Magat Paper

COMPETENCY AREAS IDENTIFICATION AND EVALUATION TOOL DEVELOPMENT

FOR STUDENT AFFAIRS AND SERVICES PRACTITIONERS:

A PHENOMENOLOGICAL STUDY

Dr. Henry G. Magat

Consultant, Mother of the Redeemer Academy;

Associate Professor, Far Eastern University East Asia College

This research is phenomenological using grounded theory methodologies, identifying the competency areas of student affairs and services practitioners in the Philippines. Nine student affairs and services practitioners, representing three sectarian, three non-sectarian, and three state universities and colleges in Metro Manila were covered by the study. Data were gathered using face-to-face interviews with the nine respondents, using questionnaires, and through review of literature. Data were analyzed using the Delphi Method of Research. An evaluation tool was developed which was later validated by three experts in student affairs area using the triangulation method.

IntroductionStudent Affairs and Services is one of the major divisions of a Higher Education Institution (HEI) with oversight of issues, resources, and services related to student life. It is a cluster of units designed and devoted to serve all students and to make sure that the learning and living environment on campus is conducive to attaining academic goals (Bonnet, 2011).

The Student Affairs and Services offers basic and support services for students, as identified by the Commission on Higher Education in Memorandum Order Number 21, Series of 2006 (CMO #21. s.2006). These services are managed by the student affairs and services office headed by a Vice President, Dean, Director, Head, or Coordinator who is a holder of any Baccalaureate Degree or Masters Degree in various fields of specialization. These practitioners are drawn from all disciplines, however, predominantly are with degrees in education and psychology.

Unlike other countries where programs of student affairs have been available particularly in the graduate level for a long time, in the Philippines only one university, the De la Salle University (DLSU), Manila, offers student affairs as a major field of study under the Master of Arts in Education Program. Hence, formal university-based curriculum or program of study is obviously wanting, yet the need to develop the necessary skills among Student Affairs and Services practitioners has remained a priority concern.

There were efforts to address these needs, one is the program conducted by the Philippine Association of Administrators of Student Affairs (PAASA). The members organize themselves where they could be developed through learning sessions with competent and experienced local and international practitioners. The Catholic Educators Association of the Philippines-Committee on Student Affairs (CEAP-CSA) has created a nine-module set of learning sessions in response to the urgent needs of student affairs practitioners to formally acquire basic competencies and skills deemed necessary for beginning student affairs practitioners.

With long history of student affairs and services in the Philippines, there was no identified competency areas and evaluation tool that will measure competency levels of student affairs and services practitioners.

In the light of this situation is the reality of student affairs and services practitioners in the country today who do not have the necessary competencies to provide the identified services.

RESEARCH METHODOLOGYThe research is divided into four phases: Phase 1-The Grounded Theory, Phase 2-The Delphi Method, Phase 3-Tool Construction, and Phase 4-Validation Using Triangulation Method.Phase 1 Grounded Theory

This study employed methodologies used by grounded theorists. Grounded Theory is the systematic generation of theory from data acquired by a rigorous research method resulting not as findings but an integrated set of conceptual hypothesis or probability statements about the relationship between concepts (Glaser, 2002).

The major function of the theory is not only to describe, explain and predict behavior, but also to stimulate and guide further knowledge development (Hoy & Miscal, 1978). Theory may even inform researchers and practitioners in the specific fields of interest about what might work or might not work with a particular sector. In grounded theory, all is data (Glaser, 2002).

Phase 2 Delphi Method

This study also used the Delphi Method. The Delphi method is based on structural surveys and makes use of the intuitive available information of the participants, who are mainly experts. Therefore, it delivers qualitative as well as quantitative results and has beneath its explorative, predictive even normative elements, there is not one Delphi methodology but the applications are diverse. There is agreement that Delphi is an expert survey in two or more 'rounds' in which in the second and later rounds of the survey the results of the previous round are given as feedback. Therefore, the experts answer from the second round on under the influence of their colleagues' opinions. Thus, the Delphi method is a 'relatively strongly structured group communication process, in which matters, on which naturally unsure and incomplete knowledge is available, are judged upon by experts (Hader & Hader, 1995).

