Skill Development among Student Affairs Professionals

This study examined the perception of skill level among new professionals, mid-managers, and senior student affairs officers in NASPA Region III. The instrument contained 72 skill statements in 10 categories. Findings indicate there are differences between the groups for all categories except for technology. As student affaks professionals have an obligation to be familiar with student development theories, they also have an obligation to understand their own growth and development (Conneely, 1994; Grace-Odeleye, 1998). Within student affaks there are distinguishable skills and stages that professionals attain in their careers (Carpenter & Miller, 1981). Knowing those competencies and stages assists in planning, supervision, and mentoring (DeCoster & Brown, 1983). Professional development allows administrators to achieve these competencies, as the outcome of professional development includes rejuvenation and new ideas, skill attainment, and ultimately, better service to students (Conneely, 1994). Carpenter (1979) and Carpenter and Miller (1981) found that human development theory was useful in the study of professional development in student affairs. They originally proposed four developmental stages: formative (graduate and/or paraprofessional preparation), application (beginning to intermediate practice with further preparation), additive (intermediate to upper level practice with policy making and increased professional sharing), and generative (upper level practice through retirement). More recent research (Carpenter, 2003) concluded that the generative stage probably did not exist. He concluded that developmental stages can be identified and that growth can be measured to a certain extent. Research has been conducted to determine competencies or characteristics of professionals in different levels of the profession, usually classified as new professional, mid-manager, and senior student affairs officer (SSAO, also known as chief student affaks officer, or CSAO). New professionals are defined as persons who have been working full time in the student affaks profession up to five years (Scott, 2000). Mid-managers are defined as individuals who (a) occupy a position which reports dkectly to the CSAO or (b) occupy a position which reports to a person who reports directly to a CSAO and are responsible for the direction, control, or supervision of one or more student affairs functions, or one or more professional staff members; individuals usually reporting to a CSAO who manage an administrative unit and normally supervise other professional staff, budgets, etc. (Fey, 1991). Senior student affairs officers are usually defined as practitioners with 10 or more years of experience and division-wide responsibility (including assistant and associate vice presidents, deans, and directors; Scott, 2000). Randall and Globetti (1992) found that college presidents wanted CSAOs to have (in order from highest to lowest priority) integrity, commitment to institutional mission, conflict resolution skills, decisiveness, motivation, support of academic affairs, staff supervision skills, planning skills, and flexibility. The lowest rated skills included scholarly publications, research capabilities, and facility management. Fey and Carpenter (1996) found that mid-managers identified leadership, fiscal management, personnel management, communication, professional development, research and evaluation, and student contact as important skills to possess. In addition to those, Scott (2000) included conflict resolution and mediation skills, mentoring, advising student groups, technology management, understanding the big picture, networking, and skills in chairing committees, writing reports, and problem solving. New professionals have particular needs. Scott (2000) identified these needs as understanding student development theory; learning to apply theory to practice; career development; learning how to network; developing a sense of professionalism; learning how to work with student leaders and groups; skill development; using technology; developing professional ethics; professional association involvement; relating to peers, colleagues, and supervisors; and balancing work and personal life. …