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7 7 -2 5 ,2 9 2
SVOREN, Donald Stephen, 1936SIGNIFICANT AREAS OF BEHAVIOR RESULTING FROM
THE INTERACTION OF CHIEF STUDENT PERSONNEL
OFFICERS AND CHIEF EXECUTIVE OFFICERS ON
THREE TASKS IN MICHIGAN COLLEGES AND
UNIVERSITIES.
M ichigan S ta te U n iv e r s it y , P h .D ., 1977
E d u catio n , h ig h e r

Xerox University M icrofilm s r

@

C o p yrig ht by
DONALD STEPHEN SVOREN
1977

Ann Arbor, M ichigan 48106

SIGNIFICANT AREAS OF BEHAVIOR RESULTING FROM THE
INTERACTION OF CHIEF STUDENT PERSONNEL OFFICERS
AND CHIEF EXECUTIVE OFFICERS ON THREE TASKS
IN MICHIGAN COLLEGES AND UNIVERSITIES
By
Donald Stephen Svoren

A DISSERTATION

Subm itted to
M ichigan S ta te U n iv e r s ity
1n p a r t i a l f u l f i l l m e n t o f th e requirem ents
f o r th e degree o f
DOCTOR OF PHILOSOPHY
Department o f A d m in is tra tio n and H ig h er Education
1977

ABSTRACT
SIGNIFICANT AREAS OF BEHAVIOR RESULTING FROM THE
INTERACTION OF CHIEF STUDENT PERSONNEL OFFICERS
AND CHIEF EXECUTIVE OFFICERS ON THREE TASKS
IN MICHIGAN COLLEGES AND UNIVERSITIES
By
Donald Stephen Svoren

Problem
W hile th e Im portance o f th e c h ie f s tu d e n t personnel
o f f i c e r (C S P O )-c h ie f e x e c u tiv e o f f i c e r r e la tio n s h ip had been
e x p l i c i t l y s ta te d by o th e rs concerned w ith th e CSPO's p o s itio n and
th e a d m in is tra tio n o f stu d en t s e r v ic e s , a re v ie w o f th e l i t e r a t u r e
on th e CSPO f a i l e d to re v e a l a study t h a t had s y s te m a tic a lly in v e s ­
tig a te d b e h a v io r u t i l i z e d by CSPOs as th ey In t e r a c t w ith c h ie f
e x e c u tiv e o f f i c e r s

in th e perform ance o f tasks f o r which th e y a re

re s p o n s ib le .
The need to I d e n t i f y b eh avio rs CSPOs m a n ife s t to ac h ie ve
ta s k o b je c tiv e s as th e y In t e r a c t w ith c h ie f e x e c u tiv e o f f i c e r s was
based on th e prem ise th a t persons concerned w ith th e CSPO's p o s itio n
must have b e h a v io ra l d e s c rip tio n s o f th e ways p o s itio n Incumbents
succeed o r f a l l
s e t.

as they In t e r a c t w ith key p o s itio n s in t h e i r r o le

The purpose o f t h is study was to I d e n t i f y s i g n i f i c a n t areas

o f CSPO b eh av io r on th re e tasks as CSPOs In te r a c te d w ith t h e i r
c h ie f e x e c u tiv e o f f i c e r s .

A secondary purpose o f th e study was to

D onald S tephen S voren
o b ta in recommendations from CSPOs on behaviors t h a t t h e ' f e l t
CSPOs needed to develop 1n o rd e r to work e f f e c t i v e l y w^th c h ie f
e x e c u tiv e o f f i c e r s .
Design o f th e Study
T h is study used a s e l f - r e p o r t method o f In fo rm a tio n c o l­
le c t io n .

CSPOs 1n s e le c te d M ichigan c o lle g e s and u n iv e r s it ie s were

sent a q u e s tio n n a ire to I d e n t i f y those who re p o rte d d i r e c t l y to the
c h ie f e x e c u tiv e o f f i c e r and to i d e n t i f y th e th re e most Im p o rta n t
tasks th ey p e rs o n a lly perform ed t h a t re q u ire d In t e r a c t io n w ith th e
c h ie f e x e c u tiv e o f f i c e r .

S ubsequently, p la n n in g /o r g a n iz in g ,

a d v is in g /r e p o r tin g , and s t a f f i n g , in descending o rd e r o f Im p ortan ce,
were I d e n t i f i e d as th e th re e most Im p o rtan t ta s k s .

T h ir ty -s ix

CSPOs (73 p erc en t m eeting th e c r i t e r i a f o r s e le c tio n ) were I n t e r ­
viewed and a m o d ific a tio n o f th e C r i t i c a l

In c id e n t Technique was

used to c o l le c t and an a ly ze s i g n i f i c a n t In c id e n ts o f CSP0-ch1ef
e x e c u tiv e o f f i c e r In t e r a c t io n on the th re e ta s k s .

Each CSPO a ls o

I d e n t i f i e d th e b eh avio rs he f e l t th a t CSPOs needed to develop 1n
o rd e r to work e f f e c t i v e l y w ith c h ie f e x e c u tiv e o f f i c e r s .

The p a t­

te rn s o f s ig n if ic a n t In c id e n ts , areas o f I n e f f e c t i v e ta s k b e h a v io r,
and needed CSPO behaviors were then compared by s e le c te d i n s t i t u ­
t io n a l v a r ia b le s and CSPO c h a r a c t e r is t ic s .

D iffe re n c e s found were

re p o rte d 1n terms o f percentages and r e a l numbers.
M ajor Fin din gs and Conclusions
The m ajor fin d in g s o f th e study were th e d e te rm in a tio n o f
va rio u s areas o f e f f e c t i v e and I n e f f e c t i v e ta s k b eh av io r which were

Donald Stephen S voren
In d u c tiv e ly developed from 141 s i g n i f i c a n t In c id e n ts th e CSPOs
re p o rte d , and th e b e h a v io ra l statem ents o b ta in ed from th e 84 beha­
v io r s CSPOs s p e c ifie d t h a t CSPOs needed to d ev elo p .

Based on th e

analyses o f In fo rm a tio n i t was concluded:
1. CSPO -chlef e x e c u tiv e o f f i c e r In te r a c tio n s on th e th re e
tasks o f a d v is in g /r e p o r tin g , p la n n in g /o r g a n iz in g , and s t a f f in g were
g e n e r a lly complex processes In which CSPOs were a b le to p e rc e iv e t h a t
s p e c if ic behaviors were r e la te d to t h e i r e ffe c tiv e n e s s .
2. S ig n if ic a n t CSPO b eh avio rs v a rie d from tim e to tim e on
th e same tas k and from task to ta s k .
3.
CSPOs re p o rte d themselves g e n e r a lly to be more e f f e c t i v e
than In e f f e c t i v e 1n accom plishing t h e i r o b je c tiv e s as th e y In te r a c te d
w ith c h ie f e x e c u tiv e o f f i c e r s on a d v is in g /r e p o r t in g , p la n n in g /
o rg a n iz in g , and s t a f f in g ta s k s .
4 . Of the th re e ta s k s , CSPOs re p o rte d th e g re a te s t I n e f ­
fe c tiv e n e s s w ith c h ie f e x e c u tiv e o f f i c e r s on s t a f f in g m a tte rs .
5.
I n s t i t u t i o n a l s e ttin g s and CSPO c h a r a c t e r is t ic s were
d i f f e r e n t i a l l y r e la te d to re p o rte d In c id e n ts o f CSPO I n e f f e c t i v e ­
ness according to ta s k .
6.
CSPOs emphasized th e In te rp e rs o n a l more so than th e
te c h n ic a l beh avio rs o f a d m in is tra tio n when s p e c ify in g behaviors
CSPOs need to develop In o rd e r to work e f f e c t i v e l y w ith c h ie f
e x e c u tiv e o f f ic e r s .
Based on th e s ig n if ic a n t areas o f task b eh av io r a check­
l i s t was developed f o r CSPOs to e v a lu te t h e i r In te r a c tio n s w ith
c h ie f e x e c u tiv e o f f ic e r s on th e s e le c te d ta s k s .

In a d d it io n ,

recomnendatlons were advanced f o r re search on, academic p re p a ra tio n ,
and p ro fe s s io n a l p r a c tic e o f CSPOs.

ACKNOWLEDGMENTS

I wish to acknowledge my deep a p p re c ia tio n f o r th e In t e r e s t
and support o f D r. Louis Stam atakos, my guidance co n m lttee chairm an,
who d ir e c te d t h is d is s e r t a tio n and who a s s is te d me In numerous ways
during rny d o c to ra l s tu d ie s .

S p ec ia l thanks Is due to D rs. W a lte r

Johnson and George F e rre e , members o f my guidance c o m n ltte e , who
lis te n e d and re a c te d w ith In s ig h t f u l comments as th e proposal f o r
t h is study was being d eveloped.

In a d d it io n , I wish to thank

D r. Winston Oberg, my cognate a d v is o r In management, f o r a s s is tin g
me d u rin g th e e a r ly stages o f th e study and D r. K e ith Anderson, who
served as a re a d e r f o r my o ra l exam ination 1n th e absence o f
D r. F e rre e .
A s p e c ia l mention 1s due th e c h ie f s tu d e n t personnel
o f f ic e r s who p a r tic ip a te d 1n t h is study and whose p ro fe s s io n a lis m
made th e In te r v ie w phase o f th e study a p a r t i c u l a r l y m eaningful
and p ro d u c tiv e u n d e rta k in g .
F i n a l l y , I w ish to acknowledge th e understanding and good
humor o f my w if e , M arian n e, and rny c h ild r e n , Derek and B r l t t a , and
th e c o n s ta n t encouragement o f my m other, Mrs. A lexandra M. Svoren,
durin g th e course o f my d o c to ra l s tu d ie s .

11

TABLE OF CONTENTS
Page
LIST OF TABLES........................................................................................................

v1

LIST OF F IG U R E S ...................................................................................................

ix

Chapter
I.

II.

III.

THE PR O B LEM ...........................................................................................

1

Need f o r th e S t u d y .........................................................................
Purpose o f th e S t u d y .....................................................................
Design o f th e S t u d y .....................................................................
Im portance o f th e S t u d y ...........................................................
L im ita tio n s o f th e S t u d y ...........................................................
Assumption o f th e S t u d y ............................................................
D e fin itio n s o f Terms .....................................................................
O v e r v ie w ................................................................................................

1
4
5
6
11
12
12
13

REVIEW OF LITERATURE........................................................................

15

In tr o d u c tio n .......................................................................................
The Concept o f R o l e ....................................
C h ie f Student Personnel O f fic e r s .........................................
A t t r i b u t e s .......................................................................................
F u n c t i o n s .......................................................................................
C r i t i c a l In c id e n t Technique
..................................................
Development and P r o c e d u r e ..................................................
Use 1n E d ucation al S t u d i e s ..................................................
S u m m a ry ................................................................................................

15
15
25
34
41
49
49
56
66

METHODOLOGY..........................................................................................

70

In tr o d u c tio n .......................................................................................
C h ie f S tudent Personnel O f f ic e r S e le c tio n
...................
Task I d e n t i f i c a t i o n .....................................................................
Statem ent C a te g o riz a tio n .......................................................
Task R a n k i n g s ..............................................................................
C o lle c tio n o f S ig n if ic a n t In c id e n ts
................................
In te rv ie w Format and In stru m en ts .....................................
P i l o t S t u d y ..................................................................................
In te rv ie w Procedure
................................................................
A n a ly s is o f In c id e n ts
...........................................................
S e m in a r y ................................................................................................

70
70
76
76
82
88
89
90
91
94
98

111

C h ap te r
IV .

Page
ANALYSIS OF R E S U L T S .........................................................................

TOO

In tro d u c tio n .......................................................................................
100
101
The S a m p le ...............................................................................................
C h ie f S tudent Personnel O f fic e r s .........................................
101
S ig n if ic a n t In c id e n ts
............................................................
106
A d v is in g /R e p o rtin g In c id e n ts ......................................................
112
Areas o f Behavior and In c id e n t A b s t r a c t s ...................
112
P a tte rn s o f In e f f e c t i v e B ehavior .....................................
122
129
P la n n in g /O rg a n izin g In c id e n ts ...................................................
Areas o f B ehavior and In c id e n t A b s t r a c t s ...................
129
P a tte rn s o f In e f f e c t iv e B ehavior .....................................
138
S ta f f in g In c id e n ts .............................................................................
144
Areas o f B ehavior and In c id e n t A b s t r a c t s ...................
144
P a tte rn s o f I n e f f e c t i v e B ehavior .....................................
152
S ig n if ic a n t B ehaviors
....................................................................
159
Needed C h ie f S tu dent Personnel O f f ic e r Behaviors . .
166
Methods and Procedures ................................................................
171
S u m m a ry ................................................................................................
174
V.SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

.............................

184

S u m m a ry ....................................................................................................
184
The P r o b l e m ..................................................................................
184
Design o f th e S t u d y ................................................................
185
F in d i n g s ...........................................................................................
188
C o n c l u s io n s .......................................................................................
193
Recommendations
..............................................................................
199
R e s e a r c h ...........................................................................................
199
Academic P re p a ra tio n ................................................................
199
P ro fe s s io n a l P ra c tic e
...........................................................
200
S p e c u l a t i o n .......................................................................................
202
APPENDICES..................................................................................................................
A.

206

MICHIGAN COLLEGES AND UNIVERSITIES MEETING
SELECTION CRITERIA .........................................................................

207

LETTER TO CHIEF STUDENT PERSONNEL OFFICERS AT
SELECTED INSTITUTIONS ................................................................

210

C.

CHIEF STUDENT PERSONNEL OFFICER'S REPLYFORM .....................

212

D.

FOLLOW-UP LETTER FOR NONRESPONDENTS

216

E.

FOLLOW-UP LETTER FOR INCOMPLETE RESPONSES

F.

TASK CATEGORIES AND THEIR DEFINITIONS

G.

B.

....................................
......................

218

...............................

220

INSTRUCTIONS TO S O R T E R S ...............................................................

222

1v

Chapter

Page

H.

INTERVIEW FORMAT ....................................................................................

224

I.

INCIDENT ABSTRACT

...............................................................................

229

J.

CHIEF STUDENT PERSONNEL OFFICER INTERVIEW RECORD . . .

K.

CHIEF STUDENT PERSONNEL OFFICER BEHAVIORALCHECKLIST

231
.

BIBLIOGRAPHY .................................................................................................................

v

233
238

LIST OF TABLES
T a b le
3.1
3 .2

3 .3

3 .4

4.1

4 .2

4 .3
4 .4

4 .5
4 .6

4 .7
4 .8

Page
Response P a tte rn o f C h ie f S tudent Personnel O ffic e r s
by C ontrol and Level o f I n s t i t u t i o n s ................................

74

O f f ic e r s to Whom Responding C h ie f S tudent Personnel
O ffic e r s Reported by C o n tro l and Level o f
I n s t i t u t i o n s ............................. ......................................................

75

Rankings Assigned Tasks by S e le c te d C h ie f S tudent
Personnel O f fic e r s Who Responded to M a il
In q u ir ie s , by C a t e g o r y ......................................................

. .

83

Rankings Assigned Tasks by S e le c te d C h ie f S tudent
Personnel O ffic e r s Who Responded to Telephone
I n q u ir ie s , by C a t e g o r y ................................................................

87

Number o f C h ie f S tu dent Personnel O f f ic e r s Per
E n ro llm en t C la s s if ic a t io n by C o n trol and Level
o f I n s t i t u t i o n s ......................................................................................

102

Number and Percentage o f C h ie f S tudent Personnel
O ffic e r s W ith S e le c te d C h a r a c te r is tic s by C ontrol
and Level o f I n s t i t u t i o n s ...............................................................

104

Number o f C h ie f S tudent Personnel O f fic e r s Per T i t l e
by C ontrol and Level o f I n s t i t u t i o n s ................................

105

Number o f C h ie f S tudent Personnel O ff ic e r s Per
M onthly Average In te r a c tio n s W ith C h ie f E x ec u tive
O f f ic e r s on S tudent S e rv ic e s M a tte rs by Type
o f S e t t i n g ............................................................................................

107

Percentage o f E f f e c t iv e and I n e f f e c t i v e In c id e n ts
by S e le c te d I n s t i t u t i o n a l V a ria b le s .....................................

108

Percentage o f E f f e c t iv e and I n e f f e c t i v e In c id e n ts by
S e le c te d C h ie f Student Personnel O f f ic e r
C h a r a c te r is tic s ..................................................................................

109

Percentage o f E f f e c t iv e and I n e f f e c t i v e In c id e n ts
by T a s k s ................................................................................................

110

Number o f In c id e n ts Per D u ra tio n C la s s if ic a t io n
by T a s k s ................................................................................................

Ill

v1

T a b le
4 .9

4 .1 0
4.11

4 .1 2

4 .1 3

4 .1 4

4 .1 5

4 .1 6

4 .1 7
4 .1 8
4 .1 9

4 .2 0

Page
Percentage o f E f f e c t iv e and I n e f f e c t i v e A d v is in g /
R epo rtin g In c id e n ts by S e le c te d I n s t i t u t i o n a l
V a r i a b l e s ................................................................................................

123

Number o f A d v is in g /R e p o rtin g In c id e n ts P er In e f f e c t i v e
B ehavio ral Area by S e le c te d I n s t i t u t i o n a l V a ria b le s .

124

Percentage o f E f f e c t iv e and In e f f e c t i v e A d v is in g /
R eporting In c id e n ts by S e le c te d C h ie f Student
Personnel O f f ic e r C h a r a c te r is tic s .........................................

126

Number o f Adv1s1ng/Report1ng In c id e n ts Per In e f f e c t iv e
B ehavio ral Area by S e le c te d C h ie f Student Personnel
O f f ic e r C h a r a c te r is tic s ................................................................

127

Percentage o f E f f e c t iv e and I n e f f e c t i v e P la n n in g /
O rg an izin g In c id e n ts by S e le c te d I n s t i t u t i o n a l
V a r i a b l e s ................................................................................................

139

Number o f Plann1ng/0rgan1z1ng In c id e n ts Per
In e f f e c t i v e B ehavio ral Area by S e le c te d
I n s t i t u t i o n a l V a ria b le s ................................................................

140

Percentage o f E f f e c t iv e and I n e f f e c t i v e P la n n in g /
O rg an izin g In c id e n ts by S e le c te d C h ie f Student
Personnel O f f ic e r C h a r a c te r is tic s .........................................

142

Number o f P la n n in g /O rg a n izin g In c id e n ts Per
In e f f e c t i v e B eh avio ral Area by S e le c te d C h ie f
Student Personnel O f f ic e r C h a r a c te r is tic s .......................

143

Percentage o f E f f e c t iv e and I n e f f e c t i v e S ta f f in g
In c id e n ts by S e le c te d I n s t it u t io n a l V a ria b le s . . . .

153

Number o f S t a f f in g In c id e n ts Per In e f f e c t i v e
B eh avio ral Area by S e le c te d I n s t i t u t i o n a l V a ria b le s

.

154

Percentage o f E f f e c t iv e and I n e f f e c t i v e S t a f f in g
In c id e n ts by S e le c te d C h ie f Student Personnel
O f f ic e r C h a r a c te r is tic s ................................................................

156

Number o f S t a ffin g In c id e n ts Per I n e f f e c t i v e
B eh avio ral Area by S e le c te d C h ie f S tu dent Personnel
O f f ic e r C h a r a c te r is tic s ................................................................

157

v 11

T a b le
4.21
4 .2 2

Page
Percentages o f S p e c ifie d T e c h n ic a l and In te rp e rs o n a l
Elements by S e le c te d I n s t i t u t i o n a l V a ria b le s
. . .

169

Percentages o f S p e c ifie d T e c h n ic a l and In te rp e rs o n a l
Elements by S e le c te d C h ie f S tu dent Personnel
O f f ic e r C h a r a c te r is tic s ............................................................

170

v 1 11

LIS T OF FIGURES
F ig u re

Page

3.1

Task Statem ent C a r d .........................................................................

77

3 .2

S ig n if ic a n t B ehavior C a r d .............................................................

95

1x

CHAPTER I
THE PROBLEM
Need f o r th e Study
S ince th e 1 9 4 0 's , when th e need to c r e a te p o s itio n s to
c o o rd in a te stu d en t personnel s e rv ic e s 1n American c o lle g e s and
u n iv e r s it ie s was viewed as an e s s e n tia l step to cope w ith stu d e n t
needs 1n th e p ost-W orld War I I e r a , 1 th e c r e a t io n , d e f i n i t i o n o f
r o le and fu n c tio n s o f th e c h ie f s tu d e n t personnel o f f i c e r (CSPO)
have gained In c re a s in g a t t e n t io n from th e c o lle g e stu d e n t personnel
p ro fe s s io n .
In many c o lle g e s and u n iv e r s it ie s CSPOs r e p o r t d i r e c t l y
to th e p re s id e n ts o f t h e i r I n s t it u t io n s on th e management o f stu d en t
se rv ices and a re u lt im a t e ly re s p o n s ib le f o r th e d ir e c t io n and p e r­
formance o f fu n c tio n s w ith in th e o f f i c e o f s tu d e n t a f f a i r s .

The

fu n c tio n s they have In common w ith o th e r o f f i c e r s o f I n s t it u t io n s
o f h ig her ed u catio n have been advanced by Ayers and R u s s e ll:
1.

Serves as an a l t e r ego o f th e p re s id e n t; hence, h is o f f i c e
1s an ex ten sio n o f th e p r e s id e n t's o f f i c e .

D i l l a r d W. B la e s s e r, Student Personnel Work in th e Postwar
C o lle g e . American Council on Education S tu d ie s , S e rie s V I , S tu dent
Personnel Work, No. 6 , V o l. IX (W ashington, D .C .: American Council
on E d u c atio n , 1 9 4 5 ).
2
C h ie f S tudent Personnel O f f ic e r 1s th e term used 1n t h is
study to I d e n t i f y th e c h ie f a d m in is tr a tiv e p o s itio n 1n stu d e n t
s e rv ic e s a t a c o lle g e o r u n iv e r s it y . The a b b re v ia tio n CSPO 1s
used throughout t h is stu d y.
1

2
2.

3.

4.

5.
6.

7.
8.
9.

Has from th e p re s id e n t, in w r i t in g , a broad and s p e c if ic
d e le g a tio n o f a u t h o r it y f o r h is area o f r e s p o n s ib i li t y ,
which 1s e x e rc is e d 1n c o n fo rm ity w ith th e s ta te d p o lic ie s
and procedures o f th e c o lle g e a d m in is tr a tio n .
Respects th e a u th o r ity and areas o f r e s p o n s lb il1ty
assigned by th e p re s id e n t to the o th e r s , and works w ith
th e o th e rs as equals In m a in ta in in g c o o rd in a te r e l a t i o n ­
ships between and among th e v a rio u s u n it s , d iv is io n s , and
departm ents as th ey co o perate in p erfo rm in g r e la te d
fu n c tio n s .
Keeps 1n mind th e c a rd in a l o b je c tiv e s o f th e I n s t i t u t i o n
and makes recommendations to th e p re s id e n t re g a rd in g
p la n s , p o lic ie s , and procedures 1n th e a re a o f h is d e le ­
gated r e s p o n s ib ilit y .
Equips and s t a f f s h is u n i t , s u b je c t to concurrence o f th e
p re s id e n t and approval by th e board o f t r u s te e s , to d is ­
charge th e r e s p o n s ib ilit ie s assig ned.
In te g r a te s and c o o rd in a te s th e work o f th e a d m in is tr a tiv e
s u b d iv is io n s w ith in h is area o f j u r i s d i c t i o n , and a r t i c u ­
la te s th e work o f h is area w ith t h a t o f th e o th e r th re e
areas o f c o lle g e a c t i v i t y .
P rovides p ro fe s s io n a l le a d e rs h ip 1n r e c r u it in g and d evelo p ­
in g s t a f f members 1n th e area o f h is d e le g a te d re s p o n s i­
b ility .
Serves as th e m ajor a d v is e r on budget development f o r h is
a re a .
Prepares s p e c ia l re p o rts t h a t may be requested by th e
p re s id e n t and f o r th e s e c tio n o f annual and o th e r r e c u r ­
rin g re p o rts 1n h is d eleg ate d area o f a u t h o r it y . *
The s p e c ia liz e d fu n c tio n s o f CSPOs encompass th e d evelo p ­

ment, c o o rd in a tio n , and management o f programs and s e rv ic e s to and
2

f o r s tu d e n ts .
S e rv ic e s to students a re a c o n tin u in g p r e s id e n t ia l
3
concern, and th e dean o f stu d en ts has, on o cc as io n , been
A rc h ie R. Ayers and John H. R u ssel, In t e r n a l S tru c tu re :
O rg a n iz a tio n and A d m in is tra tio n o f I n s t it u t io n s o f H ig h er Educa­
t i o n , U .S . Department o f H e a lth , Education and W e lfa re (W ashington,
D .t .:
Government P r in tin g O f f ic e , 1 9 6 2 ), p . 19.
2

A rc h ie R. A yers, P h il i p A. T r ip p , and John H. R u ssel,
Student S e rvic es A d m in is tra tio n 1n H ig h er E d u c a tio n , U .S . Department
o f H e a lth , E ducation and W e lfa re (W ashington, D .C .:
Government
P rin tin g O f f ic e , 1 9 6 6 ), p. 8 .
3
E.
G. W illia m s o n , S tudent Personnel S e rv ic e s In C o lleg es
and U n iv e r s itie s (New York: McGraw-H111 Book' CoT, 1 9 6 1 ), p . 5.

3
d escrib ed as th e " p r e s id e n t's m an."1

R e c o g n itio n o f t h is o rg a n i­

z a tio n a l r e la tio n s h ip 1s ap p aren t 1n s tu d ie s which have I n v e s t i ­
gated th e types o f goals th a t p re s id e n ts see as a p p ro p ria te f o r
2
stu d en t personnel programs, th e e x p e c ta tio n s t h a t p re s id e n ts hold
3
f o r CSPOs, and th e p e rc e p tio n s t h a t CSPOs hold about t h e i r r e l a 4
tlo n s h lp s w ith p re s id e n ts .
A re vie w o f th e l i t e r a t u r e re v e a le d
th a t s tu d ie s undertaken on CSPOs have focused p r im a r ily on t h e i r
g o a ls , fu n c tio n s , and personal c h a r a c t e r is t ic s , but f a i l e d

to

I d e n t if y a study t h a t s y s te m a tic a lly In v e s tig a te d CSPOs' In t e r a c ­
tio n s w ith c h ie f e x e c u tiv e o f f i c e r s

( p r e s id e n t s ) .

General s t a t e ­

ments which have been o ffe r e d on th e n a tu re o f th e CSP0-ch1ef
5
e x e c u tiv e o f f i c e r r e la t io n s h ip o r o f f e r broad p r o s c rip tio n s f o r
g
CSPOs* r o le behaviors a re c l e a r ly I n s u f f i c i e n t to serve as a
basis f o r d evelop ing e f f e c t i v e a d m ln is tr a to r s .

The need f o r I n f o r ­

mation a g a in s t which CSPOs can examine t h e i r own b eh av io r Is
^ o h n J . Corson, Governance o f C o lle g e s and U n iv e r s itie s
(New York: M cG raw -H ill Book C o ., I 9 6 0 ) , p . 64.
2

P a tr ic k T . T eren z1n 1, "The Goals o f S tu dent Personnel Work:
Views From th e Top ," NASPA Jo u rn al 11 (O cto ber 1 9 7 3 ): 3 1 -3 5 .
3
Thomas B. D u tto n ,
James R. A p p le to n , and EdwardE. B irc h ,
Assumptions and B e lie fs o f S e le c te d Members o f th e Academic Commu­
n it y (A S p e c ia l Report o f th e NASPA D iv is io n o f Research and Program
Development, Monograph No.
3 , A p r il 1 9 7 0 ).
4
M. Lee U p c r a ft, "Role E x p e cta tio n s f o r C h ie f S tu dent P e r­
sonnel A d m in is tra to rs in Large U n iv e r s it ie s " (P h .D . d is s e r t a t io n ,
M ichigan S ta te U n iv e r s ity , 1 9 6 7 ).
5
H aro ld L . Hodgklnson, "How Deans o f Students Are Seen by
Others and Why," NASPA Journal 8 (J u ly 1 9 7 0 ): 4 9 -5 4 .
g
Joseph F. Kauffman, "New C hallenges to S tu dent Personnel
Work," NASPA Journal 8 (J u ly 19 70 ): 1 2 -1 6 .

4
heightened by th e f a c t t h a t I n s t it u t io n s o f h ig h e r e d u c a tio n today
a re 1n another p e rio d o f t r a n s it io n brought on by s h i f t in g s o c ia l
and economic c o n d itio n s which a f f e c t th e manner 1n which th ey
pursue t h e i r g o a ls .

Thus, a need e x is ts f o r e n e rg e tic and I n t e l l i ­

gent le a d e rs h ip o f s tu d en t personnel programs, and as Erickson^
In d ic a te d 1n 1950, d u rin g an e a r l i e r p e rio d o f s tre s s undergone by
c o lle g e s and u n i v e r s it i e s , such le a d e rs h ip , 1n p a r t , 1s c o n tin g e n t
upon e f f e c t i v e In t e r a c t io n by CSPOs w ith th e o f f i c e o f th e c h ie f
e x e c u tiv e .

T h e re fo re , s tu d ie s a re needed which develop u se fu l

In fo rm a tio n on e f f e c t i v e a d m in is tr a tiv e a c tio n s as CSPOs In t e r a c t
w ith c h ie f e x e c u tiv e o f f i c e r s .
Purpose o f th e Study
The purpose o f t h is study 1s to determ in e th e b eh avio rs
th a t s e le c te d CSPOs, 1n M ichigan c o lle g e s and u n i v e r s it i e s , p e r­
ce ive to be s i g n i f i c a n t ( e i t h e r e f f e c t i v e o r I n e f f e c t i v e ) 1n
accom plishing o b je c tiv e s on s e le c te d Im p o rtan t tas ks as th e y I n t e r ­
a c t w ith t h e i r c h ie f e x e c u tiv e o f f i c e r s 1n o rd e r to I d e n t i f y s ig ­
n i f i c a n t areas o f tas k b e h a v io r.
The c e n tr a l q u e stio n o f t h is study 1s:

What b eh avio rs do

CSPOs p e rc e iv e to be s i g n i f i c a n t ( e i t h e r e f f e c t i v e o r I n e f f e c t i v e )
as th e y In t e r a c t w ith c h ie f e x e c u tiv e o f f i c e r s on s e le c te d Im por­
t a n t tasks and what a re th e s i g n i f i c a n t areas o f ta s k behavior?

^ C lif f o r d E. E ric k s o n , "Some T r a n s itio n a l Problems o f
Student Personnel S e rv ic e s ," C o lle g e and U n iv e r s ity 25 (January
1950): 2 9 2 -9 8 .

5
A secondary purpose o f t h is study 1s to o b ta in recommenda­
tio n s on behaviors CSPOs need to develop In o rd e r to work e f f e c ­
t i v e l y w ith c h ie f e x e c u tiv e o f f i c e r s .
Design o f th e Study
T h is study uses a s e l f - r e p o r t method o f In fo rm a tio n c o l­
le c t io n .

S e le cte d CSPOs who serve 1n M ichigan c o lle g e s and

u n iv e r s it ie s a re I d e n t i f i e d and t h e i r responses to a q u e s tio n n a ire
are used to I d e n t i f y CSPOs who r e p o r t d i r e c t l y to th e c h ie f execu­
t i v e o f f i c e r s o f t h e i r I n s t it u t io n s o r campuses; c o lle c t background
in fo rm a tio n on th e CSPOs; and I d e n t i f y th e th re e tasks th ey rank
as th e most im p o rta n t, which th ey p e rs o n a lly perform and t h a t
re q u ire t h e i r In t e r a c tio n w ith th e c h ie f e x e c u tiv e o f f i c e r .
The th re e most Im p o rta n t ta s k s , based on t h e i r mean ranked
o rd e r, a re determ ined and those CSPOs who r e p o r t d i r e c t l y to th e
c h ie f e x e c u tiv e o f f i c e r o f t h e i r I n s t i t u t i o n or campus a re I n t e r ­
viewed f a c e - t o - f a c e o r by te le p h o n e .
m o d ific a tio n o f th e C r i t i c a l

During th e In te r v ie w , a

In c id e n t Technique 1s used, 1n t h a t

CSPOs a re asked to r e c a ll and r e p o rt on In c id e n ts 1n which th e y
judge t h a t t h e i r own beh avio rs were e i t h e r e f f e c t i v e o r I n e f f e c ­
t i v e 1n accom plishing th e o b je c tiv e o f t h e i r ta s k In t e r a c t io n w ith
the c h ie f e x e c u tiv e o f f i c e r .

They a re asked to p ro v id e , 1 f pos­

s i b le , an e f f e c t i v e and In e f f e c t i v e In c id e n t f o r each o f th e th re e
s e le c te d ta s k s .
The s ig n if ic a n t areas o f b eh av io r f o r each task a re then
Id e n t if ie d and a n a ly ze d .

6
Im portance o f th e Study
C h ie f students personnel o f f ic e r s

1n p a r t i c u l a r and

t r a in e r s o f s tu d en t personnel w o rke rs , s tu d en t personnel p ro fe s ­
s io n a ls , and stu d en ts p re p a rin g them selves f o r p o s itio n s In s tu d en t
se rv ices 1n g e n e r a l, may f in d t h is study to be o f v a lu e as 1 t may
p ro vide them w ith e m p iric a l In fo rm a tio n on beh avio rs t h a t CSPOs
p e rc eiv e to be s ig n if ic a n t as th ey in t e r a c t w ith c h ie f e x e c u tiv e
o f f ic e r s on s p e c ific ta s k s .
T h is In fo rm a tio n may p ro vid e a b asis f o r th e development
o f working hypotheses on a c tio n s which prove to be e i t h e r e f f e c ­
t i v e o r i n e f f e c t i v e 1n accom plishing ta s k o b je c t iv e s .

Such fin d in g s

can be u t i l i z e d by CSPOs and o th e r personnel workers as models by
which to a n a ly ze t h e i r own a d m in is tr a tiv e In te r a c tio n s as th ey
c a rry out t h e i r d u tie s and a tte m p t to Improve t h e i r e ffe c tiv e n e s s .
As S arb ln suggested.
The th e ra p e u tic d ictu m , "making conscious what 1s uncon­
scious" to e f f e c t b e h a v io ra l changes, r e f e r s to th e same
events as making a c c e s s ib le to o ne's s e lf - r e a c t io n s in a cc es­
s ib le aspects o f o ne's r o le enactment 1n o rd e r to m odify o r
e lim in a te these a c t io n s .1
2
Thus, s tu d ie s undertaken by In v e s tig a to r s such as L l l l e y ,

Theodore R. S a rb ln , "Role T h e o ry ," 1n Handbook o f S o c ia l
Psychology, V o l. I , ed. Gardner Llndzey (Cam bridge, H a ss .: Addison
Wesley P u b lis h in g Company, I n c . , 1 9 5 4 ), p. 236.
2
George W. L l l l e y , J r . , "Functions o f C h ie f S tu dent P e r­
sonnel O f f ic e r s ," NASPA Journal 11 (W in te r 1 9 7 4 ): 7 -1 0 .

7
O 'B anlon,

1

and Zook,

2

which have i d e n t i f i e d

th e fu n c tio n s perform ed

by CSPOs and s tu d en t personnel w o rkers, though h e lp f u l, need to be
3
expanded upon.
Flanagan has s tres se d t h a t s tu d ie s concerned w ith
jo b a n a ly s is must go beyond m erely s ta tin g what an in d iv id u a l 1s
supposed to be d o in g , but should In c lu d e d e s c rip tio n s o f ways to
succeed o r f a l l .

T h is p o s itio n has been supported by Hem phill e t a l .

The p r a c tic e o f a d m in is tra tio n w i l l Improve o n ly as th e
a d m in is tra to r can a n a ly z e , u nd erstand , and change h is manner
o f perform ance o f h is jo b to c o rr e c t an e r r o r about which he
becomes aw are. A n a ly s is , u n d ersta n d in g , and e f f o r t s to change
b eh av io r a re dependent on th e e x is te n c e o f s o lid concepts by
which s p e c if ic In c id e n ts and events may be recognized as
examples o f more g en eral cla s s e s o f e v e n ts , o r a re th e r e s u lt
o f th e o p e ra tio n o f g en eral p r i n c ip l e s . 4
5
Rodgers recognized th is need in a study undertaken to
I d e n t if y behaviors p erceived im p o rta n t by CSPOs' p ro fe s s io n a l p ee rs.
This s tu d y 's uniqueness, 1n c o n tra s t to Rodgers' s tu d y , is I t s
focus on those b eh avio rs t h a t CSPOs p e rc e iv e to be s i g n i f i c a n t as

^T erry O 'B anion , "The Functions o f C o lle g e and U n iv e r s ity
Student Personnel W orkers," C o lle g e and U n iv e r s ity 45 (S p rin g 19 70 ):
296-304.
2
F re d e ric B. Zook, "A Com parative Study o f th e C o lle g e S tu ­
dent Personnel A d m in is tra to rs 1n P u b lic Two and Four Year C o lleges
o f th e Midwest" (P h .D . d is s e r t a t io n , Southern I l l i n o i s U n iv e r s it y ,
19 6 8 ).
3
John C. Flanagan, "D e fin in g th e Requirements o f th e
E x e c u tiv e 's J o b ," Personnel 28 (J u ly 19 51 ): 28.
4
John K. H e m p h ill, D aniel E. G r i f f i t h s , and Norman
F re d e rlk s e n , A d m in is tra tiv e Performance and P e r s o n a lity (New York:
Teachers C o lle g e , Columbia U n iv e r s it y , Y962y, p. 352.
5
A lla n W. Rodgers, "An In v e s tig a tio n o f th e C r i t i c a l
Aspects o f th e F un ction o f th e S tudent Personnel Dean as Seen
by His P ro fe s s io n a l Peers Using th e C r i t i c a l In c id e n t Technique"
(P h.D . d is s e r t a t io n , M ichigan S ta te U n iv e r s ity , 1 9 6 3 ).

8
they In t e r a c t on tasks w ith th e c h ie f e x e c u tiv e o f f i c e r s .

T h is

r e la t io n a l s p e c ific a tio n 1s In keeping w ith a fundam ental concept
o f p o s itio n .
I f a p a r t ic u la r p o s itio n has no meaning a p a rt from o th e r
p o s itio n s , 1 t 1s necessary f o r an In v e s t ig a t o r , in fo c u s ­
ing on one p o s itio n , to s p e c ify th e o th e r p o s itio n s w ith
which h is a n a ly s is w i l l be c o n c e rn e d .'
The s e le c tio n o f th e c h ie f e x e c u tiv e o f f i c e r ' s

p o s itio n

as fo c a l p o in t f o r studying CSPOs' b eh av io r is based on th e recog­
n it io n o f th e o rg a n iz a tio n a l

Im portance o f t h a t o f f i c e to th e

a d m in is tra tio n o f s tu d en t s e rv ic e s .
Penney

2

s ta te d t h a t CSPOs' p o s itio n s t h a t c o n ta in t i t l e s

such as c o o rd in a to r, d ir e c t o r , o r v ic e -p r e s id e n t im ply t h a t admin­
is t e r i n g , c o o rd in a tin g , p la n n in g , b u d g e tin g , and s u p e rv is in g a re
th e m ajor ta s k s .

In a s im ila r v e in , P e rry f e l t th a t in th e fu tu r e

stu d en t personnel a d m in is tra tio n w i l l be " .

. . a m a tte r o f e f f e c ­

t i v e a d m in is tr a tiv e perform ance on th e p a r t o f th e re s p o n s ib le
3
a d m in is tra to r 1n charge. . . ."
T h e re fo re , i t is necessary to
develop a p e rs p e c tiv e o f th e a d m in is tr a tiv e p ro cess.

A d m in is tra ­

tio n Is view ed, by G e tze ls and Guba, as th e conduct o f s o c ia l
b eh avio r in a h ie r a r c h ic a l s e t t in g , which s t r u c t u r a l l y c o n s is ts o f
^Neal G ross, Ward S. Mason, and A lexan d er W. McEachern,
E x p lo ra tio n s in Role A n a ly s is : S tu d ies o f th e School S u p e rln te n dencv Role (New York:
Jonn W ile y and Sons, 1 9 5 8 ), p. 50.
2
James F. Penney, "S tudent Personnel Work: Role C o n flic t
and Campus Power," Journal o f Education 151 (F eb ru ary 1 9 6 9 ): 4 2 .
3
R ichard R. P e rry , " A d m in is tra tiv e B ehavior and V ic e
P re sid en ts f o r Student A f f a i r s , " NASPA Journal 4 (O ctober 1 9 6 6 ):
78.

a s e rie s o f s u p e ro rd ln a te -s u b o rd in a te r e l a t i o n s h i p s , 1 w ith th e dyad
2
as th e fundam ental a d m in is tr a tiv e r e la t io n s h ip .
B ir c h 's research
confirm s th e Im portance o f a d m in is tr a tiv e tasks In th e CSPO -chlef
e x e c u tiv e o f f i c e r dyad.

When asked to In d ic a te th e c r i t e r i a

c h ie f

e x e c u tiv e o f f ic e r s used to judge t h e i r perform ance, CSPOs re p o rte d
t h a t a d m in is tr a tiv e competence and e ffe c tiv e n e s s was second o n ly
to the c r i t e r i o n o f r e la t io n s w ith members o f th e academic commun lty .

View ing th e CSPO's p o s it io n , th e n , as an o f f i c e t h a t has

a s so c ia ted w ith 1 t a s e t o f a c t i v i t i e s

( p o t e n t ia l b e h a v io rs ),

which e s ta b lis h to a degree th e r o le o f th e person occupying th e
o ffic e ,

4

CSPOs1 a c tu a l r o le b e h a v io r may be viewed as a fu n c tio n

o f t h e i r personal e x p e c ta tio n s and th e e x p e c ta tio n s th a t o th e rs
hold f o r them.

The Im portance o f th e CSPO -chlef e x e c u tiv e o f f i c e r

dyad 1s supported by th e fin d in g th a t p o s itio n occupants re c e iv e
th e g r e a te s t amount o f p ressu re In t h e i r r o le a c t i v i t i e s from t h e i r
5
d ir e c t s u p e rio rs .
In a d d it io n , l i k e e a r l i e r in v e s t ig a t io n s , th e

1J . W. G e tze ls and E. G. Guba, "S o c ial B ehavior and th e
A d m in is tra tiv e P ro c es s," School Review 65 (W in te r 1 9 5 7 ): 424.
2
J . W. G e tz e ls , "A P s y c h o -S o c io lo g ic a l Framework f o r th e
Study o f E d ucation al A d m in is tr a tio n ," Harvard E d u catio n al Review
22 ( F a ll 1 9 5 2 ): 236.
3
Edward E. B irc h , "An In v e s tig a tio n o f S e le c te d Assump­
tio n s and B e lie fs o f C h ie f S tu dent Personnel A d m in is tra to rs "
(P h .D . d is s e r t a t io n , M ichigan S ta te U n iv e r s it y , 1 9 6 9 ), p . 41.
4
Robert L. Kahn, Donald M. W o lfe , R obert P. Q uinn, and
J . D le d ric k Snoek, O rg a n iz a tio n a l S tre s s : S tu d ies 1n Role C o n f lic t
and A m biguity (New York: John W ile y and Sons, I n c . , 1 9 6 4 ), p . 13.
5Ib 1 d ., p. 184.

10
Im portance o f t h is study Is based upon th e need to develop I n f o r ­
mation on th e CSPO's r o le .
D u tto n 1 a s s e rte d t h a t q uestion s r e la te d to the r o le and
competencies o f th e CSPO a re o f g r e a t s ig n ific a n c e to th e N a tio n a l
A s s o c ia tio n o f S tudent Personnel A d m in is tra to rs .
a l l y , Trueblood

2

More s p e d f i c -

c a lle d f o r e x te n s iv e and s c i e n t i f i c re search In

c o lle g e stu d en t personnel jo b an alyses so t h a t r e a l i s t i c

le a rn in g

goals can be e s ta b lis h e d f o r th e t r a in in g o f p ro fe s s io n a ls .
study addresses these s ta te d needs and accepts M c D a n ie l's

3

This
recom­

mendation t h a t s tu d ie s be concerned w ith id e n t if y in g and o p e ra­
t io n a liz in g c o g n itiv e and a f f e c t i v e beh avio rs re q u ire d f o r jo b
success.

As has been suggested, th e re is a need to search f o r

s i m i l a r i t i e s between jo b s , even though no two jo b s a re e x a c tly
th e same, " . . .

and u n d e rta k e , th e n , to t r a i n people 1n terms o f

common problems th ey f a c e ."

4

P ie rc e

5

emphasized t h a t CSPO

Thomas B. D u tto n , "Research Needs and P r i o r i t i e s 1n Student
Personnel W ork," NASPA Jo u rn al 5 (A p r il 19 68 ): 340.
2
Dennis L. T ru eb lo o d , "The E d u catio n al P re p a ra tio n o f th e
C o llege S tudent Personnel Leader o f th e F u tu re ," In Col le g e Student
Personnel Work in th e Years Ahead, ed . Gordon J . K lo p f (W ashington,
D .C .: American C o lle g e Personnel A s s o c ia tio n , 1 9 6 6 ), p. 8 1 .
3
Reuben R. M cD an iel, J r . , "O rg a n iz a tio n Theory and th e
P re p a ra tio n o f S tudent Personnel W orkers," NASPA Journal 10
(O ctober 19 72 ): 105.
4
W illia m Foote Whyte, "An In t e r a c t io n Approach to th e
Theory o f O rg a n iz a tio n ," 1n Modern O rg a n iz a tio n T h e o ry, ed . Mason
H a lre (New York: John W iley and Sons, I n c . , 1 9 5 9 ), p . 181.
5
David L. P ie r c e , "A Study o f Some Aspects o f th e C h ie f
S tudent Personnel A d m in is tr a to r 's In te r a c tio n s W ith A d m in is tra to rs
O utside th e Student Personnel Area and W ith F a c u lty " (E d .D . d is ­
s e r t a t io n , F lo r id a S ta te U n iv e r s it y , 1 9 6 9 ), pp. 7 8 -7 9 .

11

e ffe c tiv e n e s s is based in p a r t on t h e i r e x tra d e p a rtm e n ta l in t e r a c ­
t io n s , and in d ic a te d th a t f u tu r e s tu d ie s should be concerned w ith
th e goals and e ffe c tiv e n e s s o f these in t e r a c t io n s .
th en , using a m o d ific a tio n o f th e C r i t i c a l

T h is study

In c id e n t T echnique,

w i l l attem p t to i d e n t i f y behaviors p erc eiv ed s i g n i f i c a n t by CSPOs
as th ey In t e r a c t w ith c h ie f e x e c u tiv e o f f i c e r s on im p o rta n t ta s k s .
This in fo rm a tio n is deemed o f v a lu e f o r programs o f both s e l f and
o rg a n iz a tio n a l development.^

As Moment and Z a le z n ik suggest:

The e x e c u tiv e r o l e , perhaps more so than o th e r o c c u p atio n a l
e n t i t l e s , places g r e a te r demands on th e person f o r compe­
tence 1n in te rp e rs o n a l a c t i v i t y .
So much o f o rg an ized human
a c t i v i t y re s ts on th e process o f communication th a t to lea ve
to chance o r i n t u i t i v e development th e e s ta b lis h m e n t o f com­
p e te n t b eh av io r on th e p a rt o f le a d e rs is to ign ore a c r u c ia l
area o f concern in th e p re p a ra tio n o f in d iv id u a ls f o r t h e i r
chosen l i f e ' s w o r k . 2
L im ita tio n s o f th e Study
The p o p u la tio n s e le c te d f o r study is lim it e d to th e CSPOs
a t tw o- and fo u r -y e a r I n s t it u t io n s o f h ig h e r ed u catio n 1n th e s ta te
o f M ich ig an , which o f f e r gen eral academic programs and a re ac c re d ­
it e d o r are can didates f o r a c c r e d ita tio n by th e N orth C e n tra l
A s s o c ia tio n o f C olleges and Secondary S chools, who held t h e i r
c u rre n t p o s itio n s as CSPO f o r a t le a s t one c a le n d a r y e a r , and
re p o rt d i r e c t l y to th e c h ie f e x e c u tiv e o f f i c e r o f t h e i r i n s t it u t io n s

V e t e r F. D ru c ke r, The E f f e c t iv e E x e c u tiv e (New York:
Harper and Row, P u b lis h e r, 1 9 6 6 ), p. 167.
2
David Moment and Abraham Z a le z n ik , Role Development and
In te rp e rs o n a l Competence (Boston:
Harvard U n iv e r s ity , D iv is io n
o f Research, Graduate School o f Business A d m in is tra tio n , 1 9 6 3 ),
p. 156.

12
or campuses.

The fin d in g s o f t h is study a re g e n e r a lIz a b le to t h is

p op u latio n o n ly .
In

a d d itio n , th e fin d in g s o f t h is study a re r e s t r ic t e d to

the development o f s i g n i f i c a n t areas

o f b e h a v io r f o r th e th re e

tasks I d e n t i f i e d as Im p o rta n t and p e rs o n a lly perform ed by th e CSPOs
which re q u ire In t e r a c t io n on t h e i r p a r t w ith c h ie f e x e c u tiv e o f f i ­
c e rs , and th e s i g n i f i c a n t areas o f b e h a v io r I d e n t i f i e d may n o t be
considered

e x h a u s tiv e due to lim ite d number o f In c id e n ts c o lle c t e d .
Assumption o f

th e Study

The assumption o f t h is study 1s th a t CSPOs can a c c u ra te ly
re p o rt s ig n if ic a n t In c id e n ts th a t occur d u rin g th e perform ance o f
tasks and judge those behaviors t h a t a re e i t h e r e f f e c t i v e o r I n e f ­
f e c t iv e in accom plishing t h e i r ta s k o b je c tiv e s as th ey In t e r a c t
w ith c h ie f e x e c u tiv e o f f i c e r s .
D e f in it io n s o f Terms
The fo llo w in g terms a re d e fin e d in accordance w ith t h e i r
use In t h is study:
C h ie f S tu dent Personnel O f f i c e r :

A person w ith in a tw o- o r

fo u r -y e a r I n s t it u t io n o f h ig h e r ed u catio n o r branch campus who 1s
d ir e c t ly re s p o n s ib le to th e c h ie f e x e c u tiv e o f f i c e r f o r th e d e v e l­
opment, c o o rd in a tio n , and management o f programs and s e rv ic e s to
and f o r s tu d e n ts .

These persons o fte n c a r r y a t i t l e

o f students o r v ic e -p r e s id e n t f o r stu d en t a f f a i r s .

such as dean

13
C h ie f E xecu tive O f f i c e r :

A s e n io r a d m in is tr a tiv e o f f i c i a l

re s p o n s ib le f o r th e d a y -to -d a y o p e ra tio n s o f a tw o- o r fo u r -y e a r
in s t it u t io n o f h ig h e r ed u catio n o r one o f i t s
S ig n if ic a n t In c id e n t :
complete 1n i t s e l f ;

campuses.

A ta s k a c t i v i t y t h a t is s u f f i c i e n t l y

t h a t is having a cause, a c t io n , and r e s u l t ,

where th e in t e n t o f th e a c t was c le a r and i t s

consequences a r e s u f­

f i c i e n t l y d e f i n i t e so th a t i t can be judged as e i t h e r e f f e c t i v e o r
in e f f e c t i v e .
S ig n if ic a n t B e h a v io r:
in c id e n t.

A c o n s titu e n t p a r t o f a s i g n i f i c a n t

A s p e c if ic a c t used d u rin g an in c id e n t which is judged

by a CSPO to have been e i t h e r e f f e c t i v e o r i n e f f e c t i v e 1n th e
accomplishment o f a ta s k o b je c tiv e .
S ig n if ic a n t Area o f B e h a vio r:

A c a te g o ry o f b eh av io r

c rea ted a p o s te r io r i on th e b asis o f i d e n t i f i c a t i o n o f s im ila r
s ig n if ic a n t behaviors used on a ta s k .
Task:

An assigned r e s p o n s ib ilit y o r fu n c tio n th a t a CSPO

p e rs o n a lly performs as a r o le a c t i v i t y .
Overview
C hapter I I o f t h is study is th e review o f l i t e r a t u r e .

The

th e o r e tic a l concept o f r o le is e x p lic a te d f i r s t as an a p p ro p ria te
frame o f re fe re n c e to th e subsequent p re s e n ta tio n s on th e h i s t o r i ­
cal development o f stu d en t s e rv ic e s 1n American c o lle g e s and u n i­
v e r s it ie s and th e development o f o rg a n iz a tio n p o s itio n s f o r th e
c o o rd in a tio n o f these s e rv ic e s .

N e x t, th e fin d in g s o f s tu d ie s

which have in v e s tig a te d th e CSPOs* r o le s and t h e i r r e la tio n s h ip s

14
w ith c h ie f e x e c u tiv e o f f i c e r s a re p re s e n te d .

The ch a p te r 1s con­

cluded w ith a review o f th e l i t e r a t u r e on th e C r i t i c a l

In c id e n t

Technique.
The method o f th e s tu d y , which c o n s is ts o f th e i d e n t i ­
f ic a t io n o f th e p o p u la tio n s tu d ie d , th e s e le c tio n o f th re e Im p o rtan t
tasks perform ed by CSPOs t h a t re q u ire in t e r a c t io n w ith c h ie f execu­
t iv e o f f i c e r s , th e procedure f o r c o lle c t in g s i g n i f i c a n t In c id e n ts
o f CSP0-ch1ef e x e c u tiv e o f f i c e r ta s k i n t e r a c t io n , and th e method
o f t h e i r a n a ly s is , Is presented in C hapter I I I .
Chapter IV is used to p res en t th e fin d in g s o f th e study
which r e l a t e to th e s i g n i f i c a n t areas o f b e h a v io r i d e n t i f i e d f o r
CSP0-ch1ef e x e c u tiv e o f f i c e r ta s k in t e r a c t io n .

To understand tas k

In te r a c tio n 1 t 1s necessary to begin w ith th e concept o f r o le and
I t s m a n ife s ta tio n — b e h a v io r— which is discussed in C hapter I I .

CHAPTER I I
REVIEW OF LITERATURE
In tr o d u c tio n
The purposes o f t h is ch a p te r a re t h r e e f o ld .

F i r s t , th e

concept o f r o le is review ed and a p s y c h o -s o c io lo g ic a l th e o ry o f
s o c ia l r e la t io n s 1s presented in o rd e r to e s ta b lis h a th e o r e t ic a l
p e rs p e c tiv e f o r t h is stu d y .

