Abstract
A two-stage study was conducted to identify key competencies in graduate student development programs at Canadian and U.S. institutions. Once thirty-nine key competencies were identified, developers of graduate students were asked to rate the importance of each competency in their programming, the extent to which each competency was explicitly taught, and their own confidence in the training received to help teach these competencies. One key finding suggests that numerous potential gaps exist in the training of those who deliver graduate student development programs, which organizations such as the Professional and Organizational Development Network in Higher Education can help to address.
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