conference, NCORE or other Social Justice/EDI focused professional development opportunity. 2015 Strategy: Submit program proposal to EDI focused conference. Continue to reflect and do self work. Objective 4: Continue assessment and evaluation knowledge and skill development: 2013 Strategy: Join the Divisional Assessment Work Group (DAWG) at UPS. Continue to develop and evaluate assessment methods used through graduate assistantship. Seek out workshops and conference sessions on advanced assessment techniques. Engage in conversation and discussion with assessment experts at UPS and SeattleU. Be more active with involvement in ACPA Commission for Assessment and Evaluation. 2014 Strategy: Look at internships or volunteer opportunities to assist programs/departments in developing assessment plans, tools and reporting. Continue to stay current on trends and techniques in student affairs assessment. Take MOOC on advanced statistical analysis. Increase knowledge of utilizing SPSS. 2015 Strategy: Look for positions or doctoral programs that allow for further development of assessment competency. Continue to seek alternative professional development opportunities. Consider leadership involvement in assessment commissions or knowledge communities. Objective 5: Improve supervision, motivation and conflict resolution skills: 2013 Strategy: Seek 360-degree feedback on supervision style, strengths and weaknesses. Find ways to increase understanding of conflict resolution and motivation strategies through workshops or programs. Take the time to learn more about campus specific policies and procedures. 2014 Strategy: Put new knowledge into practice at work. Reflect on and evaluate any improvements or changes in supervision. Continue personal development through reading, workshops and webinars. 2015 Strategy: Reevaluate approaches in context of new institution. Repeat process of understanding institutional values and polies. Continue to increase the breadth and depth of knowledge around supervision styles and conflict resolution. If means are available, go though Non-violent Communication training.


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