Second, a re vie w is made o f th e l i t e r a ­

tu re on th e h is t o r ic a l development o f c h ie f s tu d e n t personnel
o ffic e r s '

(CSPO) p o s itio n s in American i n s t it u t io n s o f h ig h e r edu­

c a tio n and on s tu d ie s which have In v e s tig a te d th e CSPO's s ta tu s
to p ro vid e a h is t o r ic a l and e m p iric a l background f o r th e in v e s tig a ­
tio n o f CSP0-ch1ef e x e c u tiv e o f f i c e r In t e r a c t io n .
o f the l i t e r a t u r e Is p resented on th e C r i t i c a l

T h ir d , a review

In c id e n t Technique

In o rd e r to understand i t s developm ent, m ethodology, and use 1n
studying ed u c a tio n a l p o s itio n s .
The Concept o f Role
The d iv is io n o f la b o r w ith in c o lle g e s and u n iv e r s it ie s has
been observed to be d e s ir a b le o r necessary as th ese In s t it u t io n s
attem p t to f u l f i l l

t h e i r s o c ia l p u rp o s e s .1

The d iv is io n o f la b o r

R. M cC onnell, "The R e la tio n o f I n s t i t u t i o n a l Goals and
O rg a n iz a tio n to th e A d m in is tra tio n o f S tudent Personnel W ork," In
Approaches to th e Study o f A d m in is tra tio n in S tu d en t Personnel
Work. ecT. M a rtin L. Snoke (M in n e a p o lis :
U n iv e r s ity o f M innesota
Press, 1 9 6 0 ), p. 19.
15

16

1n an I n s t it u t io n

Im p lie s t h a t v a rio u s p o s itio n s o r o f f ic e s a re

e s ta b lis h e d f o r th e perform ance o f d i f f e r e n t fu n c tio n s which con­
t r ib u t e to th e I n s t i t u t i o n 's g o a ls .

The persons who occupy the

va rio u s I n s t i t u t i o n a l p o s itio n s a re expected to be com petent and
e f f e c t i v e 1n th e perform ance o f t h e i r s p e c if ic fu n c tio n s , namely
they a re expected to g e t th e r i g h t th in g s d o n e .1

In o rd e r f o r th e

persons to be more than " a c c id e n ta lly " e f f e c t i v e in th e p o s i­
tio n s th e y occupy, 1 t is necessary f o r them to u t i l i z e "th e o ry " to
2
guide th e perform ance o f t h e i r r o le fu n c tio n s .
T h at 1s to say,
in o rd e r to be su ccessfu l th ey need to know th a t a c tio n s th ey
undertake w i l l

have a p r o b a b ilit y o f r e s u ltin g in d e s ire d outcomes.

Chase and Guba noted t h a t w h ile re se arch 1n e d u c a tio n a l ad m in is­
t r a t io n had become in c r e a s in g ly concerned w ith the human r e la t io n s
dimension o f e ffe c tiv e n e s s th e th e o r e t ic a l bases u t i l i z e d
e it h e r v a rie d w id e ly o r o fte n were not e x p l i c i t l y s ta te d .

1n s tu d ie s
They

concluded th a t th e g r e a te s t amount o f p a s t research 1n th e area o f
human r e la t io n s could be subsumed w ith in th e fram e o f r o le th e o ry .

3

The concept o f r o le was e f f e c t i v e l y In tro d u ced In t o the
4
term in o lo g y o f th e s o c ia l sciences by Ralph L in to n .
In h is book,
t r u c k e r , The E f f e c t iv e E x e c u tiv e , p. 1.
2
A rth u r P. C o la d a rc l and Jacob W. G e tz e ls , The Use o f Theory
in E ducational A d m in is tr a tio n , E d ucation al A d m ln is tra tio n Monograph
No. 5 (S ta n fo rd , C a l.:
S ta n fo rd U n iv e r s ity P re s s , 1 9 5 5 ), p. 4 .
3
F ran c is S. Chase and Egon G. Guba, " A d m in is tra tiv e Roles
and B e h a v io r," Review o f E d u catio n al Research 25 (O ctober 19 55 ):
283.
4
M ichael Banton, Roles: An In tr o d u c tio n to th e Study o f
S o d a ! R e la tio n s (New YorFi
Basic kooks, I n c . , 1 9 6 5 ), p . 2 5 .

17
The Study o f Man, L in to n s ta te d t h a t s o c ie tie s a re dependent on
p a tte rn s o f re c ip ro c a l b e h a v io r.

The p o la r p o s itio n s o f r e c ip r o ­

cal b e h a v io r, whether between In d iv id u a ls o r groups, he c a lle d
s ta tu s e s .^

A s ta tu s was d e fin e d by L in to n as a c o lle c t io n o f

rig h ts and d u tie s a s s o c ia te d w ith a p o s itio n , and r o le was d e fin e d
as th e e f f e c t in g o f th e r ig h t s and d u tie s o f th e s ta tu s .

2

The

arrangement o f s ta tu s e s , a s o c ia l system , L in to n h eld to be an
o rg a n iz a tio n o f ideas and n o t dependent on In d iv id u a ls .
d e s c rib in g s ta tu s e s , L in to n I d e n t i f i e d two ty p e s :
achieved.

3

In

a s c rib e d and

A scribed s ta tu s e s a re those t h a t a r e assigned to I n d i ­

v id u a ls w ith o u t re fe re n c e to In n a te d iffe r e n c e s o r a b i l i t i e s , and
achieved sta tu s es a re those f i l l e d
e ffo rt.

4

by c o m p e titio n and In d iv id u a l

Since L in to n 's In tr o d u c tio n o f the co n cep t, r o le has been

adopted as a v ia b le concept f o r stu d ying human b e h a v io r.
According to Banton, th e study o f ro le s has fo llo w e d two
t r a d it io n s .

The f i r s t t r a d i t i o n he d es crib ed as being th e d ra m a tic ,

which " . . .

s t a r t s w ith r o le as a metaphor em phasizing th e s e le c ­

tio n and perform ance o f p a rts by a s in g le p e rfo rm e r.

. .

and

th e second t r a d i t i o n as being th e s t r u c t u r a l , which is based on th e
le g a l view o f s o c ia l r e la t io n s .

"P e o p le 's b e h a v io r 1s viewed from

the s ta n d p o in t o f r e la tio n s h ip s w ith in which 1 t tak es p la c e , and
the r e la tio n s h ip s a re d e fin e d by th e r ig h ts and o b lig a tio n s o f th e
^Ralph L in to n , The Study o f Man: An In tr o d u c tio n (New York:
A p p le to n -C e n tu ry -C ro fts , I n c . , 1 9 3 6 ;, p. 113.
2 Ib 1 d ., p. 114.
3 I b 1 d ., p. 253.
5
Banton, R o le s , p . 21 .

4 Ib 1 d ., p . 115.

18
p a r tie s ." ^

In a d d itio n , th e study o f ro le s undertaken by In v e s ­

tig a to r s from d i f f e r e n t d is c ip lin e s has r e s u lte d 1n t h e i r d e f in ­
ing r o le to f i t t h e i r needs.

Gross e t a l . have c a te g o riz e d v a rio u s

d e f in it io n s In to th re e groups:

those t h a t equate r o le w ith n o r­

m ative c u ltu r a l p a tte r n s , those t h a t t r e a t r o le as an I n d iv id u a l's
d e f in it io n o f h is s it u a t io n w ith re fe re n c e to h is and o th e r s '
s o c ia l p o s itio n , and those where r o le is th e b e h a v io r o f a c to rs
2
occupying s o c ia l p o s itio n s .
Banton 1s o f th e o p in io n , though,
th a t a g en eral consensus has been achieved on th e d e f i n i t i o n o f
r o le .

I t Is ag reed , he s ta te d ,

. . . th a t b ehaviour can be r e la te d to a p o s itio n In a s o c ia l
s tr u c tu r e ; th a t a c tu a l behaviours can be r e la te d to an I n d i ­
v id u a l's own id eas o f what is a p p ro p ria te ( r o le c o g n it io n s ) ,
o r to o th e r p e o p le 's Ideas about what he w i l l do ( e x p e c ta ~
t io n s ) , o r to o th e r p e o p le 's ideas about what he should do
( norm s).
In t h is l i g h t a r o le may be understood as a s e t o f
norms and e x p e c ta tio n s a p p lie d to th e incumbent o f a p a r t ic u ­
l a r p o s itio n . 3
S a rb ln , in re vie w in g th e s ta tu s o f r o le th e o ry , emphasized
th a t 1 t must be considered " .

. .a n

i n t e r d is c i p li n a r y th e o ry In

th a t I t s v a ria b le s a re drawn from s tu d ie s o f c u ltu r e s , s o c ie ty ,
4
and p e r s o n a lity ."
Given th is wide scope, Thomas and B id d le com­
mented, "The f i e l d a p p a re n tly has chosen as I t s domain o f study
nothing more nor less than complex, r e a l - l i f e b eh av io r as I t

h b l d . , p. 22 .
2
Gross e t a l . , E x p lo ra tio n s In Role A n a ly s is , p. 12.
3

Banton, R o les, pp. 2 8 -2 9 .

^ S a rb in , "Role T h e o ry ," p. 223.

Is

19
d isp layed 1n genuine on-golng s o c ia l s it u a t io n s ." ^

They p o in te d o u t

t h a t th e re 1s no grand "th e o ry" o f r o l e , but r a th e r hypotheses and
2
th e o rie s about p a r t ic u la r aspects o f r o l e .
In t h is c o n te x t
G etze ls and Guba have advanced a s o c lo -p s y c h o lo g ic a l th e o ry o f
so c ia l b eh avio r which th ey b e lie v e is a p p lic a b le to th e study o f
acfanlni s t r a t i on.
In t h e i r th e o ry , G e tz e ls and Guba s t a te t h a t observed
behavior may be viewed as a fu n c tio n o f r o le and p e r s o n a lity ,
B = f (R x P ) . 3

More s p e c i f i c a l l y ,

S o c ia l b eh av io r may be apprehended as a fu n c tio n o f th e
fo llo w in g m ajor elem ents:
i n s t i t u t i o n , r o l e , and e x p e c ta ­
t io n s , which to g e th e r c o n s titu te th e n o m o th e tic , o r n o rm a tiv e ,
dimension o f a c t i v i t i e s 1n a s o c ia l system; and I n d iv id u a l,
p e r s o n a lity and need-d1spos1t1on, which to g e th e r c o n s t itu te
th e Id lo - q r a p h ic , o r p e rs o n a l, dimension o f a c t i v i t y in a
s o c ia l system .^
They th e o r iz e th a t "The p o rtio n s o f r o le and p e r s o n a lity fa c to r s
determ ining b eh avio r may v a ry w ith th e s p e c if ic a c t , th e s p e c if ic
c
r o le , and th e s p e c if ic p e r s o n a lity In v o lv e d ."
They m a in ta in th a t
ro le s a re th e most im p o rta n t subunits o f an I n s t i t u t i o n , as th ey
a re th e s tr u c tu r a l elem ents which d e fin e th e b e h a v io r o f p o s itio n
occupants.®

V a r ia tio n s 1n r o le b e h a v io r, according to t h e i r th e o ry ,

a re " to le r a te d " because beh avio rs f o r a given r o le e x i s t on a
1Edwin J . Thomas and Bruce J . B id d le , "The N atu re and
H is to ry o f Role T h e o ry ," in Role Theory: Concepts and R esearch,
ed. Bruce J . B id d le and Edwin J . Thomas (New York: John W ile y and
Sons, I n c . , 1 9 6 6 ), p. 14.
2 Ib 1 d .
3

G e tze ls and Guba, " A d m in is tra tiv e P ro c es s," p. 429.

4 Ib 1 d ., p. 424.

5 Ib 1 d ., p. 4 2 6 .

6 Ib 1 d .

20
"re q u 1 re d " -" p ro h ib ite d " continuum .

T h is l a t i t u d e a llo w s f o r a t

le a s t lim ite d personal d iffe re n c e s in th e In d iv id u a ls who may
occupy a given i n s t i t u t i o n a l p o s itio n and d iffe r e n c e s in th e man­
ner in which th ey perform t h e i r f u n c t io n s .1

G e tze ls and Guba

pointed o u t th a t a given r o le d e riv e s i t s meaning from o th e r
re la te d r o le s , to g e th e r w ith which i t forms a c o h e re n t, in t e r a c 2
t iv e u n it .
O ther th e o r is t s o f f e r a d d itio n a l in s ig h ts in to t h is
complementary aspect o f r o le s .
r e fe r s to In te rp e rs o n a l co n ta c ts

I t has been noted t h a t in t e r a c t io n
3

and th a t th e concept o f a r o le

s e t is fundamental to th e understanding o f r o le b e h a v io r.
R o le -s e t th e o ry begins w ith th e concept t h a t each s o c ia l
s ta tu s in v o lv e s n o t a s in g le a s s o c ia te d r o l e , but an a r ra y
o f r o le s . T h is fe a tu r e o f s o c ia l s tr u c tu r e g ives r i s e to
th e concept o f r o le s e t:
th a t complement o f s o c ia l r e l a ­
tio n s h ip in which persons a re evolved sim ply because th ey
occupy a p a r t ic u la r s o c ia l s t a t u s . 4
This view o f s ta tu s holds t h a t a spectrum o f e x p e c ta tio n s e x is ts
f o r a s ta tu s Incum bent, which o fte n r e s u lts in r o le c o n f l i c t .
I t would seem t h a t th e b a s ic source o f d is tu rb a n c e 1n th e
r o le - s e t is th e s tr u c tu r a l circum stance th a t any one occupy­
ing a p a r t ic u la r s ta tu s has r o le -p a r tn e r s who a re d i f f e r ­
e n t ly lo c a te d in th e s o c ia l s tr u c tu r e . As a r e s u l t , th ese
o th e rs have, in some measure, values and moral e x p e c ta tio n s
d if f e r i n g from those held by th e occupant o f th e s ta tu s in
q u e s tio n .5

h b l d . , p. 426.
2 I b i d . , p . 427.
3
Whyte, "Theory o f O rg a n iz a tio n ," p. 156.
4
R obert K. M erto n , S o c ia l Theory and S o c ia l S tr u c tu r e ,
enlarged e d itio n (G lencoe, 111. :
The Free Press o f G lencoe,
19 68 ), p. 42.
5I b i d . ,

p. 424.

21
A d d it io n a lly , r o le b e h a v io r can be conceived o f as c o n s is t­
ing o f a sent and re c e lv e d r o l e , which a re fundam ental to I n t e r ­
a c tio n .^

The sent r o le Is an e x p e c ta tio n communicated to a s ta tu s

Incumbent by a member o f th e r o le s e t , and th e re c e iv e d r o le Is th e
fo c a l p erso n 's apprehension o f th e e x p e c ta tio n s .

S a rb ln d escrib ed

th e process in th e fo llo w in g manner:
In r o le - t a k in g th e o ry , a c ts o f persons a re seen as o rg a n ize d
a g a in s t a c o g n itiv e background o f r o le e x p e c ta tio n s .
Role
p ercep tio n s may be thought o f as a sequence o f b eh avio rs 1n
which th e p e rc e p tu a l response 1s th e f i r s t p a r t o f a s o c ia l
a c t:
th e ( u s u a lly ) s i l e n t naming o r lo c a tin g th e p o s itio n
o f th e o th e r (fro m observed a c tio n s o r in f e r r e d q u a l i t i e s ) ,
which serves to lo c a te th e p o s itio n o f s e l f .
The second
p a r t o f th e s o c ia l a c t is th e m o to ric response, th e r o l e enactm ent, In which the a c to r perform s a c tio n a p p ro p ria te to
h is lo c a tio n o f th e p o s itio n o f s e l f and o t h e r . 2
The completed a c tio n o f r o le sending, response o f th e fo c a l
person, and the e f f e c t o f th a t response on th e r o le sender has been
3
d efin e d as a r o le episode by Kahn e t a l . ,
which may be viewed as
ongoing and c y c lic 1n n a tu re .

The ap p ro p ria te n e s s o f a s ta tu s

incum bent's b eh av io r 1s o f a d d itio n a l concern as v a rio u s members
o f th e r o le s e t may have d i f f e r i n g e x p e c ta tio n s , b u t not neces4
s a r i l y o f th e same I n t e n s it y .
Gross e t a l . , in t h e i r study o f
school s u p e rin te n d e n ts ' p o s itio n s In M assach u setts, concluded
"The assumption t h a t th e re Is consensus on r o le d e f i n i t i o n on th e
basis o f which s o c ia liz a t io n takes p la c e 1s u n te n a b le f o r the
^Kahn e t a l . ,

O rg a n iz a tio n a l S tr e s s , p . 16.

^ S a rb ln , "Role T h e o ry ," p. 229.
3
Kahn e t a l . , O rg a n iz a tio n a l S tr e s s , p. 2 6 .
4
M e rto n , S o c ia l Theory and S o d a ! S t r u c t u r e , p . 4 2 6.

22
occup ation al p o s itio n we s tu d ie d ," and th e y added t h a t 1 t needs to
be ch allen g ed 1n most fo rm u la tio n s o f r o le a c q u i s i t i o n . 1

In

t h e ir study on r o le c o n f l i c t and a m b ig u ity , Kahn e t a l . noted t h is
p o s s i b i l it y and d e fin e d r o le b e h a v io r as
. . . b eh avio r which is system r e le v a n t (n o t n e c e s s a rily
congruent w ith th e e x p e c ta tio n s and requ irem ents o f o t h e r s ) ,
and which is perform ed by a person who 1s accepted by o th e rs
as a member o f th e system .2
Accepting th e nom othetic and id io g ra p h ic aspects a s s o c ia te d w ith
a r o le , fo u r b asic types o f c o n f lic t s can be p o s tu la te d as p o s s ib le
f o r a s ta tu s incumbent:
1.
2.
3.
4.

In t r a - s e n d e r :
d if f e r e n t p re s c r ip tio n s and p r o s c r ip tio n s ,
which a re In c o m p a tib le , held by a s in g le member o f th e
r o le s e t.
In t e r - s e n d e r :
pressures from one r o le sender which
oppose pressures from one o r more o th e r senders.
In te r -r o le :
pressures a s s o c ia te d w ith membership in one
o rg a n iz a tio n which a re in c o n f l i c t w ith pressures stem­
ming from membership In o th e r groups.
P e rs o n -ro le : when r o le req u irem en ts v io la t e moral v a lu e s ,
o r when needs and a s p ir a tio n s lead to u n accep tab le beha­
v io r . 3

In a d d it io n , Kahn e t a l . d escrib ed r o le a m b ig u ity , which has
o b je c tiv e and s u b je c tiv e components, as ".

. . th e degree to which

re q u ire d in fo rm a tio n is a v a ila b le to a given o r g a n iz a tio n a l p o s l4
t io n ."
The lac k o f in fo rm a tio n t h a t leads to r o le a m b ig u ity 1s
about th e r ig h t s , d u tie s , and r e s p o n s ib ilit ie s a s s o c ia te d w ith a
p o s itio n , as w e ll as how those a c t i v i t i e s can b e s t be perform ed.
L ik e w is e , i t d ea ls w ith th e personal and o rg a n iz a tio n a l consequences
^ r o s s e t a l . , E x p lo ra tio n s in Role A n a ly s is , p . 321.
2
Kahn e t a l . , O rg a n iz a tio n a l S tr e s s , p . 18.
3 I b i d . , pp. 1 9 -2 0 .

4 I b i d . , p. 2 5 .

23
o f r o le perform ance o r nonperform ance.^

Thus c o n f l i c t and ambi­

g u ity a re r e la te d to th e e ffe c tiv e n e s s o f s ta tu s Incum bents.

As

Katz and Kahn s ta te d , "Role e x p e c ta tio n s f o r any given o f f i c e and
i t s occupant e x is t in th e minds o f members o f h is r o le s e t and
re p res en t standards in terms o f which th ey e v a lu a te h is p e r f o r 2
mance."
G etze ls and Guba, in t h e i r th e o ry , saw th e n e c e s s ity o f
d e fin in g e ffe c tiv e n e s s s as r o le b e h a v io r which conforms to expec3
t a tio n s .
The p o s s i b i l it y o f d iv e rg e n t e x p e c ta tio n s leads to two
im p ortan t consequences:
The f i r s t is t h a t the same b e h a v io r may be la b e le d " e f f e c ­
t iv e " a t one tim e and " in e f f e c t iv e " a t an o th e r tim e by th e
same person, depending on th e e x p e c ta tio n s he a p p lie s to
th e b e h a v io r.
The second 1s t h a t th e same b e h a v io r may be
la b e le d " e f f e c t iv e " and " in e f f e c t iv e " s im u lta n e o u s ly as a
r e s u lt o f d i f f e r e n t e x p e c ta tio n s held by d i f f e r e n t r e f e r e n t
groups.
In e i t h e r case, judgments o f e ffe c tiv e n e s s and
in e ffe c tiv e n e s s a re in c a p a b le o f in t e r p r e t a t io n unless both
th e e x p e c ta tio n s being a p p lie d and th e b eh av io r being
observed a re known.4
E f f ic ie n c y , G e tze ls and Guba h o ld , is a fu n c tio n o f th e congruence
o f b eh av io r w ith th e s ta tu s incum bent's need d is p o s itio n s .

They

noted t h a t when b e h a v io r conforms to th e need d is p o s itio n s o f th e
a c to r , as opposed to r o le e x p e c ta tio n s , th e re is a minimum e x p e n d i5
tu re o f psychic energy and b eh av io r is e f f i c i e n t .
S a t is f a c t io n ,
they s ta te d , r e s u lts when i n s t i t u t i o n a l e x p e c ta tio n s and
1 I b i d . , p. 23.
2
D aniel Katz and Robert L. Kahn, The S o c ia l Psychology
o f O rg a n iza tio n s (New York: John W ile y and Sons, I n c . , 1 9 6 6 ; , p . 175.
3
G e tze ls and Guba, " A d m in is tra tiv e P ro c es s," p. 443.
4 I b i d . , p. 433.

5 I b i d . , p. 434.

24
need-d1spos1t1ons a re c o n g ru e n t.1

In keeping w ith t h e i r p o s itio n s

on e ffe c tiv e n e s s , e f f i c i e n c y , and s a t is f a c t io n th e y p o s tu la te d th e
e x is te n c e o f th re e le a d e rs h lp -fo llo w e rs h lp s ty le s In th e ad m in is­
t r a t i v e s it u a t io n .

These a re th e n o m o th etic, which emphasizes th e

requirem ents o f th e I n s t i t u t i o n , th e r o l e , and th e e x p e c ta tio n s ;
the 1d1ograph1c, which emphasizes the requirem ents o f th e i n d i ­
v id u a l, th e p e r s o n a lity , and th e n e e d -d is p o s itlo n s ; and th e
tr a n s a c tio n a l, which is seen as an In te rm e d ia te s t y le between th e
o th e r two 1n which r o le and p e r s o n a lity a re maximized o r m inim ized
2
as necessary.
In t h e i r fo rm u la tio n th ey used th e terms le a d e r and
fo llo w e r 1n a r e l a t i v e sense.

"For p re s e n t purposes we may say

th a t 't o le a d ' 1s to engage in an a c t which I n i t i a t e s a s tr u c tu r e
1n In t e r a c t io n w ith o th e rs , and th a t

't o fo llo w '

an a c t which m a in ta in s a s tr u c tu r e i n i t i a t e d

is to engage in
3
by a n o th e r .”
They

noted t h a t th e p a r tie s o f e i t h e r c a te g o ry (le a d e r o r fo llo w e r ) a re
not a lto g e th e r dominant o r passive 1n th e r e la t io n s h ip .
Given t h is p e rs p e c tiv e o f r o le b e h a v io r, i t can be s ta te d
th a t s ta tu s Incumbents such as CSPOs may "weigh" va rio u s e x p e c ta ­
tio n s as th ey p e rc e iv e them, and, In keeping w ith t h e i r own need
d is p o s itio n s and dependent on o rg a n iz a tio n a l o r s it u a t io n a l con­
s t r a i n t s , s e le c t an a p p ro p ria te course o f a c tio n as th e y a tte m p t
to accomplish a ta s k o b je c t iv e .

Based on th e r e s u lts o f t h e i r

a c tio n , whether o r not th e o b je c tiv e was accom plished, and fe e d ­
back re c e iv e d from o th e rs in th e r o le s e t , t h e i r b eh avio rs may be
perceived by them as e i t h e r e f f e c t i v e o r I n e f f e c t i v e and usable
1 I b i d . , pp. 4 3 4 -3 5 .

2 I b 1 d . , p p . 4 3 5 -3 8 .

3 I b 1 d . , p . 435.

25
1n s im ila r s itu a tio n s o r in need o f some m o d ific a tio n .

T h is view

is not seen as c o n tra d ic to ry to G e tze ls and Guba's d e f i n i t i o n o f
e ffe c tiv e n e s s because the s ta tu s Incum bents' p e rc e p tio n s o f t h e i r
personal e ffe c tiv e n e s s a re based on th e responses re c e iv e d from th e
members o f t h e i r r o le sets as th ey judge th e b e h a v io r 1n re fe re n c e
to t h e i r e x p e c ta tio n s , and acknowledges th a t am idst d iv e rg e n t
e x p e c ta tio n s o f d i f f e r i n g i n t e n s it y s ta tu s Incumbents s e le c t the
"best" course o f a c tio n in keeping w ith t h e i r needs.
I t has been s ta te d t h a t CSPOs fu n c tio n in th e m id st o f
w id e ly c o n f lic t in g exp ectatio n s^ and a re d is s a t is f ie d w ith t h e i r
2
s ta tu s .
To gain an understanding o f th e CSPO's r o le 1 t 1s neces­
sary to f i r s t co n sid e r th e development o f these p o s itio n s in
American In s t it u t io n s o f h ig h e r e d u c a tio n .
C h ie f S tudent Personnel O ffic e r s
Programs and s e rv ic e s in American c o lle g e s and u n iv e r s it ie s
concerned w ith th e w e lfa r e o f stu d en ts and t h e i r extra clas sro o m
development a re fu n c tio n s whose h e rita g e extends back to th e
c o lo n ia l days.
A p re lim in a ry study o f th e founding o f th e e a r l i e s t educa­
t io n a l I n s t it u t io n s w ith in th e boundaries o f th e p re s e n t
U n ited S ta te s In d ic a te d t h a t th e ex traclassro o m l i f e o f the
students grew o u t o f th e r e l ig i o u s , s o c ia l and p o l i t i c a l

^Dutton e t a l . , Assumptions and B e l i e f s , p . 7 .

2

Mark H. Ingraham, The M ir r o r o f Brass: The Compensation
and Working C o n d itio n s o f C o lle g e and U n iv e r s ity A d m in is tra to rs " '
(Madison, W is e.:
U n iv e r s ity o f Wisconsin P re s s , 1 9 6 8 ), p . 2 2 5.

26
l i f e o f the e a r ly c o lo n is ts r a th e r than d iv e rg e n t o r unique
purpose o f th e founders o f th e I n s t i t u t i o n s . 1
The young age o f c o lle g e s tu d e n ts , th e remote lo c a tio n s o f many
I n s t it u t io n s , and th e d i f f i c u l t y o f tr a v e l were among th e f a c ­
to rs t h a t n e c e s s ita te d th a t c o lle g e p re s id e n ts and t h e i r f a c u l t i e s
assume th e r e s p o n s ib ilit y f o r th e housing, fe e d in g , and d i s c i p l i n ­
ing o f s tu d e n ts .

They w ere, by n e c e s s ity , fo rc e d to a c t in loco

p a r e n tis , w hich, a d d it i o n a ll y , was 1n keeping w ith " .

. . th e

b e l ie f o f th e founders o f our e a r ly e d u c a tio n a l i n s t it u t io n s th a t
guidance fu n c tio n s were in h e re n t 1n th e e d u c a tio n a l process I t s e l f . "
In th e e a r ly days c o lle g e p re s id e n ts were in t im a t e ly In v o lv e d 1n
a l l aspects o f t h e i r c o lle g e s ' fu n c tio n in g and were most o fte n th e
o n ly f u n - t i m e a d m in is tra to r s .

3

In tim e , In creased stu d e n t e n r o l l ­

ments, en larged f i s c a l r e s p o n s ib i li t i e s , and th e demand f o r new
se rv ic e s re s u lte d in th e need f o r p re s id e n ts to d e le g a te some o f
t h e i r r e s p o n s ib ilit ie s to o th e rs .

T h is d iv is io n o f la b o r was

r e fle c te d 1n the number o f a d m in is tr a tiv e o f f ic e s t h a t were
c re a te d .

For exam ple, "In 1860 th e median number o f a d m in is tra ­

t iv e o f f ic e r s 1n an American c o lle g e was 4 ; 1n 1933 i t was
4
3 0 .5 . . . «"
One o f th e a d m in is tr a tiv e p o s itio n s t h a t came In to
^Eugenie A. Leonard, O rig in s o f Personnel S e rv ic e s In
American H igher Education (M ln n e a p o lIs :
U n iv e r s ity o f M innesota
P ress, 1 9 5 6 ), p . 4.
2 Ib 1 d ., p. 16.
3
Lewis B. Mayhew, "Shared R e s p o n s ib ility o f th e P re s id e n t
and th e Dean," North C e n tra l A s s o c ia tio n Q u a rte rly 32 (O ctober
1957): 187.
------------4
F re d e ric k Rudolph, The American C o lle g e and U n iv e r s ity
(New York:
V in ta g e Books, 1 9 6 2 ), p . 435.

27
being In th e e a r ly ye ars o f a d m in is tr a tiv e expansion was t h a t o f
the c o lle g e dean.

The r o le o f th e c o lle g e dean was seen as an

e f f o r t to c o u n te ra c t the s ta n d a rd iz a tio n t h a t was ta k in g p la c e in
ed u ca tio n a l i n s t it u t io n s .
To an e x te n t, th e deans were an e f f o r t to m a in ta in c o l­
le g ia t e and human values in an atmosphere o f in c re a s in g
s c h o la rs h ip and s p e c ia liz a t io n .
T h is was why so many o f
th e e a r ly deans re s is te d th e f u l l swing to In te lle c tu a l1 s m
which t h e i r f a c u lt y co lle ag u es re p r e s e n te d .1
The f i r s t deanship o f record was re p o rte d by F in d la y to
have been f i l l e d

by Samuel B ard, a t Columbia in 1893.

2

A t th a t

tim e a p o s itio n was c re a te d f o r a c o lle g e dean who spent most o f
his tim e han dling stu d e n t d is c ip lin a r y problem s.

Cowley commented

th a t "P re s id e n t El l o t had b ig g e r f is h to pursue, and so tu rn ed o ver
the la rg e problem (and 1n those days i t was la r g e ) to Dean
Gurney."

Subsequently, two deans p o s itio n s were c re a te d a t

H arvard, one to handle In s tr u c tio n a l c o n s id e ra tio n s and one to
handle e x t r a in s tr u c t io n a l a f f a i r s .

As a r e s u l t , Dean Briggs

. . became th e f i r s t o f f i c e r in th e h is to r y o f American h ig h e r
education charged w ith r e s p o n s ib ilit y f o r stu d e n t r e la t io n s as
4
separate and d i s t i n c t from in s t r u c t io n ."
The c o n tin u in g development

hbld.
2

James F. F in d la y , "The O rig in and Development o f th e Work
o f th e Dean o f Men 1n H lqher E d u c a tio n ," A s s o c ia tio n o f American
C olleges B u lle t in 25 (May 1 9 3 9 ): 279.
3
W. H. Cowley, "Some H is to ry and a V entu re 1n Prophecy,"
1n Trends in S tudent Personnel Work, ed . E. G. W illiam son
(M inneapol1s:
U n iv e r s ity o f Minnesota P re ss , 1 9 4 9 ), p . 20.
4
W. H. Cowley, "The D isap p earin g Dean o f Men," O ccupations
16 (November 19 37 ): 148.

28
o f p o s itio n s to handle s tu d en t problems was found to have been
more fre q u e n t 1n co ed u catio n al and women's c o lle g e s than 1n men's
c o lle g e s . ^
O b e rlin c o lle g e opened her doors to women 1n 1833; t h is
move le d to th e appointm ent o f la d y p r in c ip a ls o r p rec ep to resses to g iv e s p e c ia l a t t e n t io n to problems o f women
s tu d e n ts . Out o f t h is e x p e rie n c e emerged th e p o s itio n o f
dean o f women.2
Wrenn s ta te d t h a t th e f i r s t deans o f women, ap p oin ted by t h a t t i t l e ,
were a t Swarthmore in 1890.

3

A t th e U n iv e r s ity o f I l l i n o i s , A rk le

C la rk , in 1901, became th e f i r s t o f f i c i a l l y ap p oin ted dean o f men
4
1n American h ig h e r e d u c a tio n .
The continued growth o f s tu d e n t
en ro llm en ts and t h e i r heterogeneous needs along w ith developments
1n th e s o c ia l sciences c o n trib u te d to f u r t h e r development and
s p e c ia liz a tio n o f s e rv ic e s to s tu d e n ts .

The personnel movement,

s ta r tin g w ith th e v o c a tio n a l guidance movement in 1908, gained
a d d itio n a l momentum from th e commencement o f p s y c h o lo g ic a l te s tin g
and th e mental hygiene movement around 1910, and th e subsequent
emphasis on in d iv id u a l c o u n s e lin g , around 1940, re s u lte d in many
5
s p e c ia lis ts to a s s is t students
1n such areas as v o c a tio n a l coun­
s e lin g , placem ent, and a c t i v i t i e s .

During t h is p e rio d o f tim e ,

\ e o n a r d , O rig in s o f Personnel S e rv ic e s , pp. 9 3 -9 4 .
2
W illia m s o n , S tu dent Personnel S e rv ic e s , p. 4.
3
C. G ilb e r t Wrenn, S tudent Personnel Work 1n C o lle g e (New
York: Ronald Press Company, 1 £ 5 1 ), p. 30.
4
F in d la y , "Dean o f Men 1n H ig h e r E d u c a tio n ," p . 280.
5
E sth er L lo yd -Jo n es , "Changing Concepts o f S tudent P e r­
sonnel W ork," 1n Student Personnel Work as Deeper T e a c h in g , e d .
E sther Lloyd-Jones and M arg aret ftuth Smith (New York:
R arper and
B ro th e rs , 1 9 5 4 ), pp. 1 -4 .

29
most n o ta b ly In th e l a t e 1 9 3 0 's , th e c a l l f o r th e d ir e c t io n and
c o o rd in a tio n o f s tu d e n t s e rv ic e s began.

As Lloyd-Jones was l a t e r

to remark o f th e dean o f stu d en ts p o s itio n :
O ften t h is jo b , as p re s id e n ts w i l l fr e q u e n tly s t a t e , has been
c re a te d because th ey d id not know what to do w ith th e many
personnel s p e c ia lis t s who had taken possession o f t h e i r cam­
puses and th e y f e l t th e need o f someone to curb t h e i r ambi­
t io n s , s e t t l e t h e i r j u r is d i c t io n a l f i g h t s , and r e l a t e them
e f f e c t i v e l y to each o t h e r .*
Cowley saw th e need f o r a d m in is tr a tiv e o f f ic e r s to co o r­
d in a te s tu d en t s e rv ic e s a t c o lle g e s and u n iv e r s it ie s from an o th er
p e rs p e c tiv e :
Someone needs to p res en t to him [th e p r e s id e n t] fr e q u e n tly
and f o r c i b ly th e whole panorama. When t h a t 1s done, p e r­
sonnel work— in budgeting and o th e r d 1 r e c t1 o n s r -w ill no
lo n g e r be th e s te p c h ild o f th e a d m in is t r a t io n .2
In 1939, th e c o n c e n tra tio n o f v a rio u s nonacademic s e rv ic e s
to a l l students through deans o f men was re p o rte d to be a c u rre n t
tre n d .

I t was noted t h a t when t h is c e n t r a liz a t io n occurred deans
3

o f men were o fte n advanced 1n s t a f f rank and g iv e n new t i t l e s ,
4
e s p e c ia lly 1n s m a lle r I n s t i t u t i o n s .
E v e n tu a lly , th e t i t l e dean o f
students became th e predom inant t i t l e

f o r th e s e n io r s tu d e n t s e r­

vic es o f f i c e r 1n a c o lle g e o r u n iv e r s it y .

Ayers e t a l . re p o rte d

E sth er Lloyd-Jones and M arg aret Ruth S m ith , "The How and
th e Who and th e Why," In S tu dent Personnel Work as Deeper T ea ch in g ,
p. 342.
2
Cowley, "The D isap pearin g Dean o f Men," p . 153.
3
F in d la y , "Dean o f Men in H ig h er E d u c a tio n ," pp. 2 8 0 -8 1 .
4
M arian C a r o ll, "Overview o f Personnel Workers 1n
C olleges and U n iv e r s it ie s ," Jo u rn al o f th e N a tio n a l A s s o c ia tio n o f
Deans o f Women 14 (O ctober 1 9 5 0 ): 9.

30
In 1966 th a t f o r t h e i r sam ple, in a study o f s tu d e n t s e rv ic e s
a d m in is tra tio n ,
E x a c tly h a l f r e p o r t th e t i t l e dean o f stu d en ts o r dean o f
stu d en t a f f a i r s o r s e r v ic e s . The o th e r 23 p e rc e n t r e p o rt
t i t l e s o f d ir e c t o r o f stu d en t personnel s e r v ic e s , v ic e
p re s id e n t f o r stu d en t s e r v ic e s , dean o f men and dean o f
women. 1
The rem ainder were noted to c a rry t i t l e s more r e f l e c t i v e o f a c a 2
demlc a d m in is tr a tio n .
A re c e n t study which compared t i t l e s

o f p r in c ip a l s tu d e n t

a f f a i r s o f f ic e r s between th e years 1962 and 1972 in member 1n st1tu
tlo n s o f th e N a tio n a l A s s o c ia tio n o f S tudent Personnel A d m in is tra ­
to rs found th e t i t l e
used.

dean o f stu d en ts s t i l l

th e most fr e q u e n tly

The dean o f s tu d e n ts ' area o f r e s p o n s ib ilit y came to be

c a lle d stu d en t personnel a d m in is tr a tio n .
S tu d en t-p erso n n el a d m in is tra tio n . . .
1s e s s e n t ia lly a
fu n c tio n o f a d m in is tra tio n and re s id e s o r i g i n a l l y and u l t i ­
m a tely 1n th e a d m in is tr a tiv e head o f an i n s t i t u t i o n .
I t is
g e n e r a lly d e le g a te d by th e p re s id e n t . . .
to a s p e c ia lis t
In stu d en t-p e rso n n e l a d m in is tr a tio n . . . A
Although th e need to c o o rd in a te s tu d e n t s e rv ic e s was
recognized In th e 1 9 3 0 's , t h e i r c o o rd in a tio n and th e appointm ent
o f a CSPO In most In s t it u t io n s was a p o st-W o rld War I I

phenomenon.

Long re p o rte d 1n 1944 t h a t th e dean o f stu d en ts were emerging as
^Ayers e t a l . , S tu dent S e rv ic e s A d m in is tr a tio n , p. 8 .
2 I b id .
3
Burns B. C rookston, "The Nomenclature Dilemma: T i t l e s o f
P rin c ip a l Student A f f a ir s O f f ic e r s a t NASPA I n s t i t u t i o n s , " NASPA
Journal 11 (W in te r 1 9 7 4 ): 4 .
4
E sth er L lo yd -Jo n es , "Personnel A d m in is tr a tio n ," Jo u rn al o f
Higher Education 5 (March 1 9 3 4 ): 142.

31
a m ajor a d m in ls tr a tiv e o f f i c e r re s p o n s ib le f o r th e c o o rd in a tio n
o f stu d en t personnel s e r v ic e s .1

C a r r o ll re p o rte d th a t 230 o u t o f

513 I n s t it u t io n s , 45 p e rc e n t, she surveyed had one person heading
the personnel program and most fr e q u e n tly t h is was th e dean o f
stu d en ts— 54 out o f 230 I n s t i t u t i o n s .

2

In h is study on th e s tr u c ­

tu r a l o rg a n iz a tio n o f stu d en t personnel s e rv ic e s 1n s t a t e - c o n t r o lle d
coed c o lle g e s and u n i v e r s it i e s , Hanson determ ined t h a t 115 o u t o f
th e 132 i n s t it u t io n s he surveyed had co o rd in a te d t h e i r s tu d en t
3
personnel programs a f t e r th e y e a r 1940.
Reynolds re p o rte d th a t
th e re was a steady growth o f o f fic e s headed by a CSPO subsequent
to World War I I

1n l i b e r a l a r t s c o lle g e s w ith under 2 ,0 0 0 s tu d e n ts .

But the e s ta b lis h m e n t o f t h is a d m ln 1 s tra tiv e p o s itio n was not u n i­
form across a l l

types o f i n s t i t u t i o n s .

In t h e i r benchmark s tu d y , Ayers e t a l . found t h a t 86 p e r­
cent o f t h e i r sample p o p u la tio n re p o rte d an o f f i c e r c l a s s i f i a b l e
5
as th e c h ie f stu d en t s e rv ic e s o f f i c e r ,
w ith p u b lic I n s t it u t io n s
more f u l l y embracing th e concept than p r iv a te i n s t it u t io n s .®
1Lawrence N. Long, " E v o lu tio n o f th e Dean o f S tu d e n ts ,"
Journal o f H igher Education 15 (O ctober 19 44 ): 383.
2
C a r r o l l , "Overview o f Personnel W orkers," pp. 2 1 -2 2 .
3
E rn est E. Hanson, "A Study o f th e S tr u c tu r a l O rg a n iza ­
tio n o f S tudent Personnel S e rv ic e s " (E d .D . d is s e r t a t io n , M ichigan
S ta te U n iv e r s ity , 1 9 5 2 ), p. 96.
^ W illia m M. Reynolds, "The Role o f th e C h ie f Student
Personnel O f f ic e r 1n th e Small L ib e r a l A rts C o lle g e " (E d .D .
d is s e r t a tio n , M ichigan S ta te U n iv e r s it y , 1 9 6 1 ), p. 187.
5
Ayers e t a l . . S tu dent S e rv ic e s A d m in is tr a tio n , p . 7 .
6 I b i d . , p. 9 .

4

32
"Almost 22 p ercen t o f th e p r iv a t e schools ( t h a t i s , more than
1 in 5) a p p a re n tly s t i l l

a llo c a t e stu d e n t s e rv ic e r e s p o n s ib ilit ie s

to o th e r types o f a d m in is tra to rs o r to f a c u lt y members."^

As

C a rr o ll In d ic a te d , o th e r forms o f c o o rd in a tio n o f stu d e n t s e rv ic e s
were e ffe c te d by th e p la c in g o f t h is r e s p o n s ib ilit y under one
agency o r com m ittee, by two o r more persons o f equal a u t h o r it y ,
2
o r in fo r m a lly through a d e c e n tra liz e d o rg a n iz a tio n .
A s ig n ific a n t
o bservatio n made by Ayers e t a l . was th a t
. . . th e p ro fe s s io n a l le a d e rs h ip r o le 1n s tu d e n t s e rv ic e s
is s t i l l In a developm ental stage and Is a t p res en t being
su p plied by persons o f d iv e rs e p h ilo s o p h ie s and ed u c a tio n a l
commitments.^
This o b s e rv a tio n was based on th e v a rie d backgrounds and p ro fe s ­
sio n al p re p a ra tio n s o f th e c h ie f s tu d e n t s e rv ic e s o f f i c e r s i d e n t i ­
fie d 1n t h e i r stu d y.
To gain a d d itio n a l in s ig h ts in to th e CSPO's r o l e , 1 t 1s
necessary to examine th e c h a r a c t e r is t ic s t h a t have been I d e n t i f i e d
f o r s ta tu s Incumbents and th e fu n c tio n s th ey p e rfo rm .4
keeping w ith th e purpose o f t h is study I t

But 1n

Is a p p ro p ria te to Id e n ­

t i f y a co u n te r p o s itio n In th e CSPO's r o le s e t by which to focus
t h is exam in atio n .
Whatever th e Im p lic a tio n s o f th e l a b e l , a p o s itio n cannot
be co m p lete ly d escrib ed u n t i l a l l th e o th e r p o s itio n s to
^ I b i d . , p. 7 .
2
C a r r o l l , "Overview o f Personnel W orkers," p. 2 1 .
3
Ayers e t a l . , S tudent S e rvic es A d m in is tra tio n , p . 19.
a
Gross e t a l . , E x p lo r a t i o n s 1n R o le A n a l y s i s , p. 6 3 ,
I n d ic a t e d t h a t a r o l e can be segmented I n t o e x p e c t a t io n s f o r
a t t r i b u t e s and b e h a v io r s .

33
which I t 1s r e la te d have been s p e c ifie d .
Of course r e l a ­
t io n a l s p e c ific a tio n 1s a l im it i n g case w ith which 1 t would
be Im p ossib le to deal e m p ir ic a lly .
For a given re se arch
problem 1 t may be necessary to ta k e In to account o n ly a lim ­
ite d s e t o f co u n ter p o s it io n s .1
The o f f i c e o f the p re s id e n t, o r c h ie f e x e c u tiv e o f an I n s t i t u t i o n ,
f o r a d m in is tr a tiv e reasons is a s i g n i f i c a n t co u n te r p o s itio n In th e
CSPO's r o le s e t as evidenced by th e f a c t t h a t Ayers e t a l . a s c e r­
ta in e d th a t n e a rly 75 p ercen t o f th e c h ie f s tu d en t s e rv ic e s o f f i c e r s
2
1n t h e i r sample re p o rte d to th e p re s id e n t.
A more re c e n t stu d y ,
on a s m a lle r sample o f s e n io r c o lle g e s and u n iv e r s it ie s o n ly ,
reve aled t h a t 81 p ercen t o f th e c h ie f s tu d e n t personnel ad m in is­
tr a to r s re p o rte d to th e p re s id e n t o r c h a n c e llo r o f t h e i r 1 n s t1 tu 3
tlo n s .
Zook, 1n a study t h a t compared stu d en t personnel ad m in is­
t r a t o r s 1n both p u b lic tw o- and fo u r -y e a r i n s t it u t io n s 1n th e
Midwest, observed t h a t th e m a jo r ity o f the c h ie f a d m in is tra to rs 1n
both types o f in s t it u t io n s re p o rte d to th e a d m in is tr a to r w ith
4
o v e ra ll I n s t i t u t i o n a l r e s p o n s ib ilit y .
Crookston and Atkyns d is ­
covered th a t a s h i f t 1n re p o rtin g r e la tio n s h ip s had o c c u rre d ,
during th e y e a rs o f stu d en t d em o n stra tio n s, 1n fo u r -y e a r I n s t i t u ­
tio n s .

The number o f p r in c ip a l stu d en t a f f a i r s o f f ic e r s

1n these

I n s t it u t io n s who re p o rte d d i r e c t l y to p re s id e n ts had ris e n from
h b l d . , p. 51.
2
3

Ayers e t a l . , S tudent S e rvic es A d m in is tr a tio n , p. 60 .

Gary D. Brooks and Jose F. A v il a , "The C h ie f S tudent
Personnel A d m in is tra to r and H is S t a f f : A P r o f i l e , " NASPA Jo u rn al 11
(S pring 1974): 44.
4
Zook, "A Com parative S tu d y ," p. 53.

34
6 5 .9 p ercen t in 1967 to 78.1 p e rc e n t In 1972.^

H e s te r, In a study

o f th e fa c to r s im p o rta n t in th e s e le c tio n o f stu d e n t personnel
a d m in is tra to rs in midwestern u n iv e r s it ie s , re p o rte d the fin d in g
th a t "The p re s id e n ts evidenced g r e a te r concern and involvem ent in
the s e le c tio n o f th e c h ie f stu d en t personnel o f f i c e r , g e n e r a lly
2
making th e f i n a l d e c is io n on th e s e le c t io n ."
She in d ic a te d
th a t p re s id e n ts b e lie v e d 1 t was im p o rta n t to s e le c t th e r i g h t type
3
o f person and i f necessary teach him th e jo b .
A ttr ib u te s
The id e a l c a n d id a te , according to H e s te r, f o r th e c h ie f
student personnel a d m in is tr a to r p o s itio n in a m idwestern u n iv e r ­
s it y would be a Caucasian m ale, between th e ages o f 35 to 4 5 ,
h o ld er o f a Ph.D. 1n a s u b s ta n tiv e b e h a v io ra l o r s o c ia l scien ce
a re a , w ith a d m in is tr a tiv e ex p erie n c e in a s im ila r typ e o f i n s t i 4
tu tio n .
In c o n tr a s t, to gauge c h ie f a d m in is tr a to r s ' p erc ep tio n s
o f a t t r ib u t e s t h a t a c h ie f s tu d en t personnel a d m in is tra to r in a
la rg e u n iv e r s ity should possess, U p c ra ft asked c h ie f a d m in is tra to rs
what type o f person th ey would recommend to t h e i r p re s id e n ts as
1Burns B. Crookston and Glen C. A tkyn s, "A Study o f
Student A f f a ir s : The P r in c ip a l S tudent A f f a ir s O f f i c e r , th e Func­
tio n s , th e O rg a n iz a tio n a t American C o lleg es and U n iv e r s itie s
1967-1972" (paper presented a t th e 4 8 th Annual Conference o f
N atio n al A s s o c ia tio n o f S tu dent Personnel A d m in is tra to rs , Chicago,
I l l i n o i s , A p r il 1 9 7 4 ), T a b le 2 0 , p . 25.
2
Linda H. H e s te r, " D i f f e r e n t ia l P e rce p tio n s o f F a c to rs
Im portant 1n th e S e le c tio n o f Student Personnel A d m in is tra to rs
in Midwestern U n iv e r s itie s " (P h .D . d is s e r t a t io n , M ichigan S ta te
U n iv e r s ity , 1 9 7 1 ), p. 413.
3 I b i d . , p . 4 4 7.

4 I b 1 d . , p. 4 1 6.

35
t h e i r successors.

".

. . There was s i g n i f i c a n t consensus

(6 9 .9 7 %) among th e sample th a t th e u n iv e r s ity CSPA should
be m ale, although a m a jo r ity f e l t th e CSPA could be fe m a le ." 1
The p re fe rre d age, s e le c te d by 4 5 .8 p e rc e n t o f th e respondents f o r
t h e i r successor, was between 30 and 59 years and t h is was most
c le a r ly so f o r those who re p o rte d d i r e c t l y to th e p r e s id e n t.

2

U p c ra ft found th a t a lim ite d consensus, 6 6 .2 p e rc e n t, f e l t t h a t th e
c h ie f s tu d e n t personnel a d m in is tr a to r should have a d o c to ra l
3
degree, and concluded t h a t previous e x p e rie n c e as a s tu d e n t p e r­
sonnel a d m in is tra to r appeared les s Im p o rta n t than g en eral a d m ln ls 4
t r a t l v e e x p e rie n c e .
But s tu d ie s t h a t have i d e n t i f i e d CSPO c h a r­
a c t e r is t ic s g e n e r a lly re v e a l v a r ia t io n in th e p a tte r n o f CSPO
a t t r ib u t e s 1n r e l a t i o n to e n ro llm e n t s iz e , typ e (such as a community
c o lle g e o r u n i v e r s it y ) , o r c o n tro l

(p u b lic versus p r iv a t e ) o f th e

I n s t it u t io n .
Ayers e t a l .

found t h a t more than 79 p e rc e n t (496 o u t o f

621) o f th e c h ie f stu d en t s e rv ic e s o f f i c e r s in t h e i r sample were
5
m ale.
The la r g e s t percentage o f th e males ( 3 6 .7 p e rc e n t) were in
the 40 to 49 y e a r age ra n g e , w h ile th e la r g e s t percen tag e o f th e
£
fem ales (3 8 .4 p e rc e n t) were in th e 50 to 59 y e a r age ra n g e .
The
fem ale c h ie f stu d en t s e rv ic e s o f f i c e r s 1n t h e i r study most o fte n
held p o s itio n s In l i b e r a l a r t s c o lle g e s

(83 o u t o f 1 2 5 ), fo llo w e d

^ U p c ra ft, "Role E x p e c ta tio n s ," pp. 4 0 , 4 2 .
2 Ib 1 d ., pp. 4 0 -4 1 .
3 Ib 1 d . , p . 48 .
4 Ib 1 d ., pp. 4 6 -4 7 .
5
Ayers e t a l . , S tu dent S e rv ic e s , T ab le 3 , p . 8 9 .
6 Ib 1 d .

36
by p o s itio n s 1n ju n io r c o lle g e s .^

They found 50 p e rc e n t o f th e

c h ie f stu d en t s e rv ic e s o f f i c e r s had done t h e i r academic work 1n
the f i e l d o f e d u c a tio n , o f which s l i g h t l y over 21 p e rc e n t were
prepared 1n th e area o f guidance and s tu d e n t p e rs o n n e l, w ith th e
bulk o f th e rem ainder tr a in e d e i t h e r in th e hum anities o r s o c ia l
2
sciences.
Only 3 7 .5 p e rc e n t o f th e sample had earned a research
d o c to ra te , presumably the P h .D ., w ith th e m asters d e g re e , held
3
by 55.1 p e rc e n t, being the most ty p ic a l d eg ree.
They found th a t
tw o-th1rds o f th e c h ie f s tu d en t s e rv ic e s o f f i c e r s in in s t it u t io n s
4
e n r o llin g 10,000 students o r more h eld th e re se arch d o c to r a te .
They a ls o a s c e rta in e d t h a t 57 p e rc e n t o f th e c h ie f s tu d en t s e rv ic e s
5
o f f ic e r s held t h e i r p o s itio n s f o r les s than f i v e y e a rs .
As an
In d ic a tio n o f th e types o f exp erien ces t h a t c h ie f s tu d en t s e rv ic e s
o f f ic e r s had p r io r to h o ld in g t h e i r p o s itio n s , Ayers e t a l .
Id e n t if ie d th e t i t l e s o f t h e i r previou s p o s itio n s .
More than o n e -fo u rth have moved from f a c u lt y p o s itio n s
to t h e i r p resen t r e s p o n s ib i li t i e s .
T h is source ranks second
o n ly to o th e r s tu d en t s e rv ic e s work as a background. S l ig h t ly
more than o n e -th ir d have had such p reviou s e x p e rie n c e in s tu ­
dent s e rv ic e s work and a m a jo r ity o f them were in a d m in is tra ­
t iv e p o s itio n s .
Only th e u n iv e r s it ie s d e v ia te s i g n i f i c a n t l y .
More than h a lf these men have had s tu d en t s e rv ic e s e x p e rie n c e ,
m ostly 1n a d m in is tr a tiv e p o sts.
About 1 in 10 o f th e e x e c u tiv e s moved from o th e r areas
o f a d m in is tra tio n .
As m ight be a n t ic ip a t e d , th e u n iv e r s it y
c h ie fs do not conform to th e p a tte r n 1n t h is re s p e c t.
N e a rly
o n e - f if t h o f them came from o th e r kinds o f a d m in is tr a tiv e
r e s p o n s ib ilit y 1n h ig h e r e d u c a tio n .
T h is suggests t h a t In
s e le c tin g t h e i r s tu d e n t s e rv ic e s a d m in is tra to rs those respon­
s ib le 1n la rg e I n s t it u t io n s look f o r dem onstrated a d m in is tr a tiv e
s k i l l s In many cases r a th e r than p rev io u s p ro fe s s io n a l p re p a ra ­
tio n o r e x p e rie n c e .6
1I b i d .