This method had helped to gather the most significant experiences of student affairs and services practitioners in their field. The method may even validate the responses through the frequency or the number of times that a particular description or item has appeared in the survey. Wechsler (1978) characterizes a 'Standard-Delphi-Method' in the following way: It is a survey which is steered by a monitor group, comprises several rounds of a group of experts, who are anonymous among each other and for whose subjective-intuitive prognoses a consensus is aimed at. After each survey round, a standard feedback about the statistical group judgment calculated from median and quartiles of single prognoses is given and if possible, the arguments and counterarguments of the extreme answers are fed back.This study gathered all the recommended competencies from the respondents, grouped the competencies according to general categories, developed another set of questionnaire which was distributed to the same group of respondents to find out the most accurate and most precise competencies needed by student affairs and services practitioners.Phase 3 Tool Construction

After the identification of the competency areas of Student Affairs and Services Practitioners, a competency evaluation tool was developed to measure their competency levels. A Likert Scale was employed for the development of the evaluation tool. Likert Scale is an ordered, one-dimensional scale from which respondents choose one option that best aligns with their view (Changingminds website). A Likert Scale of 1 5 was used to score the competency level of practitioners, with 5 as the highest and 1 as the lowest. The scale and descriptions are as follow:

5 OUTSTANDING (practitioner is entirely performing at an advanced level and is fully capable of performing competently)4 ABOVE AVERAGE (practitioner is mostly performing at an advanced level and is reasonably capable of performing competently)

3 AVERAGE (practitioner is ready to enter at an advanced level of training and exposure and is capable of performing competently)

2 BELOW AVERAGE (practitioner is at a good basic level but requires significant further training and exposure to acquire the needed competency). 1 POOR (practitioner is at an early entry level and requires complete training and exposure to acquire the needed competency). The competency evaluation tool was later validated by experts in the field of student affairs and services.

Phase 4 Validation Using the Triangulation MethodTo validate the accuracy of the identified competencies of Student Affairs and Services Practitioners, this research employed the Triangulation Method. Triangulation is "the combination of methodologies in the study of the same phenomenon." organizational researchers can improve the accuracy of their judgments by collecting different kinds of data bearing on the same phenomenon (Jick, 1979). The evaluation tool was developed to measure the competency level of Student Affairs and Services Practitioners was validated by three experts in the field of student affairs and services from Higher Education Institutions: one from a sectarian, one from a non-sectarian, and one from a state universities and colleges. These experts were not participants in the data gathering for this research.Research SettingThe research was conducted in Universities and Colleges in Metro Manila where the most experienced Student Affairs and Services Practitioners work. The researcher did not consider the geographical locations but the classification of the universities and colleges of the nine respondents, viz: Sectarian, Non-sectarian, and State Universities and Colleges.

This study involved selected student affairs and services practitioners in the Philippines who satisfied the following criteria: 1) have been appointed in student affairs and services work for at least five years. Based on the preliminary assessment of the researcher, five years hands-on experience as a student affairs and services practitioner is sufficient to be able to identify the competencies needed in student affairs; 2) have occupied any of the positions that were identified in this study, viz: vice president, dean, director, associate dean, assistant director, assistant to the rector/president for student affairs, head, or coordinator. These positions have direct supervision over student affairs and services in Higher Education Institutions, and; 3) have been appointed to any of the enumerated positions when their respective Higher Education Institutions have undergone accreditation with the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU), Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA), or Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP). The Student Affairs and Services practitioners are the resource persons to identify the necessary competencies in student affairs and services.

