AN ANALYSIS OF THE EFFECTS OF A STAFF DEVELOPMENT TRAINING PROGRAM ON STUDENT AFFAIRS PRACTITIONERS
This study investigated the effect of staff training on student affairs practitioners. Self perceived competency, supervisors' ratings, and self esteem scores were used to measure the effectiveness of a staff training program. There were 40 subjects who participated in the program. Subjects were assigned randomly to one of two treatment groups or a control group. Treatments were training programs that were competency-based or confidence-based. Each group was tested prior to training, after the first treatment, and at the end of the second training period. Ten hypotheses were generated to determine: (1) if there was an effect of training, (2) if there was a difference between supervisors' ratings and self perceptions, (3) if there was a difference in ratings related to professional experience and educational background, and (4) if the type of training affected performance. Results indicated that there was an effect over time for training. Supervisors' ratings and self perceptions did not differ significantly. Years of experience did have a significant effect on some of the measures of effectiveness and self esteem. The type of training received did not affect performance as measured by self ratings or supervisors' ratings. Conclusions were that training does make a difference, but, perhaps, the type of training is not so important as the fact that the practitioners receive training. Another conclusion was that perceptions of competencies by supervisors and those they supervise merge over time. Finally, it was concluded that the competency components and the confidence components, as defined and ordered in the study, may be so intertwined in presenting training that they can not be separated. Further research is needed in the area to develop assessment measures and to continue to define the components of effective staff training.
Academic guidance counseling
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