2 I b 1 d . , p. 13.

4 I b 1 d . , p.

12.

3 I b 1 d . , T a b le 4 , p . 90.

5I b 1 d . , p . 16.

6 I b 1 d . , p . 18.

37
In a study In which he in v e s tig a te d th e compensation and
working c o n d itio n s o f fo u r -y e a r c o lle g e and u n iv e r s it y ad m in is­
t r a t o r s , Ingraham found:
The median age o f male deans o f stu d en ts is 4 5 , and o f th e
10% who a re women, 49.
Twenty-one p e rc e n t had a Ph.D. d eg ree,
18% th e degree o f E d .D ., th e m a s te r's degree was h ig h e s t f o r
49%.
In u n iv e r s it ie s th e m a jo r ity h eld one o f th e two doc­
to r a l degrees. T h re e -q u a rte rs had th e work o f t h e i r h ig h e s t
degree in th e fo llo w in g fo u r f i e l d s :
e d u c a tio n , 40%, psy­
chology, 15%, s o c ia l s c ie n c e , 14%, and E n g lis h and jo u rn a lis m ,
8%. Less than 4% came from any o th e r s in g le a r e a . The domi­
nance o f ed u catio n and psychology ( o f t e n , I presume, e d u c a tio n a l
psychology) was s t r ik in g in p u b lic c o lle g e s , where th ese two
f i e l d s accounted f o r 74%.*
Foy, 1n a study on c a re e r p a tte rn s o f s tu d e n t personnel
a d m in is tra to rs , a s c e rta in e d th a t th e mean age o f c h ie f stu d e n t
personnel a d m in is tra to rs was 4 0 .9 years in a sample o f N a tio n a l
A s so cia tio n Student Personnel A d m in is tra to rs member i n s t i t u t i o n s .

2

In o th e r In stan ces th e v a r ia b le s he s e le c te d f o r a n a ly s is purposes
did not focus on the c h ie f a d m in is tra to rs in d ep en d en tly from th e
o th e r a d m in is tra to rs but he d id r e p o rt t h a t 60.1 p ercen t o f them
had moved from a c o lle g e personnel p o s itio n to t h e i r c u rr e n t p o s i­
t io n .

Another 1 8 .2 p e rc e n t came from c o lle g e tea ch in g o r a d m in ls -

t r a t l v e p o s itio n s and 1 1 .2 p e rc e n t came from p u b lic schools.

3

The mean number o f ye a rs th a t c h ie f a d m in is tra to rs had spent in
student personnel work was 7 . 3 5 , 4 and had been in t h e i r CSPO
p o s itio n s on th e average o f 2 .9 5 y e a rs .®

A re c e n t s tu d y , re p o rte d

^Ingraham, The M ir r o r o f B rass, p . 223.
2
James E. Foy, "C areer P a tte rn s o f S tudent Personnel Admin­
is t r a t o r s " (P h .D . d is s e r t a t io n , M ichigan S ta te U n iv e r s it y , 1 9 6 9 ),
p. 53.
3 I b i d . , T a b le 3 7 , p. 8 0 .

4Ib id .,

p . 139.

5I b i d . , p . 137.

38
by Brooks and A v ila , on c h ie f s tu d e n t personnel a d m in is tra to rs a t
s e n io r c o lle g e s and u n iv e r s it ie s
a c t e r is t ic s f o r 429 respondents.

I d e n t i f i e d th e fo llo w in g c h a r­
E 1 g h ty -f1 v e p erc en t were m ale,

95 percen t were A nglo, had a mean age o f 42 y e a r s , 47 p e rc e n t
possessed th e d o c to r a te , and 44 p e rc e n t th e m asters degree.^
They noted th a t 78 p erc en t o f t h e i r academic majors " . . .

would

norm ally be Inclu d ed 1n th e c u rric u lu m o f a comprehensive school
2
o f e d u c a tio n ."
They a ls o determ ined t h a t 70 p ercen t o f th e
c h ie f s tu d en t personnel a d m in is tra to rs had occupied t h e i r p o s itio n s
3
f o r fo u r years o r le s s .
The average number o f years th e y had
spent in stu d en t personnel work a t a c o lle g e o r u n iv e r s it y le v e l
A
was 9 .9 y e a rs .
Crookston and Atkyns re p o rte d s im ila r f in d in g s .

T h e ir d ata

revealed th a t 8 4 .7 p e rc e n t o f th e c h ie f s tu d en t a f f a i r s o f f i c e r s
were men, th e la r g e s t percentage (3 9 .2 p e rc e n t) o f whom were in th e
40 to 49 y e a r age group.

The la r g e s t percentage (40 p e rc e n t) o f

the fem ale a d m in is tra to rs were in th e same age group.

5

Of th e

male a d m in is tra to rs 5 4 .4 p ercen t and o f th e women 2 5 .3 p e rc e n t
held th e d o c to ra te , w ith th e o v e r a ll p ercentage being 4 9 .8 .®
The la r g e s t percentage o f th e c h ie f a d m in is tra to rs (9 0 .7 p e rc e n t)
were w h it e .7

Over 66 p e rc e n t o f th e c h ie f s tu d e n t a f f a i r s o f f i c e r s

^Brooks and A v ila , "The C h ie f Student Personnel Adm inis­
t r a t o r , " pp. 4 2 -4 3 .
2 I b i d . , p. 42 .

3 Ib 1 d . , p. 4 5 .

4 Ib 1 d ., p . 4 6 .

®Crookston and A tkyn s, "A Study o f S tudent A f f a i r s , "
Table 12, p. 13.
6 I b i d . , T a b le 13, p . 14.

7 I b i d . , T a b le 12, p . 13.

39
in th a t study re p o rte d th a t the f i e l d s o f study f o r t h e i r h ig h e s t
degrees were e it h e r ed u catio n (45 p e rc e n t) o r co unseling and
guidance (1 5 .6 p e rc e n t).^
Two s tu d ie s on CSPOs which have c o n tr o lle d f o r e i t h e r
academic p re p a ra tio n o r ex p erie n c e o r both p ro v id e a d d itio n a l
in fo rm a tio n to co n sid e r in studying t h e i r r o le .

Blackburn used a

Q -S ort Technique to in v e s tig a te th e r e la tio n s h ip o f academic
p re p a ra tio n and exp erien ce to th e p erc eiv ed purposes o f stu d en t
programs held by CSPOs.

For CSPOs in fo u r -y e a r a c c re d ite d coed

c o lle g e s and u n iv e r s it ie s , which had membership in th e N a tio n a l
A s so cia tio n o f Student Personnel A d m in is tra to rs , he found a d i f f e r ­
ence 1n p erceived purpose between a d m in is tra to rs w ith academic
p re p a ra tio n 1n stu d en t personnel work and those w ith o u t such
p re p a ra tio n .

CSPOs w ith academic p re p a ra tio n in stu d en t personnel

work, he re p o rte d , p lace more emphasis upon th e in d iv id u a l, coun­
s e lin g , ed u c a tio n a l re fo rm , models f o r b e h a v io ra l le a r n in g , and
the use o f b e h a v io ra l science techniques to c re a te an environm ent
2
f o r le a rn in g .
B u t, a f t e r 10 o r more ye a rs e x p e rie n c e CSPOs w ith
and w ith o u t t r a in in g

In stu d en t personnel view th e purposes more

s im ila r ly , although those w ith p ro fe s s io n a l p re p a ra tio n remain

h b l d . , T ab le 14, p. 15.
2
John L. B lackburn, "P erceived Purposes o f S tudent P e r­
sonnel Programs by C h ie f S tudent Personnel O f f ic e r s as a Function
o f Academic P re p a ra tio n and E xperience" (P h .D . d is s e r t a t io n ,
F lo rid a S ta te U n iv e r s it y , 1 9 6 9 ), p. 136.

40
committed to th e view t h a t personnel programs serve as an I n t e ­
g r a tiv e fu n c tio n between th e s tu d e n t and th e i n s t i t u t i o n . ^
In h is study P ie rc e found t h a t academic p re p a ra tio n and
a d m in is tra tiv e exp erien ce were r e la t e d to th e c h ie f s tu d e n t p e r­
sonnel a d m in is tra to r s ' e x tra d e p a rtm e n ta l in t e r a c t io n s .

He

repo rted t h a t a d m in is tra to rs who had p re p a ra tio n in p ro fe s s io n a l
education are more l i k e l y to propose and defend a c tio n s in s tr u c 2
tu red s e ttin g s , w h ile c h ie f a d m in is tra to rs w ith o u t p r i o r ad m in is­
t r a t i v e exp erience a re more l i k e l y to g iv e and re c e iv e In fo rm a t1on 1n these s e ttin g s .

3

O v e ra ll he found no r e la t io n between

frequency o f e x tra d e p a rtm e n ta l in t e r a c t io n and c o n t r o l, s ta tu s , o r
geographic lo c a tio n o f th e i n s t i t u t i o n
personnel a d m in is tra to r served .

in which th e c h ie f s tu d en t

P ie rc e concluded,

W ith th e low frequency o f e x tra d e p a rtm e n ta l in t e r a c t io n i n d i ­
cated by the n orm ative d a ta , 1 t is not s u rp ris in g t h a t th e
"stu dent s p e c ia lis t " is not tr u s te d , thought to be unaware o f
th e In flu e n c e s and e f f e c t s o f h is a c tio n s , and seen as not
being ag g ressive enough in p ro v id in g in fo rm a tio n to those
o u ts id e o f h is d ep artm en t.^
In a d d itio n to these gen eral c h a r a c t e r is t ic s , s tu d ie s have
been made which developed CSPO p e r s o n a lity p r o f i l e s .

Cameron

in v e s tig a te d th e p o s s i b i l it y o f d evelop ing an in t e r e s t s c a le
f o r stu d en t personnel deans.

Based on a sample o f 217 deans who

were members o f th e N a tio n a l A s s o c ia tio n o f S tudent Personnel
A d m in is tra to rs , he was a b le to c o n s tru c t a s c a le on th e Strong
^ I b i d . , p. 137.
2
P ie r c e , "C h ie f Student Personnel A d m in is tra to r's I n t e r ­
a c tio n s ," p. 136.
3 I b id .

4 I b i d . , p . 75.

41
V ocatio nal In t e r e s t Blank th a t was r e l i a b l e and v a l id .

He con­

cluded t h a t s tu d en t personnel deans a re o rie n te d toward s o c ia l
s e rv ic e , young p eo p le, te a c h in g , and th e f i e l d o f ed u ca tio n 1n
g e n e ra l.^

G rant and Foy developed a CSPO p r o f i l e on in fo rm a tio n

c o lle c te d from 429 c h ie f stu d en t personnel a d m in is tra to rs s e rv in g
1n In s t it u t io n s h o ld in g membership in th e N a tio n a l A s s o c ia tio n o f
Student Personnel A d m in is tra to rs .

Based on responses gained on th e

M yers-Brlggs Type In d ic a t o r , th ey d es crib ed th e c h ie f a d m in is tra ­
to rs as
. . . p r a c t i c a l, r e a l i s t i c , m a t t e r - o f - f a c t , w ith a n a tu ra l
head f o r business. They l i k e th e mechanics o f th in g s .
They a re not In te r e s te d 1n s u b je c ts th a t th e y see no a c tu a l
use f o r , but th ey can ap p ly them selves in th e areas when
necessary. They a re good a t o rg a n iz in g and running a c t i v i ­
t i e s , but sometimes rub people th e wrong way by ig n o rin g
t h e i r fe e lin g s and v ie w p o in ts .2
Given these v a rio u s re p o rte d a t t r i b u t e s , I t

is a p p ro p ria te

then to co n sid e r th e fu n c tio n s and d u tie s th a t a re a s s o c ia te d w ith
th e CSPO s ta tu s .
Functions
Ayers e t a l .

I d e n t i f i e d 20 a d m in is tr a tiv e fu n c tio n s as th e

student s e rv ic e s most p re v a le n t 1n th e i n s t it u t io n s o f h ig h e r

A lexander R. Cameron, "An A n a ly s is o f th e In t e r e s t s ,
E ducational P re p a ra tio n , and V o c a tio n a l Background o f S tu dent
Personnel Deans" (P h.D . d is s e r t a t io n , U n iv e r s it y o f M ic h ig a n ,
1 9 6 5 ), p. 87 .
2
W. H arold G rant and James E. Foy, "C areer P a tte rn s o f
Student Personnel A d m in is tra to rs ," NASPA Jo u rn al 10 (O cto ber
1972): 107.
-------------------------

42
education they s tu d ie d .^

F ifte e n o f these fu n c tio n s (r e c r u itm e n t,

adm issions, academic re c o rd s , nonacademic re c o rd s , c o u n s e lin g ,
t e s t in g , f in a n c ia l a id s and aw ards, nursing s e r v ic e s , re s id e n c e
h a l l , jo b placem ent, o th e r e x t r a c u r r ic u la r , s o c ia l o r c u lt u r a l
programs, i n t e r c o l l e g ia t e a t h l e t i c s ,

in tra m u ra l a t h l e t i c s , food

s e rv ic e s , and r e lig io u s a f f a i r s ) were provided by between 80 and
2
100 p erc en t o f th e I n s t i t u t i o n s .
They noted t h a t in com parison,
The percentage o f j u n io r c o lle g e s o f f e r in g fo re ig n s tu d e n t
programs, h e a lth s e r v ic e s , r e lig io u s a f f a i r s , and n o t s u r­
p r is in g ly , s tu d en t housing a re conspicuously low er than
those o f th e 4 -y e a r i n s t i t u t i o n s . 3
Of the fu n c tio n s I d e n t i f i e d by Ayers e t a l . ,

a t le a s t 100 o f th e

I n s t it u t io n s gave t h e i r c h ie f stu d e n t s e rv ic e s o f f i c e r s

Immediate

r e s p o n s ib ilit y f o r co unseling ( 1 5 5 ) , housing ( 1 4 5 ) , d u tie s o f
fo re ig n stu d e n t a d v is in g ( 1 0 8 ) , f in a n c ia l a id s ( 1 0 8 ) , and te s t in g
4
(1 0 2 ).
I t was obvious from t h e i r study th a t CSPOs a t d i f f e r e n t
I n s t it u t io n s may o r may not have been re s p o n s ib le f o r th e same
a rra y o f fu n c tio n s .

Brooks and A v ila re p o rte d on c h ie f s tu d e n t

personnel a d m in is tr a to r s ' p rim ary areas o f r e s p o n s ib ilit y .
th e 14 fu n c tio n s th ey l i s t e d , 8 l i s t e d by a t le a s t
the a d m in is tra to rs were:
a c tiv itie s

co u n selin g

Of

50p e rc e n t

of

s e rv ic e (94 p e r c e n t), s tu d en t

(91 p e r c e n t), h e a lth s e rv ic e (82 p e r c e n t), s tu d e n t

union (7 0 p e r c e n t), fo re ig n stu d en ts (68 p e r c e n t), placem ent (65
p e rc e n t), f in a n c ia l a id (62 p e r c e n t), and stu d e n t p u b lic a tio n s
^Ayers e t a l . ,

Student S e rv ic e s A d m in is tra tio n , p . 43.

2 Ib 1 d ., T a b le 4 2 ,

p. 112.

4 I b i d . , T ab le 4 9 ,

p . 119.

3 Ib 1 d ., p. 4 8 .

43
(61 p e r c e n t ) .1

They p o in te d o u t t h a t besides th e p rim ary 14 fu n c ­

tio n s an o ther 55 were I d e n t i f i e d , but a l l th ese were perform ed by
2
6 p ercen t or less o f th e a d m in is tra to r s .
Crookston and Atkyns compared d ata c o lle c te d 1n t h e i r
study w ith th a t provided by Ayers e t a l .

They concluded, " S ix ­

teen fu n c tio n s a re comparable w ith th e p re s e n t s tu d y .

W ith two

ex c e p tio n s , admissions and stu d en t re c o rd s , an in c re a s e 1n PSAO
r e s p o n s ib ilit y 1s shown 1n a l l o th e r c a te g o rie s over th e ten
3
y e a r p e rio d ."
The th re e areas showing th e la r g e s t In c re a s e were
student u nion , up from 4 4 .9 p e rc e n t to 77 p e rc e n t; h e a lth s e rv ic e s ,
up from 5 9 .2 p ercen t to 8 6 .5 p e rc e n t; and c o u n s e lin g , up from 5 5 .2
4
to 80 p e rc e n t.
On a study o f CSPOs 1n fo u r -y e a r In s t it u t io n s w ith a s tu ­
dent p o p u la tio n between 1 ,0 0 0 and 2 ,5 0 0 , Li 1 le y concluded,
".

. . The p resen t r o le o f th e CSPO appears to be one o f c o o rd l5
n atin g and a d m in is te rin g a heterogeneous group o f fu n c tio n s ."
The 10 fu n c tio n s he found to be o f most d ir e c t concern to th e
CSPOs were:

being th e c h ie f a d m in is tr a to r , p o lic y fo rm a tio n

a f f e c t in g s tu d e n ts , d eterm in in g o b je c tiv e s , p re p a rin g th e budget,
b ro o k s and A v il a , "The C h ie f S tu dent Personnel A dm inis­
t r a t o r , " p. 43.
2 Ib 1 d ., p. 44 .
3
Crookston and A tk yn s, "A Study o f S tudent A f f a i r s , "
pp. 2 8 , 31.
4 Ib 1 d ., T ab le 2 4 , p. 32.
\llle y ,
p. 9.

"Functions o f C h ie f S tudent Personnel O f f ic e r s , "

44
r e c r u it in g s t a f f , nonacademic d is c i p li n e , s tu d en t governm ent,
s tu d e n t-fa c u lty l i a i s o n , in t e r p r e tin g p o lic y to s tu d e n ts , and
a d v is in g f a c u lt y on stu d en t needs.^

He compared h is fin d in g s w ith

those o f Ayers e t a l . and drew th e co n clu sio n t h a t th ese fu n c tio n s
2
have been r e l a t i v e l y s ta b le s in ce 1963.
Hoyt and Rhatigan undertook a study to d eterm in e I f d i f f e r ­
ences e x is te d between th e jobs o f c o lle g e s tu d e n t personnel ad m in is­
t r a t o r s 1n ju n io r and s e n io r c o lle g e s .
They concluded t h a t , 1n
3
g e n e ra l, th e jobs do not d i f f e r .
I t was n o te d , though, th a t ju n io r
c o lle g e deans evidenced more Involvem ent 1n te a c h in g and s e n io r
4
c o lle g e deans more tim e 1n committee w ork.
"Both groups re p o rte d
r e l a t i v e l y heavy Involvem ent 1n s u p e rv is io n , program developm ent,
a d m in is tra tiv e d e t a i l , and in d iv id u a l c o u n s e lin g ."
Zook, 1n h is s tu d y , took a f u r t h e r step and d i f f e r e n t i a t e d
between fu n c tio n s p e rs o n a lly perform ed by c o lle g e stu d e n t personnel
a d m in is tra to rs and those th ey s u p e rv is e d , in p u b lic tw o- and f o u r year c o lle g e s 1n th e M idw est.

He re p o rte d t h a t those in tw o -y e a r

c o lle g e s p e rs o n a lly perform ed, in descending o rd e r o f fre q u e n c y ,
co u n selin g , d is c i p li n e , budget p la n n in g , and p u b lic r e la t io n s ;
w h ile those In fo u r -y e a r c o lle g e s perform ed s e le c tio n o f s t a f f ,
p u b lic r e la t io n s , budget p la n n in g , d is c i p li n e , c o u n s e lin g , and

] Ib 1 d .
2 Ib id .
3
Donald P. Hoyt and James J . R h a tig a n , "P ro fe s s io n a l
P re p a ra tio n o f J u n io r and S e n io r C o lle g e S tu dent Personnel Admin­
is t r a t o r s , " Personnel and Guidance Journal 47 (November 19 68 ):
268.
4 Ib 1 d ., p. 265.

5Ib 1 d ., p. 266.

45
student government . 1

When asked what stu d en t personnel fu n c tio n s

occupied most o f t h e i r tim e , the tw o -y e a r a d m in is tra to r s In d ic a te d ,
1n

rank o rd e r, s tu d en t c o u n s e lin g , s t a f f s u p e rv is io n , lo n g -ra n g e

p la n n in g , r e g is t r a t io n and re c o rd s , and a d m in is tr a tiv e d e t a i l ;
w h ile fo u r -y e a r a d m in is tra to rs in d ic a te d s t a f f s u p e rv is io n , lo n g range p la n n in g , a d m in is tr a tiv e d e t a i l , stu d e n t c o u n s e lin g , and
committee work.

2

He re p o rte d , "The two and fo u r y e a r c o lle g e deans

agreed t h a t a d m in is tr a tiv e a b i l i t y is th e most Im p o rta n t competency
needed by the CSPA and th a t th ey would have lik e d more a d m in ls tra t1ve courses in t h e i r p ro fe s s io n a l e d u c a tio n ."

3

As th e perform ance

o f fu n c tio n s o fte n re q u ire s a d m in is tr a tiv e in t e r a c t io n th e values
and b e lie f s o f CSPOs and e x p e c ta tio n s held by o th e rs f o r them a re
Im portant c o n s id e ra tio n s to understanding t h e i r r o le b e h a v io rs .
In h is study on th e assumptions and b e l ie f s o f c h ie f s t u ­
dent personnel a d m in is tra to rs in c o lle g e s and u n iv e r s it ie s h o ld in g
membership 1n th e N a tio n a l A s s o c ia tio n o f S tu dent Personnel Admin­
i s t r a t o r s , B irch found t h a t th e c h ie f a d m in is tra to rs h eld t h e i r
personal c o n v ic tio n s to be more im p o rtan t than r e s p o n s ib ilit y to
s u p e rio rs , w ith no s i g n i f i c a n t d iffe r e n c e s found on th e b a s is o f
In s t it u t io n a l s iz e , ty p e , o r lo c a t io n . 4

He determ ined th e CSPOs

b elie ve d t h a t t h e i r p rim ary commitment was to stu d en ts and t h e i r
needs and not th e perform ance o f a d m in is tr a tiv e ta s k s .

He empha­

sized:
^ o o k , "A Com parative S tu d y ," pp. 125, 128.
2 Ib 1 d .,

4

T ab le 4 9 , p . 110.

3 Ib 1 d .,

p. 70.

B irc h , "S e le c te d Assumptions and B e li e f s , " p. 34 .

46
. . . w h ile c h ie f stu d en t personnel a d m in is tra to rs p e rc e iv e
t h e i r e ffe c tiv e n e s s to be e v a lu a te d by t h e i r p re s id e n ts on
th e basis o f t h e i r r e la tio n s w ith members o f th e academic
community, t h e i r a d m in is tr a tiv e competence and th e degree
to which th ey a re a b le to m a in ta in c o n tro l and o rd e r, th ey
do not p e rs o n a lly In c lu d e th ese c r i t e r i o n as the most im por­
ta n t aspects o f t h e i r work.^
Birch ra is e d th e unanswered q u e s tio n o f w hether o r not c h ie f adm ln2
I s t r a t o r s ' a c tio n s were r e a l l y c o n s is te n t w ith t h e i r b e l i e f s .
The study re p o rte d by Dutton e t a l . , which in c o rp o ra te d
B irc h 's d a ta , undertook th e I d e n t i f i c a t i o n o f th e e x p e c ta tio n s
held f o r CSPOs by s e le c te d members o f th e academic community.

3

They re p o rte d th a t p re s id e n ts f e l t th a t o th e r r e s p o n s ib ilit ie s
should ta k e precedence over a d ean 's r e la t io n s h ip w ith s tu d e n ts ,
anddeterm ined "as m ight be ex p ec te d , more p re s id e n ts f e l t th e
dean's c o n v ic tio n s should be su b o rd in a te d , 1 f n ecessary, and more
In th e d ir e c t io n o f acquiescence w ith th e p r e s id e n t 's . " 4

They

als o observed t h a t p re s id e n ts c o n s is te n tly a tta c h e d im portance to
a d m in is tra tiv e ta s k s , In te g r a tio n o f counseling and d is c i p li n e ,
C

and th e upholding o f I n s t i t u t i o n a l standards and v a lu e s .
T eren z1n 1's fin d in g s appear to support th e o b s e rv a tio n s o f
Dutton e t a l .

Using B lac kb u rn 's S tudent Personnel Purpose Q -S o rt

he examined p re s id e n ts ' and c h ie f personnel o f f i c e r s ' views a t
350 randomly s e le c te d a c c re d ite d I n s t i t u t i o n s , on th e a p p ro p ria te
h b l d . , p. 76.
2 I b 1 d . , p. 8 4 .
3
Dutton e t a l . , Assumptions and B e li e f s , p. 3 , c o lle c te d
data from p re s id e n ts , f a c u lt y members (h ig h e s t o r s e le c te d high
e le c te d p o s itio n 1 n a f a c u lt y senate o r comparable b o d y), e d ito r s o f
student newspapers, and p re s id e n ts o f stu d e n t b o d ie s.
4 I b 1 d . , p. 7.

5 Ib 1 d .

47
goals f o r stu d en t a f f a i r s programs.

He a s c e rta in e d t h a t p re s id e n ts

". . . were les s in c lin e d t h a t CPOs to see th e academic o r I n t e l ­
le c tu a l p u rs u its o f students as a p p ro p ria te concerns f o r s tu d e n t
personnel programs . " 1

In r e la t io n to purposes o f s tu d e n t p e r­

sonnel, T e re n z in i n o te d , p re s id e n ts emphasized h e lp in g stu d en ts
plan and c o o rd in a te campus programs and o r ie n tin g new stu d en ts
to campus, w h ile c h ie f personnel o f f i c e r s emphasized such purposes
as in c re a s in g s tu d e n t p a r t ic ip a t io n in i n s t i t u t i o n a l d e c is io n
making and development o f an environm ent conducive to v a lu e
2
t e s tin g .
U p c ra ft In h is s tu d y , in p a r t , examined th e e x p e c ta tio n s
th a t CSPOs hold about t h e i r w orking r e la tio n s h ip s w ith p re s id e n ts .
He re p o rte d t h a t , when asked 1 f th e c h ie f s tu d e n t personnel ad m in is­
t r a t o r should c o n fe r w ith th e p re s id e n t on a f a i r l y r e g u la r b asis
concerning th e s tu d e n t personnel program, "100% o f th e CSPA's who
re p o rt d i r e c t l y to th e p re s id e n t f e l t th e CSPA should c o n fe r w ith
the p re s id e n t, compared w ith 46.9% o f those who r e p o rt e ls e w h e re ."
When asked 1 f i t would be a p p ro p ria te f o r the c h ie f stu d e n t p e r­
sonnel a d m in is tra to r to have an In tim a te fr ie n d s h ip w ith th e
u n iv e r s ity p re s id e n t, 67 In d ic a te d th a t 1 t may o r may not be
4
a p p ro p ria te .
When th ese responses were an alyzed on th e b a s is o f
previous p ro fe s s io n a l exp erien ce (e x p e rie n c e In s tu d e n t personnel
^ T e r e n z in i, "Goals o f S tu dent Personnel W ork," p. 33.
2 Ib 1 d .,

pp. 3 3 -3 4 .

3U p c r a f t ,

"R o le E x p e c t a t i o n s , " p. 94.

4 I b 1 d . , p . 87.

3

48
or guidance and c o u n s e lin g ), "34.4% o f th e CSPA's w ith p revio u s
p ro fe s s io n a l exp erien ce f e l t th a t th e CSPA should have an In tim a te
frie n d s h ip w ith the u n iv e r s it y p r e s id e n t, compared w ith 13.5%
o f those w ith o u t such e x p e rie n c e ." ^

W ith re fe re n c e to budgets,

91 percen t f e l t th e c h ie f a d m in is tra to r should j u s t i f y budget
2
exp enditures to th e p re s id e n t o r governing board.
N e a rly 99 p e r­
cent f e l t th e c h ie f s tu d en t personnel a d m in is tr a to r should p a r t i c i ­
pate In u n iv e r s ity p o lic y fo rm a tio n , and 7 3 .4 p e rc e n t f e l t t h a t th e
c h ie f a d m in is tra to r should demand a reaso n ab le amount o f autonomy
from th e p re s id e n t w ith re s p e c t to p o lic y fo rm u la tio n s w ith in th e
student personnel program.

3

Although th e s tu d ie s review ed in t h is s e c tio n , such as th is
one by U p c r a ft, p ro vid e in s ig h ts u s e fu l in the c o n c e p tu a liz a tio n
o f the CSPO's s ta tu s , th ey a ls o have a fundam ental l i m i t a t i o n 1n
t h e ir u sefu lness f o r persons in te r e s te d in th e CSPO's p o s itio n .
In fo rm a tio n on th e types o f persons s e le c te d f o r CSPO
p o s itio n s , how t h e i r p rev io u s e x p e rie n c e and academic p re p a ra tio n
a re as so c ia ted w ith t h e i r r o le c o g n itio n s , and th e fu n c tio n s f o r
which CSPOs a re re s p o n s ib le , alth o u g h v a lu a b le , f a l l

s h o rt o f

Id e n t if y in g th e competencies and b eh avio rs needed by CSPOs 1n o rd e r
to be e f f e c t i v e 1n t h e i r r o le fu n c tio n s .

A method which has been

developed to I d e n t i f y such p o s itio n a c t i v i t i e s

1s the C r i t i c a l

In c id e n t Technique.

^ I b i d . , p . 87.

2 I b 1 d . , p . 94.

3Ib 1 d .

1

49
C r itic a l
The C r i t i c a l

In c id e n t Technique

In c id e n t Technique (C IT ),^ which was developed

by John Flanagan and h is a s s o c ia te s a t th e American I n s t i t u t e o f
2
Research,
. . . c o n s is ts o f a s e t o f procedures f o r c o lle c t in g d ir e c t
o b servatio n s o f human b eh av io r in such a way as to f a c i l i ­
t a t e t h e i r p o te n tia l u sefu ln ess 1 n s o lv in g p r a c t ic a l prob­
lems and d evelop ing broad p sy c h o lo g ic a l p r i n c i p l e s . 3
Development and Procedure
Flanagan regarded th e development o f th e CIT as an outgrowth
o f stu d ie s done in th e a v ia tio n psychology program d u rin g World
4
War I I by th e U n ited S ta te s Army A ir F o rce.
Based on e x p erie n c e
gained in th e conduction o f manpower s tu d ie s a t t h a t tim e , accord­
ing to Flanagan, i t was r e a liz e d t h a t th e " . . .

development o f

accurate jo b d e f in it io n s must precede a l l o th e r types o f s tu d ie s
5
on personnel problem s."
Although th e techn iqu e was fo r m a lly
developed and named in 1947,

Flanagan noted t h a t th e b asic p r in c ip le

^Throughout th e r e s t o f t h is study th e C r i t i c a l In c id e n t
Technique w i l l be I d e n t i f i e d by th e a b b re v ia tio n C IT .
2
Grace F iv a r s , The C r i t i c a l In c id e n t Technique: A B ib lio g ­
raphy (P alo A lt o , C a lif o r n ia ! American I n s t it u t e s f o r Research in
Behavioral S c ien ces, 1 9 7 3 ), p. i v .
3
John C. Flanagan, "The C r i t i c a l In c id e n t T ech n iq u e,"
Psychological B u lle t in 51 (J u ly 1 9 5 4 ): 327.
4

5

Ib id .
Flanagan, " E x e c u tiv e 's J o b ," p. 28 .

^Flanagan, "The C r i t i c a l

In c id e n t T ech n iq u e," p . 329.

50
o f th e te c h n iq u e , o bserving th e b e h a v io r o f o th e r s , Is c e n tu rie s
o ld . 1

More d e f i n i t i v e l y ,

The ro o ts o f th e p res en t procedures can be tra c e d back
d ir e c t ly to th e s tu d ie s o f S i r F ran c is G alto n n e a rly 70
years ago, and to l a t e r developments such as tim e sampling
s tu d ie s o f re c r e a tio n a l a c t i v i t i e s , c o n tr o lle d o b s e rv a tio n
t e s t s , and anecdotal re c o rd s . 2
One o f th e f i r s t uses made o f th e CIT was th e e s ta b lis h m e n t
3
o f c r i t i c a l requ irem ents f o r th e A ir Force o f f i c e r in 1948.
The
c r itic a l

requ irem ents o f an a c t i v i t y , as d e fin e d by F lan ag an , a re

. . c r u c ia l 1 n th e sense t h a t th ey have been fr e q u e n tly observed
to make th e d iffe r e n c e between success and f a i l u r e 1 n th a t
4
a c tiv ity ."
An assumption b a s ic to th e development and use o f th e
CIT 1s t h a t the c r i t e r i o n o f e ffe c tiv e n e s s f o r an a c t i v i t y cannot
5
be e s ta b lis h e d b efo reh and , even by e x p e rts .
To be v a lid th e
c r it e r io n o f e f fe c tiv e n e s s , acco rd ing to Flanagan, must be based
on re p o rts o f b eh avio r t h a t le d d i r e c t l y to success o r f a i l u r e on
Im portant p a rts o f th e jo b . 6

A d d it io n a lly , th e o b s e rv a tio n s should

be made by p a r t ic ip a n t s 1 n o r s u p e rv is o rs o f a c t i v i t i e s w ith which
they a re f a m i l i a r . 6
h b l d . , p. 327.
2 Ib 1 d .
3
John C. F lanagan, " C r it i c a l Requirem ents: A New Approach
to Employee E v a lu a tio n ," Personnel Psychology 2 (W in te r 1 9 4 9 ): 424.
4
Flanagan, " E x e c u tiv e 's J o b ," p. 29.
5
John C. Flanagan, C r i t i c a l Requirements f o r Research
Personnel (P itts b u rg h :
American I n s t i t u t e f o r Research, 1 9 4 9 ),
p. 7.
6 I b 1d

. , p. 6 .

^ F la n a g a n , " C r i t i c a l

R e q u ir e m e n ts ," p . 420.

51
The procedure used in th e C IT , d e t a ile d by Flanagan in
1954, c o n s is ts o f f i v e s te p s .

The f i r s t step is to determ in e the

general aim o f th e a c t i v i t y to be s tu d ie d .
. . . The g en eral aim o f an a c t i v i t y should be a b r i e f s t a t e ­
ment o b ta in ed from th e a u t h o r it ie s in th e f i e l d which expresses
in sim ple terms those o b je c tiv e s to which most people would
a g re e d
Flanagan r e a liz e d th e p o s s i b i l it y o f d iv e rg e n t e x p e c ta tio n s and
f e l t th a t 1 n most cases 1 t would not be p o s s ib le to o b ta in a com­
p le t e ly o b je c tiv e and a c c e p ta b le gen eral aim f o r an a c t i v i t y , but
stressed th a t 1 t must be known, to the degree p o s s ib le , what p e r­
sons a re supposed to be accom plishing i f t h e i r e ffe c tiv e n e s s is to
be judged.

2

The second step o f th e CIT is th e development o f th e plans
and s p e c ific a tio n s f o r th e stu d y.

Some o f th e usual c o n s id e ra tio n s

in designing th e study cover th e d e lim ita tio n s o f th e s itu a tio n s
to be observed, I d e n t i f i c a t i o n o f b eh avio rs which a re r e le v a n t to
the general aim , and s e le c tio n o f persons to make th e o b s erva tio n s
on the a c t i v i t y under stu d y.

3

To o b ta in v a lid r e s u lts w ith th e C IT ,

Flanagan o u tlin e d f i v e c o n d itio n s to be observed:
a.
b.
c.

I t 1s e s s e n tia l t h a t a c tu a l o b s e rv a tio n s be made o f onth e -jo b a c t i v i t y and th e products o f such a c t i v i t y .
The alms and o b je c tiv e s o f the a c t i v i t y must be known
to th e o b s e rv e r.
The b asis f o r th e s p e c if ic judgments to be made by th e
o bserver must be c l e a r ly d e fin e d .

V la n a g a n , "The C r i t i c a l
2 Ib 1 d .,

pp. 3 3 6 -3 7 .

In c id e n t T ec h n iq u e," p. 337.
3 Ib

i d . , pp. 3 3 8 -3 9 .

52
d.
e.

The o bserver must be q u a lif ie d to make judgments re g a rd ­
ing th e a c t i v i t y observed.
The l a s t necessary c o n d itio n 1s t h a t re p o rtin g be accu­
r a te .'
The n ext step Is th e col le c t io n o f d a t a .

Flanagan noted

th a t fo u r procedures have been used f o r c o lle c t in g c r i t i c a l
dents:

In c i­

. . extrem e b e h a v io r, e it h e r o u ts ta n d in g ly e f f e c t i v e o r

In e f f e c t iv e w ith re s p e c t to a t t a in in g th e g en eral aims o f th e
2
a c tiv ity ."
They were:
in te r v ie w s , group In te r v ie w s , q u e s tlo n n a ire s , and reco rd form s.

3

Flanagan p o in ted o u t t h a t w h ile d ir e c t

o bservatio n o f b eh av io r 1 s th e p r e fe r a b le method o f c o lle c t in g
In c id e n ts , " . . .

th e e f f i c i e n c y . Immediacy, and minimum demands on

cooperating personnel which a re achieved by using r e c a lle d 1 nc 1 dent d ata fre q u e n tly make t h e i r use th e more p r a c t ic a l p ro c e d u re ."
The fo u rth step o f th e techn iqu e 1s th e a n a ly s is o f d a ta .

4

As a

p r e r e q u is ite to th e a n a ly s is o f d ata 1 t is necessary to e s ta b lis h
an a p p ro p ria te fram e o f re fe r e n c e , such as w ell-m arke d phases o f
th e jo b , f o r d e s c rib in g th e In c id e n ts .

5

The a n a ly s is o f d a ta con­

s is ts o f th e In d u c tiv e development o f c a te g o rie s o f b eh av io r d e riv e d
from In c id e n ts and th e e s ta b lis h m e n t o f c r i t i c a l req u irem en ts f o r
the a c t i v i t y a t an a p p ro p ria te le v e l o f s p e c i f i c i t y . 6

The f i f t h

and f i n a l step o f th e CIT 1s th e in t e r p r e t a t io n and r e p o rtin g o f
the fin d in g s o f th e stu d y.

T h is n e c e s s ita te s t h a t

V la n a g a n , " E x e c u tiv e 's J o b ," p. 35.
2
Flanagan, "The C r i t i c a l In c id e n t T ech n iq u e," p. 338.
3I b 1 d . , pp. 3 4 0 -4 3 .
6 I b 1 d . , pp. 3 4 4 -4 5 .

4 I b 1 d . , p . 340.

5 I b 1 d . , p . 344.

53
. . . th e l im it a t io n s Imposed by th e group s tu d ie d must be
brought In to c le a r fo c u s . S i m i l a r l y , th e n a tu re o f ju d g ­
ments made 1 n c o lle c t in g and a n a ly z in g th e d ata must be
c a r e f u lly re v ie w e d .'
Flanagan cautioned t h a t th e g en eral hypotheses t h a t a re form u­
la te d on th e basis o f observed in c id e n ts f o r im proving perform ance
must be considered t e n t a t iv e :
. . .
in our p re s e n t stage o f p sy ch o lo g ica l knowledge,
we a re r a r e ly a b le to deduce o r p r e d ic t w ith a high degree
o f co n fid en ce th e e f f e c t s o f s p e c if ic s e le c t io n , t r a in i n g ,
o r o p e ra tin g procedures on fu tu r e b eh avio rs o f the ty p e
observed . 2
Although Flanagan o u tlin e d th e above s te p s , he viewed th e
CIT as a f l e x i b l e s e t o f p r in c ip le s which a re m o d ifia b le and adaptable to th e p e c u l i a r i t i e s o f th e a c t i v i t y under in v e s t ig a t io n .

3

And Flanagan noted th a t les s than e ig h t ye ars a f t e r i t s s y s te m a tic
fo rm u la tio n th e CIT had been a p p lie d in a v a r ie t y o f ways, which
he c la s s if ie d under n ine headings as Measures o f T y p ic a l P e r­
formance, Measures o f P ro fic ie n c y (s ta n d a rd sam p les), T r a in in g ,
S e le c tio n and C la s s i f i c a t io n , Job Design and P u r i f i c a t i o n , O p e ra t­
ing Procedures, Equipment D esign, M o tiv a tio n and L ead ersh ip ( a t t i ­
tu d e s ), and Counseling and Psychotherapy . 4
The use o f th e CIT in a v a r ie t y o f s tu d ie s has prompted
some c r i t i c is m o f th e procedure and c a u tio n s about I t s

lim ita tio n s .

Burns expressed th e o p in io n t h a t th e CIT could o n ly re v e a l th e
e x is te n c e o f b e h a v io ra l phenomena and f e l t I t s use could le a d to
unwarranted v a lu e judgments about b e h a v io r.
1I b i d . ,

p. 345.

4 I b 1 d . , p. 346.

2 I b 1 d . , p. 335.

He based h is argument
3 Ib 1 d .

54
on th e p o s itio n th a t an o b s e rv a tio n a l tech n iq u e should s p e c ify
beforehand th e In fo rm a tio n being sought.^

C o rb a lly re b u tte d t h is

argument by a s s e rtin g t h a t th e a p p ro p ria te h yp oth esis governing
the use o f th e CIT 1s " .

. . th e re a r e some ' x ’ s* unknown a t th e

o u ts e t o f the re s e a rc h , which a r e a s s o c ia te d w ith
1f

'y ." '

2

Thus,

" y ," f o r exam ple, 1 s a c c e p ta b le jo b perform ance then "y" Is

seen as d e s ir a b le .
tio n " . . .

C o r b a lly 's hypothesis 1s based on th e assump­

th a t someone o r a group o f 'someones' can r e l i a b l y

make judgments concerning th e e ffe c tiv e n e s s w ith which th e t o t a l
3
jo b is done."
O r, as Mayhew put 1 t , can d is tin g u is h between
4
e f f e c t iv e o r I n e f f e c t i v e b e h a v io r.
Sax emphasized t h a t th e d ata developed using th e CIT a re
s u b je c t to the same s o rts o f d is t o r t io n s t h a t occur in o th e r c o l5
le c tio n procedures.
C o rb a lly noted th e CIT does c o n ta in s u b je c tiv e
elem ents,® and suggested t h a t s tu d ie s undertaken on e d u c a tio n a l
a c tiv itie s ,

in which in te rp e rs o n a l

a c tio n r e s u lts 1 n Increased

^Hobert W. Burns, "Success C r i t e r i a and th e Cl T ec h n iq u e,"
Phi D e lta Kappan 38 (November 1 9 5 6 ): 75.
2
John E. C o r b a lly , J r . , "A Second Look a t th e Cl T ec h n iq u e,"
Ph1 D e lta Kappan 38 (January 1 9 5 7 ): 141.
3 I b 1d .

4

Lewis B. Mayhew, "The C r i t i c a l In c id e n t Technique in
Educational E v a lu a tio n ," Journal o f E d u c atio n a l Research 49 (A p r il
1956): 598.
5
G ilb e r t Sax, E m p iric a l Foundations o f E d u catio n al Research
(Englewood C U f f s , N .JT:
P r e n t-tc e -h a ll, I n c . , 1 9 6 8 ), p. 1$2.
6C o r b a l l y ,

" C l T e c h n iq u e ," p. 142.

55
v a ria b le s , be o f lim ite d c o m p le x ity . 1

In a d d it io n , C o rb a lly a ls o

emphasized t h a t behaviors which a re I d e n t i f i e d by th e CIT a r e not
Id e n t if ie d as to t h e i r c r i t i c a l n e s s .

2

The Issu e o f th e r e l i a b i l i t y and v a l i d i t y o f th e CIT was
addressed by Andersson and N ils s o n .

They noted t h a t alth ou gh th e

CIT had fr e q u e n tly been used 1n jo b a n a ly s is no s tu d ie s o f I t s
r e l i a b i l i t y and v a l i d i t y had been u n d ertaken .

S everal d if f e r e n t

te s ts were perform ed on d ata th ey c o lle c te d both by in te rv ie w s
and q u e s tio n n a ire s , and th ey concluded t h a t th e techn iqu e was both
r e l ia b l e and v a l id .

3

Campbell e t a l . r e c e n tly noted t h a t "One

o f the b es t search techniques f o r sampling many jo b s and f o r fo cu s­
sing on th e more Im p o rta n t aspects o f m anagerial b eh av io r 1 s th e
4
C r it i c a l In c id e n ts Method. . . . "
The CIT has been used fr e q u e n tly
1n th e f i e l d o f ed u catio n and th e use o f th e CIT 1n th e area o f
educatio nal a d m in is tra tio n was noted as a tre n d between the years
1948 and 1958, which has been i d e n t i f i e d as th e t h ir d h is t o r ic a l
period o f ed u catio n s tu d ie s .

5

^ o h n E. C o rb a lly , J r . , "The C r i t i c a l In c id e n t Technique
and E ducational R esearch ," E d u catio n al Research B u lle t in 35 (March
1956): 59.
2 Ib

3

id .,

p. 60.

B e n g t-E rik Andersson and St1g-G oran N ils s o n , "S tu d ies 1n
th e R e l i a b i l i t y and V a l i d i t y o f th e C IT ," Journal o f A p p lied Psy­
chology 48 (December 1 9 6 4 ): 402.
4
John P. Cam pbell, M arvin D. D u n nette, Edward E. L a w le r, I I I ,
and Karl E. W elck, J r . , M an ag erial B e h a v io r, Perform ance, and E ffe c ­
tiven ess (New York: M cG raw -H ill Book Company, 1 9 7 0 ), p . 77.
5
H em phill e t a l . , A d m in is tra tiv e Performance and Person­
a l I t y , p. 3.

56
Use in E d ucation al S tu d ies
Flanagan h im s e lf, in n o tin g th e need f o r th e use o f th e
s c i e n t if i c method in th e development o f e d u c a tio n a l o b je c tiv e s ,
recommended th e CIT procedure f o r th a t use in 1947.^

Mayhew com­

mented on the use o f th e CIT as a v ia b le method fo r th e development
o f e m p iric a l data f o r use 1 n e v a lu a tio n and measurement i n s t r u 2
ments.
Ryans used th e method to determ in e te a c h e r classroom
behaviors f o r subsequent use in t h e i r o b s e rv a tio n and assessment.

3

Cooper re -a n a ly z e d s ix s tu d ie s , t h a t used th e C IT , on th e b eh avio r
o f p r in c ip a ls to i d e n t i f y th e i n e f f e c t i v e aspects o f t h e i r beha4
v io r .
C o rs in l and Howard c o lle c te d c r i t i c a l in c id e n ts in te a c h in g
to develop case m a te r ia ls so o th e r tea ch ers could le a rn g en eral
5
p rin c ip le s o f classroom le a d e rs h ip ,
and L eles has in v e s tig a te d
the p o s s ib le use o f th e CIT to c o l le c t d ata to develop a th e o ry o f
g
educational p ro fe s s io n a lis m .
Although numerous s tu d ie s have been
^John C. Flanagan, "Research Techniques f o r D eveloping Edu­
c a tio n a l O b je c tiv e s ," E d u catio n al Record 28 ( A p r il 19 47 ): 140.
^Mayhew, "The C r i t i c a l

In c id e n t T ech n iq u e," p. 598.

3 0 a v id 6

. Ryans, C h a r a c te r is tic s o f Teachers: T h e ir Des­
c r ip t io n , Comparison and A p p ra is a l (W ashington, D .C .:
American
Council on E d u c atio n , I 9 6 0 ) , pp. 7 9 -8 3 .
4
B ern ice Cooper, "An A n a ly s is o f th e Q u a lity o f th e Behaviors
o f P rin c ip a ls as Observed and Reported 1n S ix C r i t i c a l In c id e n t
S tu d ie s ," Journal o f E d ucation al Research 56 ( A p r il 1 9 6 3 ): 410.
5
Raymond J . C o rs in l and D a n ie l D. Howard, e d s ., C r i t i c a l
In c id e n ts in Teaching (Englewood C l i f f s , N .J .:
P r e n t lc e - H a ll,
I n c . , 1 9 6 4 ), p . v.
6Sam L e le s , "Using th e C r i t i c a l In c id e n t Technique to
Develop a Theory o f E d u catio n al P ro fe s s io n a lis m : An E x p lo ra to ry
Study," Journal o f Teacher Education 19 (S p rin g 1 9 6 8 ): 6 6 .

57
done on h ig h e r ed u catio n p o s itio n s , s e v e ra l were i d e n t i f i e d whose
fin d in g s a re o f In t e r e s t to t h is stu d y .
The study o f most d ir e c t in t e r e s t to th e c u rre n t study was
conducted by Rodgers 1n 1963.

Based on h is re v ie w o f the l i t e r a ­

tu r e , he re p o rte d t h a t th e l i t e r a t u r e on th e stu d e n t personnel
dean, up to t h a t tim e , could be c a te g o riz e d In to th re e a re a s :
th a t which d e fin e d th e d ean's d u tie s in g en eral term s , In d ic a tin g
th e a d n in is t r a t iv e n a tu re o f the work; t h a t which d e fin e d th e
dean's fu n c tio n s In a d e t a ile d c h e c k lis t r e la t e d to no p a r t i c u l a r
I n s t i t u t i o n , and t h a t which d e fin e d in d e t a il a d ean's fu n c tio n s
a t a p a r tic u la r In s t it u t io n . 1
".

. .to

The purpose o f Rodgers' study was

e x t r i c a t e from th e d iv e rs e procedures employed by th e

Student Personnel Dean those procedures h is p ro fe s s io n a l peers
b e lie v e d to be c r i t i c a l to success in th e p o s it io n ."

2

The sample o f Rodgers' study was lim it e d to 133 p u b lic
coeducational in s t it u t io n s

in th e U n ited S ta te s t h a t e n r o lle d

between 2 , 0 0 0 and 1 0 , 0 0 0 stu d en ts and th a t had i d e n t i f i a b l e s tu d en t
personnel deans.

He expressed the d e s ire to study a homogeneous
3
sample to enhance th e u s a b i l it y o f h is fin d in g s .
The procedure
Rodgers used, a f t e r Id e n t if y in g th e a p p ro p ria te I n s t i t u t i o n s , was
to have th e p re s id e n ts o f th e I n s t it u t io n s s e le c t one o f th e deans'
4
p ro fe s s io n a l peers as a respondent f o r th e stu d y.
The p ro fe s s io n a l
peers were then sen t a q u e s tio n n a ire w ith in s tr u c tio n s to r e p o r t
fo u r s i g n i f i c a n t In c id e n ts , two e f f e c t i v e and two I n e f f e c t i v e ,
d o d g e rs,

" F u n c tio n o f t h e S tu d e n t P e rs o n n e l D e a n ," p . 2 .

2Ib 1 d ., p. 3.

3 I b 1 d . , pp. 2 2 -2 3 .

4 I b 1 d . , p . 24.

58
In v o lv in g th e s tu d e n t personnel deans f u l f i l l i n g

t h e i r fu n c tio n s .^

Rodgers d id n o t e s ta b lis h a g en eral aim f o r th e s tu d e n t personnel
dean's p o s itio n f o r use in id e n t if y in g a p p ro p ria te in c id e n ts , as
Flanagan had reconmended.
Rodgers re c e iv e d 48 u sab le q u e s tio n n a ire s (36 p e rc e n t)
from h is sample, which p rovided 85 e f f e c t i v e and 65 i n e f f e c t i v e
2
In c id e n ts f o r a n a ly s is purposes.
These in c id e n ts co n tain e d 286
behavioral elem en ts, which were c o n s o lid a te d In t o 73 c r i t i c a l
3
elem ents.
The c r i t i c a l elem ents were o rg an ize d In to seven areas
o f student personnel deans' fu n c tio n in g .

These areas were commu­

n ic a tio n s , c o u n s e lin g , d evelop ing c o o p e ra tiv e r e la t io n s h ip s , d ia g ­
nosis and r e f e r r a l , in v e s t ig a t io n , le a d e rs h ip and in fo rm a tio n , and
4
p o lic y making.
Rodgers re p o rte d th e fo llo w in g s p e c if ic fin d in g s :
1.
2.
3.
4.
5.
6

.

7.
8

.

Deans in s m a lle r i n s t it u t io n s do more co u nseling than
t h e i r c o u n te rp a rts in la r g e r i n s t i t u t i o n s .
Deans in s m a lle r in s t it u t io n s a re g e n e r a lly in e f f e c t i v e
in d eveloping c o o p e ra tiv e r e la t io n s h ip s .
Deans in la r g e r in s t it u t io n s a re more i n e f f e c t i v e i n v e s t i ­
g a to rs than t h e i r c o u n te rp a rts in s m a lle r i n s t i t u t i o n s .
Deans do not c o n s is te n tly ta k e the i n i t i a t i v e to p ro v id e
le a d e rs h ip and in fo rm a tio n p a r t i c u l a r l y to stu d en ts and
stu d en t groups.
Deans do not c o n s is te n tly ta k e th e i n i t i a t i v e 1n communi­
c a tin g t h e i r reasons as w e ll as t h e i r d e c is io n s to a l l
p a r tie s concerned w ith t h e i r d e c is io n s .
Deans a re c o n s is te n tly successful when w orking w ith i n d i ­
v id u a l stu d en ts in d is c ip lin a r y s it u a t io n s .
A m a jo r ity o f th e Dean's co n tac ts a r e w ith in d iv id u a l male
students and he 1 s g e n e r a lly su ccessfu l w ith these i n d i ­
v id u a ls .
Deans a re not c o n s is te n tly su ccessfu l in t h e i r d e a lin g s
w ith students groups, e s p e c ia lly w ith f r a t e r n i t i e s and
s o r o r it ie s on d is c ip lin a r y problem s.

1 I b i d . , p . 123.

2 I b 1 d . , p . 34.

3 I b 1 d . , p . 60.

4 I b 1 d . , pp . 6 5 -7 0 .

59
9.

10.
11.

12.
13.
14.

P u b lic r e la t io n s 1s a c a te g o ry in which th e Dean 1s
in v o lv e d w ith alm ost a l l people he c o n ta c te d , p a r t i c u l a r l y
the p res s.
T h e re fo re , ev ery c o n ta c t he makes has im p li­
c a tio n s f o r h is e ffe c tiv e n e s s in p u b lic r e la t io n s .
Deans a re not c o n s is te n tly aware t h a t t h e i r peers e x e r t
g re a t in flu e n c e on a l l c o n s id e ra tio n s o f th e e f f e c t i v e ­
ness o f Deans.
Deans do not c o n s is te n tly a n a ly ze and e v a lu a te a l l areas
o f t h e i r r e s p o n s ib ilit y to develop p o lic ie s th a t w i l l g iv e
d ir e c tio n and support to help reach th e o b je c tiv e s o f t h e i r
program.
When p o lic ie s and ru le s and r e g u la tio n s a re e i t h e r i n t r o ­
duced o r a l t e r e d , th ey a re not always f u l l y e x p la in e d to
a l l p a r tie s concerned.
Deans a re more e f f e c t i v e d e a lin g w ith f r a t e r n i t i e s through
an i n t e r f r a t e r n i t y c o u n c il o r th e f r a t e r n i t y a d v is e rs
r a th e r than d i r e c t l y w ith f r a t e r n i t y groups.
Deans a re e f f e c t i v e when working d i r e c t l y w ith a l l phases
o f in - s e r v ic e t r a i n i n g . !
Based on these fin d in g s , Rodgers drew a number o f c o n clu ­

sions about th e fu n c tio n in g o f th e s tu d e n t personnel dean, s e ve ra l
o f which a re o f p a r t i c u l a r i n t e r e s t .