After the identification of competency areas, an evaluation tool was developed to measure the competencies of Student Affairs and Services Practitioners. The tool was validated by experts in student affairs and services area. Experts were identified based on the criteria set by the researcher: 1) has or had been a student affairs and services practitioner for at least ten years; 2) has or had occupied any of the identified positions as student affairs and services practitioner, viz: vice president, dean, director, or coordinator; and 3) has or had been elected or appointed as executive officer of a national or international organization related to student affairs and services.

This study focused on student development and services. Due to the wide coverage of the areas identified by the Commission on Higher Education in CMO #21, series of 2006, the researcher concentrated on two areas to be able to attain its desired results.

Participants of the StudyThe participants of the study were identified using the criteria set by the researcher. Nine participants were selected: three from a Sectarian University or College, three from a Non-sectarian University or College, and three from a State Universities and Colleges SUC).

From a Sectarian University or College: the first participant has been a Student Affairs and Services Practitioner for 14 years, was the Director of Student Affairs, was part of the accreditation observation by the PAASCU of the University, and was an executive officer of the Philippine Association of Administrators of Student Affairs-National Capital Region (PAASA-NCR); the second participant has been a Student Affairs and Services Practitioner for 19 years, currently the Assistant to the Rector for Student Affairs, was part of the accreditation observation by the PACUCOA, and was an executive officer of both PAASA and Asia Pacific Student Services Association (APSSA); the third participant has been a Student Affairs and Services Practitioner for 14 years, is currently the Associate Dean for Student Affairs, was part of the accreditation observation by PAASCU, and currently an executive officer of PAASA and Catholic Educators Association of the Philippines (CEAP).

From Non-Sectarian University or College: the first participant has been a Student Affairs and Services Practitioner for 16 years, was Dean of Student Affairs, was part of the accreditation observation by PACUCOA, was an executive officer of PAASA and APSSA, and currently a board member of the Young Mens Christian Association (YMCA); the second participant has been a Student Affairs and Services Practitioner for eight years, is currently the Director for Student Affairs, was part of the accreditation observation both by PAASCU and PACUCOA, and was an executive officer of PAASA-NCR; the third participant has been a Student Affairs and Services Practitioner for eight years, is currently the Director for Student Personnel Services, was part of the accreditation observation by PACUCOA, and currently an officer of YMCA.

From State Universities and Colleges: the first participant has been a Student Affairs and Services Practitioner for 23 years, was the Vice President for Student Services, was part of the accreditation observation by the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), and was an executive officer of PAASA; the second participant has been a Student Affairs and Services Practitioner for 24 years, was the Director and currently the Coordinator for Student Affairs , was part of the accreditation observation by the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), and is an active member of PAASA; the third participant has been a Student Affairs and Services Practitioner for 6 years, was the Dean of Student Affairs, was part of the accreditation observation by the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), and was an active member of PAASA.Profile of the Panel of Experts

A group of experts were also identified based on the criteria set by the researcher, such as: 1) has or had been a student affairs and services practitioner for at least ten years; 2) has or had occupied any of the positions as student affairs practitioner, viz: vice president, dean, director, head, or coordinator; and 3) has or had been elected or appointed as executive officer of a national or international organization related to student affairs and services.

The panel of experts were chosen because of their long experience in student affairs and services practice, and their academic updating and retooling must have widen their knowledge in research and in the field of student affairs and services. The seminars and trainings provided by their international or national professional organizations must have equipped them with the necessary skills, hence they are considered experts in the field of student affairs and services.

A panel of experts was chosen to critique and validate the evaluation tool to rate the competence level of student affairs and services practitioners. Using the triangulation method, the evaluation tool had been critiqued and had been validated by three experts with due consideration to the accuracy of the general categories, the key competencies, and the descriptions of the knowledge, skills, and attitude that Student Affairs and Services Practitioners should demonstrate, as well as the descriptions of the Likert Scale.

