| Senior student affairs officers were coded as a single cohort and current and former Student Affairs middle managers were coded as three separate cohorts (N = 58). These middle managers were parsed and coded depending upon their intentions for future positions in the field of Student Affairs.Sixteen skill categories eight "perceived performance level categories", and eight parallel "perceived need for further development categories" were assessed, and the results compared across the four coded groups and among the demographic characteristics to determine whether or not relationships existed which were significant. The skill category "family management" was developed by the researcher and added to the seven categories developed by Kane (1982). Lastly, preferred methods of skill development were assessed.Following the quantitative data collection and statistical analysis, a focus group, with representatives from each of the coded groups discussed their perceptions of the demographic characteristics. They also reviewed the sixteen skill categories, their preferred methods for skill development, their reactions to the coded group profiles, and finally, how they believed the concept of emotional quotient (e.q.) impacted upon their decisions regarding careers and the ability to move into positions of greater autonomy and responsibility.Regarding the demographic variables: age, gender, current position title, and years in profession with coded groups were found to have significant patterns (p &le 0.05). Coded ethnicity and pursuing further degree with coded groups had marginal significance (p-values between 0.05 and 0.10).The ranking of perceived performance by skill category was very consistent among the four coded groups.Regarding perceived need for further development on the skill categories, only "professional development" was found to be significant among the four coded groups. A multiple regression equation on this category revealed that those respondents who are younger have a higher perceived need for professional development. Additionally, those who are pursuing a degree have a higher need for professional development, as do those representing ethnic minority groups.The preferred methods of skill development, according to the survey were conferences, staff meetings, and reading. The preferred methods of skill development according to the focus group participants were internships or fellowships, conferences, and reading. |