He concluded t h a t th e impor­

tance atta c h e d to c e r ta in kinds o f b e h a v io r v a rie s w ith th e s iz e
o f th e i n s t i t u t i o n

in which th e dean fu n c tio n s .

2

This co n clusion

was based on th e fin d in g th a t c e r ta in c r i t i c a l elem ents showed
trends o f occurrence when the e n ro llm e n t s ize s o f th e i n s t it u t io n s
in which th e deans served were used as v a r ia b le s .

Rodgers a ls o

concluded t h a t a p p ro p ria te b e h a v io r on the p a r t o f th e dean v a rie s
from problem to problem and from tim e to tim e w ith th e same types
o f problem s.

This was based on th e fin d in g t h a t c r i t i c a l elem ents
3
are not e x c lu s iv e to any s p e c if ic c r i t i c a l a r e a .
The l a s t con­
clu s io n o f s p e c if ic in t e r e s t to t h is study was t h a t th e w id e r th e
range o f a c t i v i t i e s t h a t th e dean used to re s o lv e a problem , th e
more l i k e l y he was to be co n sidered e f f e c t i v e , which was r e f le c t e d
7I b 1 d . , pp. 9 3 -9 4 .

2I b i d . ,

p . 101.

3Ib id .

60
In th e la r g e r average amounts o f c r i t i c a l elem ents t h a t were found
In th e e f f e c t i v e In c id e n ts as opposed to i n e f f e c t i v e in c id e n t s . 1
A hypothesis t h a t Rodgers suggested 1s o f d ir e c t concern to t h is
study:

“The S tu dent Personnel Dean and h is p ro fe s s io n a l peers

hold d if f e r e n t views concerning th e typ es o f b e h a v io r which a re
c r itic a l

1n p erform ing th e fu n c tio n s o f the S tu d en t Personnel

Dean. " 2
Smith undertook a study o f c r i t i c a l

s tu d e n t personnel con­

ta c ts between s tu d e n t s e rv ic e s t a f f members and stu d en ts a t Ohio
S ta te U n iv e r s ity .

3

He found th a t in an a c t i v i t y as complex as a

"counseling c o n ta c t" s e v e ra l s t a f f members were unable to ju d g e
th a t a s in g le b e h a v io r accounted f o r e ffe c tiv e n e s s o r i n e f f e c t i v e 4
ness and re p o rte d In s te a d a c o n s te lla t io n o f b e h a v io rs .
Furtherm o re, s t a f f members g iv e a w ide range o f in t e r e s t in g
reasons why th ese b e h a v io ra l c o n s te lla tio n s could be regarded
as e f f e c t i v e o r i n e f f e c t i v e . These reasons r e f le c t e d not
o n ly personal valu es most r e le v a n t to th e s tu d e n ts ' needs and
"investm ents" 1 n th e co n tac ts but personal values most r e l e ­
vant to th e s t a f f members' own needs and "in vestm en ts" in th e
co n tacts as w e l l . 5
Smith concluded t h a t th e process o f a b s tr a c tin g b eh avio rs from
reported in c id e n ts , which them selves a re a b s tra c ts p resented by
the

re p o rte r,

would r e s u lt in th e loss o f v a lu a b le d ata and used

the procedure o f grouping in c id e n t a b s tra c ts to r e t a in th e r ic h ­
ness o f d a t a . 6
1Ib

i d . , pp. 1 0 2 -1 0 3 .

2 Ib 1 d . ,

p. 104.

3

James E. S m ith , "The 'C r i t i c a l In c id e n t ' Technique and
It s A p p lic a tio n 1n S tu dent Personnel Work" (P h .D . d is s e r t a t io n ,
Ohio S ta te U n iv e r s it y , 1 9 5 4 ), p. 1.
4 I b i d . , pp. 1 6 7 -6 8 .

5Ib id .,

p . 168.

6Ib id .

61
The groupings tend to suggest a t th e same tim e , t h a t many
problem s it u a t io n s , s t a f f member b e h a v io ra l c o n s t e lla t io n s ,
and v a lu e a s s e rtio n s re g a rd in g th ese b e h a v io ra l c o n s t e lla ­
tio n s have much 1 n common.'
During th e d is s e r t a t io n pro cess, Smith a ls o used th e CIT
as a personal d is c i p li n e .

Based on t h is ex p e rie n c e he concluded

th a t th e CIT helps th e In d iv id u a l focus on what Is Im p o rta n t 1n
h is e x p e rie n c e , which can then be communicated to o th e r p e o p le .
He suggested t h a t I t s use by members o f an o rg a n iz a tio n a l u n i t ,
such as a co u nseling c e n te r , would be a v ia b le approach to d e v e lo p 2
Ing a s y s te m a tic body o f knowledge.
S e ve ral o th e r s tu d ie s th a t used the C IT were I d e n t i f i e d ,
although not on th e CSPO p o s itio n o r concerned w ith s tu d e n t s e r ­
vices p o s itio n s , which were u s e fu l 1 n d es ig n in g t h is s tu d y .
Peabody undertook th e use o f th e CIT to d e s c rib e c r i t i c a l jo b
requirem ents f o r c o o p e ra tiv e e x te n s io n a g e n ts , I d e n t i f y t h e i r
tr a in in g needs, and to s p e c ify th e r e la tio n s h ip o f these t r a in in g
needs to agent te n u re and p o s itio n .
re p o rts o f c r i t i c a l

3

Peabody c o lle c te d s e l f -

In c id e n ts from 74 M ichigan c o o p e ra tiv e e x te n ­

sion agents who completed q u e s tio n n a ire s t h a t were a d m in is te re d to
several agents a t a tim e in a group s i t u a t i o n , used to e l i c i t th re e
e f f e c t iv e and th re e I n e f f e c t i v e c r i t i c a l
mance o f t h e i r jo b s .

In c id e n ts 1 n th e p e r f o r ­

C a te g o rie s o f c r i t i c a l b e h a v io r were e s ta b ­

lis h e d a p r i o r i , based on In fo rm a tio n o b ta in e d from a re v ie w o f
1 Ib
3

i d . , p. 169.

2 Ib 1 d .,

p. 182.

Fred J . Peabody, "An A n a ly s is o f C r i t i c a l In c id e n ts f o r
R ecently Employed C o o p e ra tiv e E xten sion Agents W ith Im p lic a tio n s
f o r T ra in in g " (P h .D . d is s e r t a t io n , M ichigan S ta te U n iv e r s it y ,
1 9 6 8 ), p. 7 .

62
extension l i t e r a t u r e and th e In c id e n ts c o lle c te d placed In t o these
c a te g o rie s .

The c a te g o rie s were:

tea ch in g and com m unicating,

o rg a n iz in g , conducting programs, a d m in is te r in g , program
p lan n in g , and e v a lu a tin g .^

N o ting th a t th e " c r lt ic a ln e s s " o f

behaviors 1s n o t e s ta b lis h e d by th e CIT p ro ced u re, Peabody had th e
agents r a t e th e degree o f d i f f i c u l t y th ey exp erienced 1 n th e p e r formance o f th e in c id e n ts and I t s degree o f im p o rtan ce.

2

He

concluded t h a t th e a g e n ts ' p o s itio n s somewhat a ffe c te d t h e i r p e rceptlon o f jo b re q u ire m e n ts ,

3

but th a t the p e rc e p tio n o f c r i t i c a l

job requirem ents d if f e r e d o n ly s l i g h t l y in r e l a t i o n to agent te n u re .
He concluded t h a t "The ra n k -o rd e r o f d i f f i c u l t y d if f e r e d from th a t
5
o f e i t h e r In c id e n t frequency o r Im p o rta n c e ."
Of p a r t i c u l a r i n t e r ­
e s t was Peabody's fin d in g t h a t experienced agents re p o rte d h ig h e r
d i f f i c u l t y scores in th e perform ance o f in c id e n ts than d id in e x ­
perienced ag ents.®

He suggested t h a t agents w ith more te n u re

e it h e r m ight be le s s f e a r f u l o f a d m ittin g d i f f i c u l t y , o r th a t p e r­
haps p erc ep tio n s o f a p p ro p ria te r o le b e h a v io r expand w ith agent
s o c ia liz a t io n , which g ives r is e to g re a te r c o m p lex ity and a f f e c t s
task e x e c u tio n . 7

F i n a l l y , Peabody noted t h a t le s s v a ria n c e

e x is te d 1 n th e Im portance scores o f jo b requ irem ents by exp erienced
agents, as opposed to In e xp erie n c ed a g e n ts .

He b e lie v e d t h a t t h is

tends to suggest th e hypothesis t h a t w ith ex p erie n c e agents become
more homogeneous 1 n t h e i r p e rc e p tio n o f a p p ro p ria te jo b b e h a v io r.

o

1I b i d . ,

pp. 1 6 6 -7 5 .

2 I b 1 d . , pp. 5 1 -5 2 .

3 I b 1 d . , p . 138.

4Ib 1 d .,

p . 141.

5 Ib 1 d .

6I b id . ,

7I b id .

8Ib id .

p . 142.

4

63
M i l l e r and Benson undertook r e la te d s tu d ie s on fo re ig n
student a d v is e rs .

M i l l e r c o lle c te d c r i t i c a l

In c id e n ts o f fo re ig n

student a d v is e rs ' o n -th e -jo b b e h a v io r from 48 fo re ig n s tu d en t
advisers them selves a t 17 mldwestern u n i v e r s it i e s .
personal in te rv ie w 350 c r i t i c a l
these In c id e n ts 1 ,6 0 3 c r i t i c a l

By means o f

in c id e n ts were o b ta in e d .^

From

elem ents were i d e n t i f i e d , which

when d u p lic a te item s were e lim in a te d r e s u lte d in 203 d i s t i n c t
c r i t i c a l elements t h a t were o rg an ize d in to 16 c r i t i c a l areas o f
2
s im ila r b e h a v io r.
S everal o b s e rv a tio n s and conclusions re p o rte d
by M i l l e r were o f p a r t i c u l a r i n t e r e s t .

He noted t h a t th e fo re ig n

student a d v is e r 's jo b had many fu n c tio n s s im ila r to those o f th e
3
student personnel dean.
He concluded t h a t , alth o u g h th e fo re ig n
student a d v is e rs o p erated 1 n v a rie d I n s t i t u t i o n a l and a d m in is tra ­
t iv e environm ents, and worked w ith d i f f e r e n t s ize d fo re ig n stu d e n t
p o p u la tio n s , th e re were some c r i t i c a l fu n c tio n s perform ed by most
4
o f th e fo re ig n stu d e n t a d v is e rs .
He a ls o found t h a t experienced
fo re ig n s tu d en t a d v is e rs p erc eiv ed them selves to be more e f f e c t i v e
5
than d id the In e x p e rie n c e d .
On th e use o f th e C IT , M i l l e r sug­
gested t h a t th e personal in te r v ie w method 1 s a b e t t e r d a ta c o lle c tio n procedure than th e m ail survey f o r In s u rin g p a r t i c ip a ­
tio n in th e study and f o r o b ta in in g a c c u ra te d e s c rip tio n s o f th e
a c t i v i t y under stu d y.®

M i l l e r suggested t h a t th e word " s ig n if ic a n t "

^Richard E. M i l l e r , "A Study o f S ig n if ic a n t Elements 1n
the O n-the-Job B ehavior o f C o lle g e and U n iv e r s ity Foreign S tudent
A dvisers" (P h .D . d is s e r t a t io n , M ichigan S ta te U n iv e r s ity , 1 9 6 8 ),
p. 206.
2 Ib 1 d .

5I b 1 d . , p . 226.

3 Ib 1 d .,

p. 224.

4 Ib 1 d .,

6 I b 1 d . , p. 219.

p . 222.

64
should be used in p la c e o f th e word " c r i t i c a l " to avo id having
re p o rte rs p ro vid e o n ly c r i s i s - t y p e In c id e n ts .^
study, Benson c o lle c te d c r i t i c a l

In th e r e la te d

In c id e n ts from knowledgeable

fa c u lt y members o f fo re ig n stu d en ts a d v is e r s ' o n -th e -jo b b e h a v io r.
These f a c u lt y members were I d e n t i f i e d by fo re ig n s tu d e n t a d v is e rs
2
a t 15 o f th e 17 In s t it u t io n s in th e M i l l e r s tu d y ,
on th e b a s is o f
t h e i r having extended c o n tac ts w ith fo re ig n stu d en ts and knowl3
edge o f th e o p e ra tio n o f th e fo re ig n stu d en t a d v is e r 's o f f i c e .
In te rv ie w s w ith the knowledgeable f a c u lt y members p rovided 354
c r i t i c a l in c id e n ts from which 1,171 c r i t i c a l elem ents were e x tra c te d
4
and which produced 156 d i s t i n c t c r i t i c a l elem en ts.
As Benson
observed when he compared th e fin d in g s o f h is study w ith those o f
M ille r 's ,

" F ifte e n D is t in c t C r i t i c a l Elements were unique to th e
5
KFM study and 52 were unique to th e FSA s tu d y ."
Thus, th e re were

141 c r i t i c a l elem ents common to both s tu d ie s .

Although Benson d id

not draw a co n clusion about th e d iffe r e n c e s between th e d i s t i n c t
c r i t i c a l elem ents developed in the se p ara te s tu d ie s , h is summary
o f th e d iffe re n c e s by c r i t i c a l area® appears to in d ic a te t h a t
fo re ig n stu d en t a d v is e rs re p o rte d more s p e c if ic d e t a i l s and p ro ce­
dures 1 n th e c r i t i c a l a re a s , w h ile knowledgeable f a c u lt y members
1Ib

i d . , p. 221.

2
August G. Benson, "O n -th e-Jo b B ehavior o f C o lle g e and
U n iv e rs ity Foreign S tudent A d visers as P erceived by Knowledgeable
F a c u lty Members" (P h .D . d is s e r t a t io n , M ichigan S ta te U n iv e r s it y ,
19 6 8 ), p. 252.
3 I b 1 d . , p . 20.
6 I b i d . , pp. 18 6-9 6.

4 I b 1 d . , pp. 2 5 2 -5 3 .

5 I b 1 d . , p . 196.

65
rep o rted more elem ents 1n th e area o f e x te r n a l c o o rd in a tio n and
broad o b je c t iv e s .

T h is appears to g iv e su p po rt to Rodgers1 te n ­

t a t i v e h y p o th e s is , w hich , in g en eral te rm s , Is t h a t s ta tu s Incum­
bents and members o f th e r o le s e t hold d i f f e r e n t views concerning
c r i t i c a l r o le b e h a v io r.

I t appears obvious t h a t p o s itio n Incum­

bents p ro vid e d e s ir a b le in fo rm a tio n on r o l e b e h a v io rs .
P eterson used t h is r a t io n a le in h is study on c o lle g e
p re s id e n ts .

Peterson in te rv ie w e d s e le c te d new and exp erienced

c o lle g e and u n iv e r s it y p re s id e n ts in m idwestern I n s t i t u t i o n s , and
asked them to r e p o r t on In c id e n ts th e y p e rc e iv e d to have had an
Impact on t h e i r e ffe c tiv e n e s s .

H is reasoning f o r th e use o f th e

p res id e n ts themselves as o bservers was t h a t
. . . in c e r t a in p o s itio n s as s in g u la r 1n n a tu re as t h a t
o f th e c o lle g e p re s id e n c y , o r th e j u n i o r c o lle g e p r e s i­
dency, th e r o le Incumbent may be In th e b est p o s itio n to
judge th e e ffe c tiv e n e s s o r In e ffe c tiv e n e s s o f h is a c tio n s .
Peterson an alyzed th e c r i t i c a l

In c id e n ts and Is o la te d

problem c a te g o rie s , which were e v e n tu a lly c o n s o lid a te d In to 14
c r i t i c a l problem c a te g o rie s .

2

He found t h a t f o r new p re s id e n ts th e

category o f s t a f f in g had th e most In c id e n ts , and f o r exp erienced
p res id e n ts 1 t was th e c a te g o ry o f campus u n re s t.

For both new

and experienced p re s id e n ts th e ca te g o ry o f fin a n c e was second in
3
rank.
One o f th e o th e r c a te g o rie s he i d e n t i f i e d was su b o rd in a te
In e ffe c tiv e n e s s .

He suggested th a t

^ W illia m D. P e te rs o n , "A Study o f In c id e n ts Having an Impact
on th e E ffe c tiv e n e s s o f New and Experienced P re s id e n ts o f S e le c te d
Colleges and U n iv e r s itie s In th e Midwest" (P h .D . d is s e r t a t io n ,
Michigan S ta te U n iv e r s it y , 1 9 7 2 ), p . 6 0 .
2 I b 1 d . , p. 121.

3I b 1 d . , p.

197.

66
O ther h ig h e r e d u c a tio n a d m in is tra to r s may be a b le to le a rn
from th e p re s id e n ts ' e v a lu a tio n o f t h e i r s u b o rd in a te s .
P re s id e n ts tended to a p p re c ia te su b o rd in ates who could make
t h e i r own d e c is io n s w ith re s p e c t to t h e i r a re a o f re s p o n s i­
b i l i t y , but a ls o had th e b est In t e r e s t s o f th e I n s t i t u t i o n
in m in d .’
One a d d itio n a l comnent on P e te rs o n 's procedure o f d a ta
c o lle c tio n 1s w a rra n te d .

He used both personal and telep h o n e

In te rv ie w s to c o l le c t In c id e n ts from th e p re s id e n ts 1n h is study
and determ ined t h a t each method had p a r t i c u l a r advantages and d is ­
advantages, but t h a t both were a p p ro p ria te and he re p o rte d n oth in g
to preclud e t h e i r combined use 1n o th e r s tu d ie s .

2

Peterson and

the o th e r re s e a rc h e rs c ite d in t h is re v ie w a l l a tte s te d to th e
value o f using th e CIT to stu d y r o le b e h a v io r.
S everal o f th e re s e a rc h e rs c ite d 1n t h is ch a p te r noted th e
d i f f i c u l t y o f a n a ly z in g CIT d a ta and o f drawing a p p ro p ria te con­
clu sio n s from them.

But as Rodgers noted about th e fin d in g s o f

his stu d y, because th ey were based on f i e l d o b s e rv a tio n s , "There
1s no d oubt, th e n , t h a t th e c r i t i c a l elem ents re p o rte d .

. .

re p res en t p r a c tic a l procedures f o r use by S tudent Personnel
Deans."3
Summary
In t h is ch a p te r th re e areas o f l i t e r a t u r e were re v ie w e d .
In th e f i r s t s e c tio n o f th e c h a p te r th e concept o f r o le was p re ­
sented and a soc1o-psycholog1cal th e o ry , based on th e concept o f
’ i b i d . , p . 199.
2 I b 1 d . , p . 198.
3
Rodgers, "Functions o f th e S tu dent Personnel Dean,"
p. 96.

67
r o le , review ed to e s ta b lis h a t h e o r e t ic a l p e rs p e c tiv e f o r stu d yin g
c h ie f stu d en t personnel o f f i c e r s '

(CSPO) r o le b e h a v io r.

The p o s i­

tio n presented was th a t beh avio rs m a n ife sted by CSPOs In the p e r­
formance o f t h e i r r o le fu n c tio n s a re th e r e s u lt o f p e rs o n a l. I n s t i ­
t u t io n a l, and s it u a t io n a l f a c t o r s , and to be e f f e c t i v e CSPOs must
be co g n izan t o f th e e x p e c ta tio n s h eld by persons In t h e i r r o le se ts
and understand how the a c t i v i t i e s

f o r which th e y a re re s p o n s ib le

can best be perform ed.
In th e second s e c tio n o f th e ch a p te r th e h is t o r ic a l d evelo p ­
ment o f and s p e c ific s tu d ie s on the CSPO s ta tu s were re vie w e d .
I t was a s c e rta in e d t h a t as American c o lle g e s and u n iv e r s it ie s grew
1n s iz e and d iv e r s i t y th e p re s id e n ts o f these I n s t it u t io n s began
to d e le g a te s p e c if ic r e s p o n s ib ilit y f o r stu d e n t problems to sub­
o rd in a te a d m in is tr a tiv e o f f i c e r s .

The r e s u ltin g p o s itio n s f o r

deans o f men, 1n p a r t i c u l a r , and deans o f women became th e f o r e ­
runners o f th e c u rre n t CSPO p o s itio n s .

In a d d itio n , 1 t was d e t e r ­

mined t h a t as s tu d e n t s e rv ic e s underwent d i f f e r e n t i a t i o n , s o p h is t i­
c a tio n , and expansion a need to c o o rd in a te and a d m in is te r th ese
s e rvices was m a n ife s te d .

Evidence was found 1n th e l i t e r a t u r e t h a t

the c e n t r a liz a t io n o f stu d e n t s e rv ic e s under an a d m in is tr a tiv e
o f f i c e r was a p ost-W orld War I I
h igher e d u c a tio n .

phenomenon in many In s t it u t io n s o f

The s tu d ie s review ed on th e CSPO s ta tu s

revealed t h a t th e persons s e le c te d to occupy CSPO p o s itio n s possess
v a rie d academic backgrounds and work ex p e rie n c e and t h a t t h e i r p e r­
sonal a t t r ib u t e s v a ry somewhat w ith th e types o f I n s t it u t io n s o f

68
h igher education 1n which th e y s e rv e .

I t was a ls o determ ined th a t

academic p re p a ra tio n and e x p e rie n c e tend to be a s s o c ia te d w ith
CSPOs' p erceived purposes o f stu d en t s e rv ic e s programs and th e
manner in which th ey fu n c tio n in t h e i r p o s itio n s .

I t was a s c e r­

ta in e d t h a t CSPOs a re c u r r e n t ly re s p o n s ib le f o r a r e l a t i v e l y s ta b le
set o f fu n c tio n s t h a t have developed over the ye ars and in g en eral
transcend th e s p e c if ic type o f c o lle g e o r u n iv e r s it y in which they
serve.

In t h is c o n te x t i t

has been e s ta b lis h e d t h a t a d m in is tra ­

t iv e competency on th e p a r t o f th e CSPO is both a p r e s id e n tia l
e x p e c ta tio n and an im p o rta n t a t t r i b u t e acknowledged by CSPOs them­
s e lve s.

Given th e fin d in g s th a t th e m a jo r ity o f CSPOs r e p o r t

d ir e c t ly to th e c h ie f e x e c u tiv e o f f i c e r s o f t h e i r in s t it u t io n s and
th a t th ey both hold somewhat d i f f e r e n t views o f th e CSPO's r o le
and th e purposes o f s tu d e n t s e rv ic e s , th e p la u s ib le e x is te n c e o f
ro le c o n f li c t and am b ig u ity in t h is a d m in is tr a tiv e dyad supports
the need f o r stu d yin g e f f e c t i v e CSPO b e h a v io r in t h is r e la t io n s h ip .
The t h ir d and l a s t s e c tio n o f th e c h a p te r was devoted to
a review o f s e le c te d l i t e r a t u r e on the C r i t i c a l
(C IT ).

In c id e n t Technique

I t was determ ined t h a t th e CIT was developed as a s e t o f

procedures f o r id e n t if y in g behaviors judged c r i t i c a l
cessfu l perform ance o f work r o le s .

to th e suc­

Since i t s development i t was

found to have been used 1n stu d yin g va rio u s types o f p o s itio n s ,
and i t s use in th e f i e l d o f ed u ca tio n extended to one study on th e
c r i t i c a l aspects o f th e s tu d e n t personnel deans fu n c tio n in g as
perceived by t h e i r p ro fe s s io n a l peers and one study o f c r i t i c a l
student personnel c o n ta c ts between stu d e n t s e rv ic e s s t a f f members

69
and s tu d e n ts .

I t was found t h a t th e CIT r e s u lts

1n th e d e r i ­

v a tio n o f u sefu l In fo rm a tio n on r o le b e h a v io r and th a t when r o le
incumbents re p o rt on b eh avio rs th ey p e rc e iv e to be e f f e c t i v e o r
In e f f e c t iv e , as opposed to observers o f th e p o s itio n , a d d itio n a l
In fo rm a tio n is o b ta in e d .

The m o d ific a tio n o f th e CIT and th e

methods used to i d e n t i f y b eh avio rs t h a t CSPOs p e rc e iv e to be s ig ­
n if ic a n t on s e le c te d tasks as th ey in t e r a c t w ith c h ie f e x e c u tiv e
o f f ic e r s a re discussed in C hapter I I I ,

th e n e x t c h a p te r.

CHAPTER I I I
METHODOLOGY
In tro d u c tio n
Presented 1n t h is ch a p te r a re th e methods o f th e stu d y .
In th e f i r s t s e c tio n o f th e c h a p te r th e methods used to I d e n t i f y
and s e le c t th e C h ie f Student Personnel O f f ic e r s (CSPO) f o r th e
study a re p re s e n te d , w h ile th e methods used to c o l l e c t , c a te g o r iz e ,
and determ ine the th re e most im p o rtan t tasks p e rs o n a lly perform ed
by the s e le c te d CSPOs, th a t in v o lv ed t h e i r in t e r a c t io n w ith c h ie f
ex ec u tiv e o f f i c e r s , a r e presented in th e second s e c tio n o f th e
c h a p te r.

The t h ir d and f i n a l

s e c tio n o f th e c h a p te r is used to

d escribe th e methods o f c o lle c t io n and a n a ly s is o f s i g n i f i c a n t
In c id e n ts o f CSPO -chief e x e c u tiv e o f f i c e r In t e r a c t io n on th re e
im portant tasks In o rd e r to d eterm in e those b eh avio rs th ey p e r­
ceived to be s i g n i f i c a n t ( e i t h e r e f f e c t i v e o r i n e f f e c t i v e ) and to
Id e n t if y s ig n if ic a n t areas o f ta s k b e h a v io r, th e fin d in g s o f
which a re presented 1n C hapter IV o f th e stu d y.
C h ie f Student Personnel O f f ic e r S e le c tio n
Three fa c to r s were considered In th e s e le c tio n o f th e
CSPOs to be s tu d ie d .

Based on th e review s o f l i t e r a t u r e s p e c if ic

to th e stu d y, I t was d e te rm in e d , f i r s t ,

th a t th e m a jo r ity o f

CSPOs re p o rt d i r e c t l y to th e p re s id e n t o r c h ie f e x e c u tiv e o f f i c e r
o f t h e i r In s t it u t io n s and 1 t was concluded t h a t a study fo cu sin g
70

71
on CSPO-chief e x e c u tiv e o f f i c e r in t e r a c t io n should c o n c e n tra te on
the most p re v a le n t CSPO -chief e x e c u tiv e o f f i c e r o r g a n iz a tio n a l
r e la tio n s h ip .

This l i m i t a t i o n a ls o e lim in a te d the need to con­

sid er th e p o s s ib le e f f e c t t h a t re p o rtin g to an in te rm e d ia ry p o s i­
tio n may have on CSPOs' b e h a v io r as th ey in t e r a c t w ith c h ie f
execu tive o f f i c e r s .

The second f a c t o r considered was t h a t CSPOs

serve In a v a r ie ty o f in s t it u t io n s and a need e x is ts to i d e n t i f y
required CSPOs' competencies across i n s t i t u t i o n a l

ty p e s .

The

th ir d and l a s t f a c t o r considered was th e method o f d ata c o l le c ­
tio n .

O ther re s e a rc h e rs have recommended t h a t personal i n t e r ­

views be used on c o n ju n c tio n w ith th e C r i t i c a l

In c id e n t Technique

(C IT) to enhance th e r a t e o f p a r t ic ip a t io n in th e study and to
Insure th e accuracy o f th e in fo rm a tio n o b ta in e d .

Given th e con­

s id e ra tio n s o f tim e and co s t a s s o c ia te d w ith personal in te r v ie w s ,
i t was decided to use CSPOs in M ichigan c o lle g e s and u n iv e r s it ie s
to o b ta in th e o p tim al sample o f CSPOs f o r th e s tu d y .

A degree

o f homogeneity was imposed on the p o p u la tio n by l im it i n g th e
s e le c tio n o f CSPOs to those who served in those M ichigan i n s t i t u ­
tio n s o f h ig h e r ed u catio n t h a t were e i t h e r a c c re d ite d o r c a n d i­
dates f o r a c c r e d ita tio n 1n th e N orth C e n tra l A s s o c ia tio n o f
Colleges and Secondary S chools, th e re g io n a l a c c r e d itin g agency,
and t h a t had g en eral academic program o f f e r in g s — n o t r e s t r ic t e d
to such programs as b u sin ess, la w , B ib le , o r a r t .

The use o f

these two c r i t e r i a was to In c re a s e th e lik e lih o o d t h a t th e CSPOs
selected f o r study would be s e n io r a d m in is tra to r s a t I n s t it u t io n s
w ith comprehensive s tu d en t s e rv ic e s programs.

In a d d itio n , to

72
Increase th e p r o b a b ilit y t h a t th e CSPOs s e le c te d f o r in te r v ie w
would be a b le to r e p o r t on s i g n i f i c a n t in c id e n ts as they I n t e r ­
ac t w ith c h ie f e x e c u tiv e o f f i c e r s , o n ly CSPOs who had held t h e i r
p o s itio n s f o r one y e a r o r more, a t th e tim e o f th e s tu d y , were
judged s u it a b le f o r in te r v ie w purposes.

To i d e n t i f y th ese CSPOs,

the f i r s t ste p taken was to d eterm in e which c o lle g e s and u n iv e r­
s it ie s

in M ichigan met th e i n s t i t u t i o n a l c r i t e r i a and had p ro ­

vided f o r CSPO p o s itio n s .
To i d e n t i f y th e a p p ro p ria te c o lle g e s and u n i v e r s it i e s ,
the 1974-75 D ir e c to r y o f M ichigan I n s t it u t io n s o f H ig h er E ducation
was searched.^

Of th e 102 i n s t it u t io n s and branch campuses

lis t e d in th e D ir e c to r y , 76 c o lle g e s and u n iv e r s it ie s a n d /o r t h e i r
branch campuses were i d e n t i f i e d t h a t met th e e s ta b lis h e d c r i t e r i a
and l is t e d a p o s itio n t h a t appeared by t i t l e
CSPO.

to be th a t o f a

In th e group o f i n s t it u t io n s i d e n t i f i e d th e re were 15

pub lic and 25 p r iv a t e fo u r -y e a r c o lle g e s and u n i v e r s it i e s , and
33 p u b lic community c o lle g e s and 3 p r iv a te ju n io r c o lle g e s .

(See

Appendix A . )
The persons i d e n t i f i e d a t these i n s t i t u t i o n s , who appeared
to be th e CSPOs, were sent a l e t t e r signed by th e d is s e r t a t io n
d ir e c t o r , which e x p la in e d th e purpose o f th e study and s o l ic i t e d
t h e ir p a r t ic ip a t io n

in i t .

(See Appendix B .)

The l e t t e r was

accompanied by a q u e s tio n n a ire and a stamped s e lf-a d d re s s e d
envelope.

The q u e s tio n n a ire co n tain ed in s tr u c tio n s f o r th e

^Higher Education Management S e rv ic e s , 1974-75 D ir e c to r y
of M ichigan I n s t it u t io n s o f H ig h er Education (L a n s in g , M ich ig an :
Michigan Department o f E d u c atio n , n .d .J .

73
person co n tacted to fo rw ard th e m a te r ia ls to th e a p p ro p ria te p e r­
son f o r com pletion 1 f he was n o t th e CSPO.

The in fo rm a tio n on

returned q u e s tio n n a ire s was used to i d e n t i f y th e re s p e c tiv e CSPOs
a t t h e i r i n s t it u t io n s ; d eterm in e to whom th e y re p o rte d ; o b ta in
personal in fo rm a tio n on th e CSPOs; a s c e r ta in th e th re e most 1mpor
ta n t ta s k s , in t h e i r o rd e r o f im p ortan ce, which th e y p e rs o n a lly
performed t h a t in v o lv e d in t e r a c t io n w ith th e c h ie f e x e c u tiv e
o f f i c e r ; and in fo rm a tio n f o r use in th e subsequent scheduling o f
in te rv ie w s .

(See Appendix C .)

The f i r s t s e t o f re tu rn s

c o n s is te d o f 46 responses

received w ith in 30 days o f the i n i t i a l m a ilin g .

(See T a b le 3 . 1 . )

A second m a ilin g was then se n t to nonrespondents. ^

The second

m ailin g co n siste d o f a l e t t e r signed by th e re s e a rc h e r, a n o th e r
copy o f th e o r ig in a l l e t t e r and th e q u e s tio n n a ire , and a stamped
se lf-a d d re s s e d en velo p e.

(See Appendix D .)

In a d d it io n , a

special l e t t e r was sen t to two CSPOs who had responded, but who
had f a i l e d to f u l l y com plete th e

q u e s tio n n a ire , In an a tte m p t to

gain the needed in fo rm a tio n from

them.

(See Appendix E .)

Sub­

sequent to t h is m a ilin g 10 more responses were re c e iv e d w ith in
15 days.
To o b ta in in fo rm a tio n on th e nonrespondents, a telep h o n e
fo llo w -u p was u t i l i z e d .

The re s e a rc h e r a tte m p te d , a t le a s t 3

tim es, to c o n ta c t each o f th e 20 nonrespondents to s o l i c i t th e
desired in fo rm a tio n and to d eterm in e t h e i r w illin g n e s s to
*As th e f i r s t m a ilin g was done d u rin g th e month o f J u ly ,
1975, s u f f i c i e n t response tim e was allow ed 1n o rd e r f o r persons
who may have been on v a c a tio n to r e p ly .

74
p a r t ic ip a t e in th e stu d y .

During th e fo llo w -u p a tte m p ts 5

CSPOs provided th e d e s ire d in fo rm a tio n o v e r th e tele p h o n e and 11
other CSPOs re tu rn e d t h e i r q u e s tio n n a ire s by m a il.
centage o f response from a l l

CSPOs in th e I n i t i a l

s lig h t ly more than 94 p e rc e n t.

The t o t a l p e r­
sampling was

The CSPOs' responses were then

analyzed to i d e n t i f y th ose who met th e c r i t e r i a

f o r s e le c tio n .

Table 3 . 1 . --Response p a tte r n o f c h ie f s tu d e n t personnel o f f i c e r s by
c o n tro l and le v e l o f i n s t i t u t i o n s .
P u b lic
Response

P r iv a te

2 -Y e a r
(N=33)

4 -Y e a r
(N = l5)

2 -Y e a r
(N=3)

4 -Y e a r
(N=25)

1s t

m a ilin g

22

8

1

15

2 nd

m a llin g

5

3

0

2

4

4

2

6

T o ta l

31

15

3

23

Percent

94

100

100

92

T e l. c o n ta c t

Of th e 72 CSPOs who responded, 67 p ro vided com plete i n f o r m ation.

F o rty - two CSPOs met a l l

th e c r i t e r i a

f o r s e le c tio n and

were w i l l i n g and a v a ila b le to p a r t ic ip a t e 1n th e stu d y .

O f th e

o ther 30 CSPOs who responded, 7 d e c lin e d to p a r t ic ip a t e in th e
study.

The most fre q u e n t reason g iven by CSPOs f o r not w anting

to p a r t ic ip a t e in th e study was t h a t th ey were to o busy.

O f th e

two rem aining CSPOs, one In d ic a te d he was le a v in g h is p o s itio n
and would not be a v a ila b le f o r In te r v ie w , and the o th e r d e c lin e d
to p a r t ic ip a t e by reason o f having served h is y e a r as CSPO under

75
an a c tin g p re s id e n t.

A d d it io n a lly , 7 o f th e CSPOs, though th ey

reported to th e p r e s id e n t, had occupied t h e i r p o s itio n s le s s than
1 y e a r, w ith th e average te n u re in o f f i c e being 4 .5 months, and
16 rep o rted to an o f f i c e r o th e r than th e c h ie f e x e c u tiv e o f t h e i r
in s t it u t io n and were excluded from th e stu d y.

(See T a b le 3 . 2 . )

Table 3 . 2 . — O ffic e r s to whom responding c h ie f s tu d e n t personnel
o f f ic e r s re p o rte d by c o n tro l and le v e l o f i n s t i t u t i o n s .
Publ1c
O f f ic e r

P r iv a te
2 -Y e a r

T o ta l

2 -Y e a r

4 -Y e a r

28

11

2

13

54

V ic e -p re s id e n t

2

1

1

3

7

Provost

0

1

0

3

4

Academic dean

0

0

0

2

2

Other

1

0

0

2

3

C h ief e x e c u tiv e

4 -Y e a r

O f those who re p o rte d to an o f f i c e r o th e r than th e c h ie f
e x e c u tiv e , 7 re p o rte d to some ty p e o f v ic e - p r e s id e n t , 4 re p o rte d
to p ro vo sts , 2 re p o rte d to academic deans and o f th e rem aining
CSPOs 1 re p o rte d to a d ir e c t o r o f o p e ra tio n s , 1 to a dean o f
in s tr u c tio n , and 1 to a dean o f a d m in is tr a tiv e s e r v ic e s .

The

CSPOs in fo u r -y e a r p r iv a t e In s t it u t io n s showed th e g r e a te s t v a r ia ­
tio n 1n th e o f f i c e r s to whom th ey re p o rte d , w ith o ver 43 p e rc e n t
re p o rtin g to an o f f i c e r o th e r than th e c h ie f e x e c u tiv e .

The next

step taken was to a n a ly ze th e ta s k statem en ts p ro vided by th e
CSPOs who responded, which 1s discussed in th e n ex t s e c tio n .

76
Task I d e n t i f i c a t i o n
As was In d ic a te d In th e preceding s e c tio n o f th e c h a p te r,
a l l the CSPOs who were co n tac te d were asked to d e s c rib e and rank
the th re e most im p o rtan t tasks th ey p e rs o n a lly perform ed which
involved t h e i r in t e r a c t io n w ith th e c h ie f e x e c u tiv e o f f i c e r s o f
t h e ir I n s t it u t io n s .

The CSPOs were in s tru c te d to p ro v id e ( 1 ) one-

word d e s c rip to rs o f th e ta s k s ,

( 2 ) e x p la n a tio n s th a t covered the

nature and th e general purpose o f th e ta s k s , and (3 ) th e reasons
they in te ra c te d w ith t h e i r c h ie f e x e c u tiv e o f f i c e r s on th e ta s k s .
These tas k statem ents p rovided th e b asic in fo rm a tio n f o r i d e n t i ­
fyin g th e th re e most im p o rtan t tasks perform ed by th e CSPOs,
based on a system o f c a te g o riz in g s im ila r ta s k sta te m e n ts .
Statement C a te g o riz a tio n
When a q u e s tio n n a ire was re c e iv e d th e respondent was
assigned a t w o - d ig it code number so t h a t th e CSPO's i d e n t i t y would
not be re v e a le d d u rin g th e subsequent h an dling o f th e ta s k s t a t e ­
ments.

The tas k statem en ts p ro vided by each CSPO who re p o rte d to

the c h ie f e x e c u tiv e o f f i c e r , and had occupied h is p o s itio n f o r one
y e a r, were each placed v e rb a tim on a 3 by 5 inch Task Statem ent
Card w ith a p p ro p ria te co d in g .

In the example g iv e n (F ig u re 3 . 1 ) ,

the in fo rm a tio n a t th e upper r i g h t hand co rn er o f th e card i n d i ­
cates t h a t respondent number n in e i d e n t i f i e d the l i s t e d t a s k ,
Programming, as th e most im p o rtan t ta s k he p e rs o n a lly perform ed
which re q u ire d h is in t e r a c t io n w ith th e c h ie f e x e c u tiv e o f f i c e r ,
and th e in fo rm a tio n in th e upper l e f t hand c o rn e r in d ic a te s th a t

77
he served In a tw o -y e a r p u b lic c o lle g e and re p o rte d d i r e c t l y to
the c h ie f e x e c u tiv e o f f i c e r .

2/P u/C

0 9 /1

PROGRAMMING— must a r t i c u l a t e the needs o f stu d en ts and
s t a f f as r e la te d to s tu d e n t s e rv ic e s and g a in approval
f o r a p p ro p ria te stu d en t s e rv ic e s to meet th ese needs.

F ig u re 3 . 1 . --T a s k Statem ent Card.

In th e f i r s t 2 sets o f responses 39 CSPOs, who met th e
c r i t e r i a o f re p o rtin g to th e c h ie f e x e c u tiv e and who had held t h e i r
p o s itio n s f o r 1 y e a r , provided 114 ta s k s ta te m e n ts .

To I d e n t i f y

the th re e most Im p o rtan t tasks 1 t was necessary to p la c e th e task
statem ents In to a p p ro p ria te c a te g o rie s .
The ta s k c a te g o rie s were e s ta b lis h e d a p r i o r i using
G u llc k 's seven fu n c tio n s o f c h ie f e x e c u tiv e s .^

To th e seven

fu nctio ns o f b u d g etin g , c o o rd in a tin g , d ir e c t in g , o rg a n iz in g ,
^ W illiam son , Student Personnel S e rv ic e s , p. 4 6 , noted
". . . th ese fu n c tio n s a re u s e fu l suggestions a t a l l le v e ls o f
operations and 1 n a l l kinds o f a d m in is tr a tio n ."

78
p lanning, re p o rtin g and s t a f f in g ,^

adapted by G u llc k from F a y o l*s
2
fu n c tio n a l a n a ly s is o f a d m in is tr a tio n ,
th e re s e a rc h e r added
advising and m iscellan eo u s fu n c tio n s .

The a d v is in g fu n c tio n was

added to accommodate tas k statem ents which CSPOs m ig ht p ro v id e
3
th a t r e f le c te d th e s t a f f asp ect o f th e CSPO's r o l e ,
and th e fu n c ­
tio n was d e fin e d as p ro v id in g co u n s e l, on stu d en t a f f a i r s

1n

p a r t ic u la r , to th e c h ie f e x e c u tiv e o f f i c e r , in keeping w ith
4
Mooney's d e f i n i t i o n o f s t a f f s e r v ic e .
The m iscellan eo u s fu n c tio n
was added to accommodate ta s k statem ents th a t could n o t be
assigned to one o f the o th e r c a te g o rie s , b u t needed to be re ta in e d
fo r th e purpose o f a n a ly s is .
On th e b a s is o f t h e i r themes,

5

th e 114 ta s k statem ents

were placed in to one o f th e c a te g o rie s by th e re s e a rc h e r.

Then a

doctoral s tu d e n t, knowledgeable o f a d m in is tra tio n in h ig h e r educa­
tio n , was asked to s o rt th e ta s k statem ents in to th e c a te g o rie s
to check th e a p p ro p ria te n e s s o f th e ca teg o ry d e f i n i t i o n s .

The two

^Luther G u llc k , "Notes on th e Theory o f O rg a n iz a tio n ,"
1n Papers on th e Science o f A d m in is tr a tio n , ed. L. G u llc k and
L. Urwick (hew York:
Columbia U n iv e r s it y , I n s t i t u t e o f P u b lic
A d m in is tra tio n , 1 9 3 7 ), p . 13.
2
Henri F a y o l, General and In d u s t r ia l Management, tr a n s .
Constance S to rrs (London!
S ir Isa ac Pitman and Sons, L t d . , 1 9 4 9 ),
pp. 4 3 -1 0 7 .
3
M cC onnell, " A d m in is tra tio n o f Student Personnel W ork,"
p. 25.
4
James D. Mooney, The P r in c ip le s o f O rg a n iz a tio n , r e v . ed.
(New York:
H arper and B roth ers P u b lis h e rs , '194'7), p . 33.
5
Bernard B ere ls o n , "Content A n a ly s is ," in Handbook o f
Social Psychology, V o l. I , p. 508, in d ic a te d t h a t theme is an
a p p ro p ria te u n it o f a n a ly s is in d e s c rib in g th e c o n te n t o f commu­
n ic a tio n s .

79
so rtin g s were compared and d is s im ila r placem ent o f statem en ts
analyzed and discussed by th e re s e a rc h e r and th e s o r te r .^

It

was concluded t h a t G u llc k 's d e f in it io n s o f th e seven fu n c tio n s
needed m o d ific a tio n f o r use in th e stu d y .

The r e d e f i n i t io n o f

the fu n c tio n s was undertaken to make th e c a te g o rie s m u tu a lly
e x c lu s iv e f o r s o rtin g purposes and in o rd e r to have them more
c le a r ly r e f l e c t th e r o le o f th e CSPO.

A d d it io n a lly , th e s o rtin g

in s tru c tio n s were r e w r it te n to c le a r ly in d ic a te th a t th e statem ents
were to be an alyzed on th e theme o f th e ta s k r a th e r than th e p u r­
pose f o r which th e CSPO in te r a c te d w ith the c h ie f e x e c u tiv e o f f i c e r
on the ta s k .

Once these m o d ific a tio n s were made and th e ta s k

statem ents r e -s o r te d by th e re s e a rc h e r, two d o c to ra l stu d en ts o f
a d m in is tra tio n in h ig h e r ed u catio n were asked to s o r t a 50 p e rc e n t
random sample o f th e tas k statem ents to check th e v a l i d i t y o f th e
re s e a rc h e r's placem ent o f th e ta s k sta te m e n ts .

2

The h ig h e s t agreement by e i t h e r o f th ese persons and th e
research er on th e placem ent o f th e ta s k statem en ts was 72 p e rc e n t,
which was achieved a f t e r re vie w in g t h e i r f i r s t s o rtin g s w ith them
and then having them s o r t th e second 50 p e rc e n t o f th e ta s k s t a t e ­
ments.

T h e ir second placements o f ta s k statem ents were review ed

on an Item basis and re v e a le d th e e x is te n c e o f two problem s.
F ir s t a p ro cedu ral e r r o r was d e te c te d .

I t was found t h a t by

^The tim e , a s s is ta n c e , In s ig h ts , and encouragement p ro ­
vided by D r. Kenneth B o rlan d , a form er community c o lle g e p r e s id e n t,
during t h is u n d ertak in g is g r a t e f u l l y acknowledged.
2
The tim e and e f f o r t o f M r. David M a r le r and M r. Paul
Roberts In s o rtin g th e ta s k statem ents on two occasions a re
g r e a tly a p p re c ia te d .

80
s e le c tin g 50 p e rc e n t o f th e ta s k s ta te m e n ts , r a t h e r than th e
statem ents o f 50 p e rc e n t o f th e resp o nd en ts, i t was p o s s ib le f o r
a person s o rtin g th e tasks to p la c e a ta s k sta te m e n t from a CSPO
in c a te g o ry , which m ight have been placed elsew here i f th e s o r t e r
had a l l th e CSPOs1 ta s k statem en ts and judged t h a t one o f th e
o th er tas k statem ents more c le a r ly f i t
gory.

th e d e f i n i t i o n o f th e c a te ­

Second, i t became e v id e n t t h a t th e persons who s o rte d th e

tasks were having d i f f i c u l t y choosing between th e placem ent o f
task statem ents in th e p la n n in g and o rg a n iz in g and th e a d v is in g
and re p o rtin g c a te g o rie s .

Thus th e fo u r c a te g o rie s were c o l ­

lapsed In t o two c a te g o rie s , a d v is in g /r e p o r tin g and p la n n in g /
o rg an izin g and t h e i r d e f in it io n s were a d ju s te d a c c o rd in g ly .
Appendix F . )

The s o rtin g In s tr u c tio n s were then r e w r it te n

(See
(Appen­

d ix G ), and two o th e r d o c to ra l stu d en ts knowledgeable o f ad m in is­
t r a t io n 1 n h ig h e r ed u catio n were asked to s o r t th e ta s k sta tem en ts.^
A 50 p e rc e n t random sample o f th e CSPOs who p ro vid ed tas k
statem ents was o b ta in ed by s e le c tin g th e f i r s t CSPO's name from an
a lp h a b e tize d l i s t o f names using a number o b ta in e d from a ta b le
o f random numbers and subsequently s e le c tin g e v e ry second name
on the l i s t .

The s o rte rs were given a l l

the CSPOs I d e n t i f i e d

th e ta s k statem ents from

1n t h is manner and were in s tr u c te d to read

each task s ta tem en t and p la c e i t

in th e c a te g o ry where th e d e f i n i ­

tio n o f th e c a te g o ry best f i t th e theme o f th e ta s k s ta te m e n t.
the s o rte rs f e l t t h a t a statem en t d id not f i t any o f th e d e fin e d
^The a s s is ta n c e o f M r. Eldon C la rk and D r. S y lv ia Sharma
in s o rtin g th e ta s k statem ents is g r e a t ly a p p re c ia te d .

If

81
c a te g o rie s th ey were In s tr u c te d to p la c e i t
categ o ry.

A f t e r s o rtin g a l l

in th e m iscellan eo u s

th e ta s k statem en ts th e s o rte rs were

In s tru c te d to check a l l th e ta s k statem ents In each c a te g o ry to
Insure th a t o n ly one ta s k statem en t from a CSPO was placed in a
given c a te g o ry , and i f n o t, to r e -a n a ly z e th e statem ents from th e
CSPO and r e - s o r t them as a p p ro p r ia te .
Both o f th e persons s o rtin g th e tas k statem en ts placed
88

percent o f them in th e same c a te g o rie s s e le c te d by th e re s e a rc h e r.

One o f th e s o rte rs ^ observed t h a t s e v e ra l CSPOs p rovided ta s k
statem ents t h a t w arran ted placem ent in th e same c a te g o ry , and t h a t
the s e le c tio n o f an o th er ca te g o ry f o r one o f th e statem en ts was
a r b it r a r y .

Thus a l l

114 CSPOs' ta s k statem ents were re v ie w e d , and

the low est ranked statem en t o f every I d e n t i f i e d p a ir o f s im ila r
statements was removed and considered a n u ll response.

A to ta l o f

e ig h t tas k statem ents was e lim in a te d on t h is b a s is , fo u r from th e
p la n n in g /o rg a n iz in g c a te g o ry , th re e from th e a d v is in g /r e p o r tin g
categ o ry, and one from th e d ir e c t in g c a te g o ry .

The placem ent o f

the task statem ents in th e sample was then rechecked w ith each
of th e s o rte rs and 90 p e rc e n t agreement was reached in each case.
This degree o f agreement was judged s u f f i c i e n t f o r th e purpose o f
id e n tify in g th e th re e most Im p o rtan t tasks based on t h e i r mean
ranked o rd e r.

The o b s e rv a tio n o f t h is problem and th e suggested c o r­
re c tio n f o r th e problem by D r. S y lv ia Sharma a re g r a t e f u l l y
acknowledged.

82
Task Rankings
Concurrent w ith th e s e le c tio n o f th e th re e most Im p o rta n t
tasks was th e a n a ly s is o f th e degree o f a s s o c ia tio n o f th e ranking s
assigned th e tasks 1n th e c a te g o rie s by th e CSPOs.

To accom plish

th is a n a ly s is th e K endall C o e f f ic ie n t o f Concordance, W was
obtain ed .

According to S ie g e l, "A high o r s i g n i f i c a n t v a lu e o f W

may be In te r p r e te d as meaning t h a t th e o bservers o r judges a re
applying e s s e n t ia lly th e same standard 1n ra n k in g th e N o b je c ts
under s tu d y .'^

Once th e c a te g o ry placement o f th e CSPOs' ta s k

statem ents was v a lid a te d an averag e rank v a lu e was assigned th e
remaining ta s k c a te g o rie s f o r which a p a r t i c u l a r CSPO d id not
provide a tas k s ta te m e n t.

For exam ple, I f a p a r t i c u l a r CSPO

provided two ta s k s ta te m e n ts , th e most Im p o rtan t o f which f i t th e
budgeting ca te g o ry and th e second most Im p o rta n t th e s t a f f in g
ca teg o ry, th e rem aining f i v e c a te g o rie s were assigned th e average
rank valu e o f f i v e
th a t a l l

( 3 + 4 + 5 + 6 + 7 / 5 = 5 ) o n

th e assumption

th e CSPOs perform ed th ese o th e r tasks to some d eg ree.

(See T ab le 3 . 3 . )

The hypothesis te s te d was t h a t th e CSPOs would

assign d i f f e r e n t ranking s to th e tasks th e y p e rs o n a lly perform ed
th a t In v o lv ed t h e i r In t e r a c t io n w ith th e c h ie f e x e c u tiv e o f f i c e r .
The .05 co n fid en ce le v e l was deemed s u f f i c i e n t f o r th e r e je c tio n
o f th e h yp o th es is .
The form ula used to d eterm in e th e concordance o f th e
rankings was taken from S ie g e l.

A c o rr e c tio n was u t i l i z e d to

S id n e y S ie g e l, Nonparametr1c S t a t i s t i c s f o r th e Beha­
v io ra l Sciences (New York: M cG raw -H ill book Company, 1 9 5 6 ),
p. 237.

Table 3.3.—Rankings assigned tasks by selected chief student personnel officers who responded to
mall inquiries, by category (k * 39).
;spo
lode
02
03
04
05
06
07
08
09
12
13
15
16
19
20
21
23
24
25
27
28
29
30
31
32
34
36
37

Advising/
Reporting
5
5
2
5.5
1
3
2*
5.5
1
1
5
5.5
1
3
2
1
3
5.5
5.5
5.5
1
1
1
5
1*
1
5.5

Budgeting

1
5
3
5.5
3
5.5
1
2
5.5
5
2
5.5
2
5.5
5.5
3
5.5
2
3
1
3
5.5
5.5
5
5
2
5.5

Coordinating
5
5
5.5
5.5
5.5
5.5
5
5.5
5.5
5
5
5.5
5.5
5.5
3
5.5
5.5
3
2
5.5
2
3
5.5
5
5
5.5
5.5

Directing

5
5
5.5
1
5.5
5.5
5
5.5
3
5
5
3
5.5
5.5
1
5.5
5.5
5.5
5.5
3
5.5
2
5.5
5
5
5.5
3

Planning/
Organizing
5
2*
1
2
2
1
5
1
5.5
2
1
2
5.5
2
5.5
2
1
1
1
2
5.5
5.5
2
1*
5
5.5
1

Staffing

Miscel­
laneous

2
1
5.5
3
5.5
2
5
3
2
5
3
5.5
3
1
5.5
5.5
2
5.5
5.5
5.5
5.5
5.5
3
3
2
3
2

5
5
5.5
5.5
5.5
5.5
5
5.5
5.5
5
5
1
5.5
5.5
5.5
5.5
5.5
5.5
5.5
5.5
5.5
5.5
5.5
5
5
5.5
5.5

00

CO

2
3

Table 3.3.—Continued.
CSPO
Code
38
39
42
44
45
47
48
52
53
54
55
56
Rj
Rj/k

Advising/
Reporting

Budgeting

3
5
1
5
5.5
5
5.5
5
3
5.5
5.5
1*
133.5
3.423

2
5
5.5
1
5.5
5
2
5
1
2
2
5
144.0
3.692

s

W=

Coordinating
5.5
5
5.5
2
5.5
5
5.5
5
5.5
5.5
5.5
5

191.0
4.897

Directing

5.5
5
3
5
2
5
5.5
1*
5.5
5.5
1
5
lfi.5
4.397

X2 * k(N-l)W

l/1 2 r (N 3-N)-kIT
T

* (126.750)(336)-9,945
= .217

Planning/
Organizing
1
2*
2
5
3
1*
3
2
2
3
5.5
2
106.5
2.731

Hr

S taffing
5.5
1
5.5
5
1
3
1
5
5.5
1
3
5
141.5
3.628

■05 * Z (df=6)

Mi seellaneous
5.5
5
5.5
5
5.5
5
5.5
5
5.5
5.5
5.5
5
204.0
5.231

*Null
Responses

3

2
3

3

-12.59 (rejected)

39 {6 ).i
= 50.778

aWhen a CSPO provided two task statements that warranted placement in the same category,
the lowest ranked response was classified as a null response.