Identification of Competency Areas by Student Affairs and Services PractitionersThis study started with no reference to look up to since this is a phenomenological study. Hence, Grounded Theory had to be employed in order that the most significant and most precise experiences of the participants of the study may be retrieved. For this reason, the researcher had to conduct interviews with the nine participants of the study using four divergent questions, viz : 1) What are the positions you have held as a Student Affairs and Services Practitioner and describe your functions as such?; 2) What are the responsibilities that go with every position that you held?; 3) Describe some difficult and/or challenging situations that you have encountered? How did you handle them?; 4) From your experience, what personal skills/strengths/ characteristics were most helpful and/or useful?

RESULTS

Thematic Categories

This research gathered the most significant data from Student Affairs and Services Practitioners using the grounded theory. Since the responses of the participants are not clustered, the researcher had to use thematic categories to address this concern.

1. Mentoring and advising The first thematic category is about mentoring and advising. The participants provided descriptors for this category, such as teaching, counseling, listening, and coaching. However, majority of the respondents did not elaborate on this category because of some legal issues that go with counseling. As expressed by respondents, counseling services seems to connote the technical counseling services offered by the counseling office.

2. Critical and logical thinkingIn this category, the participants provided descriptions, such as: practitioners should be critical, analytical, sensible, logical thinker; should common sense, and should know what to prioritize. A participant explained critical in the sense that one is moving away from or closer to the objectives and not from or to some other things. But the majority of the participants did not elaborate on their responses.

3. Interpersonal relationship (people skills)

This category was described by the participants as related to people and social skills, human relations, public relations, respect for diversity, rapport, appreciation, fair treatment, networking, empathy, sympathy, collaboration, and coordination. Interpersonal relationship was also described in the context of good relationship with people, adaptability to people, willingness to assist subordinates, awareness to other peoples aspirations, appreciation of students, acceptance of others strengths and weaknesses, and effective facilitation of dialogue between and/or among parties involved in a situation.

4. CommunicationThe participants described this category in the following context: having an open communication line to others particularly with parents and students; being articulate; being open-minded; shows a good and effective listening skill; and being tactful in the sense that a practitioner uses the right words in the right manner. Moreover, a Student Affairs and Services Practitioner should have the skill to simplify complex ideas to an understandable level; should write and speak proficiently in a language that is understood by the students.

5. IntellectualThe participants provided the following descriptions that are, to their thinking, demonstrative of their intellectual skills: shows intellectual superiority, shows versatility, exudes wisdom, awareness of national issues, and has concept of their own skills. However, majority of the participants described this category in the following context: has a good educational background related to student affairs work; had undergone trainings in student affairs; has a particular specialization; has a background on Organizational Development (OD); has a background in Psychology and human behavior acquired either through formal education or through reading; has acquired knowledge in student psychology; and has the interest to continuously update his/her knowledge through formal education (e.g, Masters or Doctorate).

6. Emotional and SpiritualThe participants described emotional and spiritual skills in the following context: has the ability to handle a relationship well; has a certain level of self-awareness; has shown maturity in handling situations; feels empathy for others; manifests high emotional quotient; has the ability to subordinate personal feeling/emotions to her higher objectives of principles; and has shown spiritual preparedness.

7. Knowledge of the School Vision-Mission and Core ValuesThe participants described this category as: to have a clear understanding of the School Vision and Mission; to establish the identity of the school through branding; and to protect the stakeholders of the school; and to protect the image of the school. A participant clarified that it is not the image of the school per se that is protected but the fidelity of the school to its vision/mission.

8. Knowledge of the laws concerning studentsThe participants described this category as the following: to have knowledge of the laws and jurisprudence concerning students; and to have knowledge of the Manual of Regulations for Private Higher Education (MORPHE). A participant explained that knowledge of school policy is insufficient, thus knowledge of the law is needed to be able to address legal concerns in schools, appropriately.

10. Crisis/conflict managementThe participants described crisis/conflict management as: having basic skills in conflict resolution; having skills in objectively addressing issues; and having skills in crisis management.

