1. NACS College Store Competency Model

2. © 2006 2 What is competency? Core competencies are those most critical, usually cross-functional, skills and practices that underlie and enable overall effectiveness within the industry. Core competencies are those most critical, usually cross-functional, skills and practices that underlie and enable overall effectiveness within the industry. Competency encompasses the knowledge of a topic or ability in a skill area AND effective application. Competency encompasses the knowledge of a topic or ability in a skill area AND effective application.

3. © 2006 3 Why competency-based? The core competency areas are used to identify, organize, and communicate the knowledge and skills needed to exercise a comprehensive understanding of the industry. The core competency areas are used to identify, organize, and communicate the knowledge and skills needed to exercise a comprehensive understanding of the industry. Programs and related resources are benchmarked on the competency areas to ensure that educational programs offer the scope of opportunities necessary within the industry. Programs and related resources are benchmarked on the competency areas to ensure that educational programs offer the scope of opportunities necessary within the industry.

4. © 2006 4 Competency-based offerings The following NACS programs and services are some of the first to start using the competency areas to guide their development, enhancement, and organization: The following NACS programs and services are some of the first to start using the competency areas to guide their development, enhancement, and organization: CAMEX CAMEX Collegiate Retail Training Series (CRTS) Collegiate Retail Training Series (CRTS) CSR self-guided training publications CSR self-guided training publications NACS facilitator-led programs NACS facilitator-led programs

5. © 2006 5 The Project The project to develop the College Store Competency Model required: Approximately 18 months Approximately 18 months More than 25 volunteer content experts More than 25 volunteer content experts 8 staff content experts and advisors 8 staff content experts and advisors Feedback and information from the NACS Board, NACS Foundation, CAMEX, the certification program, state/regional organizations, and other member meetings, training programs, and conversations Feedback and information from the NACS Board, NACS Foundation, CAMEX, the certification program, state/regional organizations, and other member meetings, training programs, and conversations

6. © 2006 6 The Competency Areas College Store Operations (CSO) College Store Operations (CSO) Course Materials and Intellectual Property (CMIP) Course Materials and Intellectual Property (CMIP) Leadership and Human Resources (LHR) Leadership and Human Resources (LHR) Marketing and Campus Relations (MCR) Marketing and Campus Relations (MCR) Retailing (R) Retailing (R) Business Stewardship (B) Business Stewardship (B)

7. © 2006 7 The Levels of Expertise Threshold Education Intermediate Education Advanced Education

8. © 2006 8 Threshold Education Provides the understanding and skills needed to effectively address a newly introduced area of operation or competency. Provides the understanding and skills needed to effectively address a newly introduced area of operation or competency. Example: ISBNs in General Books or “Fair Use” in Copyright. Example: ISBNs in General Books or “Fair Use” in Copyright.

9. © 2006 9 Intermediate Education Provides opportunities to gain new ideas, enhance skills with cutting edge techniques, and remain current as the industry flexes in response to the market. Provides opportunities to gain new ideas, enhance skills with cutting edge techniques, and remain current as the industry flexes in response to the market. This level of education also directly addresses personal growth and continuous enhancement of the soft skills. This level of education also directly addresses personal growth and continuous enhancement of the soft skills. Example: Effective practices in managing relationships with faculty and libraries regarding “Fair Use.” Example: Effective practices in managing relationships with faculty and libraries regarding “Fair Use.”

10. © 2006 10 Advanced Education Offers seasoned collegiate retailers skills and resources to address organization challenges such as visioning, strategic planning, goal setting, and exemplary practice identification. Offers seasoned collegiate retailers skills and resources to address organization challenges such as visioning, strategic planning, goal setting, and exemplary practice identification. Example: Tracking changes in copyright law and interpreting the impact on the business model and outcomes for college stores. Example: Tracking changes in copyright law and interpreting the impact on the business model and outcomes for college stores.

11. Competency Model

12. © 2006 12 College Store Operations Take a closer look at this domain. CSO includes: Bookstore Operating Cycles Bookstore Operating Cycles Financial Management Financial Management Asset Protection and Loss Prevention Asset Protection and Loss Prevention Receiving Receiving Warehouse Warehouse Systems Solutions Systems Solutions

13. © 2006 13 College Store Operations Within CSO, the Bookstore Operating Cycles entry includes: Within CSO, the Bookstore Operating Cycles entry includes: Know and apply the general practices of collegiate retailing Know and apply the general practices of collegiate retailing Know and be able to discuss the various college store ownership and management models Know and be able to discuss the various college store ownership and management models Understand the basic practices of the publishing industry Understand the basic practices of the publishing industry Understand the environment and operating cycles of the college/university Understand the environment and operating cycles of the college/university

14. © 2006 14 Training support  Bookstore Operating Cycles Self-assessment:  Know and apply the general practices of collegiate retailing  Know and be able to discuss the various college store ownership and management models  Understand the basic practices of the publishing industry  Understand the environment and operating cycles of the college/university

15. © 2006 15 Training support Bookstore Operating Cycles: Self-assessment Bookstore Operating Cycles: Self-assessment  Know and apply the general practices of collegiate retailing  Know and be able to discuss the various college store ownership and management models  Understand the basic practices of the publishing industry  Understand the environment and operating cycles of the college/university ?   

16. © 2006 16 Performance evaluation Bookstore Operating Cycles Know and apply the general practices of collegiate retailing Know and be able to discuss the various college store ownership and management models Understand the basic practices of the publishing industry Effectiveness 1 2 3 4 5

17. © 2006 17 Performance evaluation Bookstore Operating Cycles Know and apply the general practices of collegiate retailing Know and be able to discuss the various college store ownership and management models Understand the basic practices of the publishing industry Effectiveness 1 2 3 4 5 X X X

18. © 2006 18 Next Steps Use the language of the model to discuss industry issues with your staff. Use the language of the model to discuss industry issues with your staff. Watch for programs and services from NACS that fall into competency areas you need to learn more about. Watch for programs and services from NACS that fall into competency areas you need to learn more about. Take advantage of the competency model and the structure it provides to guide training, resource identification, and evaluation. Take advantage of the competency model and the structure it provides to guide training, resource identification, and evaluation.

19. © 2006 19 Tools to Support Next Steps Use this PowerPoint presentation to help your staff learn about the competencies that are relevant to their positions. Use this PowerPoint presentation to help your staff learn about the competencies that are relevant to their positions. Use the model to assist you in creating job descriptions, evaluations, and other performance documentation. Use the model to assist you in creating job descriptions, evaluations, and other performance documentation.

20. © 2006 20 Final Thoughts Of course, NACS will not produce educational resources targeting EVERY item on the competency model. Not every knowledge-area or skill-set is within our core competency to produce. Of course, NACS will not produce educational resources targeting EVERY item on the competency model. Not every knowledge-area or skill-set is within our core competency to produce. However, knowing WHAT training you need and precisely what NACS programs ARE addressing will allow you to identify other resources as needed. However, knowing WHAT training you need and precisely what NACS programs ARE addressing will allow you to identify other resources as needed. Please contact the NACS education department with any questions at education@nacs.org. Please contact the NACS education department with any questions at education@nacs.org.