85
compensate f o r th e t ie d ranking s which depress th e v a lu e o f W.
The form ula employed was:^
s
W = 1 /1 2 k * (N 3 - N) - kET
T
where
s * sum o f squares o f th e observed d e v ia tio n s from
th e mean R j, th a t i s ,
s - E (R j k = number o f s e ts o f ranking s
N = number o f e n t i t i e s
2
3
1/12 k (N - N)

(o b je c ts o r in d iv id u a ls ) ranked

= maximum p o s s ib le sum o f the squared d e v ia tio n s ,
I . e . , th e sum s which would occur w ith p e r fe c t
agreement among k ranking s

k IT = sum o f th e values o f T f o r a l l
T

k rankings w ith T »

t = number o f o b s e rv a tio n s 1 n a group t ie d f o r a
g iv en rank
To t e s t th e s ig n ific a n c e o f th e concordance th e v a lu e o f ch i square
was o b ta in ed using th e fo rm u la:
X2 -

2
k (N - 1) W

For th e rankings assigned th e ta s k statem ents p ro vid ed by
the s e le c te d CSPOs who responded 1n th e f i r s t two waves o f th e
re tu rn s , th e computed v a lu e o f .217 was o b ta in e d f o r W.

The chi

square o b ta in ed f o r th e v a lu e o f W was 5 0 .7 7 8 , and w ith 6 degrees
o f freedom th e h ypothesis was r e je c te d as th e p r o b a b ilit y o f
o b ta in in g t h a t v a lu e was beyond th e .0 5 co n fid en ce l e v e l .
h b ld .,

pp . 2 3 1 -3 5 .

2 I b 1 d . , p . 236.

(See

86
Table 3 . 3 . )

I t was determ ined t h a t th e CSPOs had e s s e n t ia lly

used th e same standard o f Im portance as th ey assigned ranking s to
the tasks t h a t re q u ire d t h e i r In t e r a c t io n w ith th e c h ie f execu­
t iv e o f f i c e r .

Based on t h e i r mean ranked o r d e r , o b ta in e d f o r

each ca teg o ry by d iv id in g th e sum o f th e ta s k ran kin g s 1 n a c a te ­
gory ( R j) by th e number o f CSPOs ( k ) , p la n n in g /o r g a n iz in g ,
a d v is in g /r e p o r tin g , and s t a f f i n g , 1 n descending o r d e r , were found
to be the th re e most Im p o rta n t ta s k s .

The mean ranked o rd e r o f

the task c a te g o rie s and th e c o n s is te n c y o f th e rankings were
selected as th e c r i t e r i a

to compare th e CSPOs who responded d urin g

the fo llo w -u p procedure w ith th e e a r l i e r respondents to see 1 f they
d if f e r e d .
Once th e fo llo w -u p procedure was com pleted, th e 21 ta s k
statem ents from th e 7 CSPOs who met th e e s ta b lis h e d c r i t e r i a were
ca te g o rize d by th e re s e a rc h e r.

(See T a b le 3 . 4 . )

Two s im ila r

p a irs o f statem ents were I d e n t i f i e d and low est ran kin g o f each
p a ir , both from th e p la n n in g /o rg a n iz in g c a te g o ry , were coded as
n u ll responses.

Based on th e mean ranked o rd e r o f th e 19 s t a t e ­

ments 1 n th e c a te g o r ie s , 1 t was found t h a t p la n n in g /o r g a n iz in g ,
s t a f f in g , and d ir e c t in g , 1 n descending o rd e r, were th e most Impor­
ta n t ta s k s .

B u t, 1 t was d eterm ined t h a t th e computed v a lu e o f W

was equal to .1 8 0 and th e v a lu e o f ch1 square o f 7 .5 6 0 , so th a t
the hypothesis t h a t th e CSPOs were a p p ly in g d i f f e r e n t ra n k in g s to
the tasks th e y perform ed was r e ta in e d .

(See T a b le 3 . 4 . )

Based

on th is f in d in g , th e plan to determ ine th e degree o f a s s o c ia tio n
between th e mean ranked o rd e r o f th e tasks between th e two groups

Table 3 .4 .—Rankings assigned tasks by selected chief student personnel officers who responded to
telephone inquiries, by category (k = 7).
CSPO
Code
59
61
65
69
71
74
75
Rj
Rj/k

Advising/
Reporting

Budgeting

5.5
5.5
5
3
1
5
5.5
30.5
4.357

5.5
2
3
2
5.5
5
5.5
28.5
4.071

W=

s

77J
i/i2nr-N)-krr

Coordi­
nating

Directing

Planning/
Organizing

5.5
5.5
5
5.5
5.5
5
5.5
37.5
5.357

1
1
5
5.5
5.5
1
5.5
24.5
3.500

5.5
3
1*
5.5
3
2*
1
21.0
3.000

x2 = k(N-l)W

Staffing
2
5.5
5
1
2
5
3
23.5
3.357

H2:

Miscel­
laneous
3
5.5
5
5.5
5.5
5
2
31.5
4.500

♦Null
Responses

2

3

.05 X2(df=6) -12-59 (retained)

T
190.356

* .180

= 7(6).180

= 7.560

aWhen a CSPO provided two task statements that warranted placement in the same category,
the lowest ranked response was classified as a null response.

88
o f respondents was d is ca rd ed and th e d e c is io n was made to In c lu d e
the s e le c te d CSPOs from th e fo llo w -u p group 1n th e In te r v ie w stage
o f th e study and to r e t a in p la n n in g /o r g a n iz in g , a d v is in g /r e p o r t in g ,
and s t a f f in g as th e *ta s k s f o r which s i g n i f i c a n t In c id e n ts would be
c o lle c te d .
C o lle c tio n o f S ig n if ic a n t In c id e n ts
The CSPO's r o le 1s a complex a c t i v i t y ,
study was lim ite d 1n o rd e r to develop e m p iric a l

so th e focus o f th e
In fo rm a tio n a t a

le v e l s p e c ific enough to be o f v a lu e In Id e n t if y in g b eh avio rs CSPOs
can develop o r u t i l i z e

to in c re a s e t h e i r e ff e c t iv e n e s s .

To Id e n ­

t i f y s p e c ific task behaviors a m o d ific a tio n o f th e CIT procedure
was used 1n th a t CSPOs were asked to r e c a ll

s i g n i f i c a n t In c id e n ts

on a d v is in g /r e p o r tin g , p la n n in g /o r g a n iz in g , and s t a f f in g tasks
(r a th e r than on a g en eral aim o f th e CSPO's p o s itio n ) as they
In te ra c te d w ith c h ie f e x e c u tiv e o f f i c e r s .
1n

To enhance p a r t ic ip a t io n

the study and to In s u re a c c u ra te d e s c rip tio n s o f th e in c id e n ts ,

two forms o f th e personal in te r v ie w were used to c o l le c t th e d a ta .
In o rd er to reduce costs and tim e , th e procedure o f using telep h o n e
and f a c e - t o - f a c e In te r v ie w s , and t r e a t in g th e d a ta u n ifo r m ly , was
employed.

T h is procedure was found a c c e p ta b le 1n two o th e r s tu d ie s

th a t were review ed and on which Sudman re p o rte d t h a t Colombatos
found t h a t th e response d iffe r e n c e s between phone and f a c e - t o - f a c e
methods were n e g lig ib le .^

Based on t h e i r q u e s tio n n a ire responses,

^Laurence C. S a r to r , “A Study o f Program P lan nin g P ra c­
tic e s In S tu dent Personnel A d m in is tra tio n " (P h .D . d is s e r t a t io n ,
Michigan S ta te U n iv e r s it y , 1 9 7 0 ), p. 70; P e te rs o n , " E ffe c tiv e n e s s

89
no c le a r p re fe re n c e f o r e i t h e r o f th e personal in te r v ie w methods
was found among th e 42 CSPOs s e le c te d f o r t h is s tu d y , as 10 i n d i ­
cated a p re fe re n c e f o r th e telep h o n e in te r v ie w , 1 0 f o r th e fa c e to -fa c e in te r v ie w , and 2 2 in d ic a te d no p re fe re n c e and l e f t i t up
to the re s e a rc h e r to choose th e method.
In te rv ie w Format and Instru m ents
To a s s is t 1n th e development o f th e in te r v ie w fo rm a t, two
e x p lo ra to ry in te rv ie w s were conducted.

One in te r v ie w was w ith a

former CSPO by tele p h o n e and th e o th e r w ith a CSPO from o u ts id e th e
populatio n under study was conducted f a c e - t o - f a c e .^

These persons

were asked to r e p o r t s i g n i f i c a n t in c id e n ts t h a t occurred as they
in te ra c te d w ith c h ie f e x e c u tiv e o f f i c e r s on th re e a r b i t r a r i l y
selected ta s k s .

Based on th e e x p e rie n c e gained in these i n t e r ­

views, an In te r v ie w fo rm a t based on F la n a g a n 's in te r v ie w model f o r
the CIT

was developed (Appendix H) and an In c id e n t A b s tra c t form

was co n stru cted (Appendix I )

to p ro v id e a w r it t e n record o f the

in c id e n ts provided by th e CSPOs.

A tap e re c o rd e r had been used

during these in te rv ie w s and 1 t was decided to use a tape re c o rd e r,
when a c c e p ta b le to th e CSPO being In te rv ie w e d , to In s u re an a c c u ra te
o f New and Experienced P re s id e n ts ," p. 198; Seymour Sudman, Reduc­
ing th e Cost o f Surveys (C h icag o . 1 1 1 .:
A ld ln e P u b lis h in g C o .,
1967), pp. 6 5 -6 6 .
*The c o o p e ra tio n and suggestions o f D r. R obert Fedore,
A s s is ta n t Dean f o r S tu dent A f f a i r s , C o lle g e o f O s te o p a th ic M edi­
c in e , M ichigan S ta te U n iv e r s ity , fo rm e rly Dean o f Students a t th e
U n iv e rs ity o f Montana, and D r. E v e r e tt C h an d le r, V ic e -P re s id e n t
fo r S tu dent A f f a i r s , C a lif o r n ia P o ly te c h n ic S ta te U n iv e r s it y , a re
g re a tly a p p re c ia te d .
^Flanagan, "The C r i t i c a l

In c id e n t T ech n iq u e," p . 3 4 2.

90
record o f th e In te r v ie w .

S ubseq uen tly, fo u r p i l o t In te rv ie w s w ith

CSPOs from th e sample were conducted using th e th re e I d e n t i f i e d
tasks— a d v is in g /r e p o r t in g , p la n n in g /o r g a n iz in g , and s t a f f i n g — as
the tasks on which th e CSPOs were to r e p o rt s i g n i f i c a n t In c id e n ts .
P ilo t Study
A 10 p erc en t sample o f th e 42 CSPOs s e le c te d f o r In te r v ie w
was chosen.

The CSPOs' la s t names were a lp h a b e tiz e d and th e f i r s t

name s e le c te d from th e 1 1 s t was based on a number taken from a
ta b le o f random numbers; subsequently ev e ry te n th name was
selected u n t i l fo u r names were chosen.

In sch ed uling th e p i l o t

In te rv ie w s one o f th e CSPOs was found to have l e f t h is p o s itio n
and thus an a lt e r n a t e was chosen.

Three o f th e CSPOs 1n th e study

were In te rv ie w e d by telep h o n e and one in person.

The CSPOs I n t e r ­

viewed re p o rte d 15 e f f e c t i v e and 6 In e f f e c t i v e In c id e n ts .

Nine

o f the In c id e n ts d e a lt w ith p la n n in g /o r g a n iz in g , seven w ith
a d v is in g /r e p o r tin g , and f i v e w ith s t a f f i n g .
analyzed to determ in e I f
f ie d .

These In c id e n ts were

t h e i r b e h a v io ra l elem ents could be I d e n t i ­

I t was concluded t h a t th e In te rv ie w s were producing u sa b le

In fo rm atio n and as no s i g n i f i c a n t problems had been encou ntered,
the procedure was judged s a t is f a c t o r y .

One a d d itio n a l In s tru m e n t

developed, based on the p i l o t In te r v ie w e x p e rie n c e , was an
In te rv ie w Record (Appendix J ) to p ro v id e a summary o f each I n t e r ­
view.

The c o lle c tio n o f th e p rim ary data o f th e study was then

undertaken.

Telephone c o n ta c t was made w ith each CSPO's o f f i c e

to arrange th e In te r v ie w d a te , tim e , and method.

During th e

91
scheduling o f In te rv ie w s a n o th e r CSPO was found to have l e f t h is
p o s itio n , which reduced to 36 th e number o f CSPOs a v a ila b le f o r
In te rv ie w .
In te rv ie w Procedure
The 36 CSPOs who were In te rv ie w e d d u rin g th e months o f
October and November, 1975, c o n s titu te d a 73 p e rc e n t sample o f th e
49 CSPOs 1n M ichigan c o lle g e s and u n iv e r s it ie s who were I d e n t i f i e d
and met th e c r i t e r i a

f o r In c lu s io n In th e s tu d y . 1

S ix te e n o f th e

In te rv ie w s were conducted o ver the telep h o n e and 2 0 were conducted
fa c e -to -fa c e .

The fo rm at f o r each In te r v ie w method, w ith th e

exception o f th e opening s ta te m e n t, was th e same.
A t the beginning o f each In te r v ie w , a f t e r th e re s e a rc h e r
had Introd uced h im s e lf, th e purpose o f th e study was review ed w ith
the CSPO and h is perm ission o b ta in e d to tap e re co rd th e In te r v ie w ,
to which none o f th e CSPOs o b je c te d .

The a d v is in g /r e p o r tin g ,

p la n n in g /o rg a n iz in g , and s t a f f in g tasks on which th e CSPOs were
asked to r e l a t e s ig n if ic a n t In c id e n ts were I d e n t i f i e d and th e
method o f t h e i r s e le c tio n was e x p la in e d .

The CSPOS were Inform ed

th a t they w ere. In s o fa r as p o s s ib le , to r e l a t e In c id e n ts on each
o f th e tasks and 1 n which t h e i r b e h a v io r was e i t h e r e f f e c t i v e o r
In e f f e c t iv e 1 n accom plishing th e o b je c tiv e s o f t h e i r In te r a c tio n s
w ith th e c h ie f e x e c u tiv e o f f i c e r o f t h e i r I n s t i t u t i o n s .

The CSPOs

were to ld t h a t each s i g n i f i c a n t In c id e n t th ey re p o rte d :

V h e CSPO s e le c tio n process 1s d escrib ed on pages 7 0 -7 5 .

92
1.

Must have In v o lv e d t h e i r In t e r a c t io n w ith th e c h ie f
e x e c u tiv e o f f i c e r on one o f th e s p e c ifie d tas ks and
may o r may not have in v o lv e d o th e r persons.

2.

May have been o f e i t h e r a s h o rt (a few m in u te s) o r a
long (s e v e ra l months) d u r a tio n .

3.

Must be d is tin g u is h a b le by them as an in c id e n t 1n which
t h e i r b e h a v io r was e i t h e r c l e a r ly e f f e c t i v e o r i n e f f e c ­
t i v e 1 n o b ta in in g t h e i r ta s k o b je c tiv e w ith th e c h ie f
e x e c u tiv e o f f i c e r .

4.

Must have occurred w ith in th e p as t two academic y e a rs
(1 9 7 3 -7 4 ; 1 9 7 4 - 7 5 ) .1

W hile re c o u n tin g the In c id e n ts th e CSPOs were asked to
d escrib e:
1.

B r i e f l y , th e g en eral circum stances th a t led up to th e
In c id e n t.

2.

T h e ir o b je c t lv e ( s ) as th ey in te r a c te d w ith th e c h ie f
e x e c u tiv e o f f i c e r on th e ta s k .

3.

The b e h a v lo r(s ) th ey u t i l i z e d

th a t were e i t h e r e f f e c ­

t i v e o r I n e f f e c t i v e in o b ta in in g t h e i r o b j e c t l v e ( s ) .
4.

O ther persons, 1 f any, who were In v o lv e d 1n th e
In c id e n t.

5.

The approxim ate d a te when th e in c id e n t occurred and
i t s d u r a tio n .

T h is l i m i t a t i o n was Imposed to reduce th e p o s s i b i l i t y th a t
o ld e r in c id e n ts m ight be In c o m p le te ly d es crib ed by th e CSPOs, and
to reduce o b ta in in g o n ly " c r is i s " - t y p e in c id e n ts .

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Once th e In s tr u c tio n s were completed th e CSPOs were g iven
the o p p o rtu n ity to seek c l a r i f i c a t i o n and were reassured t h a t th e
re se arch er would ask a p p ro p ria te q u e stio n s to In s u re t h a t a l l
aspects o f th e In c id e n ts were co vered .

th e

S u bseq uen tly, th e th re e

tasks on which th ey were to re p o rt s i g n i f i c a n t In c id e n ts were
d e fin e d .

The CSPOs were to ld t h a t:
An a d v is in g /r e p o r tin g ta s k 1s th e p ro v id in g o f counsel on

student a f f a i r s ,

1n

p a r t i c u l a r , to th e c h ie f e x e c u tiv e and o th e r

o f f ic e r s o f th e I n s t i t u t i o n and keeping them inform ed on opera­
tio n a l m a tters through d ata c o l le c t i o n , e v a lu a tio n , and re s e a rc h .
A p lan n in g /o rg an 1z1n g ta s k is th e w orking o u t o f th e broad
o u tlin e o f th in g s th a t need to be done and th e method f o r doing them,
and th e e s ta b lis h m e n t o f th e form al p o lic y and s tr u c tu r e by which
student s e rv ic e programs and s e rv ic e s a re e s ta b lis h e d , arra n g e d ,
and operated f o r d e fin e d o b je c tiv e s .
A s t a f f in g ta s k is th e whole personnel fu n c tio n o f b rin g ­
ing 1 n and t r a in in g th e s tu d e n t s e rv ic e s s t a f f and m a in ta in in g
fa v o ra b le c o n d itio n s o f w ork.
The CSPOs were then asked to r e f l e c t upon t h e i r e x p e r i­
ences and c a l l to mind s i g n i f i c a n t In c id e n ts on a d v is in g /r e p o r t in g ,
p la n n in g /o rg a n iz in g , and s t a f f in g tasks t h a t re q u ire d t h e i r I n t e r ­
a c tio n w ith th e c h ie f e x e c u tiv e o f f i c e r and d e s c rib e them to th e
re s e a rc h e r.

For each In c id e n t th e y re p o rte d th e CSPOs were asked

to Id e n t i f y which o f th e th re e tasks th e y were r e p o r t in g .

It

was ex p la in ed to th e CSPOs t h a t , a lth o u g h In r e a l i t y a s p e c ific
in c id e n t m ight c o n ta in dimensions which f i t

seve ra l o f th e s e le c te d

94
ta s k s , f o r purposes o f a n a ly s is i t was Im p o rtan t to c l a s s if y i t
according to th e predom inant ta s k .

The in c id e n ts th ey re p o rte d

were recorded by th e re s e a rc h e r on In c id e n t A b s tra c t form s.
During th e re c o rd in g o f th e in c id e n ts probing q u e stio n s were asked
by th e re s e a rc h e r to In s u re t h a t th e CSPOs i d e n t i f i e d t h e i r beha­
v io rs and covered a l l

fa c e ts o f th e In c id e n ts .

Once th e in c id e n t

c o lle c tio n phase o f th e In te rv ie w s was completed the CSPOs were
asked to In d ic a te th e beh avio rs th e y b e lie v e d t h a t CSPOs needed
to develop in o rd e r to work e f f e c t i v e l y w ith c h ie f e x e c u tiv e
o ffic e r s .

P r io r to te rm in a tin g th e in te rv ie w s th e CSPOs w ere p ro ­

vided an o p p o rtu n ity to comment on th e study and th e procedures
u tiliz e d .

The In fo rm a tio n o b ta in ed from th e 36 In te rv ie w s was

then a n a ly ze d .
A nalysis o f In c id e n ts
The f i r s t step taken 1n th e a n a ly s is phase o f th e study
was to re v ie w each In c id e n t A b s tra c t a g a in s t th e taped reco rd o f
the In te r v ie w to in s u re t h a t th e a b s tr a c t was a c c u ra te , co m p lete,
and 1n p ro p er c h ro n o lo g ic a l sequence.
f in a l In c id e n t A b s tra c t was d eveloped.

Once t h is was done th e
From an In c id e n t A b s tra c t a

3 by 5 Inch S ig n if ic a n t B ehavior card was c re a te d to reco rd th e
CSPO's s i g n i f i c a n t b e h a v io r 1n th e c o n te x t o f th e In c id e n t . 1

The

fo llo w in g fo rm at was used 1 n re c o rd in g th e in fo rm a tio n on th e
S ig n if ic a n t B ehavior c a rd .

F i r s t , th e c h ie f e x e c u tiv e o f f i c e r ' s

V la n a g a n , C r i t i c a l Requirements f o r Research P e rs o n n e l,
p. 18, expressed th e b e l i e f t h a t b eh avio rs should be c l a s s if i e d
w ith reg ard to c o n te x t.

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a c tio n t h a t r e f le c t e d th e e ffe c tiv e n e s s o r in e ffe c tiv e n e s s o f th e
CSPO's In t e r a c t io n was s ta te d , and, second, th e b eh av io r t h a t th e
CSPO m an ifested and judged to be s i g n i f i c a n t 1 was d e s c rib e d .

(See

Figure 3 . 2 . )

2 /P U /I

SP/SS/New

0 9 /I/A R /E F F

The c h ie f e x e c u tiv e o f f i c e r in te rv e n e d in th e s it u a t io n
a f t e r th e CSPO Inform ed him t h a t upon in v e s tig a tio n i t
appeared t h a t a f a c u lt y member was a p p a re n tly m a lig n in g
a stu d e n t s e rv ic e s s t a f f member.

F ig u re 3 . 2 . - - S i g n i f i c a n t B ehavior c a rd .

In th e example g iv e n , th e c h ie f e x e c u tiv e o f f i c e r ' s a c t io n ,
2
asso ciated w ith th e CSPO's b e h a v io r, was to in te rv e n e in th e
s it u a t io n , a f t e r th e CSPO inform ed him t h a t a f a c u lt y member was
a p p a re n tly m a lig n in g a s t a f f member.

A d d it io n a lly , Id e n t if y in g

C o r b a lly , "The C r i t i c a l In c id e n t T ech n iq u e," p . 5 8 ,
cautioned t h a t alth o u g h o th e r b eh avio rs a re excluded from a n a ly s is
when fo cu sin g on s i g n i f i c a n t b e h a v io rs , 1 t 1 s n o t meant to im ply
th a t they a re In c o n s e q u e n tia l.
2
The word a s s o c ia te d 1s stre s s e d to c a l l a t t e n t io n to th e
fa c t th a t no c a u s e -e ffe c t r e la t io n s h ip between CSPO b e h a v io r and
c h ie f e x e c u tiv e o f f i c e r a c tio n is im p lie d .

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In fo rm a tio n was placed on th e S ig n if ic a n t B ehavior c a rd .

The

In fo rm atio n a t the upper r i g h t hand co rn e r o f th e card In d ic a te s
th a t th e In c id e n t was re p o rte d by th e CSPO coded number n in e , 1 t
was th e f i r s t In c id e n t he re p o rte d , and I t was an a d v is in g /
re p o rtin g ta s k t h a t was e f f e c t i v e .

Also l i s t e d on th e card were

personal and I n s t i t u t i o n a l v a r ia b le s t h a t had been I d e n t i f i e d 1 n
previous s tu d ie s , review ed 1n C hapter I I ,

to be r e la t e d to d i f f e r ­

ences in e i t h e r CSPO a t t r i b u t e s , a t t i t u d e s , fu n c tio n s , o r g o a ls .
The I n s t i t u t i o n a l v a ria b le s s e le c te d were le v e l
year o r fo u r y e a r ) , c o n tro l
s iz e .

(two

(p u b lic o r p r i v a t e ) , and e n ro llm e n t

The I n s t it u t io n s in which th e CSPOs served were c l a s s if i e d

In to th re e e n ro llm e n t c a te g o rie s , th e s iz e s o f which were a r b i ­
t r a r i l y s e le c te d .
II

The c a te g o rie s were I

(2001-5000 s tu d e n ts ), and I I I

(1 -2 0 0 0 s tu d e n ts ),

(5001 o r more s tu d e n ts ).

In

Figure 3 . 2 , a t th e upper l e f t o f th e c a rd , th e CSPO 1s I d e n t i f i e d
as servin g in a tw o -y e a r p u b lic i n s t i t u t i o n w ith 2 0 0 0 stu d en ts o r
le s s .
The personal v a r ia b le s s e le c te d were academic area o f th e
CSPO's h ig h e s t earned degree (s tu d e n t personnel and guidance o r
o th e r ), are a o f th e p o s itio n p re v io u s ly held by th e CSPO (s tu d e n t
services o r o t h e r ) , and e x p erie n c e as th e CSPO (new, one to f i v e
years o r e x p e rie n c e d , more than f i v e y e a r s ) .

In F ig u re 3 . 2 , a t

the upper c e n te r o f th e c a rd , th e CSPO 1s I d e n t i f i e d as having
concentrated on s tu d e n t personnel and guidance f o r h is h ig h e s t
earned d eg ree, having held a s tu d en t s e rv ic e s p o s itio n j u s t p r io r

97
to becoming a CSPO, and having served as th e CSPO le s s than f i v e
years.
The n e x t step taken 1n th e a n a ly s is was to s o r t th e S ig ­
n if ic a n t B ehavior cards In to th e ta s k c a te g o rie s .^

Once t h is was

completed cards b e a rin g s im ila r CSPO b eh avio rs were grouped
to g e th e r to form t e n t a t iv e areas o f b e h a v io r.

The placem ents o f

the s ig n if ic a n t b eh avio rs f o r each ta s k were rechecked u n t i l th e
research er was s a t i s f i e d t h a t th e groupings were l o g i c a l , c o n s is ­
te n t, and formed d is c r e t e b e h a v io ra l a re a s .

The process o f form ing

s ig n if ic a n t b e h a v io ra l areas was e ffe c te d by comparing areas o f
behavior across as w e ll as w ith in ta s k s .

Once the f i n a l placem ent

o f the s ig n if ic a n t behaviors was e s ta b lis h e d a g en eral statem en t
fo r each b e h a v io ra l area and i t s
lis h e d .

r e la t io n to th e ta s k was e s ta b ­

Although 1 t 1s a conmon p r a c tic e when u t i l i z i n g

th e CIT

to reduce s im ila r b eh avio rs under a b e h a v io ra l are a to a g e n e ra l­
ized e f f e c t i v e b e h a v io ra l sta tem en t when p re s e n tin g d a ta , I t was
decided to p res en t both e f f e c t i v e and i n e f f e c t i v e In c id e n ts , in
t h e ir a b s tra c te d fo rm , under each ta s k a re a .

T h is method was

judged to be a p p ro p ria te f o r p ro v id in g th e f u l l e s t e x p o s itio n o f
the v a rio u s b eh avio rs used by CSPOs to accom plish t h e i r o b je c tiv e s
as th ey In te r a c te d w ith c h ie f e x e c u tiv e o f f i c e r s .

To p res erve

anonymity 1 t was deemed necessary to u t i l i z e g en eral terms 1 n
Instances where 1 t was f e l t th e s p e c if ic d e t a i l s o f an In c id e n t
might tend to I d e n t i f y e i t h e r th e I n s t i t u t i o n , th e CSPO, o r th e
^Flanagan, "The C r i t i c a l In c id e n t T ec h n iq u e," pp. 3 4 4 -4 5 ,
described th e a n a ly s is o f b e h a v io ra l s ta te m e n ts , which served as
guide f o r th e procedure used In t h is stu d y.

98
c h ie f e x e c u tiv e o f f i c e r .

In a d d it io n , a p p ro p ria te changes 1n

content were made to th e b e h a v io ra l statem ents re p o rte d In th e n ex t
ch apter.
A fte r a ll

th e b e h a v io ra l areas were I d e n t i f i e d , an a n a ly s is

o f th e type ( e f f e c t i v e o r I n e f f e c t i v e ) and frequ en cy o f In c id e n ts
repo rted f o r each ta s k by th e s e le c te d personal and I n s t i t u t i o n a l
v a ria b le s was made to I d e n t i f y p o s s ib le r e p o rtin g d iffe r e n c e s
asso ciated w ith them.

In a d d it io n , th e p a tte rn s o f I n e f f e c t i v e

behavior by b e h a v io ra l area were s tu d ie d f o r cla s s e s o f CSPOs
re p o rtin g the la r g e s t d if fe r e n c e s .

The fin d in g s o f th e a n a ly s is

were re p o rte d 1 n term s o f r e a l numbers and percentages and no
o th e r s t a t i s t i c a l measures were deemed n ecessary.
Summary
Presented In t h is c h a p te r were th e methods used to I d e n t i f y
the behaviors t h a t s e le c te d c h ie f s tu d e n t personnel o f f i c e r s
(CSPO) in M ichigan c o lle g e s and u n iv e r s it ie s p e rc e iv e to be s ig ­
n if ic a n t ( e i t h e r e f f e c t i v e o r i n e f f e c t i v e ) as th e y in te r a c te d w ith
c h ie f e x e c u tiv e o f f i c e r s on s e le c te d ta s k s .
The f i r s t s e c tio n o f th e c h a p te r was devoted to d is cu ss in g
the r a t io n a le f o r s e le c tin g CSPOs 1n M ichigan c o lle g e s and u n i­
v e r s itie s and p re s e n tin g th e methods used to i d e n t i f y th e approp­
r i a t e persons a t th e s e le c te d I n s t i t u t i o n s , d evelo p in g background
data on them, and s o l i c i t i n g t h e i r p a r t ic ip a t io n 1 n th e s tu d y .
I t was re p o rte d t h a t out o f th e 76 CSPOs w ith whom c o n ta c t was
attem p ted , 42 were I d e n t i f i e d who met th e c r i t e r i a

f o r s e le c tio n

99
and were w i l l i n g to p a r t ic ip a t e 1 n th e In te r v ie w stage o f th e
study.
The second s e c tio n o f th e ch a p te r was devoted to th e p ro ­
cedures used to c o l l e c t , c a te g o r iz e , and i d e n t i f y th e th re e most
im portant tasks p e rs o n a lly perform ed by CSPOs who re p o rte d d i r e c t l y
to th e c h ie f e x e c u tiv e o f f i c e r s o f t h e i r I n s t it u t io n s and re q u ire d
the CSPOs' In te r a c tio n w ith them.

I t was re p o rte d t h a t p la n n in g /

o rg a n iz in g , a d v is in g /r e p o r tin g , and s t a f f i n g , in descending o rd e r
o f Im portance, were a s c e rta in e d to be th e th re e most Im p o rta n t
tasks and t h a t th e CSPOs who responded to th e m ail In q u ir ie s made
by th e re s e a rc h e r, as opposed to CSPOs who responded to th e t e l e ­
phone fo llo w -u p , were c o n s is te n t In th e ran kin g s th e y assigned to
tas ks .
The t h ir d s e c tio n o f th e c h a p te r was devoted to d e s c rib ­
ing th e in te r v ie w method u t i l i z e d

to c o l le c t s i g n i f i c a n t In c id e n ts

o f CSP0-ch1ef e x e c u tiv e o f f i c e r ta s k In t e r a c t io n on th e 3 s e le c te d
tasks and th e method o f a n a ly z in g th e In c id e n ts p rovided by th e
36 CSPOs who were In te rv ie w e d e i t h e r f a c e - t o - f a c e o r by te le p h o n e .
The fin d in g s o f th e study a re discussed In C hapter IV , which
fo llo w s .

CHAPTER IV
ANALYSIS OF RESULTS
In tr o d u c tio n
T h is ch a p te r co n ta in s an a n a ly s is o f th e fin d in g s o f th e
study.

In th e f i r s t s e c tio n o f th e ch a p te r th e c h a r a c t e r is t ic s

o f th e 36 c h ie f s tu d e n t personnel o f f i c e r s

(CSPO) who were I n t e r ­

viewed and th e s i g n i f i c a n t In c id e n ts they re p o rte d a re p resen ted
and an a ly zed , in r e l a t i o n to s e le c te d v a r ia b le s .
The second, t h i r d , and fo u r th s e c tio n s o f th e c h a p te r a re
devoted to th e p re s e n ta tio n and a n a ly s is o f s ig n if ic a n t in c id e n ts
o f CSPO-chief e x e c u tiv e o f f i c e r in t e r a c t io n on th e th re e s e le c te d
tasks o f a d v is in g /r e p o r tin g , p la n n in g /o r g a n iz in g , and s t a f f i n g ,
r e s p e c tiv e ly .

In each s e c tio n th e In c id e n ts th e CSPOs re p o rte d on

the s e le c te d ta s k a re presented in a b s tra c te d form under th e s ig ­
n if ic a n t area s o f b eh av io r t h a t were in d u c tiv e ly i d e n t i f i e d f o r
the ta s k .

Then, th e e f f e c t i v e and in e f f e c t i v e in c id e n ts a re

arrayed by s e le c te d v a r ia b le s and th e p a tte rn s o f I n e f f e c t i v e ta s k
areas a re an alyzed in r e l a t i o n to these v a r ia b le s .
The f i f t h

s e c tio n o f th e c h a p te r Is used to p res en t CSPO

comments on s i g n i f i c a n t b eh avio rs In c o n ju n c tio n w ith th e beha­
v io r a l ta s k areas t h a t were I d e n t i f i e d .
The s ix th s e c tio n o f th e c h a p te r c o n ta in s a p re s e n ta tio n
and a n a ly s is o f th e responses th e CSPOs made when asked to i d e n t i f y
100

101
the behaviors CSPOs needed to develop in o rd e r to work e f f e c t i v e l y
w ith c h ie f e x e c u tiv e o f f i c e r s .
The seventh and f i n a l

s e c tio n o f th e c h a p te r 1s devoted

to an a n a ly s is o f (1 ) th e m o d ific a tio n o f th e C r i t i c a l

In c id e n t

Technique (C IT ) as a method to o b ta in In fo rm a tio n on th e b eh av io rs
th a t CSPOs p e rc e iv e to be e i t h e r e f f e c t i v e o r I n e f f e c t i v e as th ey
In t e r a c t w ith c h ie f e x e c u tiv e o f f i c e r s , and ( 2 ) th e procedure o f
using both f a c e - t o - f a c e and telep h o n e methods o f th e personal
in te rv ie w to c o l le c t t h is in fo rm a tio n .
The Sample
C h ie f S tu dent Personnel O ffic e r s
The CSPOs s e le c te d f o r th e study were found to be predom i­
n a n tly m ale, 35 o u t o f 36.

The mean age o f th e male CSPOs was 4 1 .6

years and th e 1 fem ale CSPO who was in te rv ie w e d was 43 y e a rs o f ag e.
Twenty-one o f th e CSPOs served 1n p u b lic tw o -y e a r, e ig h t served
1n

p u b lic fo u r -y e a r , two served 1 n p r iv a te tw o -y e a r, and f i v e

served in p r iv a t e fo u r -y e a r i n s t it u t io n s

in M ic h ig a n . 1

The stu d en t e n ro llm e n t s iz e s o f th e I n s t it u t io n s 1n which
the CSPOs served ranged from a low o f 3 1 2, a t a p r iv a t e tw o -y e a r
2
c o lle g e , to a high o f 4 4 ,9 6 6 a t a p u b lic fo u r -y e a r u n iv e r s it y .
Fourteen o f th e CSPOs served in In s t it u t io n s w ith 2 ,0 0 0 o r few er
V o u r o f th e CSPOs re p o rte d to c h ie f e x e c u tiv e o f f i c e r s
o f branch campuses, two a t tw o -y e a r c o lle g e branches, and two a t
fo u r-y e a r u n iv e r s it y branches.
ZThe 1974-75 D ir e c to r y o f M ichigan In s t it u t io n s o f H ig h er
Education was u t i l i z e d as th e source to I d e n t i f y th e s tu d e n t
en ro lIm en ts o f th e i n s t it u t io n s 1n which the CSPOs se rv ed .

102
students (e n ro llm e n t c l a s s i f i c a t i o n

I),

12 In I n s t it u t io n s w ith

more than 2 ,0 0 0 but les s than 5,001 students (e n ro llm e n t c l a s s i ­
f ic a t io n I I ) ,

and 10 1n I n s t it u t io n s w ith o ve r 5 ,0 0 0 stu d en ts

(e n ro llm e n t c l a s s if i c a t io n

III).

A l l o f th e CSPOs who served 1n

p r iv a te I n s t i t u t i o n s , both two and fo u r y e a r , p rovided s e rv ic e s
to 2 ,0 0 0 students o r le s s a t t h e i r I n s t i t u t i o n s .

The m a jo r ity o f

CSPOs (61 p e rc e n t) 1n p u b lic I n s t i t u t i o n s , both two and fo u r y e a r ,
served more than 2 , 0 0 0 students a t t h e i r I n s t i t u t i o n s , w ith
s l ig h t ly more than 34 p e rc e n t s e rv in g over 5 ,0 0 0 a t t h e i r i n s t i ­
tu tio n s .

(See T ab le 4 . 1 . )

Table 4 . 1 . — Number o f c h ie f stu d e n t personnel o f f i c e r s per
en ro llm en t c l a s s if i c a t io n by c o n tro l and le v e l o f I n s t i t u t i o n s .
Enrollm ent
C la s s if ic a t io n *

P u b lic
2 _Year
4_Year

P r iv a te
2_Year
4 _Year

T o ta l

I

6

1

2

5

14

II

9

3

0

0

12

III

6

4

0

0

10

a I ■ 1 -2 ,0 0 0 s tu d e n ts ; I I
5,001 o r more stu d en ts,

■ 2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ; I I I

The mean number o f ye a rs th e persons In te rv ie w e d had
served as th e CSPOs o f t h e i r I n s t it u t io n s was 5 .4 8 .^

Twenty-one

o f the CSPOs (58 p e rc e n t) had h eld t h e i r p o s itio n s between 1 and
^ I t should be noted t h a t th e mean te n u re o f th e CSPOs
was somewhat e le v a te d by s e le c tin g o n ly CSPOs f o r th e study who
had served f o r one y e a r o r more.

103
5 y e a rs , 12 (33 p e rc e n t) between 5 and 10 y e a r s , and 3 ( 8 p e rc e n t)
fo r over 10 y e a r s .*

The lo n g e s t tim e any CSPO had served 1n th e

p o s itio n was 18 y e a rs .
Using th e t i t l e s

o f t h e i r p reviou s p o s itio n s as an I n d i ­

c a tio n o f th e CSPOs' p reviou s e x p e rie n c e 1n s tu d e n t s e r v ic e s , 1 t
was found t h a t a m a jo r it y , 23 o f them, had held a p o s itio n 1n s tu ­
dent s e rv ic e s Im m ed iately p r i o r to becoming a CSPO.

The mean

number o f months th ese 23 CSPOs h eld t h e i r p revio u s p o s itio n s was
35.

By c o n tro l and le v e l o f the I n s t it u t io n s 1n which th ey se rv ed ,

1 t was found t h a t th e low est p ercentage (38 p e rc e n t) o f CSPOs whose
previous p o s itio n s were 1 n stu d en t s e rv ic e s served 1 n fo u r -y e a r
p u b lic I n s t it u t io n s and th e h ig h e s t percentage (80 p e rc e n t) w ith
previous p o s itio n s 1 n s tu d e n t s e rv ic e s served 1 n fo u r -y e a r p r iv a t e
I n s t it u t io n s .

(See T a b le 4 . 2 . )

By a n a ly z in g th e lo c a tio n o f t h e i r p rev io u s p o s itio n s I t
was determ ined th a t 20 o f th e CSPOs who were in te rv ie w e d had held
t h e ir p revio u s p o s itio n s a t th e In s t it u t io n s

in which th ey were

c u r r e n tly employed, and t h is fin d in g was p a r t i c u l a r l y tr u e f o r
CSPOs 1n p u b lic fo u r -y e a r c o lle g e s and u n i v e r s it i e s , 87 p e rc e n t o f
whom held t h e i r p reviou s p o s itio n s a t th e same i n s t i t u t i o n s .
I t was a s c e rta in e d t h a t th e m a s te r's degree was th e most
p re v a le n t h ig h e s t earned degree f o r th e CSPOs 1n th e s tu d y .
Twenty-one (58 p e rc e n t) o f th e CSPOs had earned a m a s te r's degree
and 15 (41 p e rc e n t) had earned some ty p e o f d o c to r a te .

I t was

V o r subsequent a n a ly s is th e 21 CSPOs who held t h e i r p o s i­
tio n s between 1 and 5 y e a rs were c la s s if i e d new and th e 15 who h eld
t h e i r p o s itio n s o ver 5 ye ars were c l a s s if i e d e x p e rie n c e d .

104
found t h a t CSPOs s e rv in g 1n fo u r -y e a r p u b lic I n s t it u t io n s were most
l i k e l y to hold a d o c to r a te , w ith th e Ph.D. being th e most p re v a le n t
degree f o r th ese CSPOs.

Table 4 . 2 . — Number and percentage o f c h ie f s tu d e n t personnel
o f fic e r s w ith s e le c te d c h a r a c t e r is t ic s by c o n tro l and le v e l o f
In s titu tio n s .
C h a ra c te r1st1ca

P u b lic
—
2 -Y e a r
4 -Y e a r
(N=21)
(N=8 )

P r iv a te
2 -Y e a r
(N=2)

4 -Y e a r
(N=5)

T o ta l

SP

10

(48%)

1 (12%)

0 ( 0 %)

1 (20%)

12

SS

15

(71%)

3 (38%)

1 ( 50%)

4 (80%)

23

New

10

(48%)

6

(75%)

2 (100%)

3 (60%)

21

aSP * guidance and s tu d en t personnel c o n c e n tra tio n s f o r
highest earned degree; SS - p reviou s p o s itio n 1n s tu d e n t s e rv ic e s ;
New * served between one and f i v e ye a rs as CSPO.

By e n ro llm e n t c l a s s i f i c a t i o n ,

1 t was determ ined t h a t 4

o f th e CSPOs who held a d o c to ra te served 1n i n s t it u t io n s w ith 2 ,0 0 0
students o r le s s , 7 In I n s t it u t io n s having from 2,001 to 5 ,0 0 0
s tu d en ts, and 4 1n I n s t it u t io n s w ith o ver 5 ,0 0 0 s tu d e n ts .
Using th e c a te g o rie s developed by Ayers e t a l.^

to c l a s s if y

the CSPOs* areas o f academic c o n c e n tra tio n f o r t h e i r h ig h e s t
degrees, i t was found t h a t 25 (69 p e rc e n t) had earned t h e i r h ig h e s t
degree in th e f i e l d o f e d u c a tio n , o f which 12 (3 3 p e rc e n t) o f th e
CSPOs In d ic a te d t h a t t h e i r areas o f academic c o n c e n tra tio n were
guidance and s tu d e n t p e rs o n n e l.

The rem ainder o f the CSPOs had

^A yers e t a l . , S tu d e n t S e rv ic e s A d m in is t r a t io n , p . 13.

105
earned t h e i r h ig h e s t degrees 1n a v a r ie ty o f o th e r a re a s .

It

was found th a t n e a rly h a l f (48 p e rc e n t) o f the CSPOs In tw o -y e a r
p u b lic In s t it u t io n s re p o rte d guidance and s tu d e n t personnel as th e
area o f c o n c e n tra tio n f o r t h e i r h ig h e s t d e g re e , w h ile o n ly a small
percentage ( 1 2 p e rc e n t) o f those 1 n fo u r -y e a r p u b lic I n s t it u t io n s
reported th e same a re a s .

(See T a b le 4 . 2 . )

T h is l a s t fin d in g may

be d is t o r t e d , g iven th e h ig h e r percentage o f P h .D .s in fo u r -y e a r
In s t it u t io n s who re p o rte d t h e i r a re a o f c o n c e n tra tio n as educa­
tio n a l a d m in is tr a tio n , b u t who may have emphasized s tu d e n t person­
nel s e rv ic e s w ith in t h e i r programs.
The t i t l e s

held by th e CSPOs were a ls o s tu d ie d , and 1 t was

determined th a t 26 (72 p e rc e n t) o f them held some form o f th e t i t l e
dean, w h ile 5 (62 p e rc e n t) o f th e CSPOs in f o u r -y e a r p u b lic c o l­
leges and u n iv e r s it ie s and 3 (1 4 p e rc e n t) o f th e CSPOs 1n p u b lic
tw o-year c o lle g e s held a t i t l e

o f v ic e -p r e s id e n t.

(See T a b le 4 . 3 . )

Table 4 . 3 . — Number o f c h ie f s tu d e n t personnel o f f i c e r s p e r t i t l e
c o n tro l and le v e l o f I n s t i t u t i o n s .
Pub! ic
T 1 t le

2 -Y e a r

V ic e -p re s id e n t
Dean
D ire c to r

by

P r iv a te

4 -Y e a r

2 -Y e a r

4 -Y e a r

T o ta l

3

5

0

0

8

18

2

2

4

26

0

1

0

1

2

As an In d ic a tio n o f how o fte n th e CSPOs In te r a c te d w ith
the c h ie f e x e c u tiv e o f f i c e r s o f t h e i r I n s t i t u t i o n s , th e In fo rm a tio n

106
they provided on th e CSPO Reply Form (Appendix C) was a n a ly z e d .
Twenty (55 p e rc e n t) In d ic a te d t h a t on th e average th ey met w ith th e
c h ie f e x e c u tiv e o f f i c e r in form al s e ttin g s on stu d en t s e rv ic e s
m atters each month between 1 and 5 tim e s , 15 (44 p e rc e n t) between
6

and 10 tim e s , and 1 (le s s than 1 p e rc e n t) from 11 to 15 tim e s .^

The averages, as m ight be exp ected , o f in fo rm a l CSPO in t e r a c t io n
w ith th e c h ie f e x e c u tiv e o f f i c e r on stu d e n t s e rv ic e s m a tte rs were
higher than th e averages o f form al in t e r a c t io n .

Eleven (3 3 p e rc e n t)

o f th e CSPOs In d ic a te d th e y met between 1 and 5 tim e s , 10 (3 0 p e r­
cen t) between 6 and 10 tim e s , w ith th e rem aining 12 (36 p e rc e n t)
In te r a c tin g 11 tim es o r more— th e re p o rte d high being 60 tim es per
month.

(See T ab le 4 . 4 . )

S ig n if ic a n t In c id e n ts
The 36 CSPOs who were in te rv ie w e d p rovided 141 u sab le s ig ­
n if ic a n t In c id e n ts In v o lv in g t h e i r in t e r a c t io n w ith c h ie f e x e c u tiv e
2
o f f ic e r s .
In t o t a l th e CSPOs re p o rte d 94 e f f e c t i v e in c id e n ts
(67 p e rc e n t) and 47 i n e f f e c t i v e in c id e n ts

(33 p e r c e n t).

When the

repo rted In c id e n ts were an alyzed by s e le c te d i n s t i t u t i o n a l v a r i ­
ables I t was noted t h a t CSPOs In tw o -y e a r i n s t it u t io n s re p o rte d
^These fre q u e n c ie s o f in t e r a c t io n a re ap p ro xim atio n s o n ly
and 1n cases where a CSPO provided a range such as 8 to 10 tim es
per month the low f ig u r e was used in th e a n a ly s is .
2
As In te rv ie w s were arranged two CSPOs re p o rte d th e y no
longer re p o rte d d i r e c t l y to th e c h ie f e x e c u tiv e o f f i c e r .
One
CSPO in a fo u r -y e a r p r iv a t e c o lle g e had begun to r e p o rt to an
academic dean, and one CSPO in a tw o -y e a r p u b lic c o lle g e had begun
to re p o rt to a v ic e -p r e s id e n t.
These two CSPOs re p o rte d I n c i ­
dents th a t occurred p r i o r to th e change In t h e i r r e p o rtin g r e l a ­
tio n s h ip to th e c h ie f e x e c u tiv e .

107
Table 4 . 4 . — Number o f c h ie f s tu d e n t personnel o f f i c e r s p e r m onthly
average In t e r a c tio n s w ith c h ie f e x e c u tiv e o f f i c e r s on s tu d e n t
s e rv ic e s m a tte rs by typ e o f s e t t in g .
In te r a c tio n s

Se t t in g ------------Formal
In fo rm a l

1- 5

20

11

6 -1 0

15

10

11-15

1

1

16-20

0

4

21 -25

0

3

2 6 -3 0

0

1

31 o r more

0

3a

36

33b

T o ta l

aThe th re e CSPOs In t h is c a te g o ry re p o rte d average In fo rm a l
In te r a c tio n s o f 3 1 , 5 0 , and 60 tim es p e r month.
bThree CSPOs p rovided noncodable responses. Two responded
they met w ith c h ie f e x e c u tiv e o f f i c e r s as needed and th e o th e r
responded t h a t he met w ith th e c h ie f e x e c u tiv e o f f i c e r Innum erable
tim es.

9 p ercen t more e f f e c t i v e in c id e n ts than d id CSPOs in fo u r -y e a r
in s t it u t io n s .

CSPOs s e rv in g 1n p r iv a t e In s t it u t io n s compared w ith

those s e rv in g 1n p u b lic In s t it u t io n s re p o rte d 7 p e rc e n t le s s e f f e c ­
t iv e In c id e n ts .

By e n ro llm e n t c l a s s if i c a t io n

1 t was noted t h a t

CSPOs se rv in g 1n i n s t it u t io n s in th e f i r s t and second e n ro llm e n t
c la s s if ic a t io n s both re p o rte d 64 p e rc e n t e f f e c t i v e In c id e n ts , w h ile
the CSPOs s e rv in g in In s t it u t io n s

in th e t h ir d e n ro llm e n t c l a s s i ­

f ic a t io n re p o rte d 72 p e rc e n t e f f e c t i v e In c id e n ts .

(See T a b le 4 . 5 . )

108
Table 4 . 5 . — Percentage o f e f f e c t i v e and i n e f f e c t i v e in c id e n ts by
s e le c te d i n s t i t u t i o n a l v a r ia b le s .
E f f e c t iv e

100

V a r ia b le

In e ffe c tiv e

50

100

50
70*

61— 2 Y r— 26

3 0*

61*

33— 4 Y r— 21

39*

68*

77--PU

— 36

32*

61*

17— PR

— 11

39*

64*

34—

I

— 19

36*

64*

29— I I

— 16

36*

72*

31— I I I

--1 2

28*

aPU = p u b lic ; PR ■ p r iv a t e ; I * 1 -2 ,0 0 0 s tu d e n ts ;
2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ; I I I * 5,001 o r more s tu d e n ts .

II *

An a n a ly s is made o f re p o rte d In c id e n ts by s e le c te d CSPO
c h a r a c te r is tic s re v e a le d t h a t CSPOs whose areas o f academic con­
c e n tra tio n f o r t h e i r h ig h e s t degree were s tu d en t personnel and
guidance re p o rte d 18 p e rc e n t more e f f e c t i v e In c id e n ts than d id
CSPOs who had o th e r areas o f academic c o n c e n tra tio n .

A s im ila r

but s m a lle r d iffe r e n c e was found to e x is t when th e area o f th e
CSPOs1 p rev io u s p o s itio n s was c o n s id e re d .

The CSPOs whose p re ­

vious p o s itio n s were 1n stu d e n t s e rv ic e s re p o rte d 7 p e rc e n t more
e f f e c t iv e In c id e n ts than d id those whose p rev io u s p o s itio n s were
1n o th e r a re a s .

R e la t iv e ly no d iff e r e n c e was found In th e p e r­

centage o f e f f e c t i v e In c id e n ts re p o rte d by new (3 3 p e rc e n t) and
experienced (34 p e rc e n t) CSPOs.

(See T ab le 4 . 6 . )

I
109
Table 4 . 6 . — Percentage o f e f f e c t i v e and i n e f f e c t i v e in c id e n ts by
s e le c te d c h ie f stu d en t personnel o f f i c e r c h a r a c t e r is t ic s .
E f f e c t iv e
100

C h a r a c te r is t ic

50

a

In e ffe c tiv e
50

0

78%

39 --S P

60%

55— O th e r— 36

69%

63— SS

— 28

31%

62%

31— O th e r— 19

38%

66 %

5 5 - -New

— 28

67%

39— Exp

— 19

— 11

100

22 %

33%

SP * guidance and stu d e n t personnel c o n c e n tra tio n s f o r
h ighest earned deg ree; SS 9 p revio u s p o s itio n In s tu d en t s e rv ic e s ;
New = served between one and f i v e ye ars as CSPO; Exp - o ver f i v e
years as CSPO.

F i f t y - f i v e o f th e in c id e n ts re p o rte d by th e CSPOs were
c la s s if ie d as a d v is in g /r e p o r t in g , 35 o f which were e f f e c t i v e and
20 i n e f f e c t i v e .

O f th e 47 p la n n in g /o rg a n iz in g In c id e n ts re p o rte d ,

37 were e f f e c t i v e and 10 i n e f f e c i t v e .

The rem aining 39 In c id e n ts

consisted o f 22 e f f e c t i v e and 17 i n e f f e c t i v e s t a f f in g In c id e n ts .
The h ig h e st percentage (79 p e rc e n t) o f e f f e c t i v e In c id e n ts re p o rte d
was on p la n n in g o rg a n iz in g and th e h ig h e s t percentage (4 4 p e rc e n t)
o f In e f f e c t i v e In c id e n ts was on s t a f f in g .^

(See T a b le 4 . 7 . )

^ I t was observed t h a t as th e ranked im portance o f th e
tasks decreased th e percen tag e o f i n e f f e c t i v e in c id e n ts re p o rte d
In creased .

110
Table 4 . 7 . — Percentage o f e f f e c t i v e and i n e f f e c t i v e In c id e n ts by
ta s k s .
Tasks*

E f f e c t iv e
100

50

In e ffe c tiv e

0

100

50

0

64%

35— A/R— 20

36%

79%

37— P /0 — 10

21%

56%

22— S — 17

44%

aA/R = a d v is in g /r e p o r tin g ; P /0 = p la n n in g /o rg a n iz in g ;
S * s t a f f in g .