11. Use of technology and technical knowledgeThis category was described by the participants as follows: to be knowledgeable in communication technology; to have technological skills in lecture presentations; to be updated and be in-touch with trends in technology for the improvement of the services they provide to students.12. Research, evaluation, and assessmentIn this category, the participants provided descriptions in the following contexts: (a) the ability to use the research reports; and (b) the ability to conduct a research. The participants described the former in the following context: must have the knowledge to use the outputs of research/evaluation/assessment efforts; must have basic knowledge to interpret data. The participants described the latter in the following context: Must have the technical knowledge to conduct a research; must have the willingness to coordinate with the academic departments to conduct a research.

13. ManagementThe participants provided several descriptions for this category. Management is described in the following contexts: Student Affairs and Services Practitioners should have: the knowledge of strategic planning process; the ability to develop programs and activities which will lead people to the long-term objectives or goals; skills in problem-solving; skills in decision-making; evaluative skills; the knowledge of how to organize a group; the knowledge of event-management; the knowledge of resource management; and foresight.

14. PhysicalThe participants described this category as physically fit, agile, active and mobile, and athletic. The participants have limited descriptions for this category because, as organizational structures of schools show, athletics is a separate department.

15. Values, integrity, and ethical leadershipThe participants described this category in the following context: to have a sense of vocation; to have a clear understanding of his/her roles and responsibilities; to have a firm decision; to have commitment; to be assertive; to be courageous; to observe self- leadership; to observe self-management; to be transparent; to exude values; to model identity and integrity; to have a natural disposition to lead; to be grounded on reality; to promote advocacies; to show political will; to be reflective, to observe ethical practice; and to be a resonant leader. A participant further explained that being principled and being a person of integrity may need to be given primacy since Student Affairs and Services Practitioners are in the business of education, and the products are people and not materials of objects. Hence, integrity and principles (a clear notion of what humanity means) are essential. They are a basic state of being, and nor a skill to be acquired or honed.

16. Student development and welfareThe participants provided descriptions for this category, viz: to provide opportunities to develop students skills; to provide trainings and seminars that will equip students to become good leaders; to have the eyes for leaders and talents; and to have patience in dealing with students.Competency Areas for Student Affairs and Services PractitionersAfter consolidating all the comments of the participants of the study, with due considerations on the weight of the discussions and justifications for each thematic category, the knowledge, skills, and attitudes were categorized. The researcher proceeded to establishing the six competency areas for Student Affairs Practitioners in the Philippines. Each competency begins with a general definition, followed by key competencies, and the knowledge, skills, or attitudes that Student Affairs and Services Practitioners are expected to demonstrate.First, using the 16 thematic categories that were previously presented, six general competency categories had been identified. Second, using the Delphi Method, the competencies had been further categorized to key competencies. And, each key competency has descriptions of the knowledge, skills, or attitudes that Student Affairs and Services Practitioners are expected to demonstrate. At this point, there was an indication that a consensus had been realized, hence, the saturation point had been reached.

And third, the identification of a set of Competency Areas for Student Affairs and Services Practitioners in the Philippines.The competency areas are presented in no particular order, regardless of importance or relevance. The arrangement is based on the order of presentation in the transcript of interview with the participants of the study. Hence, should not be misconstrued as hierarchical.CATEGORY 1: ADVISING

Description: The Advising competency area includes the knowledge, skills and attitudes related to developing a high level of professional standards of quality counseling, coaching, and providing support and direction. This also includes the understanding and application of theories, principles, and concepts of student development.

Key Competencies

1.1 The ability to inspire through Mentoring

Student Affairs and Services practitioners should be able to:

Provide counsel or advice to individuals and groups that lead to better self realization.

Direct individual and groups through processes that hone their skills to deal effectively with personal, educational, and social concerns.

Guide the students through developmental programs that will provide life-long learning.

Practice active and effective listening skills.

1.2 The ability to hone student potentials for leadership


Provide opportunities for individual students to improve their leadership skills and potentials through participation in student activities, organizations, developmental programs and trainings toward their total well-being.

Provide programs that will equip individuals to cope with personal, educational, and social problems through exposure to real life situation.