The month and th e y e a r 1n which th e CSPOs e i t h e r achieved
or f a i l e d to ach ieve t h e i r o b je c tiv e s and th e le n g th o f tim e th a t
elapsed between e s ta b lis h in g ta s k o b je c tiv e s and d ete rm in in g t h e i r
outcomes were an alyzed to I d e n t i f y th e approxim ate age o f th e I n c i ­
dents and t h e i r approxim ate d u r a tio n .

On th e average th e a d v is in g /

re p o rtin g In c id e n ts were 1 2 .4 0 months o ld , when re p o rte d , w ith th e
range being from 34 months to 0 months— having occurred 1n th e month
when the CSPO was In te rv ie w e d .

The average age o f th e s t a f f in g

In c id e n ts was 1 2 .79 months, w ith th e o ld e s t being 33 months and th e
most re c e n t o c c u rrin g In th e month when th e CSPO was In te rv ie w e d .
The p la n n in g /o rg a n iz in g In c id e n ts w ere, on th e av e ra g e , th e o ld e s t
o f th e In c id e n ts r e p o rte d , w ith th e average age being 1 5 .7 6 months,
some 3 months o ld e r than the a d v is in g /r e p o r tin g In c id e n ts .

The age

o f th e p la n n in g /o rg a n iz in g In c id e n ts ranged from 30 months to 1
month.

The o v e r a ll average o f th e In c id e n ts was 1 3 .6 3 months, o r

s l i g h t l y o ver 1 y e a r o ld .

Ill
To d eterm in e th e approxim ate d u ra tio n o f th e In c id e n ts ,
they were ord ered In to c a te g o rie s o f m in u te s , hours, days, weeks,
months, o r y e a rs .

For exam ple, each In c id e n t placed 1n th e minutes

category la s te d le s s than 1 hour; in th e hours c a te g o ry , a t le a s t
60 minutes but less than 24 hours; and so on f o r a l l

th e c a te g o rie s .

The h ig h e st number o f In c id e n ts under each ta s k was in th e months
categ o ry, and th e second h ig h e s t in th e weeks c a te g o ry .

These

two c a te g o rie s co n tain ed 67 p ercen t o f th e re p o rte d in c id e n ts .
(See T ab le 4 . 8 . )

Table 4 . 8 . — Number o f in c id e n ts per d u ra tio n c l a s s if i c a t io n by tasks
D u ratio n
C la s s ific a tio n

A d v is in g /
R ep o rtin g

P la n n in g /
O rg an izin g

S t a f f in g

T o ta l

Minutes

4

3

1

8

Hours

2

1

3

6

Days

8

2

1

11

Weeks

10

10

10

30

Months

24

22

18

64

7

9

6

22

Years

The f a c t t h a t 22 in c id e n ts were re p o rte d as having spanned
a ye ar o r more g ives an In d ic a tio n o f th e c o m p le x ity o f some o f th e
In c id e n ts re p o rte d and th e te n a c ity o f th e CSPOs 1n a tte m p tin g to
achieve c e r t a in o b je c tiv e s .

The b e h a v io ra l components o f th e I n c i ­

dents used by CSPOs to o b ta in t h e i r o b je c tiv e s f o r each o f th e
selected tas ks a re presented 1 n th e fo llo w in g th re e s e c tio n s o f
the c h a p te r.

112
A d v is in g /R e p o rtin g In c id e n ts
Areas o f B ehavior and
In c id e n t A b s tra c ts
The behaviors t h a t th e CSPOs p e rc e iv e d to be s i g n i f i c a n t on
each o f th e 55 a d v is in g /r e p o r tin g In c id e n ts were grouped In t o 6
areas o f e f f e c t i v e and 8 areas o f I n e f f e c t i v e b e h a v io r.

The areas

o f b eh avio r a re In d u c tiv e ly e s ta b lis h e d p a tte rn s o f b e h a v io r t h a t
the CSPOs p erc eiv ed to be e i t h e r e f f e c t i v e o r i n e f f e c t i v e as th ey
In te ra c te d w ith c h ie f e x e c u tiv e o f f i c e r s .

These area s* along w ith

ab s trac ts o f th e In c id e n ts t h a t c o n s titu te d th e b asis f o r t h e i r
Id e n t i f i c a t i o n , a r e g iven below.
I.

E f f e c t iv e
A.

S u b s ta n tia te d recommendations w ith d ata and in fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r re n e g o tia te d th e m aster

labor agreement to p re c lu d e re le a s e d

tim e f o r counselors to

a tte n d

departm ental m e etin g , a f t e r th e CSPO

p resented d a ta showing how

serv ice to students would be Im proved.
2.

The c h ie f e x e c u tiv e o f f i c e r clo sed a re s id e n c e h a l l ,

a f t e r th e CSPO p rovided in c id e n t re p o rts and In fo rm a tio n on th e
cost o f damages to th e h a l l .
3.

The c h ie f e x e c u tiv e o f f i c e r had a com m ittee study th e

p re -e n ro llm e n t program f o r new s tu d e n ts , a f t e r th e CSPO p resented
In fo rm a tio n on th e number o f new stu d en ts who f a i l e d to r e g i s t e r .
4.

The c h ie f e x e c u tiv e o f f i c e r approved payment o f th e c o s t

overrun on a road c o n tr a c t, a f t e r th e
behind th e a d d itio n a l c o n tra c t c o s ts .

CSPOpresented th e fa c ts

113
5.

The c h ie f e x e c u tiv e o f f i c e r took th e recommendation to

change th e I n s t i t u t i o n a l fe e s tr u c tu r e to th e board o f c o n t r o l,
a f t e r th e CSPO presented in fo rm a tio n on th e d i f f i c u l t y ad m in is­
t r a t iv e u n its were having In e x p la in in g th e fe e system to s tu d e n ts .
.

6

The c h ie f e x e c u tiv e o f f i c e r re ve rs ed an e a r l i e r d e c is io n

to r e s t r i c t adm issions, a f t e r th e CSPO re a n a ly ze d th e In fo rm a tio n
given th e c h ie f e x e c u tiv e by an o th e r o f f i c e a g a in s t stu d e n t a t t r i ­
tio n d a ta .
7.

The c h ie f e x e c u tiv e o f f i c e r forw arded com m ittee recom­

mendations on s tu d en t p a r t ic ip a t io n In I n s t i t u t i o n a l governance
endorsed by th e CSPO to th e board o f c o n t r o l, a f t e r th e CSPO o u t­
lin e d th e key Issues and p resen ted a d d itio n a l m a t e r ia ls , which
supported th e recommendations.
8

.

The c h ie f e x e c u tiv e o f f i c e r accepted a recommendation

fo r In c re a s in g adm issions, a f t e r th e CSPO arrang ed f o r th e c h ie f
e x ec u tiv e to meet w ith In d iv id u a ls o u ts id e th e I n s t i t u t i o n who
could p ro v id e In fo rm a tio n on th e b e n e f it o f th e suggested change.
9.

The c h ie f e x e c u tiv e o f f i c e r formed a com m ittee to

review th e s tu d e n t j u d i c i a l system, a f t e r th e CSPO gave th e c h ie f
e x e c u tiv e m a te r ia ls to read on j u d i c i a l systems.
B.

C orroborated recommendations by In d ic a tin g o r o b ta in in g
support from o th e rs
1.

The c h ie f e x e c u tiv e o f f i c e r met w ith a s tu d e n t le a d e r ,

advice he p re v io u s ly r e je c t e d , a f t e r th e CSPO had th e c h ie f execu­
t i v e ’ s a s s is ta n t support th e recommendation t h a t th e c h ie f e x e c u tiv e
must be w i l l i n g to In v o lv e h im s e lf w ith stu d en ts and meet w ith a
student le a d e r who had th re a te n e d a s tu d e n t s t r i k e .

114
2.

The c h ie f e x e c u tiv e o f f i c e r d ir e c te d t h a t th e v o lu n te e r

program be funded when the budget comm ittee had recommended a g a in s t
I t , a f t e r th e CSPO emphasized s tu d e n t, f a c u l t y , and board o f con­
tr o l in t e r e s t in th e program.
3.

The c h ie f e x e c u tiv e o f f i c e r r e je c te d th e proposal o f

a f a c u lt y member to e s ta b lis h a co u nseling program , a f t e r th e
CSPO upon review o f th e proposal recommended a g a in s t 1 t and c ite d
the f a c t t h a t a sta n d in g comm ittee was a g a in s t th e typ e o f program
proposed.
4.

The c h ie f e x e c u tiv e o f f i c e r h ire d th e person th e CSPO

b elieved was best q u a li f i e d f o r an a d m in is tr a tiv e p o s itio n a t th e
I n s t i t u t i o n , a f t e r th e CSPO convinced th e o th e r a d m in is tra to rs o f
the need f o r an open-minded e v a lu a tio n o f th e c a n d id a te s .
5.

The c h ie f e x e c u tiv e o f f i c e r d id not o b je c t, a f t e r th e

CSPO Inform ed him t h a t he was going to ta k e an a c tio n o u ts id e h is
area o f r e s p o n s ib i li t y , f o r th e good o f th e I n s t i t u t i o n , which
was supported by th e business manager.
C.

Provided tim e ly In fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r concurred w ith th e CSPO's

a c tio n s , a f t e r th e CSPO Inform ed him t h a t he had In v e s tig a te d th e
a lle g a tio n t h a t a stu d en t was s e llin g drugs on campus and decided
to r e f e r th e s tu d en t to th e c o u n c il on stu d en t conduct.
2.

The c h ie f e x e c u tiv e o f f i c e r d ir e c te d t h a t a m eeting be

arranged, a f t e r th e CSPO inform ed him o f an o p p o rtu n ity to meet
w ith an agency o f f i c i a l , who would be 1 n town, to check th e

115
I n s t it u t io n 's re v ie w c y c le and p rep are f o r an upcoming a c c r e d ita ­
tio n v i s i t .
3.

The c h ie f e x e c u tiv e o f f i c e r d id n o t b r i e f th e chairman

o f the board o f c o n t r o l, a f t e r th e CSPO m onitored th e a c t i v i t i e s
o f a problem stu d e n t and Inform ed th e c h ie f e x e c u tiv e t h a t th e
student would not a tte n d a m eeting o f th e board o f c o n tr o l.
4.

The c h ie f e x e c u tiv e o f f i c e r co n cu rred , a f t e r th e CSPO

informed him o f a p lan t h a t campus s e c u r ity Intended to subm it f o r
c o n tro llin g damage 1n the re sid en ce h a l l s , which th e CSPO found to
be u n accep tab le, and t h a t h is o f f i c e was p re p a rin g an a lt e r n a t e
plan.
5.

The c h ie f e x e c u tiv e o f f i c e r in te rv e n e d In th e s i t u a t i o n ,

a f t e r th e CSPO Inform ed him t h a t upon in v e s tig a tio n 1 t appeared t h a t
a f a c u lt y member was a p p a re n tly m a lig n in g a stu d e n t s e rv ic e s s t a f f
member.
6

.

The c h ie f e x e c u tiv e o f f i c e r was b e t t e r prepared to

n e g o tia te w ith d em o n strating s tu d e n ts , a f t e r th e CSPO spent tim e
w ith th e stu d en ts and i d e n t i f i e d and Inform ed him o f t h e i r l e g i t i ­
mate concerns.
7.

The c h ie f e x e c u tiv e o f f i c e r e s ta b lis h e d a ta s k fo rc e to

in v e s tig a te m in o r ity s tu d e n t g rie v a n c e s , a f t e r th e CSPO Inform ed
him o f th e s p e c ific s o f th e g rievan ces o b ta in e d through conversa­
tio n s w ith th e stu d en ts and o th e r a d m in is tra to r s .
8

.

The c h ie f e x e c u tiv e o f f i c e r ordered a m o d ific a tio n o f

locker room f a c i l i t i e s , a f t e r th e CSPO advised him t h a t a p o te n tia l
problem was d evelo p in g over unequal f a c i l i t i e s

based on In fo rm a tio n

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he obtained by a tte n d in g a stu d e n t senate d is c u s s io n o f T i t l e

IX

le g is la t io n .
9.

The c h ie f e x e c u tiv e o f f i c e r ap p oin ted a com m ittee to

study th e a t h l e t i c program, a f t e r the CSPO a s c e rta in e d t h a t th e
c h ie f e x e c u tiv e d id not know I t s c o s t and, a f t e r In v e s t ig a t io n ,
raised th e q u e stio n a t a c a b in e t m eeting to dem onstrate t h a t no
one knew I t s re a l c o s t.
D.

Expressed p o s itio n s fr a n k ly
1.

The c h ie f e x e c u tiv e o f f i c e r was b e t t e r prepared f o r

his budget p re s e n ta tio n to th e s ta te f i s c a l agency, a f t e r th e CSPO
fra n k ly expressed h is o p in io n o f th e budget and ro le -p la y e d an
outraged l e g i s l a t o r .
2.

The c h ie f e x e c u tiv e o f f i c e r e x p la in e d th e s it u a t io n

and helped plan a s tr a te g y f o r d e a lin g w ith I t ,

a f t e r th e CSPO

expressed anger o ver s p e c ia l c o n s id e ra tio n g iven by th e c h ie f
execu tive to a townsperson who was i n t e r f e r i n g 1 n I n s t i t u t i o n a l
a ffa ir s .
3.

The c h ie f e x e c u tiv e o f f i c e r a s s is te d th e ve teran s

re p re s e n ta tiv e (f e d e r a l employee) e s ta b lis h h im s e lf on campus,
a f t e r th e CSPO to ld him t h a t h is n e g a tiv e stance on th e assignm ent
o f a v e teran s re p r e s e n ta tiv e would have an adverse e f f e c t on campus
m orale.
4.

The c h ie f e x e c u tiv e o f f i c e r c a lle d back a c o n tra c t he

signed, a f t e r th e CSPO r o u tin e ly review ed 1 t and to ld th e c h ie f
ex e c u tiv e t h a t he f e l t some o f th e c o n d itio n s under th e " b o ile r
p la te " may have escaped h is a t t e n t io n .

117
E.

O btained In p u t and feedback
1.

The c h ie f e x e c u tiv e o f f i c e r supported th e CSPO's p lan

o f a c tio n , a f t e r th e CSPO inform ed th e c h ie f e x e c u tiv e o f h is
decision to g iv e a l e t t e r o f reprim and to an in s u b o rd in a te s t a f f
member, and accepted th e c h ie f e x e c u tiv e 's suggestion to discuss
the l e t t e r o f reprim and w ith th e su b o rd in a te In person.
2.

The c h ie f e x e c u tiv e o f f i c e r accepted th e CSPO's sug­

gested s tr a te g y a f t e r th e CSPO Inform ed him o f women s tu d e n ts '
demands, a s c e rta in e d th e c h ie f e x e c u tiv e 's p o s it io n , and then sug­
gested a s p e c if ic counterp ro po sal to be p resented to th e s tu d e n ts .
3.

The c h ie f e x e c u tiv e o f f i c e r approved th e CSPO's g u id e ­

lin e s f o r th e disbursem ent o f stu d e n t a c t i v i t y fe e m onies, a f t e r
the CSPO discussed h is proposed recommendations w ith th e c h ie f
e x ec u tiv e o f f i c e r b e fo re p u ttin g them in f i n a l w r it t e n fo rm .
4.

The c h ie f e x e c u tiv e o f f i c e r l e t th e CSPO c o r r e c t an

academic u n i t 's schedule d e v ia tio n from th e m aster s c h ed u le, a f t e r
the CSPO re p o rte d th e problem and "sensed" th e c h ie f e x e c u tiv e
d id n 't want to compromise o r become p e rs o n a lly in v o lv e d in th e
problem.
5.

The c h ie f e x e c u tiv e o f f i c e r subsequently approved the

CSPO's p lan to re o rg a n iz e th e s tu d e n t government when th e CSPO
resubm itted th e p la n , a f t e r th e CSPO a s c e rta in e d on th e i n i t i a l
attem pt t h a t th e c h ie f e x e c u tiv e thought tim in g o f th e change was
In a p p ro p ria te .

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F.

P e rs is te d w ith recommendations
1.

The c h ie f e x e c u tiv e o f f i c e r e s ta b lis h e d a com m ittee to

study th e a t h l e t i c program, a f t e r th e CSPO acted as a concerned
member o f th e c o lle g e community and p e r s is t e n t ly used v a rio u s oppor­
t u n it ie s to In fo rm him o f problems and recommend a change In I t s
management.
2.

The c h ie f e x e c u tiv e o f f i c e r gave th e CSPO requested

funds, a f t e r th e CSPO In fo r m a lly and in w r it t e n re p o rts asked f o r
more funds f o r s tu d en t a c t i v i t i e s .
3.

The c h ie f e x e c u tiv e o f f i c e r appointed a com m ittee to

study g ra d u a tio n requirem ents f o r s tu d e n ts , a d v ic e p re v io u s ly
Ignored, a f t e r th e CSPO re su b m itte d a p la n when a s tu d e n t's com­
p la in t about th e requirem ents reached th e board o f c o n tr o l.
II.

I n e f f e c t iv e
A.

Made recommendations based on o p in io n and w ith o u t adequate
in fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r changed th e I n s t i t u t i o n a l

p o lic y and allow ed students to d rin k on campus, a f t e r th e CSPO
expressed th e personal o p in io n t h a t th e stu d en ts would abuse th e
p r iv ile g e .
2.

The c h ie f e x e c u tiv e o f f i c e r decided to le a v e respon­

s i b i l i t y f o r th e i n s t i t u t i o n 's c a ta lo g in th e academic a r e a , a f t e r
th e CSPO presented th e In a d e q u a te ly prepared “ Id e a ," In an admin­
i s t r a t i v e s t a f f m eetin g, t h a t 1 t be assigned to s tu d e n t s e rv ic e s .
3.

The c h ie f e x e c u tiv e o f f i c e r met w ith s tu d e n t le a d e rs

to e x p la in a d i f f e r e n t i a l t u i t i o n p lan and th e Iss u e was subsequently

119
e s c a la te d , a f t e r th e CSPO advised th e c h ie f e x e c u tiv e on th e course
o f a c tio n based on a c o n v e rs a tio n w ith one s tu d e n t le a d e r.
4.

The board o f c o n tro l t o ld the CSPO to go back and

develop a plan o f im p lem entatio n f o r a recommendation, a f t e r th e
CSPO presented them w ith a suggested change in i n s t i t u t i o n a l p o lic y
from a s t u d e n t- fa c u lty com m ittee, a f t e r " c le a r in g " i t w ith th e
c h ie f e x e c u tiv e .^
B.

Made reconmendations t h a t lacked support o f o th e rs
1.

The c h ie f e x e c u tiv e o f f i c e r d id not fund a rem edial

English program, because th e CSPO was unable to n e u t r a liz e the
neg ative p o s itio n o f th e f a c u lt y toward the program.
2.

The c h ie f e x e c u tiv e o f f i c e r continued to fo llo w th e

recommendation o f th e a d m in is tr a tiv e group, which th e CSPO had
determined to be in a p p r o p r ia te , a f t e r the CSPO f a i l e d to con­
vince th e a d m in is tr a tiv e group th a t th e a c tio n th e y recommended
would r e s u lt in a union g rie v a n c e .
3.

The c h ie f e x e c u tiv e o f f i c e r d id not a c t on th e CSPO's

advice t h a t academic a d v is in g be assigned to s tu d en t s e rv ic e s ,
a f t e r th e CSPO documented th e need because he d id not overcome
fa c u lty re s is ta n c e to th e change.
C.

F a ile d to p ro v id e in fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r t o ld th e CSPO to g e t busy

and fin d o u t what was going on, a f t e r th e CSPO was unable to answer
^Although t h is In c id e n t is not d i r e c t l y concerned w ith
CSP0-ch1ef e x e c u tiv e o f f i c e r i n t e r a c t io n , th e p o s s ib le e f f e c t
such In c id e n ts could have on CSPOs' e ffe c tiv e n e s s w ith c h ie f
execu tives w arran ted i t s r e t e n t io n .

120
the c h ie f e x e c u tiv e 's q u estio n s about a m eeting to l e g a l i z e m a ri­
juana to be h eld on campus.
2.

The board o f c o n tro l was " s u rp ris e d "

n o tifie d them t h a t h e a lth c e n te r p h y s ic ia n s were
q u it,

a fte r

when th e

CSPO

th re a te n in g to

th e CSPO had inform ed th e c h ie f e x e c u tiv e o f f i c e r but

f a ile d to p ro v id e them in fo rm a tio n on th e problems d evelo p in g
between p h y sician s and th e i n s t i t u t i o n . 1
D.

D isregarded s it u a t io n a l
1.

fa c to r s

The c h ie f e x e c u tiv e o f f i c e r inform ed th e CSPO t h a t

1t

was not h is area o f concern when th e CSPO ad vised him to te rm in a te
a fa c u lty member he r e c r u it e d , a f t e r th e CSPO p resen ted documented
stu d en ts 1 co m p lain ts about th e person.
2.

The c h ie f e x e c u tiv e o f f i c e r ignored th e CSPO's a d v ic e

to reduce emphasis on an academic program, a f t e r th e CSPO p resen ted
cost b e n e fit data on th e program, which was d ir e c te d by a person
who had a c lo s e r e la t io n s h ip w ith th e c h ie f e x e c u tiv e , to demon­
s tr a te t h a t e x p e n d itu re s exceeded income.
3.

The c h ie f e x e c u tiv e o f f i c e r d id not change th e i n s t i ­

tu tio n a l p o lic y and a llo w stu d en ts to d rin k on campus, a f t e r th e
CSPO u t i l i z e d m onetary and s o c io lo g ic a l arguments in an a tte m p t to
convince th e c h ie f e x e c u tiv e , who had stro n g em otional o b je c tio n
to students d rin k in g on campus, to do so.

A lth o u g h t h is in c id e n t is not d i r e c t l y concerned w ith
CSPO-chlef e x e c u tiv e o f f i c e r I n t e r a c t io n , th e p o s s ib le e f f e c t
such in c id e n ts could have on CSPOs' e ffe c tiv e n e s s w ith c h ie f
executives w arran ted I t s r e t e n t io n .

121
E.

E s ta b lis h e d a n e g a tiv e p o s itio n
1.

The c h ie f e x e c u tiv e o f f i c e r p e rs is te d w ith th e d ir e c t io n

th a t th e CSPO t e l l

th e s tu d e n t newspaper to " s o fte n " i t s p o s itio n on

the handling o f s tu d e n t a c t i v i t y fe e monies, a f t e r th e CSPO attem p ted
to dissuade him by ad vo catin g th e r o le o f th e s tu d e n t p re s s .
2.

The c h ie f e x e c u tiv e o f f i c e r in s is te d on th e developm ent

o f d e ta ile d q u a r t e r ly a t t r i t i o n

s tu d ie s , a f t e r th e CSPO argued t h a t

the tim e spent would be b e t t e r used w orking w ith stu d en ts on campus.
3.

The c h ie f e x e c u tiv e o f f i c e r in s is te d t h a t th e CSPO develop

g u id e lin e s f o r n o ise p o llu t io n , a f t e r th e CSPO argued th e y would be
in a p p ro p ria te and th e s u b je c t was o u ts id e h is area o f knowledge.
4.

The c h ie f e x e c u tiv e o f f i c e r u t i l i z e d th e s e rv ic e s o f

ano u ts id e c o n s u lta n t,

a f t e r th e CSPO se n t a w r it t e n argument and

p e rs o n a lly met w ith him to convince him n o t change th e "flo w " o f
the i n s t i t u t i o n 's f in a n c ia l a id s process.
5.

The c h ie f e x e c u tiv e o f f i c e r r e i n s t it u t e d a program

w ith a p re v io u s ly unsuccessful a d m in is tr a tiv e fram ew ork, a f t e r th e
CSPO advised him th e a d m in is tra tio n should be changed, but d id not
submit a p la n u n t i l th e t h ir d tim e th e c h ie f e x e c u tiv e requested 1 t .
F.

F a ile d to o b ta in feedback
1.

The c h ie f e x e c u tiv e o f f i c e r asked th e CSPO to e x p la in

the stu d en t senate budget to th e

board o f c o n t r o l, a f t e r th e CSPO

had Inform ed him by tele p h o n e th a t th e budget would n o t be f i n a l ­
ized u n t i l a f t e r th e board m e etin g , but f a i l e d to o b ta in feedback
to assure h is u n d ersta n d in g .

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G.

Provided in fo rm a tio n 1n th e wrong s e ttin g
1.

The c h ie f e x e c u tiv e o f f i c e r became u p s e t, a f t e r th e CSPO

provided him w ith in fo rm a tio n he had requested on a p o l i t i c a l problem
In the community a t a m eeting a tte n d ed by o th e r a d m in is tr a to r s .
H.

F a ile d to p e r s is t w ith a recommendation
1.

The c h ie f e x e c u tiv e o f f i c e r d id not g iv e th e CSPO re p re s e n t

tio n 1n th e budget a llo c a t io n pro cess, a f t e r th e CSPO f a i led to p e r s is t in
attem pting to convince him th a t i t would g iv e credence to th e pro cess.
P attern s o f I n e f f e c t i v e Behavior
A f t e r id e n t if y in g th e s i g n i f i c a n t areas o f b eh av io r on
a d v is in g /re p o rtin g ta s k s , th e n ext a n a ly s is undertaken was to
determine I f d iffe r e n c e s e x is te d in th e percentages o f I n e f f e c t i v e
In c id e n ts re p o rte d by CSPOs in d i f f e r e n t i n s t i t u t i o n a l s e ttin g s
and w ith d i f f e r e n t personal c h a r a c t e r is t ic s and to a s c e r ta in 1 f
p attern s o f I n e f f e c t i v e b e h a v io r were a s s o c ia te d w ith any d i f f e r ­
ences found.
in s t it u t io n s

The f i r s t se ts o f comparisons made were based on th e
1n which th e CSPOs served .

On the b asis o f th e le v e l

(See T a b le 4 . 9 . )

(tw o y e a r o r fo u r y e a r ) o f i n s t i ­

t u tio n , I t was found t h a t th e CSPOs who served in fo u r -y e a r I n s t i ­
tu tio n s re p o rte d a h ig h e r percentage o f I n e f f e c t i v e in c id e n ts than
did th e CSPOs who served in tw o -y e a r I n s t it u t io n s
versus 29 p e r c e n t).

(4 6 p e rc e n t

I t was found t h a t 81 p e rc e n t o f th e I n e f f e c ­

t iv e In c id e n ts from th e CSPOs 1n fo u r -y e a r I n s t it u t io n s were w ith in
* I t was found t h a t th e average number o f i n e f f e c t i v e a d v is in g /
re p o rtin g In c id e n ts p e r th e 13 CSPOs in fo u r -y e a r I n s t it u t io n s was
.89 compared to .3 9 f o r th e 23 CSPOs in tw o -y e a r i n s t i t u t i o n s .

123
Table 4 . 9 . — Percentage o f e f f e c t i v e and i n e f f e c t i v e a d v is in g /
re p o rtin g In c id e n ts by s e le c te d I n s t i t u t i o n a l v a r ia b le s .
V a ria b le ®

E f f e c t iv e

In e ffe c tiv e

100

50

50

100

71%

29%

54%

22— 2 Y r— 9
13— 4 Y r— 11

67%

2 8 — PU — 14

33%

54%

7 - - PR — 6

46%

15—

58%

I — 11

46%

42%

67%

8— I I

— 4

33%

71%

12— I I I

— 5

29%

|

a PU * p u b lic ; PR = p r iv a t e ; I = 1 -2 ,0 0 0 s tu d e n ts ; I I
2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ; I I I = 5,001 o r more s tu d e n ts .

the fo u r b e h a v io ra l areas

of

Made

=

recomnendatlons based on o p in ­

ion and w ith o u t adequate in fo rm a tio n , Made recomnendatlons th a t
lacked support o f o th e r s , D isreg arded s it u a t io n a l f a c t o r s , and
E stablished a n e g a tiv e p o s it io n , which co n tain e d the h ig h e s t num­
ber o f in c id e n ts .

(See T a b le 4 . 1 0 . )

A s m a lle r d if fe r e n c e was found when th e c o n tro l

(p u b lic

or p r iv a t e ) o f th e i n s t it u t io n s in which th e CSPOs served was th e
v a r ia b le .

Of th e 42 a d v is in g /r e p o r tin g In c id e n ts re p o rte d by th e

CSPOs 1n p u b lic I n s t i t u t i o n s , 33 p e rc e n t were i n e f f e c t i v e compared
to 46 p ercen t o f th e 13 In c id e n ts re p o rte d by CSPOs In p r iv a t e

124
Table 4 . 1 0 . — Number o f a d v is in g /r e p o r tin g In c id e n ts p e r I n e f f e c t i v e
b e h a v io ra l area by s e le c te d I n s t i t u t i o n a l v a r ia b le s .
I n e f f e c t i v e Area*5
V a ria b le

T o ta l

A

B

C

D

E

F

G

H

2 Yr
4 Yr

2
2

1
2

1
1

1
2

2
3

1
0

1
0

0
1

9
11

PU
PR

1
3

3
0

2
0

1
2

4
1

1
0

1
0

1
0

14
6

I
II
III

4
0
0

2
0
1

1
0
1

1
2
0

2
1
2

1
0
0

0
0
1

0
1
0

11
4
5

aPU « p u b lic ; PR = p r iv a t e ; I = 1 - 2 , 000 students «
I I - 2 ,0 0 1 -5 , 000 students ; I I I = 5,001 or more s tu d e n ts .
•

A 3 Made recommendations based on o p in io n and w ith o u t
adequate In fo rm a tio n ; B 3 Made recommendations t h a t lacked sup­
p ort o f o th e rs ; C = F a ile d to p ro v id e In fo rm a tio n ; D = D isregarded
s itu a tio n a l fa c to r s ; E = E s ta b lis h e d a n e g a tiv e p o s itio n ; F =
F a ile d to o b ta in feedback; 6 = Provided In fo rm a tio n 1n th e wrong
s e ttin g ; H * F a ile d to p e r s is t w ith a reconvnendatlon.

in s t it u t io n s .^

F i f t y p e rc e n t o f th e I n e f f e c t i v e in c id e n ts from

the CSPOs 1n p r iv a t e In s t it u t io n s were 1n th e area o f Made recom­
mendations based on o p in io n and w ith o u t adequate In fo rm a tio n and
33 p erc en t in th e area D isreg arded s it u a t io n a l f a c t o r s .

In

c o n tra s t, CSPOs 1n p u b lic In s t it u t io n s alo n e p rovided s e v e ra l
In c id e n ts 1n the b e h a v io ra l areas Made recommendations t h a t lacked
support o f o th e rs and F a ile d to p ro v id e in fo rm a tio n .

In a d d it io n ,

the area E s ta b lis h e d a n e g a tiv e p o s itio n had th e la r g e s t s in g le
I t was found th a t th e average number o f In e f f e c t i v e
a d v is in g /r e p o r tin g In c id e n ts re p o rte d per th e 29 CSPOs In p u b lic
In s t it u t io n s was .54 compared to .8 6 f o r th e 7 CSPOs 1n p r iv a t e
In s t it u t io n s .

125
percentage (29 p e rc e n t) o f th e I n e f f e c t i v e in c id e n ts p ro vid ed by
CSPOs In p u b lic i n s t i t u t i o n s .
An a n a ly s is o f th e percentages o f e f f e c t i v e and I n e f f e c ­
t iv e In c id e n ts based on th e s iz e c la s s if ic a t io n s on th e I n s t i ­
tu tio n s 1n which th e CSPOs served re v e a le d t h a t as th e s iz e o f
the c la s s if i c a t io n in creased th e percen tag e o f I n e f f e c t i v e I n c i ­
dents decreased.

CSPOs se rv in g in i n s t it u t io n s

enrollm ent c l a s s if i c a t io n

in th e f i r s t

(1 - 2 ,0 0 0 s tu d e n ts ) c l a s s if i e d 42 p e r­

cent o f th e 26 a d v is in g /r e p o r tin g In c id e n ts as I n e f f e c t i v e .

The

CSPOs s e rv in g In in s t it u t io n s in th e second e n ro llm e n t c l a s s i f i ­
ca tio n ( 2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ) i d e n t i f i e d 33 p e rc e n t o f 12 i n c i ­
dents as I n e f f e c t i v e , and CSPOs s e rv in g 1n i n s t it u t io n s 1n th e
th ir d e n ro llm e n t c l a s s if i c a t io n

(o v e r 5 ,0 0 0 s tu d e n ts ) c la s s if ie d

29 percent o f 17 in c id e n ts as i n e f f e c t i v e . 1
in I n s t it u t io n s

The CSPOs s e rv in g

In th e f i r s t e n ro llm e n t c l a s s if i c a t io n provided

fo u r (36 p e rc e n t) and th e o n ly In c id e n ts under th e area Made
recommendations based on o p in io n and w ith o u t adequate In fo rm a tio n ,
and two In c id e n ts each in th e areas Made recommendations th a t
lacked support o f o th e rs and E s ta b lis h e d a n e g a tiv e p o s it io n .
The CSPOs whose In s t it u t io n s were 1n th e second e n ro llm e n t c la s ­
s if ic a t io n provided two In c id e n ts (5 0 p e rc e n t) under D isreg arded
s itu a tio n a l f a c t o r s , w h ile th e CSPOs whose in s t it u t io n s were 1n
the t h ir d e n ro llm e n t c l a s s if i c a t io n p ro vided two In c id e n ts
** It was found t h a t th e average number o f In e f f e c t i v e
a d v is in g /r e p o r tin g in c id e n ts re p o rte d p er th e 14 CSPOs 1n th e
f i r s t e n ro llm e n t c l a s s if i c a t io n was .7 9 , compared to .3 3 f o r
the 12 CSPOs 1n th e second e n ro llm e n t c l a s s if i c a t io n and .5 0
fo r th e 10 CSPOs in th e t h ir d e n ro llm e n t c l a s s i f i c a t i o n .

126
(40 p e rc e n t) under E s ta b lis h e d a n e g a tiv e p o s it io n , and s in g u la r
In c id e n ts under s e v e ra l o th e r a re a s .

When th e percentages o f

In e f f e c t iv e In c id e n ts re p o rte d by th e CSPOs were an alyzed on th e
basis o f s e le c te d CSPO c h a r a c t e r is t ic s , d iffe r e n c e s were a ls o
found to e x i s t .

(See T ab le 4 . 1 1 . )

Table 4 . 1 1 . — Percentage o f e f f e c t i v e and I n e f f e c t i v e a d v is in g /
re p o rtin g In c id e n ts by s e le c te d c h ie f stu d e n t personnel o f f i c e r
c h a r a c t e r is t ic s .
E f f e c t iv e

100

C h a r a c te r is t ic

a

In e f f e c t i v e

50

50
72%

13— sp

59%

22— O th e r— 15

67%

24— SS

— 12

33%

58%

11— O th e r -- 8

42%

58%

19— New

— 14

73%

16— Exp

— 6

100

— 5

27%

SP ■ guidance and s tu d e n t personnel c o n c e n tra tio n s f o r
highest earned degree; SS * p rev io u s p o s itio n In s tu d en t s e rv ic e s ;
New - served between one and f i v e y e a rs as CSPO; Exp = o ver f i v e
years as CSPO.

The CSPOs whose areas o f academic c o n c e n tra tio n f o r t h e i r
h ig hest degrees were o th e r than s tu d e n t personnel and guidance
repo rted a h ig h e r percentage o f I n e f f e c t i v e a d v is in g /r e p o r tin g
in c id e n ts than d id those whose areas o f academic c o n c e n tra tio n

127
were In these areas (41 p erc en t versus 28 p e rc e n t).^

S ix ty -s e v e n

percent o f th e In c id e n ts p rovided by th e CSPOs whose h ig h e s t
degrees were 1n areas o th e r than s tu d e n t personnel and guidance
were 1n th e th re e areas o f Made recomnendatlons based on o p in io n
and w ith o u t adequate in fo rm a tio n . D isreg arded s it u a t io n a l f a c t o r s ,
and E s ta b lis h e d a n e g a tiv e p o s it io n .

(See T a b le 4 . 1 2 . )

Table 4 . 1 2 . — Number o f a d v is in g /r e p o r tin g in c id e n ts p er I n e f f e c t i v e
b ehavioral area by s e le c te d c h ie f stu d e n t personnel o f f i c e r c h a r­
a c te r is tic s .
I n e f f e c t i v e Area**
C h a r a c te r is tic

T o ta l

A

B

C

D

E

F

G

H

SP
O ther

0
4

1
2

0
2

0
3

2
3

1
0

1
0

0
1

5
15

SS
O ther

2
2

2
1

0
2

2
1

4
1

1
0

1
0

0
1

12
8

New
Exp

2
2

3
0

2
0

2
1

3
2

1
0

0
1

1
0

14
6

SP = guidance and stu d e n t personnel c o n c e n tra tio n s f o r
highest earned degree;
SS = p rev io u s p o s itio n in s tu d en t s e rv ic e s ;
New » served between one and f i v e ye a rs as CSPO; Exp = o ver f i v e
years as CSPO.
bA = Made recomnendatlons based on o p in io n and w ith o u t ade­
quate in fo rm a tio n ; B = Made recommendations th a t lacked support o f
o th e rs; C = F a ile d to p ro v id e in fo rm a tio n ; D = D isreg arded s it u a ­
tio n a l f a c to r s ; E = E s ta b lis h e d a n e g a tiv e p o s itio n ; F = F a ile d to
o b tain feedb ack; G = Provided In fo rm a tio n in th e wrong s e t t in g ;
H = F a ile d to p e r s is t w ith a recommendation.

I t was found t h a t th e average number o f I n e f f e c t i v e
a d v is in g /r e p o r tin g in c id e n ts per th e 10 CSPOs whose areas o f
academic c o n c e n tra tio n were stu d e n t personnel and guidance was
.50 compared to 1 .3 6 f o r th e 11 CSPOs whose academic c o n c e n tra ­
tio n was in o th e r a re a s .

128
Of th e 19 a d v is in g /r e p o r tin g In c id e n ts p rovided by CSPOs
whose previous p o s itio n s Im m ed iately p r io r to becoming CSPOs
were 1n areas o th e r than s tu d en t s e r v ic e s , 42 p e rc e n t were I n e f ­
fe c tiv e

compared to 33 p erc en t o f th e 36 In c id e n ts p ro vid ed by

CSPOs who had occupied s tu d e n t s e rv ic e s p o s itio n s j u s t p r i o r to
becoming CSPOs.^

In t h is In s ta n c e I t was found t h a t 50 p e rc e n t

o f th e In c id e n ts p rovided by th e CSPOs whose p reviou s p o s itio n s
were not In stu d en t s e rv ic e s were In th e areas o f Made recommen­
dations based on o p in io n and w ith o u t adequate In fo rm a tio n and
F a ile d to p ro vid e In fo rm a tio n , w h ile th e predom inant s in g le area
fo r In c id e n ts p rovided by CSPOs who p re v io u s ly held s tu d e n t s e r­
vices p o s itio n s was E s ta b lis h e d a n e g a tiv e p o s itio n

(27 p e r c e n t).

The g r e a te s t d iffe r e n c e found 1n th e percentages o f
In e f f e c t iv e In c id e n ts , provided on a d v is in g /r e p o r tin g by CSPO
c h a r a c t e r is t ic , was between new and experienced CSPOs.

The new

CSPOs, those who had served between 1 and 5 y e a r s , re p o rte d 42
percent o f 33 In c id e n ts as I n e f f e c t i v e compared to 27 p e rc e n t o f
22 In c id e n ts f o r experienced CSPOs, those who had served o ver 5
2
y e a rs .
F o rty -tw o p e rc e n t o f th e In c id e n ts p rovided by th e new
CSPOs were 1n th e areas o f Made recommendations t h a t lacked
support o f o th e rs and E s ta b lis h e d a n e g a tiv e p o s it io n .

^ I t was found t h a t th e average number o f I n e f f e c t i v e
a d v ls in g /re p o rt1 n g In c id e n ts per th e 15 CSPOs whose p revio u s p o s i­
tio n s were 1n s tu d e n t s e rv ic e s was .8 0 compared to 1 .3 3 f o r th e
6 CSPOs whose p reviou s p o s itio n s were 1n o th e r a re a s .
2
I t was found t h a t th e average number o f I n e f f e c t i v e
a d v is in g /r e p o r tin g In c id e n ts per th e 10 CSPOs who were new was
1 .4 0 compared to .5 5 f o r th e 11 CSPOs who were e x p e rie n c e d .

129
P la n n in g /O rg a n iz in g In c id e n ts
Areas o f B ehavior and
In c id e n t A b s tra c ts '
The b eh avio rs t h a t th e CSPOs p erc eiv ed to be s i g n i f i c a n t on
each o f th e 47 p la n n in g /o rg a n iz in g in c id e n ts were grouped In to
6 areas o f e f f e c t i v e b e h a v io r and 7 areas o f In e f f e c t i v e b e h a v io r.
These a re a s , along w ith a b s tr a c ts o f th e In c id e n ts t h a t gave r i s e
to t h e i r developm ent, a re p resented below.
I.

E f f e c t iv e
A.S u b s ta n tia te d
1.

a proposed
mented

proposals w ith d ata and in fo rm a tio n

The c h ie f e x e c u tiv e o f f i c e r gave stro n g support to
program to se rv e low a c h ie v e rs , a f t e r th e CSPO docu­

th e need f o r th e program by p re s e n tin g d ata on low a c h ie v e rs

a t the I n s t i t u t i o n .
2.

The c h ie f e x e c u tiv e o f f i c e r approved a proposed plan

fo r Im proving h e a lth s e rv ic e s , a f t e r th e CSPO presented survey
In fo rm a tio n on f a c u lt y Involvem ent in h e a lt h - r e la t e d in c id e n ts .
3.

The c h ie f e x e c u tiv e o f f i c e r accepted a new p la n o f

o p e ra tio n f o r stu d e n t s e r v ic e s , a f t e r th e CSPO made an o b je c ­
t iv e p re s e n ta tio n o f data showing th e s tu d e n t s h i f t to n ig h t and
p a rt-tim e s ta tu s .
4.

The c h ie f e x e c u tiv e o f f i c e r approved th e e s ta b lis h m e n t

o f a placement s e r v ic e , a f t e r th e CSPO p resented In fo rm a tio n on
the problems students were h a v in g , th e In te r im procedures
developed to a s s is t s tu d e n ts , and co s t p ro je c tio n s o f th e s e r v ic e .

130
5.

The c h ie f e x e c u tiv e o f f i c e r approved th e r e a f f ir m a ­

tio n o f an I n s t i t u t i o n a l

p o lic y and th e pro m u lg atio n o f th e

revised ex ce p tio n s p ro ced u re, a f t e r th e CSPO p resented c o lla t e d
data on s tu d e n ts ' requ ests f o r e x c e p tio n s .
6.

The c h ie f e x e c u tiv e o f f i c e r undertook th e development

of a new funding source f o r a program, a f t e r th e CSPO had a
re p o rt prepared which documented th e f a c t t h a t th e program had not
received c o n s is te n t fu n d in g .
7.

The c h ie f e x e c u tiv e o f f i c e r p rovided a d d itio n a l

funding to expand an adm issions program, a f t e r th e CSPO provided
data on th e co st b e n e f it o f th e e x is t in g o p e ra tio n showing th e
revenues i t g e n e ra te d .
8.

The c h ie f e x e c u tiv e o f f i c e r approved reducing th e

manpower a t r e g i s t r a t i o n , a f t e r th e CSPO in d ic a te d th e proposed
plan o f o p e ra tio n would save s e v e ra l thousands o f d o lla r s in
s t a f f tim e .
9.

The c h ie f e x e c u tiv e o f f i c e r approved s h i f t in g p a r t o f

the work load to an o th e r o p e ra tio n from a u n it t h a t had been
au th o rized a d d itio n a l fu n d in g , a f t e r th e CSPO documented th e
fa c t th a t work pressures b u i l t on th e u n it b e fo re a n tic ip a te d
" c r i t i c a l " s tu d e n t numbers were reached.
10.

The c h ie f e x e c u tiv e o f f i c e r adopted a Management by

O b jectives process f o r i n s t i t u t i o n a l p la n n in g , a f t e r th e CSPO
demonstrated and documented i t s e ffe c tiv e n e s s w ith in stu d e n t
s e rv ic e s .

131
B.

C o rrob o rated proposals and a c tio n s by In d ic a tin g and
o b ta in in g support from o th e rs
1.

The c h ie f e x e c u tiv e o f f i c e r accepted the CSPO's

proposal to Improve s e rv ic e s to stu d en ts 1n m a rrie d housing,
a f t e r th e CSPO gained th e support o f th e m arried s tu d e n ts ' organ­
iz a t io n .
2.

The c h ie f e x e c u tiv e o f f i c e r accepted th e id ea o f

re o rg a n izin g s tu d e n t s e rv ic e s , a f t e r th e CSPO subm itted a w r it t e n
plan which was g iv en gen eral support by th e a d m in is tr a tiv e c o u n c il.
3.

The c h ie f e x e c u tiv e o f f i c e r approved ta k in g a p ro ­

posal f o r a new degree program f o r n o n tr a d ltlo n a l stu d en ts to th e
board o f c o n t r o l, a f t e r th e CSPO o b ta in ed support from th e dean o f
In s tr u c tio n .
4.

The c h ie f e x e c u tiv e o f f i c e r approved a p la n to have

counselors teach a c r e d it course disapproved by th e c u rric u lu m
co n m lttee, a f t e r th e CSPO o b ta in ed the support o f th e deans o f
general and v o c a tio n a l ed u catio n f o r th e co u rse.
5.

The c h ie f e x e c u tiv e o f f i c e r approved o f th e i n s t a l ­

la tio n o f a com puterized r e g is t r a t io n and admissions system,
a f t e r th e CSPO gained th e support o f th e c h ie f e x e c u tiv e 's
c a b in e t and in s t r u c t io n a l p e rs o n n e l.
6.

The c h ie f e x e c u tiv e o f f i c e r a u th o riz e d the d ev elo p ­

ment o f a day c a re c e n te r , a f t e r th e CSPO w ith f a c u lt y support
convinced th e c h ie f e x e c u tiv e and h is c a b in e t o f I t s v a lu e f o r
student l i f e .

132
7.

The c h ie f e x e c u tiv e o f f i c e r approved th e p la n n in g ,

development, and o p e ra tio n o f a new s tu d e n t c e n te r , a f t e r th e
In s t it u t io n a l community was convinced o f th e need and th e CSPO
used a team approach 1 n which stu d en ts on th e com m ittee were
given f u l l v o tin g p r iv ile g e s .
8

.

The c h ie f e x e c u tiv e o f f i c e r reduced h is involvem ent

1n the admissions o f f i c e , a f t e r th e CSPO, upon a c ce p tin g respon­
s i b i l i t y f o r th e o p e ra tio n , changed the s t a f f to g ain i t s a l l e ­
giance to h is o f f i c e , r a th e r than th e c h ie f e x e c u tiv e 's .
9.

The c h ie f e x e c u tiv e o f f i c e r approved th e development

o f a course to be ta u g h t by counselors w ith o u t pay, a f t e r th e
CSPO assured th e c h ie f e x e c u tiv e th e re would be no union problems
based on h is " c le a rin g " 1 t w ith th e union p r e s id e n t, who was a
counselor.
10.

The c h ie f e x e c u tiv e o f f i c e r approved the development

o f a h e a lth c e n te r , a f t e r th e CSPO developed stu d e n t awareness
o f the need f o r th e s e rv ic e and o b ta in e d th e support o f th e
f a c i l i t i e s committee to ta k e o ver some unused academic space.
11.

The c h ie f e x e c u tiv e o f f i c e r accepted th e CSPO's

plan to r e lie v e pressures he was r e c e iv in g from women's groups
w ith in and o u ts id e th e i n s t i t u t i o n , a f t e r th e CSPO " b r a in ­
stormed" h is proposal w ith th e fem ale s t a f f member who would be
charged w ith I t s a d m in is tr a tio n , and gained her s u p p o rt.
12.

The c h ie f e x e c u tiv e o f f i c e r approved th e ta k in g o f

an a t h l e t i c team on an overseas g o o d w ill t r i p , a f t e r th e CSPO,

133
working c o o p e ra tiv e ly w ith f a c u lt y and o th e r a d m in is tr a to r s ,
developed community support f o r the p r o je c t .
13.

The c h ie f e x e c u tiv e o f f i c e r approved th e development

o f a new s c h o la rs h ip program, a f t e r the CSPO o b ta in e d th e support
o f the dean o f in s tr u c tio n and gained th e support o f th e ad m in is­
t r a t iv e dean who i d e n t i f i e d
14.

sources o f fu n d in g f o r th e program.

The c h ie f e x e c u tiv e o f f i c e r reassig ned th e respon­

s i b i l i t y f o r campus s e c u r ity to a n o th e r o f f i c e r , a f t e r th e CSPO
developed a plan to c r e a te a p o s itio n f o r a d ir e c t o r o f s e c u r ity
to be funded from s tu d e n t fe e s , which had th e support o f s tu d e n ts .
C.

Provided tim e ly in fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r gave th e CSPO a w r it t e n

commendation, a f t e r th e CSPO kept th e c h ie f e x e c u tiv e c o n s ta n tly
Informed on th e p lann ing and o rg a n iz a tio n o f a n a tio n a l m eeting
held on campus and provided a w r it t e n e v a lu a tio n o f th e o p e ra tio n .
2.

The c h ie f e x e c u tiv e o f f i c e r u t i l i z e d

th e in fo rm a tio n

provided by th e CSPO in d evelop ing an off-cam pus c e n te r , a f t e r
the CSPO took th e I n i t i a t i v e

to keep him inform ed on th e problems

encountered and progress made in e s ta b lis h in g th e o p e ra tio n .
3.

The c h ie f e x e c u tiv e o f f i c e r d id not engage in tim e -

consuming a c t i v i t i e s and accepted a comm ittee d e c is io n to b rin g a
c o n tro v e rs ia l speaker on campus, a f t e r th e CSPO kept th e I n f o r ­
mation about th e co m m ittee's p lan from th e c h ie f e x e c u tiv e u n t i l
a f t e r they reached t h e i r d e c is io n .
4.

The c h ie f e x e c u tiv e o f f i c e r accepted th e f a c t t h a t

the o p e ra tio n o f a s c h o la rs h ip program he had developed was

134
changed, a f t e r th e CSPO Inform ed him o f th e changes t h a t were
made to Improve th e program a f t e r th e program was running sm oothly.
D.

Expressed p o s itio n s fr a n k ly
1.

The c h ie f e x e c u tiv e o f f i c e r agreed to a re v is e d

committee re p o rtin g system, a f t e r th e CSPO discussed th e problem
o f his a c tin g 1 n advance o f th e co m n ittee on stu d e n t re q u e sts and
w ith ou t re v ie w in g th e co m m ittee's a c tio n .
E.

O btained In p u t and feedback
1.

The c h ie f e x e c u tiv e o f f i c e r s ta te d h is in fo rm a tio n

e x p e c ta tio n s , a f t e r th e CSPO Inform ed him th a t he had approved
a program, which th e c h ie f e x e c u tiv e was concerned a b o u t, and
asked th e c h ie f e x e c u tiv e to c l a r i f y th e types o f a c t i v i t i e s

on

which he wanted to be kept Info rm ed .
2.

The c h ie f e x e c u tiv e o f f i c e r approved an A d m in is tra ­

tio n by O b je c tiv e s program, a f t e r th e CSPO discussed th e concept
w ith him to " fe e l him out" and then subm itted a form al w r it t e n
plan t h a t covered th e
3.

c h ie f e x e c u tiv e 's concerns.

The c h ie f e x e c u tiv e o f f i c e r accepted th e CSPO's

plan to re o rg a n iz e stu d e n t s e rv ic e s and advised him to be p re ­
pared f o r q u e s tio n in g on union Involvem ent when 1 t was presented
to the a d m in is tr a tiv e group, a f t e r th e CSPO met In fo r m a lly w ith
the c h ie f e x e c u tiv e and discussed a d r a f t o f th e plan o f a c tio n .
4.

The c h ie f e x e c u tiv e o f f i c e r accepted th e p lan to

d is t r ib u t e c o lle g e In fo rm a tio n 1n a new

fo rm a t, a f t e r th e CSPO

discussed th e Idea w ith him and developed and c h ie f e x e c u tiv e 's

135
"ownership" 1 n th e p la n by In c o rp o ra tin g h is suggestions 1 n th e
plan.
5.

The c h ie f e x e c u tiv e o f f i c e r approved th e method o f

Implementing a g ra n t program he had assigned to th e CSPO, a f t e r
the CSPO sought h is ad v ic e on v a rio u s problems co n fro n ted d u rin g
the o rg a n izin g phase.
F.

Presented s o lu tio n s to problems
1.

The c h ie f e x e c u tiv e o f f i c e r approved changing th e

In s t it u t io n a l p o lic y governing stu d e n t groups, in p r i n c ip a l,
a f t e r th e CSPO developed a new p o lic y , 1n re a c tio n to a problem
th a t a group a d v is e r p re s e n te d , 1 n o rd e r to c l a r i f y th e i n s t i ­
t u tio n 's r e la t io n s h ip and r e s p o n s ib ilit y f o r s tu d en t o rg a n iz a ­
tio n s .
2.

The c h ie f e x e c u tiv e o f f i c e r agreed to changes made

In the handling o f f in a n c ia l a id s , a f t e r th e CSPO s e t t le d a
ju r is d ic t io n a l d is p u te between th e f in a n c ia l a id s o f f i c e and th e
business o f f i c e — a problem he In h e r it e d .
3.

The c h ie f e x e c u tiv e o f f i c e r agreed to th e h o ld in g

o f student e le c tio n s In th e f a l l , a f t e r th e CSPO determ ined th a t
the reasons no stu d en ts had f i l e d

f o r e le c t io n to stu d en t govern­

ment 1 n th e sp rin g were p r im a r ily personal

(grades and not p la n ­

ning to r e t u r n ) .
II.

In e f f e c t iv e
A.

Made a proposal w ith o u t adequate in fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r took no a c t io n , a f t e r

the CSPO Inform ed him o f a problem w ith degree c e r t i f i c a t i o n s

136
th a t re s u lte d from a consortium agreem ent, b u t f a i l e d to p ro ­
vide In fo rm a tio n on th e lo n g -ran g e Impact o f th e problem .
B.

Made proposals t h a t lacked support o f o th e rs
1.

The c h ie f e x e c u tiv e o f f i c e r c a p itu la te d to th e f a c u lt y

bargaining team and made th e tea ch in g o f a course by counselors
e x tr a -c o n tr a c tu a l, a f t e r th e CSPO argued to r e t a in th e re q u ire d
teaching o f th e course as a management r i g h t but d id not gain
the support o f i n s t i t u t i o n 's n e g o tia tin g team.
2.

The c h ie f e x e c u tiv e o f f i c e r in d ic a te d th a t he

"re je c te d " th e suggestion to te rm in a te a consortium program,
a f t e r th e CSPO a lie n a te d th e a d m in is tr a tiv e group by r e g u la r ly
re p o rtin g on problems he was having w ith th e program which was
not 1 n h is area o f r e s p o n s ib ilit y .
C.

F a ile d to p ro v id e in fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r asked th e CSPO to info rm

the board o f c o n tro l about a plan f o r a s tu d en t s e rv ic e and th e
board re a c te d n e g a tiv e ly and th e p la n was never approved, a f t e r
the CSPO subm itted th e plan to th e c h ie f e x e c u tiv e o f f i c e r f o r
approval but d id not Inform him t h a t th e necessary "groundwork"
had not been e s ta b lis h e d .
2.

The c h ie f e x e c u tiv e o f f i c e r was pleased w ith a s e l f -

study conducted by s tu d en t s e rv ic e s and dissem inated 1 t to o th e r
u n its , which re s u lte d In s tu d en t s e rv ic e s " lo s in g ground" w ith
them, a f t e r th e CSPO sent th e document to th e c h ie f e x e c u tiv e
w ithout p reviou s in t e r a c t io n to In fo rm him o f I t s
as an In te r n a l p lann ing document.

In tend ed use

137
D.

D isregarded s it u a t io n a l fa c to r s
1.

The c h ie f e x e c u tiv e o f f i c e r d id n o t approve a con­

ference f o r f a c u lt y and a d m in is tra to rs to be run j o i n t l y w ith
another I n s t i t u t i o n , a f t e r th e CSPO ign ored th e f a c t t h a t th e two
c h ie f ex e c u tiv e s were having a j u r i s d i c t i o n a l " f i g h t . "
E.

E s ta b lis h e d a n e g a tiv e p o s itio n
1.

The c h ie f e x e c u tiv e o f f i c e r adopted h is own p lan to

co n tro l resid en ce h a ll v i s i t a t i o n s , a f t e r th e CSPO presented a
plan 1 n response to th e c h ie f e x e c u tiv e 's re q u e st but o b je c te d
to th e c h ie f e x e c u tiv e 's d e s ire to m odify th e p lan to p ro v id e
equal c o n tro ls f o r men's and women's h a lls on th e grounds o f
cost and e ffe c tiv e n e s s .
2.

The c h ie f e x e c u tiv e o f f i c e r t o ld th e CSPO t h a t th in g s

would work o u t, a f t e r th e CSPO argued t h a t th e changes th e c h ie f
execu tive ordered 1 n th e r e g is t r a t io n p ro cess, a f t e r s e v e ra l
complaints reached th e board o f c o n t r o l, were too d r a s t ic and
th a t students and r e g is t r a t io n personnel needed to be kept in
mind.
F.

F a ile d to p e r s is t w ith a proposal
1.

The c h ie f e x e c u tiv e o f f i c e r took no a c tio n , a f t e r th e

CSPO f a i l e d to p e r s is t 1 n proposing a plan f o r re o r g a n iz a tio n
o f In s t it u t io n a l a d m in is tr a tio n , which th e c h ie f e x e c u tiv e
requested t h a t each a d m in is tra to r subm it.
6

.

F a ile d to fo llo w through on an a c tio n
1.

The c h ie f e x e c u tiv e o f f i c e r was upset and inform ed

the CSPO he "blew 1 t , " a f t e r th e CSPO f a i l e d to check to in s u re

138
th a t a su b o rd in ate had completed th e necessary arrangem ents f o r
the c h ie f e x e c u tiv e 's honors assem bly.
P attern s o f I n e f f e c t i v e B ehavior
As w ith th e a d v is in g /r e p o r tin g In c id e n ts , a f t e r th e s ig ­
n if ic a n t areas o f b e h a v io r on p la n n in g /o rg a n iz in g tasks were
e s ta b lis h e d th e In e f f e c t i v e In c id e n ts re p o rte d by CSPOs In d i f ­
fe re n t I n s t it u t io n a l s e ttin g s and w ith d i f f e r e n t c h a r a c t e r is tic s
were examined to i d e n t i f y p o s s ib le b e h a v io ra l p a tte r n s .

D iffe r ­

ences were found to e x is t 1 n th e percentages o f i n e f f e c t i v e I n c i ­
dents re p o rte d by CSPOs s e rv in g 1n d i f f e r e n t I n s t i t u t i o n a l s e t ­
tin g s .

(See T a b le 4 . 1 3 . )
CSPOs in fo u r -y e a r I n s t it u t io n s re p o rte d a h ig h e r p e r­

centage o f I n e f f e c t i v e p la n n in g /o rg a n iz in g In c id e n ts than d id
CSPOs 1n tw o -y e a r In s t it u t io n s

(28 p ercen t versus 17 p e rc e n t ) . 1

Based on th e areas o f In e f f e c t i v e b eh av io r I d e n t i f i e d , I t was
found t h a t 40 p e rc e n t o f th e in c id e n ts provided by CSPOs in
fo u r-y e a r in s t it u t io n s were In th e area F a ile d to p ro v id e i n f o r ­
m ation. w h ile 40 p erc en t o f th e In c id e n ts provided by CSPOs In
tw o-year In s t it u t io n s were In th e area Made proposals t h a t lacked
support o f o th e rs .

Of th e rem aining In c id e n ts CSPOs 1n each typ e

o f I n s t it u t io n re p o rte d one in c id e n t under E s ta b lis h e d a n e g a tiv e
p o s itio n , w h ile th e rem aining In c id e n ts were s in g u la r ly placed
under d i f f e r e n t a re a s .

(See T ab le 4 . 1 4 . )

"*It was found th a t th e average number o f I n e f f e c t i v e
p la n n in g /o rg a n iz in g In c id e n ts per th e 13 CSPOs 1n fo u r -y e a r
In s t it u t io n s was .3 8 compared to .22 f o r th e 23 CSPOs In tw oye ar I n s t it u t io n s .

139
Table 4 . 1 3 . — Percentage o f e f f e c t i v e and I n e f f e c t i v e p la n n in g /
o rg a n izin g In c id e n ts by s e le c te d I n s t i t u t i o n a l v a r ia b le s .
E f f e c t iv e
100

In e f f e c t i v e

V a r ia b le

50

50
83%

2 4 --2 Y r— 5

17%

72%

13__4 Y r— 5

28%

79%

— 8

21%

75%

31— PU
6 — PR

—2

25%

86 %

12—

I —2

14%

76%

16— I I — 5

24%

75%

9— I I I — 3

25%

100

aPU * p u b lic ; PR = p r iv a t e ; I = 1 -2 ,0 0 0 s tu d e n ts ;
I I » 2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ; I I I “ 5,001 o r more s tu d e n ts .

By c o n tro l o f th e in s t it u t io n s

In which th ey s e rv e d , a

4 percen t d iff e r e n c e was found between th e percentages o f I n e f ­
f e c t iv e In c id e n ts re p o rte d by CSPOs s e rv in g 1n p u b lic and p r iv a t e
I n s t it u t io n s .

Of th e 39 In c id e n ts re p o rte d by CSPOs 1n p u b lic

I n s t it u t io n s , 21 p e rc e n t were I n e f f e c t i v e w h ile 25 p e rc e n t o f
the 8 in c id e n ts re p o rte d by CSPOs 1n p r iv a t e In s t it u t io n s were
In e f f e c t iv e .^

Both o f the In e f f e c t i v e In c id e n ts p ro vid ed by

CSPOs 1n p r iv a t e In s t it u t io n s were under areas where th e re was
also an In c id e n t p rovided by a .CSPO 1n a p u b lic I n s t i t u t i o n , one
* I t was found th a t th e average number o f I n e f f e c t i v e
p la n n in g /o rg a n iz in g In c id e n ts p er th e 7 CSPOs 1n p r iv a t e I n s t i ­
tu tio n s was .2 9 compared to .2 8 f o r th e 29 CSPOs 1n p u b lic I n s t i ­
tu tio n s .

140
under F a ile d to p ro v id e In fo rm a tio n and th e o th e r under E s ta b lIs h e d
a n eg ative p o s it io n .

Table 4 . 1 4 . — Number o f p la n n in g /o rg a n iz in g In c id e n ts per I n e f f e c t i v e
b e h a v io ra l area by s e le c te d I n s t i t u t i o n a l v a r ia b le s .

A

I n e f f e c t i v e Area**
B
C
D
E
F

G

T o ta l

2 Yr
4 Yr

1
0

2
0

0
2

0
1

1
1

0
1

1
0

5
5

PU
PR

1
0

2
0

1
1

1
0

1
1

1
0

1
0

8
2

I
II
III

0
1
0

0
1
1

1
0
1

0
1
0

1
1
0

0
1
0

0
0
1

2

V a ria b le 3

5
3

aPU * p u b lic ; PR ■ p r iv a t e ; I = 1 -2 ,0 0 0 s tu d e n ts ;
I I * 2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ; I I I = 5,001 o r more s tu d e n ts .
^A * Made a proposal w ith o u t adequate In fo rm a tio n ;
B * Made proposals t h a t lacked support o f o th e rs ; C * f a i l e d to
provide in fo rm a tio n ; D = D isreg arded s it u a t io n a l f a c t o r s ; E =
E stab lish ed a n e g a tiv e p o s itio n ; F * F a ile d to p e r s is t w ith a
proposal; G = F a ile d to f o llo w through on an a c tio n .

In c o n tra s t to th e In c id e n ts p rovided under th e a d v is in g /
re p o rtin g c a te g o ry , 1 t was determ ined t h a t as th e c l a s s i f i c a t i o n
s iz e o f In s t it u t io n s 1n which th e CSPOs served In creased so d id
the percentage o f In e f f e c t i v e p la n n in g /o rg a n iz in g In c id e n ts re p o rte d .
Out o f th e 14 In c id e n ts re p o rte d by CSPOs s e rv in g 1n In s t it u t io n s
1n th e f i r s t e n ro llm e n t c l a s s if i c a t io n

(1 - 2 ,0 0 0 s tu d e n ts ), 14 p e r­

cent were i n e f f e c t i v e , w h ile f o r th e second e n ro llm e n t c l a s s i f i ­
c a tio n (2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ) 24 p e rc e n t o f th e 21 In c id e n ts were

I
141
In e f f e c t iv e , and f o r th e t h ir d e n ro llm e n t c l a s s i f i c a t i o n

(o v e r

5,000 s tu d e n ts ) 25 p e rc e n t o f th e 12 in c id e n ts were I n e f f e c t iv e .^
Based on an a n a ly s is o f th e b e h a v io ra l areas under which th e I n c i ­
dents were p la c e d , no p a tte rn s were found w it h in the c l a s s if ic a t io n s
and o n ly s in g le in c id e n ts were placed in a g iv en a r e a .

D iffe r ­

ences were a ls o found 1 n th e percentage o f I n e f f e c t i v e p la n n in g /
o rg an izin g In c id e n ts re p o rte d by CSPOs w ith d i f f e r e n t s e le c te d
c h a r a c t e r is tic s .

(See T a b le 4 . 1 5 . )

As w ith the a d v is in g /r e p o r tin g In c id e n ts , th e CSPOs whose
areas o f academic c o n c e n tra tio n f o r t h e i r h ig h e s t degrees were
o ther than stu d en t personnel and guidance re p o rte d a h ig h e r p e r­
centage o f I n e f f e c t i v e p la n n in g /o rg a n iz in g tasks than d id th e
CSPOs whose areas o f academic c o n c e n tra tio n were in these areas
(24 p erc en t versus 14 p e r c e n t).

F i f t y p e rc e n t o f th e in c id e n ts

provided by th e CSPOs w ith o th e r areas o f academic c o n c e n tra tio n
were in th e areas o f F a ile d to p ro v id e in fo rm a tio n and E s ta b lis h e d
a n e g ative p o s it io n .

(See T a b le 4 . 1 6 . )

I t was found on p la n n in g /o rg a n iz in g tasks t h a t CSPOs
whose previous p o s itio n s j u s t p r io r to becoming CSPOs were 1n
student s e rv ic e s re p o rte d a h ig h e r percentage o f i n e f f e c t i v e
* I t was found t h a t th e average number o f in e f f e c t i v e
p la n n in g /o rg a n iz in g In c id e n ts p er th e 14 CSPOs in th e f i r s t
en ro llm en t c l a s s if i c a t io n was .1 4 compared to .4 2 f o r th e 12
CSPOs 1n th e second e n ro llm e n t c l a s s if i c a t io n and .3 0 f o r th e
10 CSPOs 1n th e t h ir d e n ro lIm e n t c l a s s i f i c a t i o n .
2

I t was found t h a t th e average number o f in e f f e c t i v e
p la n n in g /o rg a n iz in g In c id e n ts p er th e 10 CSPOs whose areas o f
academic c o n c e n tra tio n were s tu d e n t personnel and guidance was
.20 compared to .73 f o r th e 11 CSPOs whose academic c o n c e n tra tio n
was in o th e r a re a s .

142
Table 4 . 1 5 . — P e rc e n ta g e o f e f f e c t i v e and I n e f f e c t i v e p la n n in g /
o rg a n iz in g In c id e n ts by s e le c te d c h i e f s tu d e n t perso nn el o f f i c e r
c h a r a c te r is tic s .

100

In e ffe c tiv e

C h a r a c t e r is t ic *

E f f e c t iv e

50

50

86%

1 2 --S P

—2

14%

76%

2 5 — O th e r— 8

24%

74%

20— SS

—7

26%

85%

1 7 - -O th e r — 3

15%

86%

2 5 — New

—4

14%

67%

12—

— 6

33%

Exp

100

a<
SP = g uidan ce and s tu d e n t p erso nn el c o n c e n tr a tio n s f o r
h ig h e s t earned d e g re e ; SS = p re v io u s p o s it io n in s tu d e n t s e rv ic e s
New ■ served between one and f i v e y e a rs as CSPO; Exp = o v e r f i v e
years as CSPO.

In c id e n ts than d id CSPOs whose p re v io u s p o s itio n s im m e d ia te ly
b e fo re becoming CSPOs w ere In o th e r a re a s (2 6 p e rc e n t versu s 15
p e rc e n t ) . 1

T h is was 1n c o n tr a s t to th e fin d in g s f o r a d v is in g /

re p o rtin g In c id e n t s .

The o n ly a re a w ith more th an one In c id e n t

from CSPOs whose p re v io u s p o s itio n s w ere 1n s tu d e n t s e r v ic e s was
Hade p ro p o s a ls t h a t la c k e d s u p p o rt o f o t h e r s , w hich c o n ta in e d two
In c id e n ts .

The r e s t o f th e In c id e n ts w ere 1n f i v e o f th e re m a in ­

ing s ix a re a s w ith o n ly th e a re a o f F a ile d to p e r s i s t w ith a
I t was found t h a t th e a v e ra g e number o f I n e f f e c t i v e
p la n n in g /o r g a n iz in g In c id e n ts p e r th e 15 CSPOs whose p re v io u s
p o s itio n s w ere 1n s tu d e n t s e r v ic e s was .4 7 compared to .5 0 f o r
the 6 CSPOs whose p re v io u s p o s itio n s were 1n o th e r a r e a s .

143
proposal n o t c o n ta in in g an In c id e n t

from

a CSPO whose previou s

p o s itio n was 1 n stu d e n t s e rv ic e s .

Table 4 . 1 6 . — Number o f p la n n in g /o rg a n iz in g In c id e n ts p er In e f f e c t i v e
behavioral area by s e le c te d c h ie f s tu d e n t personnel o f f i c e r c h a r­
a c te r is tic s .
I n e f f e c t i v e A reab
C h a r a c te r is tic

T o ta l

A

B

C

D

E

F

G

SP
O ther

0
1

1
1

0
2

0
1

0
2

0
1

1
0

2
8

SS
O ther

1
0

2
0

1
1

1
0

1
1

0
1

1
0

7
3

New
Exp

0
1

0
2

2
0

0
1

1
1

1
0

0
1

6

4

SP = guidance and s tu d e n t personnel c o n c e n tra tio n s f o r
h ighest earned degree; SS 3 previou s p o s itio n 1n s tu d e n t s e rv ic e s ;
^New ■ served between one and f i v e y e a rs as CSPO; Exp * o ver f i v e
years as CSPO.
= Made a proposal w ith o u t adequate In fo rm a tio n ;
B * Made proposals t h a t lacked support o f o th e rs ; C = F a ile d to
provide In fo rm a tio n ; D = D isregarded s it u a t io n a l f a c to r s ;
E * E s ta b lis h e d a n e g a tiv e p o s itio n ; F = F a ile d to p e r s is t w ith a
proposal; G = F a ile d to fo llo w through on an a c t io n .

As w ith a d v is in g /r e p o r t in g , th e g r e a te s t d iffe r e n c e found
In th e percentages o f In e f f e c t i v e p la n n in g /o rg a n iz in g In c id e n ts
reported by CSPO c h a r a c t e r is t ic was between new (one to f i v e
y e a rs ) and experienced (o v e r f i v e y e a rs ) CSPOs.

But 1n c o n tra s t

to a d v is in g /r e p o r tin g ta s k s , th e experienced CSPOs re p o rte d more
In e f f e c t iv e In c id e n ts than d id new CSPOs (33 p e rc e n t versus 14

144
p erc en t ) . 1

The experienced CSPOs had two In c id e n ts under Made

proposals t h a t lacked support o f o th e r s , w ith th e rem aining I n c i ­
dents s in g u la r ly 1n fo u r o f th e s ix a re a s .

Only th e areas o f

F a ile d to p ro v id e in fo rm a tio n and F a ile d to p e r s is t w ith a
proposal co n tain ed no In c id e n ts from exp erienced CSPOs.
S t a f f in g In c id e n ts
Areas o f Behavior and
In c id e n t A b strac ts'
The behaviors th a t th e CSPOs p erc eiv ed to be s ig n if ic a n t
on each o f th e 39 s t a f f in g in c id e n ts were grouped in to 5 e f f e c ­
t iv e areas o f b eh av io r and 7 In e f f e c t i v e areas o f b e h a v io r.

These

areas along w ith a b s tra c ts o f th e In c id e n ts t h a t re s u lte d 1 n
t h e ir e s ta b lis h m e n t a re presented below.
I.

E f f e c t iv e
A.

S u b s ta n tia te d requests w ith data and in fo rm a tio n
1.

The c h ie f e x e c u tiv e o f f i c e r provided funds f o r a

p o s itio n which had been d e le te d by him from th e budget re q u e s t,
a f t e r th e CSPO p resented d ata on th e personal problems an ad m in is­
tra to r

was having due to th e la c k o f In c re as ed s t a f f 1 n h is o f f i c e .
2.

The c h ie f e x e c u tiv e o f f i c e r a u th o riz e d more o p e ra tin g

funds to m a in ta in s t a f f 1 n th e p u b lic s a fe ty o p e ra tio n d u rin g
budget re a lig n m e n t, a f t e r th e CSPO an alyzed th e d a y -to -d a y d ata

^ t was found t h a t th e average number o f In e f f e c t i v e
p la n n in g /o rg a n iz in g In c id e n ts p e r th e 10 CSPOs who were new was
.40 compared to .5 5 f o r th e 11 CSPOs who were e x p e rie n c e d .

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and documented th e I n s t i t u t i o n a l need to s u s ta in I t s

le v e l o f

o p e ra tio n .
3.

The c h ie f e x e c u tiv e o f f i c e r agreed to In c re a s in g a

s t a f f member's s a la r y f o r a d d itio n a l d u tie s d u rin g a s a la r y
fre e z e , a f t e r th e CSPO presented a log o f th e s t a f f member's
a c t i v i t i e s to v e r i f y th e need f o r a s a la r y a d ju s tm e n t.
4.

The c h ie f e x e c u tiv e o f f i c e r c a lle d a s p e c ia l m eeting

o f th e personnel co m n lttee o f th e board o f c o n tro l which approved
the c o n tin u a tio n o f o v e rlo a d pay f o r c o u n s e lo rs , a f t e r th e CSPO
presented com parative d a ta t h a t showed counselors worked more
hours than o th e rs who a ls o re c e iv e d o v e rlo a d pay.
5.

The c h ie f e x e c u tiv e o f f i c e r was a b le to o b ta in board

approval f o r an a s s is ta n t r e g i s t r a r , a f t e r th e CSPO presented
data to dem onstrate th e la c k o f s t a f f In c re a s e along w ith In creased
enrollm ents and th e In fo rm a tio n t h a t no p ro fe s s io n a l person was
a v a ila b le 1 n th e r e g i s t r a r 's o f f i c e d u rin g th e a fte rn o o n and on
Saturdays.
6

.

The c h ie f e x e c u tiv e o f f i c e r a u th o riz e d th e h ir in g o f

an a d d itio n a l c o u n s e lo r, a f t e r th e CSPO documented th e re q u e st by
p ro je c tin g th e e f f e c t o f planned I n s t i t u t i o n a l expansion o f s e rv ic e s .
B.

C orroborated requ ests by In d ic a tin g and o b ta in in g support
o f o th e rs
1.

The c h ie f e x e c u tiv e o f f i c e r approved upgrading the

a t h le t ic d ir e c t o r 's p o s itio n t o - f u l l tim e , a f t e r th e CSPO, 1n
considering T i t l e

IX l e g i s l a t i o n , used knowledge o f th e board o f

146
c o n tro l's In t e r e s t in a stro n g i n t e r c o l l e g i a t e a t h l e t i c program
to argue f o r th e change.
2.

The c h ie f e x e c u tiv e o f f i c e r approved fu nd in g f o r a

p o s itio n p re v io u s ly on " s o f t money," a f t e r th e CSPO developed
support o f o th e r a d m in is tra to r s and gained th e approval o f th e
budget committee f o r c o n tin u in g th e p o s itio n .
3.

The c h ie f e x e c u tiv e o f f i c e r approved a person as th e

CSPO's a s s is ta n t, a f t e r th e CSPO "groomed" th e s u b o rd in a te f o r
the p o s itio n by In v o lv in g th e person w ith o th e r a d m in is tra to rs
who had access to th e c h ie f e x e c u tiv e .
4.

The c h ie f e x e c u tiv e o f f i c e r approved th e CSPO's nomi­

nation o f a s t a f f member to d ir e c t a g ra n t program in th e In s t r u c ­
tio n a l a r e a , a f t e r th e CSPO " c le a re d " th e nom ination w ith a co­
author o f th e proposal and th e dean o f In s t r u c t io n b e fo re making 1 t .
C.

Sought autonomy
1.

The c h ie f e x e c u tiv e o f f i c e r approved th e c a n d id a te

o f th e CSPO's cho ice even though th e re was p res su re to h ir e an o th e r
person, a f t e r th e CSPO argued th e need to h ir e someone he could
tru s t.
2.

The c h i e f e x e c u tiv e o f f i c e r approved th e te rm in a tio n

o f a person he had r e c r u it e d , a f t e r th e CSPO re p e a te d ly Inform ed
the c h ie f e x e c u tiv e o f problems w ith th e perso n, th e need f o r
autonomy 1 n s t a f f in g m a tte rs , and, f i n a l l y ,

the a s s e rtio n t h a t

the person must go.
3.

The c h ie f e x e c u tiv e o f f i c e r took no a c tio n and a

p o s itio n went u n f i l l e d , a f t e r th e CSPO p ro c ra s tin a te d 1n f i l l i n g

147
a key p o s itio n t h a t th e c h ie f e x e c u tiv e s p e c ifie d had to be
given to a m in o r ity person.
4.

The c h ie f e x e c u tiv e o f f i c e r approved th e CSPO's

recorrvnendatlon o f a c a n d id a te f o r a p o s it io n , a f t e r th e CSPO
requested approval o f th e person he f e l t was b est q u a li f i e d even
though h is s t a f f d id n o t support th e c h o ic e .
D.

Presented s o lu tio n s to problems
1.

The c h ie f e x e c u tiv e o f f i c e r approved th e CSPO's

course o f a c tio n to honor a consortium agreem ent, a f t e r th e CSPO
proposed h ir in g a p a r t- tim e d ir e c t o r o f placem ent w ith Compre­
hensive Employment T ra in in g A ct funds when i t was found t h a t th e
In s t it u t io n a l budget would n o t support h ir in g a f u l l - t i m e person.
2.

The c h ie f e x e c u tiv e o f f i c e r approved th e h ir in g o f

a student a c t i v i t i e s d ir e c t o r to answer s tu d e n ts ' concerns f o r
more a c t i v i t i e s , a f t e r th e CSPO developed a method f o r funding
the p o s itio n from s tu d en t fe e s .
3.

The c h ie f e x e c u tiv e o f f i c e r approved th e development

o f a new employment c l a s s if i c a t io n

system f o r c o u n s e lo rs , a f t e r

the CSPO a s c e rta in e d t h a t th e c h ie f e x e c u tiv e would n o t c o n s id e r
g iv in g them f a c u lt y s ta tu s and th e CSPO suggested and supported
the counselors d evelo p in g a new system.
4.

The c h ie f e x e c u tiv e o f f i c e r approved th e CSPO's

s t a f f in g re q u e st to re p la c e one f u l l - t i m e co u n selo r w ith two
p a rt-tim e co u n s e lo rs , even though 1 t was more e x p e n s iv e , a f t e r
the CSPO showed th e c h ie f e x e c u tiv e t h a t th e system would be more
f l e x i b l e and would r e l ie v e th e p ressu re th e c h ie f e x e c u tiv e was

148
fe e lin g from th e f a c u lt y union to In c re a s e co u n selo r coverage
during peak p e rio d s .
5.

The c h ie f e x e c u tiv e o f f i c e r approved th e program and

provided fu n d in g , a f t e r th e CSPO developed an In n o v a tiv e s t a f f
r e t r e a t , f o r s tu d en t s e rv ic e s p e rs o n n e l, w ith c le a r o b je c tiv e s
to address t h e i r concerns f o r b e t t e r communications.
E.

Took r is k s
1.

The c h ie f e x e c u tiv e o f f i c e r expressed "anger" but

accepted th e s it u a t io n , a f t e r th e CSPO a n tic ip a te d th e c h ie f
e x e c u tiv e 's r e a c tio n and accepted th e r e s p o n s ib ilit y f o r changing
the d iv is io n a l bud get, d u rin g th e c h ie f e x e c u tiv e 's absence,
because o f th e need to honor two a s s ls ta n ts h ip c o n tra c ts t h a t
were not funded by an o th er d iv is io n .
2.

The c h ie f e x e c u tiv e o f f i c e r approved th e CSPO's plan

o f a c tio n , a f t e r th e CSPO Inform ed him t h a t he needed to upgrade
the s t a f f In th e records o f f i c e , but d id n o t announce some o f th e
p ossible union problems th a t could r e s u l t .
3.

The c h ie f e x e c u tiv e o f f i c e r approved re p o s tin g a p o s i­

tio n in o rd e r to head o f f a p o s s ib le problem w ith m in o r ity s tu ­
d en ts, a f t e r th e CSPO advised him th a t stu d en ts on th e screen in g
committee would support a c u rre n t employee w ith o u t th e necessary
q u a lif ic a t io n s and gave him th e "assurance" t h a t th e person would
be a b le to handle th e p o s itio n .

149
II.

In e ffe c tiv e
A.

Made re q u e s ts based on o p in io n and w ith o u t adequate
In fo rm a tio n
1.

The c h i e f e x e c u tiv e o f f i c e r d id n o t change th e nego­

t i a t i o n p o s it io n , a f t e r th e CSPO a rg u e d , w ith o u t d a ta to s u p p o rt
h is p o s it io n , t h a t g iv in g c o u n s e lo rs a s h o r te r work y e a r , r a t h e r
than a s h o r te r work day as th e co u n s e lo rs re q u e s te d , would c r e a t e
problems.
2.

The c h i e f e x e c u tiv e o f f i c e r t o l d th e CSPO to use o v e r­

tim e pay r a t h e r th an h i r e more c o u n s e lo rs , a f t e r th e CSPO " d is ­
to rte d " d a ta on th e e n ro llm e n t In c re a s e to j u s t i f y

th e r e q u e s t,

because o f p erso n al f e e lin g s and s t a f f p re s s u re .
3.

The c h i e f e x e c u tiv e o f f i c e r was u p s et when a c a n d i­

date th e CSPO reconvnended and who was approved f o r a p o s itio n
began to r e n e g o tia te and e v e n t u a lly re fu s e d th e p o s it io n , a f t e r
th e CSPO r e l i e d on w r i t t e n recommendations and d id n o t a s c e r t a in
what kind o f person th e c a n d id a te was from p re v io u s em plo yers.
4.

The c h i e f e x e c u tiv e o f f i c e r r e b u ffe d th e CSPO's

requ est to upgrade c o u n s e lin g In a d evelop m ental way by r e p la c in g
two p a r t - t im e c o u n s e lo rs w ith a f u l l - t i m e c o u n s e lo r, a f t e r th e
CSPO su b m itted h is re q u e s t and th en met w ith him and u t i l i z e d
t r a d i t i o n a l " s tu d e n t perso nn el a rg u m e n ts ," such as th e Im p o rtan ce
o f p e o p le .
5.

The c h i e f e x e c u tiv e o f f i c e r d id n o t approve th e

CSPO's re q u e s t f o r an a d d it io n a l f i n a n c ia l a id s c o u n s e lo r, a f t e r
th e CSPO made h is re q u e s t and th en met w ith him and a tte m p te d to

150
persuade him w ith th e argument o f I t s

Im portance as a stu d e n t

s e rv ic e .
B.

Made a re q u e s t t h a t lacked support o f o th e rs
1.

The c h ie f e x e c u tiv e o f f i c e r approved th e h ir in g o f a

fa c u lty member f o r a new p o s itio n , a f t e r th e CSPO requested t h a t
the c o o rd in a to r o f placement p o s itio n be e s ta b lis h e d as an admin­
i s t r a t i v e p o s itio n , b u t th e f a c u lt y o b je c te d to I t .
C.

F a ile d to make d ec is io n s
1.

The c h ie f e x e c u tiv e o f f i c e r decided to la y o f f two

persons from s tu d e n t a c t i v i t i e s t h a t th e CSPO wanted to r e t a i n ,
a f t e r th e CSPO was unable to develop an a l t e r n a t i v e s o lu tio n f o r
saving money d u rin g an I n s t i t u t i o n a l budget re a lig n m e n t.
2.

The c h ie f e x e c u tiv e o f f i c e r to ld th e CSPO to f i l l

a

counseling vacancy w ith a s t a f f member on a p a r t-tim e b a s is ,
a f t e r th e CSPO discussed th e vacancy w ith th e c h ie f e x e c u tiv e
w ithout having decided how to co ver th e p o s itio n w h ile th e person
was on m a te rn ity le a v e .
D.D isregarded s it u a t io n a l
1.

The

fa c to r s

c h ie f e x e c u tiv e d id not approve an a d d itio n a l

s t a f f member f o r th e day c a re c e n te r , a f t e r th e CSPO requested 1 t
In h is annual r e p o r t and co u n te r to board p o lic y , which h eld th e
cen ter must be s e lf - s u s t a in in g , d id not Id e n t i f y an a p p ro p ria te
source o f fu n d in g .
2.

The

c h ie f e x e c u tiv e In s tru c te d th e CSPO to use o v e r­

load counselors

o n ly , a f t e r th e CSPO requested a u th o r it y to f i r e

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three f u l l - t i m e counselors which th e I n s t i t u t i o n a l budget could
not support.
3.

The c h ie f e x e c u tiv e o f f i c e r h ire d a c l e r i c In keeping

w ith budget c o n s id e ra tio n s because 1 t was les s c o s t ly , a f t e r th e
CSPO took In a comm ittee recommendation and argued f o r a p ro fe s ­
sional la y co u n s elo r.
4.

The c h ie f e x e c u tiv e o f f i c e r t o ld th e CSPO to fo llo w

a ffir m a tiv e a c tio n g u id e lin e s and h ir e a woman, a f t e r th e CSPO
t r ie d to convince him to approve th e h ir in g o f a q u a lif ie d male
as they were unable to h ir e a q u a lif ie d " m in o r ity ."
5.

The c h ie f e x e c u tiv e o f f i c e r in s tru c te d th e CSPO to

reorgan ize h is s t a f f , a f t e r th e CSPO proposed h ir in g a f u l l - t i m e
placement c o u n s e lo r, which th e c h ie f e x e c u tiv e sa id was too c o s tly .
E.

F a ile d to o b ta in In p u t
1.

The c h ie f e x e c u tiv e o f f i c e r an tag o nized counselors

by t e l l i n g them t h a t a d d itio n a l s t a f f would n o t be h ire d to meet
the Increased number o f stu d en ts and th ey f i l e d

a g rie v a n c e ,

a f t e r th e CSPO had got them to ag ree to p a r t-tim e and o v e r-lo a d
assistan ce on an In te r im b as is but f a i l e d

to a s c e r ta in th e p o s i­

tio n the c h ie f e x e c u tiv e would ta k e when he met w ith them.
2.

The c h ie f e x e c u tiv e o f f i c e r t o ld th e CSPO t h a t n e ith e r

o f th e can d id ates he recommended f o r a co u nseling vacancy was
q u a lif ie d , a f t e r the CSPO f a i l e d to " p ic k up" on th e f a c t t h a t
the c h ie f e x e c u tiv e wanted th e person placed 1 n a new I n s t i t u t i o n a l
program t h a t re q u ire d s p e c if ic q u a li f i c a t io n s .

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F.

Did n o t s ta te p o s itio n f r a n k ly
1.

The c h ie f e x e c u tiv e o f f i c e r h ire d a person f o r a

counseling p o s itio n

who th e CSPO d id n o t th in k would work o u t,

a f t e r th e CSPO f a i l e d to p ro v id e th e c h ie f e x e c u tiv e w ith h is t r u e
fe e lin g s about th e person.
G.

F a ile d to fo llo w through on an a c tio n
1.

The c h ie f e x e c u tiv e o f f i c e r d id not approve a person

recommended by th e CSPO f o r a tem porary p o s itio n , a f t e r th e CSPO
recomnended a person whose q u a lif ic a t io n s d id not meet those
e s ta b lis h e d 1 n th e approved p ro p o s a l.
P attern s o f I n e f f e c t i v e B ehavior
Upon Id e n t if y in g th e s i g n i f i c a n t areas o f b e h a v io r on
s ta ffin g ta s k s , d iffe r e n c e s 1 n th e percentages o f in e f f e c t i v e
In c id e n ts re p o rte d by CSPOs 1n d i f f e r e n t I n s t i t u t i o n a l s e ttin g s
and w ith d if f e r e n t personal c h a r a c t e r is t ic s were a n a ly z e d .

The

f i r s t se ts o f comparisons made were based on I n s t i t u t i o n a l
v a ria b le s .

(See T ab le 4 . 1 7 . )

I t was found t h a t CSPOs 1n v a rio u s I n s t i t u t i o n a l s e ttin g s
reported a c o n s is te n tly high percentage o f I n e f f e c t i v e s t a f f in g
In c id e n ts .

On th e b asis o f th e le v e l

(tw o y e a r o r fo u r y e a r ) o f

I n s t it u t io n , 1 t was a s c e rta in e d t h a t CSPOs 1n tw o -y e a r I n s t i t u ­
tio n s re p o rte d a s l i g h t l y h ig h e r percentage o f I n e f f e c t i v e s t a f f in g

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In c id e n ts than d id CSPOs 1n fo u r -y e a r In s t it u t io n s

(4 4 p e rc e n t

versus 42 p e rc e n t ) . 1

Table 4 . 1 7 . — Percentage o f e f f e c t i v e and I n e f f e c t i v e s t a f f in g
In c id e n ts by s e le c te d i n s t i t u t i o n a l v a r ia b le s .
E f f e c t iv e

100

In e ffe c tiv e

V a r ia b le

50

50
56%

15— 2 Y r— 12

44%

58%

7— 4 Y r— 5

42%

56%

18— PU

14

44%

57%

4 — PR

3

43%

54%

7—

I

6

46%

42%

5— I I

7

58%

60%

10— I I I

4

40%

100

a PU * p u b lic ; PR = p r iv a t e ; I * 1 -2 ,0 0 0 s tu d e n ts ;
I I * 2 ,0 0 1 -5 ,0 0 0 s tu d e n ts ; I I I — 5,001 o r more s tu d e n ts .

S ix ty -s e v e n p e rc e n t o f th e 12 in c id e n ts re p o rte d by CSPOs
In tw o -y e a r I n s t it u t io n s were in th e 3 areas o f Made req u ests based
on o p in io n and w ith o u t adequate In fo rm a tio n , D isreg arded s it u a t io n a l
fa c to r s , and F a ile d to o b ta in In p u t .

Four o u t o f f i v e In e f f e c t i v e

In c id e n ts re p o rte d by CSPOs In fo u r -y e a r I n s t it u t io n s were e q u a lly
^ I t was found t h a t th e average number o f In e f f e c t i v e
s t a f f in g In c id e n ts p e r th e 13 CSPOs In fo u r -y e a r I n s t it u t io n s
was .3 8 compared to .5 2 f o r th e 23 CSPOs in tw o -y e a r I n s t i t u t i o n s .

154
placed 1n th e two areas o f Made req u ests based on o p in io n and
w ith ou t adequate in fo rm a tio n and D isreg arded s it u a t io n a l f a c t o r s .
(See T ab le 4 . 1 8 . )

Table 4 . 1 8 . — Number o f s t a f f in g In c id e n ts per i n e f f e c t i v e b e h a v io ra l
area by s e le c te d i n s t i t u t i o n a l v a r ia b le s .
I n e f f e c t i v e A rea 3
V a ria b le
2 Yr
4 Yr

A

B

C

3

1

1

2

0

1

D
3
2

T o ta l

E

F

G

2
0

1
0

1
0

12

5

PU
PR

4

1

1

4

1

0

1

1

2
0

1
0

1
0

14
3

I
II
III

2
2
1

0
1
0

1
0
1

1
2
2

0
2
0

1
0
0

1
0
0

6

7
4

aPU ■ p u b lic ; PR * p r iv a t e ; I = 1 -- 2 , 0 0 0 students •
I I « 2 ,0 0 1 -5 , 0 0 0 s tu d e n ts ; I I I = 5,001 o r more s tu d e n ts .
•

bA ■ Made requ ests based on o p in io n and w ith o u t adequate
in fo rm a tio n ; B - Made a re q u e s t t h a t lacked support o f o th e rs ;
C 111 F a ile d
to make d e c is io n s ; D = D isreg arded s it u a t io n a l fa c to r s ;
E * F a ile d
to o b ta in In p u t; F = Did not s t a t e p o s itio n f r a n k ly ;
G - F a ile d
to fo llo w through on an a c tio n .

A s im ila r d iffe r e n c e was found when th e percentages o f
in e f f e c t iv e In c id e n ts re p o rte d by CSPOs 1n p u b lic and p r iv a t e
In s t it u t io n s were compared.

Of th e 32 In c id e n ts re p o rte d on

s t a f f in g tas ks by CSPOs In p u b lic I n s t i t u t i o n s , 44 p e rc e n t were
In e f f e c t iv e compared to 43 p e rc e n t o f th e 7 in c id e n ts re p o rte d

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by CSPOs 1n p r iv a t e In s t it u t io n s . ^

S eventy-tw o p e rc e n t o f th e 14

In e f f e c t iv e In c id e n ts re p o rte d by CSPOs 1n p u b lic I n s t it u t io n s
were 1n th e 3 b e h a v io ra l areas o f Hade req u ests based on o p in io n
and w ith o u t adequate In fo rm a tio n , D isreg ard ed s it u a t io n a l f a c t o r s ,
and F a ile d to o b ta in In p u t .
The a n a ly s is o f I n e f f e c t i v e In c id e n ts based on th e s iz e
c la s s if ic a t io n o f th e In s t it u t io n s

1n which th e CSPOs served

re s u lte d 1 n th e fin d in g t h a t CSPOs who served 1n In s t it u t io n s
the second e n ro llm e n t c l a s s if i c a t io n

1n

( 2 ,0 0 1 -5 ,0 0 0 s tu d e n ts )

reported th e h ig h e s t percen tag e (5 8 p e rc e n t) o f i n e f f e c t i v e I n c i ­
dents and CSPOs In I n s t it u t io n s 1n th e t h ir d e n ro llm e n t c l a s s i ­
f ic a t io n th e low est percen tag e (40 p e r c e n t).

CSPOs 1n th e f i r s t

en ro llm en t c l a s s if i c a t io n re p o rte d 46 p e rc e n t I n e f f e c t i v e 1nc1dents.

2

E ig h ty -s e v e n p e rc e n t o f th e seven I n e f f e c t i v e In c id e n ts

reported by CSPOs 1n th e In s t it u t io n s

in th e second e n ro llm e n t

c la s s if ic a t io n were 1n th e th re e areas o f Made requ ests based on
opinion and w ith o u t adequate in fo rm a tio n . D isregarded s it u a t io n a l
fa c t o r s , and F a ile d to o b ta in In p u t .

When th e percentages o f

In e f f e c t iv e in c id e n ts based on CSPO c h a r a c t e r is t ic s were compared,
la rg e d iffe re n c e s were found between th e academic areas o f th e
^ I t was found t h a t th e average number o f I n e f f e c t i v e
s t a f f in g In c id e n ts re p o rte d per th e 29 CSPOs 1n p u b lic i n s t i t u ­
tio n s was .4 8 compared to .4 3 f o r th e 7 CSPOs in p r iv a t e I n s t i t u ­
tio n s .
2
I t was found t h a t th e average number o f I n e f f e c t i v e
s t a f f in g In c id e n ts re p o rte d p e r th e 14 CSPOs 1n th e f i r s t e n r o l l ­
ment c l a s s if i c a t io n was .4 3 , compared to .5 8 f o r th e 12 CSPOs
1n th e second e n ro llm e n t c l a s s i f i c a t i o n and .4 0 f o r th e 10 CSPOs
1 n the t h ir d e n ro llm e n t c l a s s i f i c a t i o n .

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CSPOs1 h ig h e s t degrees and areas o f p o s itio n s held j u s t p r i o r to
becoming a CSPO.

(See T a b le 4 . 1 9 . )

Table 4 . 1 9 . — Percentage o f e f f e c t i v e and I n e f f e c t i v e s t a f f in g
In c id e n ts by s e le c te d c h ie f s tu d e n t personnel o f f i c e r c h a r­
a c te r is tic s .

100

In e f f e c t i v e

C h a r a c t e r is t ic 4

E f f e c t iv e
50

50

0

— 4

22 %

8— Othei— 13

62%

14— SP
38%

68%
27%

— 9

32%

3— O th e r— 8

73%

19--S S

1 2 — New

--1 0

45%

10— Exp

— 7

41%

100

SP * guidance and s tu d e n t personnel c o n c e n tra tio n s f o r
highest earned degree; SS * p revio u s p o s itio n in stu d en t s e rv ic e s ;
New = served between one and f i v e years as CSPO; Exp * o ver f i v e
years as CSPO.

Those CSPOs whose areas o f academic c o n c e n tra tio n f o r
t h e ir h ig h e s t degrees were 1 n s tu d e n t personnel and guidance
c la s s if ie d 2 2 p e rc e n t o f th e 18 s t a f f in g

In c id e n ts th e y provided

as I n e f f e c t i v e , w h ile those CSPOs who had o th e r areas o f academic
c o n c e n tra tio n c l a s s if i e d 62 p e rc e n t o f 21 In c id e n ts as I n e f f e c t iv e .^
^ I t was found t h a t th e average number o f I n e f f e c t i v e s t a f f ­
ing In c id e n ts p e r th e 10 CSPOs whose areas o f academic c o n c e n tra ­
tio n were s tu d e n t personnel and guidance was .4 0 compared to 1 .1 8
fo r th e 11 CSPOs whose academic c o n c e n tra tio n was In o th e r a re a s .

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The CSPOs whose areas o f academic c o n c e n tra tio n f o r t h e i r h ig h e s t
degrees were o th e r than s tu d e n t personnel and guidance re p o rte d
fo u r (31 p e rc e n t) under th e area o f D isreg arded s it u a t io n a l f a c t o r s ,
Of th e rem aining n in e In c id e n ts , two In c id e n ts were in each o f th e
areas Made requests based on o p in io n and w ith o u t adequate i n f o r ­
m ation, F a ile d to make d e c is io n s , and F a ile d to o b ta in In p u t , w h ile
the CSPOs whose areas o f academic c o n c e n tra tio n were s tu d en t
personnel and guidance re p o rte d 75 p e rc e n t o f t h e i r In c id e n ts 1n
the area o f Made requ ests based on o p in io n and w ith o u t adequate
In fo rm a tio n .

(See T a b le 4 . 2 0 . )

Table 4 . 2 0 . — Number o f s t a f f in g In c id e n ts per I n e f f e c t i v e b e h a v io ra l
area by s e le c te d c h ie f s tu d e n t personnel o f f i c e r c h a r a c t e r is t ic s .
In e f f e c t i v e Area
C h a r a c te r is tic
SP
O ther

T o ta l

A

B

C

D

E

F

G

3

0
1

0
2

1

4

0
2

0
1

0
1

4
13

1
0

0
2

2

2
0

0
1

0
1

8

0
1

2
0

3

1
1

1
0

0
1

2

SS
O ther

4

New
Exp

3

1

2

3
2

9
10

7

SP 3 guidance and s tu d e n t personnel c o n c e n tra tio n s f o r
highest earned deg ree; SS 3 p rev io u s p o s itio n 1n s tu d en t s e rv ic e s ;
New 3 served between one and f i v e ye a rs as CSPO; Exp 3 o v e r f i v e
years as CSPO.
3 Made requ ests based on o p in io n and w ith o u t adequate
In fo rm a tio n ; B 3 Made a re q u e s t th a t lacked support o f o th e rs ;
C 3 F a ile d
to make d e c is io n s ; D 3 D isreg arded s it u a t io n a l f a c t o r s ;
E 3 F a ile d
to o b ta in In p u t; F 3 Did not s ta t e p o s itio n f r a n k ly ;
G 3 F a ile d
to fo llo w through on an a c tio n .

158
When th e percentages o f I n e f f e c t i v e in c id e n ts re p o rte d
were compared on th e b as is o f th e areas o f th e CSPOs1 p o s itio n s
ju s t p r io r to becoming a CSPO, i t was found t h a t those who held
student s e rv ic e s p o s itio n s p rovided a low er percentage o f I n e f ­
fe c tiv e In c id e n ts than those who served 1 n o th e r areas (32 p e r­
cent versus 73 p e rc e n t).^

O f th e e ig h t in c id e n ts re p o rte d by th e

CSPOs whose previous p o s itio n s were 1n areas o th e r than stu d en t
s e rv ic e s , 63 p e rc e n t were 1n th e two areas o f D isreg arded s it u a ­
tio n a l fa c to r s and F a ile d to make d e c is io n s .

I t was found th a t

44 p ercen t o f th e n in e In c id e n ts re p o rte d by CSPOs whose p revio u s
p o s itio n s were in stu d en t s e rv ic e s were in th e area o f Made
requests based on o p in io n and w ith o u t adequate in fo rm a tio n .
Based on th e ex p erie n c e o f th e CSPOs i t was found th a t
new CSPOs (one to f i v e y e a rs ) re p o rte d a s l i g h t l y h ig h e r p e r­
centage o f In e f f e c t i v e In c id e n ts than d id experienced (o v e r f i v e
y e ars) CSPOs.

The new CSPOs c la s s if i e d 45 p e rc e n t o f 22 In c id e n ts

as In e f f e c t iv e compared to 41 p e rc e n t o f 17 in c id e n ts f o r e x p e r l2
enced CSPOs.
S ix ty p e rc e n t o f th e i n e f f e c t i v e in c id e n ts th e new
CSPOs p rovided were 1 n th e areas o f Made requ ests based on o p in io n
and w ith o u t adequate in fo rm a tio n and D isreg arded s it u a t io n a l f a c t o r s .
F if t y - e i g h t p ercen t o f th e

experienced CSPOs* in c id e n ts were

1n

^ I t was found t h a t th e average number o f in e f f e c t i v e
s t a f f in g In c id e n ts per th e 15 CSPOs whose p reviou s p o s itio n s were
1n stu d en t s e rv ic e s was .6 0 compared to 1 .3 3 f o r th e 6 CSPOs
whose p reviou s p o s itio n s were in o th e r a re a s .
2
I t was found t h a t th e average number o f I n e f f e c t i v e
s t a f f in g In c id e n ts per th e 10 CSPOs who were new was 1 .0 0 com­
pared to .6 4 f o r th e 11 CSPOs who were e x p erie n c ed .

159
the same two a re a s .

But th e new CSPOs re p o rte d two In c id e n ts In

the area F a ile d to make d e c is io n s , w h ile none were re p o rte d In
th is area by exp erienced CSPOs.

The b eh avio rs on which th e beha­

v io ra l areas were e s ta b lis h e d and t h e i r r e l a t i o n to CSPO e f f e c ­
tiveness and In e ffe c tiv e n e s s a re an alyzed in th e n ext s e c tio n o f
the c h a p te r.
S ig n if ic a n t Behaviors
T h is s e c tio n 1s used to d e s c rib e th e s i g n i f i c a n t areas
o f b eh avio r by p re s e n tin g in fo rm a tio n on t h e i r b e h a v io ra l com­
ponents and a p p ro p ria te comments made by CSPOs d u rin g th e r e p o r t ­
ing o f s ig n if ic a n t In c id e n ts .
In some o f th e In c id e n ts th e y re p o rte d on a d v is in g /
re p o rtin g , p la n n in g /o r g a n iz in g , and s t a f f in g ta s k s , th e CSPOs
perceived them selves to have been e f f e c t i v e as a r e s u lt o f t h e i r
having c o lle c t e d , a n a ly z e d , and o b je c t iv e ly p resented d a ta to
c h ie f e x e c u tiv e o f f i c e r s .

In a d d it io n , th e y I d e n t i f i e d having

exposed t h e i r c h ie f e x e c u tiv e o f f i c e r s e i t h e r to persons, pro cesses,
o r m a te r ia ls to g iv e them background In fo rm a tio n as e f f e c t i v e beha­
v io rs .

In s h o r t, th e y s u b s ta n tia te d recommendations, p ro p o s a ls ,

and requ ests made to th e c h ie f e x e c u tiv e o f f i c e r w ith d ata and
in fo rm a tio n .

As one CSPO p o in te d o u t , a CSPO should " a n t ic ip a t e

and o b ta in answers f o r th e c h ie f e x e c u tiv e o f f i c e r ' s q u e s tio n s ."
S im ila r comments o ffe r e d were " g e t a l l th e fa c ts " and "be b r i e f ,
su ccin ct and f a c t u a l ."

Another CSPO s ta te d CSPOs need to be

" c o lle c to r s , a n a ly z e rs and c a t a ly s t s ."

A p p r o p r ia te ly , 1 t was

found t h a t when th e CSPOs made recommendations, p ro p o s a ls , and

160
requests based on o p in io n and w ith o u t adequate p re p a ra tio n and
lim ite d In fo rm a tio n , th ey p e rc e iv e d th ese b eh avio rs to have been
In e f f e c tiv e as th e y In te r a c te d w ith c h ie f e x e c u tiv e o f f i c e r s .
Also on a l l

th re e ta s k s 1 t was found th e CSPOs p e rc e iv e d

t h e ir behaviors o f having emphasized p o l i t i c a l

s u p p o rt, o f having

convinced o th e rs o f th e v a lu e o f a course o f a c t io n , o f having
others In te rc e d e w ith th e c h ie f e x e c u tiv e , and o f having worked
c o o p e ra tiv e ly w ith o th e rs to be e f f e c t i v e 1n o b ta in in g o b je c tiv e s
as they In te r a c te d w ith c h ie f e x e c u tiv e o f f i c e r s .

The e f f e c t i v e

behavioral areas developed were t h a t th e CSPOs C o rrob o rated
recommendations (p ro p o sals and re q u e s ts ) by In d ic a tin g o r o b ta in ­
ing support from o th e r s .

As one CSPO commented, "My p re s id e n t

expects me to develop support f o r my p ro p o s a ls ."

I t was found

th a t when th e CSPOs1 o b je c tiv e s were opposed by o th e r s , p a r t ic u ­
l a r l y th e f a c u lt y and th e c h ie f e x e c u tiv e 's c a b in e t, th e y re p o rte d
they were I n e f f e c t i v e .

One CSPO s tres se d th e Im portance o f Id e n ­

t if y in g support f o r and re s is ta n c e to o b je c tiv e s by o th e rs and
another emphasized th e Im portance o f e s ta b lis h in g th e "groundwork"
before In t e r a c t in g w ith th e c h ie f e x e c u tiv e o f f i c e r .
When th e CSPOs o b ta in e d and a p p r o p r ia te ly d issem inated
In fo rm a tio n to th e c h ie f e x e c u tiv e o f f i c e r and o th e r s , th ey
perceived th ese behaviors to be e f f e c t i v e 1n o b ta in in g o b je c tiv e s
on some o f th e a d v is in g /r e p o r tin g and p la n n in g /o rg a n iz in g I n c i ­
dents th e y re p o rte d .

The e f f e c t i v e b e h a v io ra l a re a developed

was t h a t th e CSPOs Provided tim e ly in fo r m a tio n .

In itia tiv e ,

s e n s i t i v i t y , and th e development o f sources o f In fo rm a tio n were

161

fundamental b eh avio rs as th e CSPOs a le r t e d c h ie f e x e c u tiv e o f f i c e r s
and o thers to new s itu a tio n s and kept them updated on s itu a tio n s
th a t were ongoing.

The I n e f f e c t i v e b e h a v io ra l a r e a , F a ile d to

provide In fo rm a tio n , was developed based on th e I n e f f e c t i v e CSPOs'
behaviors o f f a l l i n g

to keep them selves o r th e c h ie f e x e c u tiv e

f u l l y Inform ed and not d is s e m in a tin g in fo rm a tio n to those w ith a
need to know.

As one CSPO n o te d , "Keep th e p re s id e n t In fo rm e d ,

d o n 't l e t him be s u rp ris e d !"

A nother CSPO p ro vided an a d d itio n a l

dimension by o b s e rv in g , " In some cases d e c is io n s a re n o t made by
the p re s id e n t, but by th e board o f t r u s t e e s .
superiors be s u rp ris e d !"

D o n 't l e t yo u r

Based on one I n e f f e c t i v e a d v is in g /

re p o rtin g In c id e n t, th e I n e f f e c t i v e area o f Provided In fo rm a tio n
In the wrong s e ttin g was I d e n t i f i e d and I t was a s c e rta in e d t h a t
CSPOs must understand when and where to p ro v id e th e c h ie f execu­
t iv e w ith In fo rm a tio n as w e ll.
An e f f e c t i v e b e h a v io ra l are a found on a d v is in g /r e p o r tin g
and p la n n in g /o rg a n iz in g tasks was t h a t CSPOs Expressed p o s itio n s
f r a n k ly .

A s in g u la r I n e f f e c t i v e In c id e n t , when a CSPO d id not

express h is f e e lin g about a c a n d id a te f o r a p o s it io n , was Id e n ­
t i f i e d on a s t a f f in g ta s k .

T h is area 1s based on communication

behavior d u rin g CSP0-ch1ef e x e c u tiv e o f f i c e r I n t e r a c t io n .
e f f e c t iv e behaviors u t i l i z e d

The

by th e CSPOs were openness, exp res­

sion o f f e e lin g s , and d ir e c tn e s s .