Open opportunities to integrate with other members of the school community to better understand cultures and diversity.

Develop individual students to become confident, self-directed, effective, and ethical leaders.

Articulate the value of self-leadership and self-management.

CATEGORY 2: MANAGING

Description: The Managing competency area includes the knowledge, skills, and attitudes necessary for the realization of the vision, mission, and core values of the institution. This also includes understanding of the basic principles that underlie conflict in organizations and facilitating the resolution of these conflicts.Key Competencies

2.1 The ability to integrate the schools philosophical framework with job responsibilities and to educate the school community on current legal issues concerning students.


Show full understanding of the institutions thrust through its vision, mission, and core values.

Exhibit knowledge and understanding of school policy in relation with laws and jurisprudence concerning students.

Translate the schools vision-mission into programs and activities that will involve individuals and groups.

Demonstrate ability to implement school policies and programs that are congruent with institutional vision and strategic plans.

2.2 The ability to manage and resolve conflicts.


Demonstrate basic skills in managing conflict and focusing on resolution, building trust, and establishing rapport.

Demonstrate ability to manage conflicts by leading individuals or groups to a practical, effective, and fair resolution.

Display knowledge in approaching conflict, such as analysis of the issues and interests at stake, cause of the conflict, opportunity of both sides to be heard, and objective resolution of the issue.

Guide towards commitment to a safe, caring, and nurturing environment.

CATEGORY 3: LEADING

Description: The Leading competency area includes the knowledge, skills and abilities required of a leader to work effectively, to envision, to plan, to effect change, and to address issues in and out of the organization. This also includes subordination of personal agenda, and observance of ethical practice at work.

Key Competencies

3.1 The ability to understanding his/her role and responsibilities which transcend to a sense of vocation.


Manifest subordination of personal needs and wants to the higher objectives and principles.

Articulate principles and essence of teamwork that focus on organizational success rather than on personal interest

Develop partnerships and alliances in spite of differences and diverse values and principles.

Respond to the needs of students and employees over and above self-interest.

3.2 The ability to embed Values and to observe Ethical principles in the practice of student affairs.


Display a strong foundation of values and qualities of a resonant leader.

Exhibit the ability to devote time and energy to leading the process of enabling others to clarify their personal core values that will serve as the basis of their decision-making.

Show awareness of ones limitations by recognizing the need for the supervision and guidance of others.

CATEGORY 4: RELATING

Description: The Relating competency area includes the knowledge, skills, and attitudes required to interact with individuals and groups with diverse views. This also includes the needed communication competence of student affairs and services practitioners.Key Competencies

4.1 The ability to maintain and manage Interpersonal Relationship


Demonstrate responsibility, accountability, maturity, and consistent propensity for transparency that leads to the development of trusting relationships.

Show understanding of the requirements for social cohesion, such as respect for and appreciation of values, beliefs, identity, biases, heritage, cultures, and histories of others that create an inclusive environment

Manifest self-awareness, empathy, and effective interpretation of underlying emotional and motivational states of others.

Help others to transform through role-modeling.

Show basic knowledge of human behavior and human psychology that is useful to identify ways to address students concerns.

Show sensitivity to others feelings.

4.2 The ability to Communicate effectively to stakeholders of the school community


Demonstrate skills to use written, spoken, and non-verbal languages, efficiently and effectively.

Demonstrate willingness to communicate with people in their level that result in effective information exchange.

Provide an avenue for a healthy dialogue with students, parents, and other concerned individuals in or out of the organization.

Exhibit effective listening skill that leads to a better understanding of complex ideas and situations.

CATEGORY 5: TEACHINGDescription: Teaching competency area includes the knowledge, skills, and abilities needed to understand and apply principles and concepts to improve student affairs and services practice, as well the appropriate use of technical and technological innovations.Key Competencies

5.1 The ability to use Evaluation, Assessment, and Research outputs for student development.


Demonstrate literacy in utilizing evaluation, assessment, and research outputs to create an improved and appropriate student development programs and to employ better strategies to implement the said programs.

Coordinate with the academic departments to provide assistance in conducting researches for the purpose of designing better student developmental and leadership training programs.

Demonstrate ability to use feedback reports to develop an appropriate evaluation tool that will measure the attainment and competence of students.

Show knowledge in writing accurate assessment and evaluation reports of programs, activities, and services of student affairs and services personnel.

5.2 The ability to use Technological Knowledge interactively


Utilize technological innovations at workplace to provide more efficient processes and better services to students and other members of the school community.

Demonstrate basic knowledge on using special means of communication such as email and webpage, and locate and access electronic information in cyberspace.

Provide opportunities to students to acquire advance technological knowledge outside the regular classroom set-up through hands-on trainings using computer programs (e.g., powerpoint, flash, publisher, photoshop, etc.).

CATEGORY 6: ACHIEVINGDescription: Achieving competency area includes the knowledge, skills, and attitudes needed to achieve excellence in student affairs and services practice, and to attain holistic well-being.

Key Competencies

6.1 The ability to apply basic knowledge to acquire higher knowledge.


Manifest understanding of the psychology of the youth.

Promote interest to pursue higher studies relevant to student affairs to help professionalize student affairs and services practice in the country.

Demonstrate openness to learn from experience and to welcome multi-competency trend.

6.2 The ability to maintain emotional, spiritual, and physical well-being.


Manifests maturity with understanding oneself, in dealing with problems, stress, and adapting to and coping with extreme situations.

Express and advocate understanding and acceptance of multi-faith and to create an atmosphere of religious tolerance and cooperation.

To provide opportunities to participate in a variety of sports and recreational activities that promotes excellence, cooperation, skill development, fair play, and physical maturity.

6.3 The ability to assist in promoting and fulfilling ones social responsibility.


To provide opportunities to participate in community extension programs that will assist students and other members of school community to reflect on social issues and social responsibility, and eventually participate in the conduct of such programs.

Validation of the Evaluation Tool for the Professional Competencies for Student Affairs and Services PractitionersThe final stage of the study is the validation of the evaluation tool for professional competencies for Student Affairs and Services Practitioners. A Likert Scale of 1 5 was used to score the competence level of practitioners, with 5 as the highest and 1 as the lowest. The Likert Scale descriptions are:

5 OUTSTANDING (practitioner is entirely Performing at an advanced level and is fully capable of performing competently)

4 ABOVE AVERAGE (practitioner is mostly performing at an advanced level and is reasonably capable of performing competently)

3 AVERAGE (practitioner is ready to enter at an advanced level of training and exposure and is capable of performing competently)

2 BELOW AVERAGE (practitioner is at a good basic level but requires significant further training and exposure to acquire the needed competency).

1 POOR (practitioner is at an early entry level and requires complete training and exposure to acquire the needed competency).

Using the Triangulation Method, and as the theory provides, three experts in the field of Student Affairs and Services reviewed the evaluation tool. The objective of this step is to validate the appropriateness of the Likert Scale used to rate the competencies of the practitioners. Based on the validation of the three experts, the competency areas are precise descriptions of the competencies of Student Affairs and Services Practitioners. The Likert Scale descriptions were also validated as the most appropriate to rate the competencies of the practitioners.

CONCLUSION

The study was undertaken for two important reasons: first, to identify the professional competency areas of Student Affairs and Services Practitioners in the Philippines; and second, to develop an evaluation tool that will rate the competence level of the practitioners. The major objectives of this study have been met with the identification of the competency areas and the development of the evaluation tool to rate the competence level of Student Affairs and Services Practitioners. This endeavor has proven that it is possible, and in fact realized, to develop a set of Professional Competency Areas for Student Affairs and Services Practitioners in the Philippine Context. Additionally, an Evaluation Tool to measure the Professional Competence Level of Student Affairs and Services Practitioners in the Philippines was developed.REFERENCES

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