As one CSPO commented, he and

the c h ie f e x e c u tiv e o f f i c e r use each o th e r as "sounding b o a rd s ,"
which Is su g g estive o f th e n e x t b e h a v io ra l a re a .

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The e f f e c t i v e b e h a v io ra l area o f O btained In p u t and fe e d ­
back was I d e n t i f i e d f o r a d v is in g /r e p o r tin g and p la n n in g /o rg a n iz in g
tasks and th e opposing I n e f f e c t i v e b e h a v io ra l areas o f F a ile d to
obtain feedback and F a ile d to o b ta in In p u t were I d e n t i f i e d on
a d v is in g /re p o rtin g and s t a f f i n g , in t h a t o rd e r.

One CSPO sug­

gested, " I t 1s Im p o rta n t to re c o g n ize th e p r e s id e n t's need and
p e rc e p tio n s ."

The b eh avio rs u t i l i z e d

by CSPOs in t h is e f f e c t i v e

area were d iscu ssin g p la n s , problem s, and d e c is io n s w ith th e
c h ie f e x e c u tiv e o f f i c e r ;

having the c h ie f e x e c u tiv e re v ie w p ro ­

posals; seeking c l a r i f i c a t i o n o f th e c h ie f e x e c u tiv e o f f i c e r ' s
e x p e c ta tio n s ; and seeking th e c h ie f e x e c u tiv e o f f i c e r ' s a d v ic e .
The f a i l u r e to o b ta in feedback was a ls o p e rc e iv e d as an I n e f f e c ­
t iv e b eh av io r when a CSPO re p o rte d t h a t he f a i l e d

to fo llo w up a

verbal re p o rt to In s u re th e c h ie f e x e c u tiv e o f f i c e r ' s understand­
ing o f 1 t .
The e f f e c t i v e b e h a v io ra l area o f Presented s o lu tio n s to
problems was I d e n t i f i e d on p la n n in g /o rg a n iz in g and s t a f f in g ta s k s .
The behaviors u t i l i z e d by CSPOs in v o lv e d t h e i r a b i l i t y to work
w ith p eo p le, to In v e s tig a te and a s c e rta in th e f a c t s o f a s it u a ­
t io n , and to remain f l e x i b l e and d evelop a l t e r n a t e s tr a te g ie s as
s itu a tio n s changed.

In a d d itio n , 1 t was found t h a t CSPOs

attem pted to m odify c o n d itio n s to head o f f p o te n tia l problem s.
As one CSPO observed, "My p re s id e n t expects me to s o lv e problems
and make d e c is io n s ."
F a ile d to make d e c is io n s was I d e n t i f i e d as an i n e f f e c t i v e
behavioral area on s t a f f in g .

In th e two In c id e n ts re p o rte d , th e

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CSPOs were co n fro n ted w ith problem s itu a tio n s and met w ith t h e i r
c h ie f e x e c u tiv e o f f i c e r s w ith o u t having decided on a course o f
a c tio n .

In both cases th e c h ie f e x e c u tiv e o f f i c e r s responded

by making d ec is io n s w ith which th e CSPOs were d is p le a s e d .

As a

CSPO n oted, " I t is im p o rta n t f o r me to make d e c is io n s f o r th e
c h ie f e x e c u tiv e o f f i c e r to r e a c t t o ."
C lo s e ly a l l i e d to d e c is io n making was th e e f f e c t i v e beha­
v io ra l area o f Took r is k s on s t a f f in g ta s k s .

In th e re p o rte d

In c id e n ts th e CSPO in one case undertook th e r e s o lu tio n o f a
problem w ith knowledge th a t th e c h ie f e x e c u tiv e o f f i c e r would be
d isp leased , 1n an o th e r th e CSPO p u rp o s e fu lly d id n o t announce
the p o s s ib le r a m ific a tio n s o f h is proposed a c tio n to th e c h ie f
execu tive o f f i c e r , and 1n th e l a s t in c id e n t th e CSPO "gambled"
th a t a person would be a b le to handle a p o s itio n .

A ll th ese

actions were taken 1n o rd e r to address p ro b le m a tic s it u a t io n s .
On a d v is in g /r e p o r t in g , th e f a c t t h a t CSPOs P e rs is te d
with reconmendatlons was i d e n t i f i e d as an e f f e c t i v e b e h a v io ra l
area.

The behaviors u t i l i z e d

1n t h is area Inclu d ed using v a rio u s

o p p o rtu n itie s to reem phasize problems o r needs to th e c h ie f
execu tive o f f i c e r and re s u b m ittin g a p re v io u s ly Ignored recommen­
dation when a problem s it u a t io n developed.

The f a i l u r e to commit

h im self to h is o b je c tiv e s , which re s u lte d 1n lim it e d a tte m p ts to
obtain them, was th e b e h a v io r I d e n t i f i e d by one CSPO who re p o rte d
an i n e f f e c t iv e in c id e n t under both a d v is in g /r e p o r tin g and p la n n in g /
o rg a n iz in g .

164
D isregarded s it u a t io n a l fa c to r s was found to be an I n e f ­
fe c tiv e b e h a v io ra l area t h a t was I d e n t i f i e d f o r a l l

th re e ta s k s .

In the re p o rte d In c id e n ts In d iv id u a l CSPOs made recommendations
th a t would a d v e rs e ly a f f e c t persons c lo s e to th e c h ie f e x e c u tiv e ,
proposed a p o lic y change co u n ter to th e c h ie f e x e c u tiv e o f f i c e r ' s
value system, made requ ests co u n ter to I n s t i t u t i o n a l p o lic y ,
fa ile d to co n sid e r budgetary l i m i t a t i o n s , and recommended a
cooperative program w ith an I n s t i t u t i o n w ith which th e c h ie f
executive was having a " p o l i t i c a l "

problem .

An e f f e c t i v e b e h a v io ra l area t h a t was unique to s t a f f in g
was composed o f behaviors used by CSPOs to g ain autonomy on these
tasks.

In two o u t o f th e fo u r In c id e n ts re p o rte d , 1 t was found

th a t the CSPOs o penly argued th e need f o r autonomy to th e c h ie f
executive o f f i c e r .

In an o ther In c id e n t the CSPO r e s is te d th e

c h ie f e x e c u tiv e o f f i c e r ' s

s p e c ific a tio n o f th e ty p e o f person to

be h ire d f o r a p o s itio n by p r o c r a s tin a tin g in th e f i l l i n g
p o s itio n .

o f th e

In th e f i n a l In c id e n t th e CSPO o v e rru le d h is own s t a f f

and nominated th e c a n d id a te he f e l t was b est q u a li f i e d f o r a
p o s itio n .

The comments provided by CSPOs on s t a f f in g

In d ic a te d

th a t c h ie f e x e c u tiv e o f f ic e r s took an a c t iv e r o le on s t a f f in g
m a tters.

One CSPO noted t h a t h is c h ie f e x e c u tiv e had "stro n g

fe e lin g s " on th e Im portance o f s t a f f i n g , and an o th er In d ic a te d
th a t h is c h ie f e x e c u tiv e wanted a chance to p ro v id e In p u t on
s t a f f in g m a tte rs .

A t one I n s t i t u t i o n

the CSPO s ta te d t h a t th e

c h ie f e x e c u tiv e o f f i c e r d id a l l th e h ir in g o f p ro fe s s io n a l s t a f f .

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E s ta b lis h e d a n e g a tiv e p o s itio n was an I n e f f e c t i v e beha­
v io ra l area developed f o r a d v is in g /r e p o r tin g and p la n n in g /o r g a n iz in g .
The behaviors t h a t compose t h is area c o n s is t o f a tte m p tin g to d is ­
suade the c h ie f e x e c u tiv e o f f i c e r from fo llo w in g a course o f
a c tio n , arguing a g a in s t an assignm ent, f a l l i n g
c h ie f e x e c u tiv e o f f i c e r ' s

to respond to a

re q u e s t, and r e s is tin g

t iv e 's m o d ific a tio n o f a p ro p o s a l.

the c h ie f execu­

As one CSPO commented, " I t

1s Im p o rtan t to accep t assignments w ith o u t comment and then use
o ther s tr a te g ie s to change th e c h ie f e x e c u tiv e o f f i c e r ' s
tio n ."

p o s i­

Based on the In c id e n ts re p o rte d , 1 t was observed t h a t when

the CSPO e s ta b lis h e d a n e g a tiv e p o s itio n w ith th e c h ie f e x e c u tiv e
o f f i c e r , subsequent attem p ts to change th e c h ie f e x e c u tiv e 's mind
were In e f f e c t i v e .
F in a l l y , s in g u la r In c id e n ts under p la n n in g /o rg a n z ln g and
s ta ffin g re s u lte d in th e development o f th e I n e f f e c t i v e b e h a v io ra l
area o f F a ile d to fo llo w through on an a c t io n .

In one In c id e n t

the CSPO d id n o t In s u re t h a t a su b o rd in ate completed arrangem ents
f o r a program, and 1n th e o th e r th e CSPO recommended h ir in g a
person whose q u a lif ic a t io n s were In c o n s is te n t w ith those 1n a
proposal th e c h ie f e x e c u tiv e had approved.

The b eh avio rs t h a t

CSPOs f e l t CSPOs needed to develop 1n o rd e r to work e f f e c t i v e l y
w ith c h ie f e x e c u tiv e o f f i c e r s a re presented 1n th e n ext s e c tio n
o f the c h a p te r.

166
Needed C h ie f S tu d en t Personnel O f f i c e r B ehaviors
A t th e end o f each in te r v ie w th e CSPO being in te rv ie w e d
was asked to i d e n t i f y th e b e h a v io rs t h a t he b e lie v e d CSPOs needed
to develop in o rd e r to work e f f e c t i v e l y w ith c h i e f e x e c u tiv e
o f f ic e r s .

In t o t a l ,

th e 36 CSPOs p ro vid e d 84 b e h a v io ra l elem ents

w ith most CSPOs s p e c ify in g more than one ty p e o f b e h a v io r.

It

was found t h a t th e s p e c ifie d b eh av io rs could be grouped under two
general a re a s :

te c h n ic a l

b eh avio rs and in te rp e rs o n a l b e h a v io rs .^

The 38 te c h n ic a l b eh av io rs d e a lt w ith th in g s and ideas and th e 46
in te rp e rs o n a l b eh av io rs d e a lt w ith p e o p le .

Under each area th r e e

b eh avio ral statem en ts were developed t h a t r e f le c t e d

s i m il a r beha­

v io ra l elem en ts.
The in te rp e r s o n a l b e h a v io ra l sta tem en ts t h a t were
developed, a p o s t e r i o r i , w ere:
1.

S tudying th e c h i e f e x e c u tiv e o f f i c e r .

The CSPOs

s p e c ifie d t h a t CSPOs should study t h e i r c h ie f e x e c u tiv e o f f i c e r s
in o rd e r t o le a r n t h e i r v a lu e s , p r i o r i t i e s ,

i n t e r e s t s , p o s itio n s

on is s u e s , and to le a rn what th e y do and do n o t respond to as
w ell as what th e y need to know and what th e y s h o u ld n 't be b oth ered
w ith .
2.

D evelo p in g in te rp e r s o n a l

s k ills .

The in te rp e r s o n a l

s k i l l s t h a t th e CSPOs emphasized t h a t CSPOs should d evelop w ere
the a b i l i t y to be open and h o n e s t, to communicate 1n a v a r i e t y
1C h ris A r g y r ls , In te rp e r s o n a l Competence and O rg a n iz a ­
tio n a l E ffe c tiv e n e s s (Homewood, 1 1 1 .:
Dorsey P re s s , I n c . , 1 9 6 2 ),
p. 16, has observed t h a t a d m in is t r a t iv e competency can be a n a ly t ic
a l l y se p a ra te d in t o th ese two i n t e r r e l a t e d components.

167
o f ways, to be a g g re s s iv e and p o s i t i v e , and to o p e ra te w ith o u t a
w in /lo s e p h ilo s o p h y .

The need to be t a c t f u l and d ip lo m a tic was

also s p e c if ie d .
3.

E s ta b lis h in g r e l a t i o n s h i p s .

The c h i e f e x e c u tiv e

o fflc e r-C S P O r e l a t i o n s h i p was d e s c rib e d by th e CSPOs as c o n s is tin g
o f c o n s ta n t and p u rp o s e fu l in t e r a c t io n s s t r o n g ly dependent on
tru s t.

I t was noted t h a t CSPOs should make them selves a v a i l a b l e

to th e c h ie f e x e c u tiv e o f f i c e r s , on one hand, and on th e o th e r
hand, should seek t h e i r a d v ic e and c o u n s e l.

E s ta b lis h in g r e l a ­

tio n s h ip s extended to o th e r a r e a s , as i t was s tre s s e d t h a t CSPOs
should g e t to know o th e rs 1n th e I n s t i t u t i o n

s o c i a l l y , should

in t e r a c t w ith o th e r a d m in is tr a to r s and f a c u l t y , and s h o u ld , when
p o s s ib le , in v o lv e o th e r persons 1n t h e i r a c t i v i t i e s .

In a d d it i o n ,

the CSPOs suggested t h a t CSPOs should expose t h e i r c h ie f e x e c u tiv e
o f f ic e r s to t h e i r s t a f f s and t h a t th ey should g e t th em selves and
t h e ir s t a f f s

in v o lv e d 1n e x tra d e p a rtm e n ta l a s sig n m en ts.

The te c h n ic a l b e h a v io ra l sta te m e n ts t h a t were d e v e lo p e d ,
a p o s t e r i o r i , w ere:
1.

S tu d y in g th e o r g a n iz a t io n .

The CSPOs in d ic a te d t h a t

CSPOs must come to u n d erstan d th e o r g a n iz a tio n o f t h e i r i n s t i ­
tu tio n s and become o b s e rv e rs o f th e p o l i t i c a l process so th e y
know how th in g s a r e done on a d a y -to -d a y b a s is .
the o r g a n iz a tio n and th e p o l i t i c a l

U n d ers tan d in g

process encompasses th e CSPOs

id e n t if y in g th e p h ilo s o p h y o f t h e i r i n s t i t u t i o n s , keep in g an
in s titu tio n a l

p e r s p e c tiv e , u n d e rs ta n d in g t h e i r own p o s itio n s

in

168
the h ie ra rc h y , and th e a b i l i t y to gauge p u b lic re a c tio n on Issues
and knowing when o r when n o t to do som ething.
2.

Developing te c h n ic a l s k i l l s .

The CSPOs noted t h a t

CSPOs need to e s ta b lis h t h e i r c r e d e n tia ls and become e x p e rts in
t h e ir area and have a stro n g base 1n such o rg a n iz a tio n a l

s k ills

as p la n n in g , d e c is io n m aking, b u d g e tin g , co s t a c c o u n tin g , and o th e r
fis c a l m a tte rs .
3.

C o lle c tin g d ata and in fo r m a tio n .

The CSPOs s p e c ifie d

th a t CSPOs need to I d e n t i f y Issues in t h e i r In s t it u t io n s and keep
1n touch w ith o th e r In s t it u t io n s in o rd e r to i d e n t i f y tre n d s and
changes.

The f a c t t h a t CSPOs need to develop fa c ts and fig u r e s

through re search and to keep th e c h ie f e x e c u tiv e o f f i c e r f u l l y
Informed were fr e q u e n tly stre s s e d as needed b e h a v io rs .

Once th e

behavioral elem ents had been c a te g o riz e d under the a p p ro p ria te
area, the percentages o f te c h n ic a l and In te rp e rs o n a l elem ents
s p e c ifie d were an alyzed in r e la t io n to s e le c te d i n s t i t u t i o n a l
v a ria b le s and CSPO c h a r a c t e r is t ic s .

(See T ab les 4.21 and 4 . 2 2 . )

I t was found when th e number o f te c h n ic a l and i n t e r p e r ­
sonal elem ents s p e c ifie d by th e CSPOs was an alyzed in r e l a t i o n to
selected i n s t i t u t i o n a l v a r ia b le s th a t th e in te rp e rs o n a l elem ents
c o n s titu te d a c o n s is te n tly h ig h e r percentage o f th e elem ents
across th e v a r ia b le s .

The s m a lle s t d iff e r e n c e in th e p ercentage

o f te c h n ic a l and in te rp e rs o n a l elem ents was found f o r CSPOs who
served In tw o -y e a r In s t it u t io n s

(52 p e rc e n t in te rp e rs o n a l versus

48 percen t t e c h n ic a l) and th e la r g e s t d iffe r e n c e In th e p e r­
centage o f te c h n ic a l and in te rp e rs o n a l elem ents was found f o r

169
CSPOS 1n fo u r -y e a r In s t it u t io n s

(5 9 p e rc e n t in te rp e rs o n a l versus

41 percent t e c h n ic a l) .

Table 4 . 2 1 . — Percentages o f s p e c ifie d te c h n ic a l and In te rp e rs o n a l
elem ents by s e le c te d i n s t i t u t i o n a l v a r ia b le s .
T ec h n ic al ________
V a ria b le

A

B

C

2 Yr
4 Yr

5
5

12
4

8
4

25
13

PU
PR

8
2

13
3

11
1

I
II
III

4
3
3

7
4
5

3
6
3

T o ta l

In te r p e r s o n a l0
A

B

C

48
41

5
8

9
3

13
8

27
19

52
59

32
6

46
43

10
3

8
4

20
1

38
8

54
57

14
13
11

45
46
44

4
6
3

7
2
3

6
7
8

17
15
14

55
54
56

%

T o ta l

aPU - p u b lic ; PR - p r iv a t e ; I = 1 -2 ,0 0 0 s tu d e n ts ; I I
5,000 stu d en ts; I I I ■ 5,001 o r more s tu d e n ts .

%

■ 2 ,0 0 1 -

^ T ec h n ica l:
A - Studying th e o r g a n iz a tio n ; B - D eveloping
te c h n ic a l s k i l l s ; C = C o lle c tin g d ata and in fo rm a tio n .
i n t e r p e r s o n a l : A = Studying th e c h ie f e x e c u tiv e o f f i c e r ;
B * Developing in te rp e rs o n a l s k i l l s ; C = E s ta b lis h in g r e la t io n s h ip s .

When s e le c te d personal c h a r a c t e r is t ic s o f th e CSPOs were
used in th e a n a ly s is o f th e number o f te c h n ic a l and in te rp e rs o n a l
elements s p e c ifie d by th e CSPOs, 1 t was found t h a t th e CSPOs who
obtained t h e i r h ig h e s t degrees 1n s tu d e n t personnel and guidance
s p e c ifie d a h ig h e r percen tag e o f In te rp e rs o n a l elem ents than d id
CSPOs whose h ig h e s t degrees were in o th e r areas (62 p e rc e n t versus
51 p e rc e n t).

The n a tu re o f th e CSPOs1 p revio u s p o s itio n s was

found to be c le a r ly r e la t e d to th e number o f In te rp e rs o n a l and

170
Table 4 . 2 2 . — Percentages o f s p e c ifie d te c h n ic a l and In te rp e rs o n a l
elements by s e le c te d c h ie f s tu d e n t personnel o f f i c e r c h a r a c t e r is t ic s .
C h aracter­
is tic ®

Techn ical**
A

B

C

SP
Other

3
7

4
12

4
8

11
27

SS
Other

7
3

9
7

5
7

New
Exp

7
3

10
6

6
6

T o ta l

In te r p e r s o n a l0
A

B

C

38
49

4
9

6
6

8
13

18
28

62
51

21
17

38
61

11
2

10
2

14
7

35
11

62
39

23
15

47
43

7
6

6
6

13
8

26
20

53
57

%

T o ta l

%

SP * guidance and s tu d e n t personnel c o n c e n tra tio n s f o r
highest earned degree; SS = p reviou s p o s itio n 1n s tu d en t s e rv ic e s ;
New = served between one and f i v e ye a rs as CSPO; Exp = o ver f i v e
years as CSPO.
^ T e c h n ic a l: A * Studying th e o r g a n iz a tio n ; B * Develop­
ing te c h n ic a l s k i l l s ; C = C o lle c tin g data and In fo rm a tio n .
i n t e r p e r s o n a l : A = Studying th e c h ie f e x e c u tiv e o f f i c e r ;
B « Developing In te rp e rs o n a l s k i l l s ; C = E s ta b lis h in g r e la t io n s h ip s .

te c h n ic a l elem ents s p e c ifie d .

I t was found t h a t CSPOs whose p re ­

vious p o s itio n s were 1n s tu d en t s e rv ic e s s p e c ifie d 62 p e rc e n t o f
t h e ir elem ents as In te rp e rs o n a l and th e CSPOs who served 1n p o s i­
tio n s In o th e r areas s p e c ifie d 61 p e rc e n t o f t h e i r elem ents as
te c h n ic a l.

O v e ra ll 1 t was found t h a t E s ta b lis h in g r e la t io n s h ip s ,

in the In te rp e rs o n a l a r e a , was th e c a te g o ry o f b eh av io r comprised
o f the most elem ents ( 2 1 ) , w h ile Studying th e o rg a n iz a tio n was th e
category o f b eh av io r comprised o f the few est elem ents ( 1 0 ) , 1n
the te c h n ic a l a r e a .

171
Methods and Procedures
As p a r t o f each In te r v ie w th e CSPO was requested to
provide comments on th e study and I t s methods.

In a d d it io n , d u rin g

the In te rv ie w and a n a ly s is stages o f th e study th e re s e a rc h e r
made o b serva tio n s on CSPOs1 re a c tio n s to th e study and I t s methods
and stu d ied p o s s ib le d iffe r e n c e s 1n In fo rm a tio n gained through
fa c e -to -fa c e and tele p h o n e In te r v ie w s .
One CSPO d escrib ed th e study as "awesome" and a n o th e r
stated t h a t th e study "scared" him.

One CSPO question ed w hether

or not th e re s e a rc h e r had d i f f i c u l t y g e ttin g CSPOs to p a r t ic ip a t e
In th e s tu d y , and when Inform ed th a t i t

had not been a problem

expressed s u rp ris e t h a t CSPOs were w i l l i n g to discuss t h e i r i n t e r ­
action s w ith c h ie f e x e c u tiv e o f f i c e r s .
A t the beginning o f each in te r v ie w , a f t e r th e CSPOs had
been In s tru c te d in th e In c id e n t fo rm at and g iven th e tas k d e f i ­
n it io n s , th e re s e a rc h e r observed t h a t some CSPOs were tro u b le d by
the s p e c i f i c i t y o f th e stu d y.

S ubsequently, when Inform ed th a t

the rese arch er would a s s is t them by askin g a p p ro p ria te q u e s tio n s ,
and a f t e r having re p o rte d one in c id e n t, th e CSPOs " re la x e d " and
In th e m a jo r ity o f cases exp erienced no d i f f i c u l t y
In c id e n ts .

1n re p o rtin g

S everal CSPOs d id suggest t h a t I t may have been b e t t e r

I f th ey had been sen t th e In s tr u c tio n s
so they could have p re p a re d .

In advance o f th e In te r v ie w

One CSPO who pondered t h is q u e stio n

on h is own concluded th a t he b e lie v e d th e "co ld approach" was
the b e s t.

I t was n o te d , by th e re s e a rc h e r, t h a t th e s tru c tu re d

In te rv ie w fo rm a t was a d e f i n i t e a s s is ta n c e 1n o b ta in in g th e

172
desired In fo rm a tio n .

In some cases th e CSPOs would p ro v id e very

cursory d e s c rip tio n s o f In c id e n ts w h ile o th e rs would p ro vid e
e la b o ra te d e t a il w ith lim it e d substance.
o f probing questions c l a r i f i e d

In most cases th e use

th e In c id e n ts and alm ost I n e v i t ­

ab ly re s u lte d in new in fo rm a tio n being develop ed .

I t was observed

th a t a f t e r th e re p o rtin g o f th re e to fo u r In c id e n ts , 1n many cases,
the CSPOs seemed to "run d ry" and o fte n commented t h a t was about
a l l they could "come up w it h ."
A t th e co nclusion o f t h e i r in te rv ie w s th e m a jo r ity o f
CSPOs expressed th e o p in io n t h a t 1 t was e i t h e r a good o r I n t e r ­
es tin g stu d y.

Some p a r t ic u la r comments re c e iv e d were th a t th e

study was novel and th a t such a study was needed.

One CSPO com­

mented t h a t 1 t was th e f i r s t tim e he had been In v o lv e d 1n such an
"1n-depth" stu d y.

S everal CSPOs commented on th e method o f c o l ­

le c tin g r e c a lle d d a ta .

One CSPO observed th a t some consciousness

ra is in g occurred as a r e s u lt and an o th e r c a lle d I t a le a rn in g
process.

In one In s ta n c e a CSPO commented t h a t alth ou gh a b e lie v e r

In b eh av io ra l o b je c tiv e s , he got "hung-up" in a tte m p tin g to des­
c rib e h is own b e h a v io rs .

A nother CSPO commented on th e d i f f i c u l t y

o f a tte m p tin g to p in p o in t s p e c if ic b eh avio rs used, and an o th e r
In d ic a te d d i f f i c u l t y

1n d is tin g u is h in g between c le a r - c u t e f f e c ­

t iv e and In e f f e c t i v e In c id e n ts .

I t was observed, a ls o , t h a t ta s k

c la s s if ic a t io n was troublesom e.

In s e v e ra l In s tan ce s CSPOs

suggested t h a t 1 t m ight be b e t t e r f o r th e re s e a rc h e r to c l a s s if y
the In c id e n ts .

173
On th e method o f d a ta c o l le c t i o n , s e v e ra l CSPOs commented
th a t they would n o t have p a r t ic ip a t e d In th e study 1 f a q u e s tio n ­
n a ire had been used, and one went so f a r as to say t h a t 1 t would
have been Im p o ssib le to conduct th e study w ith a q u e s tio n n a ire .
Several CSPOs commented th a t th e re s e a rc h e r's w illin g n e s s to
p e rs o n a lly In te r v ie w them conveyed commitment to th e study and
re s u lte d 1n t h e i r p a r t i c ip a t i o n .

One CSPO commented t h a t he

found th e use o f th e tele p h o n e in te r v ie w in t e r e s t in g .
The

a n a ly s is o f th e f a c e - t o - f a c e and tele p h o n e In te r v ie w

methods andth e In fo rm a tio n
In te r e s tin g f in d in g s .

o b ta in e d by them le d to s e v e ra l

I t was found th a t th e average teleph on e

In te rv ie w la s te d 6 0 .2 5 m inutes and produced on th e average 4 .0
In c id e n ts , w h ile th e average personal in te r v ie w la s te d 6 5 .5 0
minutes and

produced on the average 3 .8 5 In c id e n ts .

the tim e Involvem ent

In a d d it io n ,

o f th e re s e a rc h e r was much g r e a te r In th e

fa c e -to -fa c e In te r v ie w .

Besides t r a v e l tim e , th e re s e a rc h e r a ls o

spent a d d itio n a l tim e w ith th e CSPO b e fo re and a f t e r the In te r v ie w .
On th e o th e r hand, th e f a c e - t o - f a c e In te r v ie w was not as " s t e r i l e "
as the teleph on e in te r v ie w .

In th e f a c e - t o - f a c e In te r v ie w th e

research er could observe th e I n s t i t u t i o n and th e s p e c if ic s e t ­
tin g s in which a CSPO worked and m a te r ia ls which th e CSPO f e l t
germane to re p o rte d In c id e n ts .

O ther disadvantages found w ith th e

telephone procedure were th e ease w ith which a CSPO could break
o f f an In te r v ie w and ask to be re c o n ta c te d , o r re q u e s t to have the
In te rv ie w re sc h e d u led , both o f which happened on s e v e ra l o ccasio n s.
A fte r com pleting t h e i r tele p h o n e In te r v ie w two CSPOs s a id th ey

174
would have p re fe rr e d th e f a c e - t o - f a c e In te r v ie w and one o f them
stated he f e l t a te le p h o n e In te r v ie w was more d i f f i c u l t than a
fa c e -to -fa c e in te r v ie w .
A comparison o f th e In fo rm a tio n o b ta in e d by th e two
methods r e s u lte d In th e fin d in g t h a t CSPOs who were in te rv ie w e d
over the tele p h o n e re p o rte d a h ig h e r percen tag e o f I n e f f e c t i v e
In c id e n ts than d id th e CSPOs in te rv ie w e d f a c e - t o - f a c e .

O f th e

64 In c id e n ts o b ta in ed over th e te le p h o n e , 36 p e rc e n t were I n e f ­
f e c t iv e compared to 32 p e rc e n t o f th e 77 In c id e n ts o b ta in ed
fa c e -to -fa c e .

No o th e r d iffe r e n c e s in th e In fo rm a tio n o b ta in e d

were I d e n t i f i e d .
Summary
In th is c h a p te r th e fin d in g s o f th e stu d y were p resen ted
and a n a ly ze d .

The f i r s t s e c tio n o f th e c h a p te r was used to

re p o rt and a n a ly ze th e c h a r a c t e r is t ic s o f th e 36 c h ie f stu d e n t
personnel o f f i c e r s

(CSPO) who were In te rv ie w e d and th e s i g n i f i c a n t

In c id e n ts th e y p ro v id e d .

I t was found th a t 97 p e rc e n t o f th e

CSPOs s e le c te d f o r th e study were m ale, w ith a mean age o f 4 1 .6
y e a rs , and th e 1 fem ale was 43 y e a rs o f age.
a l l th e CSPOs held t i t l e s

A c le a r m a jo r ity o f

o f dean (72 p e r c e n t), b u t 1 t was noted

th a t o f th e CSPOs 1n f o u r -y e a r p u b lic I n s t it u t io n s 62 p e rc e n t
held t i t l e s

o f v ic e - p r e s id e n t .

An a n a ly s is o f th e CSPOs1 e d u c a tio n a l backgrounds re v e a le d
t h a t f o r 58 p e rc e n t o f th e CSPOs th e m a s te r's degree was th e
highest degree earn ed ; however, o f th e CSPOs 1n fo u r -y e a r p u b lic

175
In s t it u t io n s 62 p e rc e n t held a d o c to r a te .

The a n a ly s is o f th e

CSPOs' areas o f academic c o n c e n tra tio n f o r t h e i r h ig h e s t degrees
re s u lte d in th e fin d in g s t h a t 69 p erc en t had earned t h e i r h ig h e s t
degree 1n the f i e l d o f e d u c a tio n , and 33 p e rc e n t had co n ce n trated
on stu d en t personnel and guidance w h ile stu d yin g f o r t h e i r
highest d eg re e.

By le v e l and c o n tro l o f i n s t it u t io n s 1n which th e

CSPOs s e rv ed , 1 t was determ ined t h a t tw o -y e a r p u b lic I n s t i t u t i o n s ,
as a group, had th e h ig h e s t p ercen tag e o f CSPOs who In d ic a te d
student personnel and guidance c o n c e n tra tio n s f o r t h e i r h ig h e s t
degree (48 p e r c e n t).
Using th e t i t l e s

o f t h e i r p rev io u s p o s itio n s as an I n d i ­

ca tio n o f th e CSPOs' ex p e rie n c e 1n stu d en t s e r v ic e s , 1 t was found
th a t 64 p e rc e n t o f th e CSPOs were I d e n t i f i e d as having h eld a
p o s itio n In stu d e n t s e rv ic e s Im m ed iately p r i o r to becoming a CSPO.
Of the CSPOs In fo u r -y e a r p r iv a t e I n s t i t u t i o n s , 80 p e rc e n t had a
p o s itio n 1n s tu d e n t s e rv ic e s Im m ed iately p r io r to becoming CSPOs,
w h ile t h is was tr u e f o r o n ly 38 p erc en t o f th e CSPOs 1n fo u r -y e a r
p u b lic I n s t it u t io n s .

The a n a ly s is o f th e lo c a tio n s o f th e CSPOs'

p o s itio n s Im m ed iately p r i o r to becoming a CSPO r e s u lte d In th e
fin d in g t h a t 56 p e rc e n t held t h e i r p reviou s p o s itio n s a t th e
In s t it u t io n s where th e y served as th e CSPO, w ith 87 p e rc e n t o f
the CSPOs 1n fo u r -y e a r p u b lic In s t it u t io n s re p o rtin g t h is circu m ­
stance.
I t was determ ined th a t the la r g e s t percentages o f th e
CSPOs In t e r a c te d , on th e a v e ra g e , w ith t h e i r c h ie f e x e c u tiv e
o f fic e r s on s tu d en t s e rv ic e s m a tte rs 1n form al s e ttin g s between

176
one and f i v e tim es p er month (55 p e rc e n t) and 1n In fo rm a l s e ttin g s
six o r more tim es p er month (66 p e r c e n t).

The h ig h e s t re p o rte d

average number o f In te r a c t io n s in in fo rm a l s e ttin g s was 60 tim es
per month.

Based on p a s t ta s k In te r a c tio n s w ith c h ie f e x e c u tiv e

o f f ic e r s , th e CSPOs re p o rte d 141 s i g n i f i c a n t In c id e n ts o f which
55 were on a d v is in g /r e p o r t in g , 47 were on p la n n in g /o r g a n iz in g , and
39 were on s t a f f in g ta s k s .

S ix ty -s e v e n p e rc e n t o f a l l

th e i n c i ­

dents re p o rte d were e f f e c t i v e and 33 p e rc e n t were i n e f f e c t i v e in
natu re.
T h 1 rty -n 1 n e p ercen t was th e h ig h e s t percentage o f i n e f ­
fe c tiv e In c id e n ts I d e n t i f i e d on th e b asis o f s e le c te d I n s t i t u ­
tio n a l v a r ia b le s , w ith CSPOs 1n both fo u r -y e a r and p r iv a t e
in s t it u t io n s re p o r tin g t h is p e rc e n ta g e .

On th e b asis o f s e le c te d

CSPO c h a r a c t e r is t ic s 1 t was found t h a t CSPOs whose areas o f aca­
demic c o n c e n tra tio n f o r t h e i r h ig h e s t degree were o th e r than
student personnel and guidance re p o rte d th e h ig h e s t percentage o f
In e f f e c t iv e In c id e n ts

(4 0 p e r c e n t).

I t was noted t h a t a 1 p e r­

cent d iffe r e n c e e x is te d between th e percentages o f i n e f f e c t i v e
In c id e n ts re p o rte d by new (one to f i v e years as CSPO) and e x p e r i­
enced (o v e r f i v e ye a rs as CSPO) CSPOs.

The new and exp erienced

CSPOs re p o rte d 34 and 33 p erc en t I n e f f e c t i v e In c id e n ts , resp ec­
tiv e ly .

By ta s k s , th e h ig h e s t percentage o f e f f e c t i v e In c id e n ts

was found to be re p o rte d on p la n n in g /o rg a n iz in g

(79 p e rc e n t) and

the low est percentage o f e f f e c t i v e In c id e n ts on s t a f f in g
c e n t).

(5 6 p e r­

S ix t y - f o u r p e rc e n t o f the a d v is in g /r e p o r tin g In c id e n ts

reported were e f f e c t i v e .

177
In th e second, t h i r d , and fo u r th s e c tio n s o f th e c h a p te r
the s i g n i f i c a n t b e h a v io ra l areas t h a t were In d u c tiv e ly developed
fo r a d v is in g /r e p o r tin g , p la n n in g /o r g a n iz in g , and s t a f f in g ta s k s ,
r e s p e c tiv e ly , were p resented along w ith In c id e n t a b s tra c ts th a t
h ig h lig h te d th e behaviors CSPOs p e rc e iv e d to be s i g n i f i c a n t w ith in
the c o n te x t o f th e in c id e n t .

A lso presented 1n each o f th ese

sections were th e d iffe r e n c e s I d e n t i f i e d

In th e percentages o f

In e f f e c tiv e ta s k In c id e n ts on th e b asis o f s e le c te d CSPO c h a r­
a c t e r is t ic s and I n s t i t u t i o n a l v a r ia b le s and th e number o f i n e f ­
f e c t iv e In c id e n ts per b e h a v io ra l area by th e same v a r ia b le s .
I t was found th a t 6 areas o f e f f e c t i v e b e h a v io r and 8
areas o f In e f f e c t i v e b e h a v io r re s u lte d from th e groupings o f
s im ila r behaviors p erc eiv ed s i g n i f i c a n t by th e CSPOs in th e 35
e f f e c t iv e and 20 I n e f f e c t i v e a d v is in g /r e p o r tin g in c id e n ts th ey
re p o rte d .
I.

II.

These areas were:

E f f e c t iv e
A.

S u b s ta n tia te d recommendations w ith d ata and In fo rm a tio n

B.

C orroborated recommendations by In d ic a tin g and o b ta in in g
support from o th e rs

C.

Provided tim e ly In fo rm a tio n

D.

Expressed p o s itio n s f r a n k ly

E.

O btained in p u t and feedback

F.

P e rs is te d w ith recommendations

I n e f f e c t iv e
A.

Made recomnendatlons based on o p in io n and w ith o u t adequate
In fo rm a tio n

B.

Made recommendations th a t lacked support o f o th e rs

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C.

F a ile d to p ro v id e In fo rm a tio n

D.

D isregarded s it u a t io n a l fa c to r s

E.

E s ta b lis h e d a n e g a tiv e p o s itio n

F.

F a ile d to o b ta in feedback

G.

Provided In fo rm a tio n In th e wrong s e ttin g

H.

F a ile d to p e r s is t w ith a recommendation
On th e b asis o f compared i n s t i t u t i o n a l v a r ia b le s , th e

g re a te s t d iffe r e n c e found 1n th e percentages o f i n e f f e c t i v e
a d v is in g /re p o rtin g in c id e n ts was between le v e ls o f I n s t i t u t i o n s .
CSPOs In fo u r -y e a r I n s t it u t io n s re p o rte d 46 p erc en t i n e f f e c t i v e
In c id e n ts , 17 p erc en t more than CSPOs 1n tw o -y e a r I n s t i t u t i o n s .
The h ig h e st percentage o f th e in c id e n ts provided by th e CSPOs In
fo u r-y e a r I n s t it u t io n s was 1n th e b e h a v io ra l are a E s ta b lis h e d a
negative p o s it io n .

By compared CSPO c h a r a c t e r is t ic s , th e g re a te s t

d iffe re n c e in th e percentages o f i n e f f e c t i v e a d v is in g /r e p o r tin g
in c id e n ts was between new and experienced CSPOs.

Those CSPOs who

held t h e i r p o s itio n s between one and f i v e ye ars (new) re p o rte d
42 percen t I n e f f e c t i v e in c id e n ts compared to 27 p e rc e n t by CSPOs
who had held t h e i r p o s itio n s o ver f i v e ye a rs (e x p e rie n c e d ).

The

two areas o f Made recommendations th a t lacked support o f o th e rs
and E s ta b lis h e d a n e g a tiv e p o s itio n each co n tain ed e q u a lly th e
h ighest percentage o f i n e f f e c t i v e In c id e n ts p rovided by new CSPOs.
For p la n n in g /o rg a n iz in g ta s k s , 6 areas o f e f f e c t i v e and 7
areas o f I n e f f e c t i v e b e h a v io r were e s ta b lis h e d based on th e
s ig n if ic a n t behaviors re p o rte d 1n 37 e f f e c t i v e and 10 I n e f f e c t i v e
In c id e n ts .

These areas were:

179
I.

II.

E f f e c t iv e
A.

S u b s ta n tia te d proposals w ith d ata and in fo rm a tio n

B.

C orroborated proposals and a c tio n s by In d ic a tin g and
o b ta in in g support o f o th e rs

C.

Provided tim e ly In fo rm a tio n

D.

Expressed p o s itio n s f r a n k ly

E.

O btained in p u t and feedback

F.

Presented s o lu tio n s to problems

In e f f e c t iv e
A.

Made a proposal w ith o u t adequate in fo rm a tio n

B.

Made proposals th a t lacked support o f o th e rs

C.

F a ile d to p ro v id e In fo rm a tio n

D.

D isregarded s it u a t io n a l fa c to r s

E.

E s ta b lis h e d a n e g a tiv e p o s itio n

F.

F a ile d to p e r s is t w ith a proposal

G.

F a ile d to fo llo w through on an a c tio n
Comparing th e number o f I n e f f e c t i v e In c id e n ts by i n s t i t u ­

tio n a l v a r ia b le s . I t was found t h a t 11 p e rc e n t d iffe r e n c e s e x is te d
between th e I n e f f e c t i v e in c id e n ts re p o rte d by CSPOs in tw o- and
fo u r-y e a r In s t it u t io n s and by CSPOs 1n In s t it u t io n s t h a t had 2 ,0 0 0
students o r few er ( c l a s s i f i c a t i o n

I)

over 5,0 0 0 stu d en ts ( c l a s s if i c a t io n

and those 1n in s t it u t io n s w ith
III).

The la r g e s t p ercentage

o f i n e f f e c t iv e In c id e n ts r e p o rte d , though, was by th e
fo u r-y e a r In s t it u t io n s

(28 p e r c e n t).

CSPOs In

The h ig h e s t percentage o f th e

In e f f e c t iv e p la n n in g /o rg a n iz in g In c id e n ts p rovided by CSPOs 1n
fo u r-y e a r i n s t it u t io n s was 1n th e a re a F a ile d to p ro v id e in fo r m a tio n .

180
On the b asis o f compared CSPO c h a r a c t e r is t ic s , th e g r e a te s t d i f ­
ference in the percentages o f In e f f e c t i v e p la n n in g /o rg a n iz in g
In c id e n ts was by e x p e rie n c e .

CSPOs w ith one to f i v e y e a rs In

t h e ir p o s itio n s (new) re p o rte d 14 p e rc e n t i n e f f e c t i v e In c id e n ts
and CSPOs w ith o ver f i v e ye ars in t h e i r p o s itio n s (e x p e rie n c e d )
reported 33 p e rc e n t I n e f f e c t i v e in c id e n ts .

The h ig h e s t percen tag e

o f the i n e f f e c t i v e p la n n in g /o rg a n iz in g in c id e n ts re p o rte d by
experienced CSPOs was in th e a re a o f Made p ro po sals th a t lacked
support o f o th e r s .
I t was found t h a t 5 areas o f e f f e c t i v e b e h a v io r and 7
areas o f i n e f f e c t i v e b e h a v io r r e s u lte d from th e grouping o f s im i­
l a r behaviors p e rc e iv e d s i g n i f i c a n t by th e CSPOs in th e 22 e f f e c ­
tiv e and 17 i n e f f e c t i v e s t a f f in g in c id e n ts th ey p ro v id e d .

These

areas were:
I.

II.

E f f e c t iv e
A.

S u b s ta n tia te d requ ests w ith d ata and in fo rm a tio n

B.

C orroborated requ ests by in d ic a tin g and o b ta in in g support
o f o th ers

C.

Sought autonomy

D.

Presented s o lu tio n s to problems

E.

Took r is k s

I n e f f e c t iv e
A.

Made requ ests based on o p in io n and w ith o u t adequate
In fo rm a tio n

B.

Made a re q u e st t h a t lacked su p po rt o f o th e rs

C.

F a ile d to make d e c is io n s

D.

D isregarded s it u a t io n a l fa c to r s

181
E.

F a ile d to o b ta in In p u t

F.

Did n o t s t a t e p o s itio n fr a n k ly

G.

F a ile d to fo llo w through on an a c tio n
On th e b a s is o f compared I n s t i t u t i o n a l v a r ia b le s , th e

g re a te s t d iffe r e n c e in th e percentages o f i n e f f e c t i v e s t a f f in g
in c id e n ts p ro vided was between CSPOs in I n s t it u t io n s w ith 2,001
to 5 ,0 00 stu d en ts ( c l a s s i f i c a t i o n

II)

and by CSPOs in i n s t i t u ­

tio n s w ith over 5 ,0 0 0 students ( c l a s s i f i c a t i o n

I I I ) , who re p o rte d

58 and 40 p e rc e n t i n e f f e c t i v e In c id e n ts , r e s p e c tiv e ly .

The h ig h ­

es t percentages o f th e i n e f f e c t i v e s t a f f in g In c id e n ts p rovided by
CSPOs in In s t it u t io n s

1n th e second s iz e c l a s s if i c a t io n were

e q u a lly placed 1n th e th re e areas o f Made requ ests based on o p in io n
and w ith o u t adequate in fo rm a tio n , D isreg arded s it u a t io n a l f a c t o r s ,
and F a ile d to o b ta in in p u t.

By compared CSPO c h a r a c t e r is t ic s ,

the g re a te s t d iff e r e n c e found in th e percentage o f i n e f f e c t i v e
s ta f f in g in c id e n ts was between CSPOs whose p o s itio n s im m ed iately
p r io r to becoming a CSPO were in s tu d e n t s e rv ic e s and those CSPOs
whose p o s itio n s were in o th e r a r e a s , who re p o rte d 32 and 73 p e r­
cent i n e f f e c t i v e in c id e n ts , r e s p e c tiv e ly .

The h ig h e s t percentage

o f th e i n e f f e c t i v e s t a f f in g in c id e n ts p rovided by CSPOs whose
previous p o s itio n s were not in s tu d e n t s e rv ic e s was in th e area o f
Disregarded s it u a t io n a l f a c t o r s .
The f i f t h

s e c tio n o f th e c h a p te r was used to a m p lify th e

s ig n if ic a n t areas o f CSPO ta s k b e h a v io r.

In fo rm a tio n on t h e i r

b ehavioral components along w ith comments made by th e CSPOs d u rin g
the re p o rtin g o f in c id e n ts was p re s e n te d .

I t was noted t h a t

182
comments made by th e CSPOs d u rin g th e re p o rtin g o f In c id e n ts
re fle c te d t h e i r p e rc e p tio n s o f both t h e i r ro le s and t h e i r c h ie f
ex ec u tiv e o f f i c e r s ' e x p e c ta tio n s .
Presented 1n th e s ix th s e c tio n o f th e c h a p te r was th e
an a ly sis o f behaviors t h a t th e CSPOs f e l t CSPOs needed to develop
1n o rd er to work e f f e c t i v e l y w ith c h ie f e x e c u tiv e o f f i c e r s .

It

was found t h a t th e CSPOs s p e c ifie d both te c h n ic a l and In t e r p e r ­
sonal b e h a v io rs .

These b eh avio rs (e le m e n ts ) were c a te g o riz e d

In to th re e b e h a v io ra l statem ents under te c h n ic a l and In te rp e rs o n a l
areas.

In the In te rp e rs o n a l area th e th re e b e h a v io ra l statem ents

e s ta b lis h e d were:

Studying th e c h ie f e x e c u tiv e o f f i c e r . Develop­

ing In te rp e rs o n a l s k i l l s , and E s ta b lis h in g r e la t io n s h ip s .

In th e

tec h n ica l a re a th e th re e b e h a v io ra l statem en ts e s ta b lis h e d were:
Studying th e o r g a n iz a tio n . D eveloping te c h n ic a l s k i l l s , and
C o lle c tin g d ata and in fo rm a tio n .

When th e number o f te c h n ic a l

and In te rp e rs o n a l elem ents was an alyzed 1n r e l a t i o n to s e le c te d
in s t it u t io n a l v a r ia b le s and s e le c te d CSPO c h a r a c t e r is t ic s , th e
g re a te s t percentage d if fe r e n c e In th e In te rp e rs o n a l b eh avio rs
provided was between CSPOs whose previous p o s itio n s lirm e d ia te ly
p rio r to becoming a CSPO were 1n s tu d e n t s e rv ic e s (62 p e rc e n t)
and CSPOs whose p revio u s p o s itio n s were 1n o th e r areas (3 9 p e r c e n t).
The seventh and f i n a l s e c tio n o f th e c h a p te r was devoted
to p re s e n tin g fin d in g s on th e research method and procedures o f
the stu d y.

I t was determ ined t h a t CSPOs 1n g en eral re a c te d

fa v o ra b ly to th e study and s e v e ra l expressed th e o p in io n t h a t a
study o f CSP0-ch1ef e x e c u tiv e o f f i c e r In t e r a c t io n was needed.

183
Some o f th e CSPOs had d i f f i c u l t y c a te g o riz in g In c id e n ts by ta s k s .
Id e n tify in g t h e i r b eh avio rs 1n In c id e n ts , and d e term in in g c l e a r cut e f f e c t iv e and I n e f f e c t i v e In c id e n ts .

In a d d it io n , s e v e ra l

CSPOs d escrib ed th e r e c a llin g o f s i g n i f i c a n t In c id e n ts and th e
associated behaviors as a le a rn in g e x p e rie n c e .

The CSPOs were

fa v o ra b ly disposed to th e use o f in te rv ie w s to c o l le c t in fo rm a ­
tio n and s e v e ra l commented t h a t a q u e s tio n n a ire would not have been
a p p ro p ria te f o r th e stu d y .

I t was determ ined by th e re s e a rc h e r

th a t th e telep h o n e and f a c e - t o - f a c e In te r v ie w procedures used 1n
the study both had advantages and d is ad va n ta g e s.

The teleph on e

In te rv ie w s were more co n ven ien t f o r th e re s e a rc h e r, but I t was
e a s ie r f o r th e CSPOs to te rm in a te o r resched ule them.

The fa c e -

to -fa c e In te rv ie w s were more p e rs o n a l, b u t more tim e consuming
fo r the re s e a rc h e r.

The telep h o n e in te rv ie w s were found to have

las ted an average o f 6 0 .2 5 m inutes and r e s u lte d 1n th e c o lle c t io n
o f 4 .0 usable In c id e n ts p er in te r v ie w on th e a v e ra g e , w h ile th e
fa c e -to -fa c e in te rv ie w s la s te d an average o f 6 5 .5 0 m inutes and
re s u lte d 1n th e c o lle c t io n o f 3 .8 5 usable In c id e n ts per In te r v ie w
on th e averag e.

In a d d it io n , 1 t was found t h a t o f th e In c id e n ts

provided by CSPOs In te rv ie w e d by te le p h o n e , 36 p e rc e n t were I n e f ­
f e c t iv e 1n n a tu re , and o f those in te rv ie w e d f a c e - t o - f a c e , 32 p ercen t
were In e f f e c t iv e in n a tu re .

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The Problem
W hile th e im portance o f th e c h ie f s tu d e n t personnel
o f f ic e r (C S P O )-c h ie f e x e c u tiv e o f f i c e r r e la t io n s h ip had been
e x p l i c i t l y s ta te d by o th e rs concerned w ith the CSPO's p o s itio n
and th e a d m in is tra tio n o f stu d en t s e rv ic e s , a re v ie w o f th e l i t ­
e ra tu re on th e CSPO f a i l e d to re v e a l a study t h a t had s y s te ­
m a tic a lly In v e s tig a te d b eh avio rs u t i l i z e d by CSPOs as th e y i n t e r ­
a c t w ith c h ie f e x e c u tiv e o f f i c e r s in th e perform ance o f tasks
fo r which th ey a re re s p o n s ib le .
The need to i d e n t i f y b eh avio rs CSPOs m a n ife s t to ach ieve
task o b je c tiv e s as th e y In t e r a c t w ith c h ie f e x e c u tiv e o f f i c e r s
was based on th e prem ise th a t th e process o f a d m in is tra tio n 1s
based on s o c ia l In t e r a c t io n .

Persons concerned w ith th e CSPO's

p o s itio n , such as t r a in e r s o f s tu d e n t personnel w orkers and
p o s itio n a s p ir a n ts , must have b e h a v io ra l d e s c rip tio n s o f th e ways
persons 1n CSPO p o s itio n s succeed o r f a l l as th e y In t e r a c t w ith
other key p o s itio n s 1n t h e i r r o le s e t 1 f th e y a re to teach o r
develop a p p ro p ria te a d m in is tr a tiv e s k i l l s .

The In fe r r e d need to

Id e n t if y s ig n if ic a n t behaviors led d i r e c t l y to th e c e n tr a l ques­
tio n o f th e stu d y, which was:
184

185
What b eh avio rs do CSPOs p e rc e iv e to be s ig n if ic a n t
( e i t h e r e f f e c t i v e o r I n e f f e c t i v e ) as th ey in t e r a c t
w ith c h ie f e x e c u tiv e o f f i c e r s on s e le c te d im p o rtan t
tasks and what a re th e s ig n if ic a n t areas o f tas k
behavior?
Design o f th e Study
To answer th e c e n tr a l q u e s tio n o f th e s tu d y , a m o d ific a ­
tio n o f th e C r i t i c a l

In c id e n t Technique (C IT ) was used to c o l le c t

and an alyze In fo rm a tio n on th e beh avio rs t h a t CSPOs p erc eiv ed to
be s ig n if ic a n t as th e y In te r a c te d w ith c h ie f e x e c u tiv e o f f ic e r s on
th ree im p o rtan t tasks th ey p e rs o n a lly perform ed.
In o rd e r to i d e n t i f y b eh avio rs common to CSPO p o s itio n s
1n d if f e r e n t I n s t it u t io n a l

s e ttin g s , and y e t to be a b le to c o l ­

le c t in fo rm a tio n from CSPOs by th e personal in te r v ie w method,
the study was lim ite d to s e le c te d CSPOs in a v a r ie t y o f M ichigan
co lleg es and u n iv e r s it ie s .

The f i r s t step taken in the c o lle c ­

tio n o f In fo rm a tio n was to send a q u e s tio n n a ire to 76 CSPOs who
served in M ichigan c o lle g e s and u n iv e r s it ie s , o r t h e i r branch
campuses, which o ffe r e d g en eral academic programs and which were
a c c re d ite d , o r were can d id ates f o r a c c r e d it a t io n , by th e North
Central A s s o c ia tio n o f C o lleges and Secondary Schools.

The i n f o r ­

mation o b tain ed from the re tu rn e d q u e s tio n n a ire s was used to
id e n t if y CSPOs who served in t h e i r p o s itio n f o r a t le a s t one
year and who re p o rte d d i r e c t l y to th e c h ie f e x e c u tiv e o f f i c e r ;
CSPOs w i l l i n g to p a r t ic ip a t e 1n th e stu d y; and th re e ta s k s t a t e ­
ments, ranked by th e CSPOs according to t h e i r o rd e r o f Im por­
tance, which the CSPOs p e rs o n a lly perform ed t h a t re q u ire d in t e r a c t io n

I

186
w ith th e c h ie f e x e c u tiv e o f f i c e r .

Each o f th e 114 ta s k s t a t e ­

ments re c e iv e d from 39 CSPOs m eeting te n u re and re p o rtin g c r i t e r i a ,
who responded to e i t h e r one o f th e two m a ilin g s o f th e q u e s tio n ­
n a ire , were so rte d in to seven ta s k c a te g o rie s developed from
G u lic k 's seven fu n c tio n s o f c h ie f e x e c u tiv e o f f i c e r s . ^

The

re s e a rc h e r's placem ent o f ta s k statem ents in to the task c a te ­
gories was v e r i f i e d by having two persons exp erienced in ad m in is­
tr a t io n each s o r t a random sample o f resp o nd en ts' tas k sta te m e n ts .
N inety p e rc e n t agreement on th e placem ent o f th e ta s k statem ents
was found In each in s ta n c e .

Based on t h e i r mean ranked o rd e r 1 t

was determ ined t h a t In descending o rd e r o f im portance p la n n in g /
o rg a n iz in g , a d v is in g /r e p o r tin g , and s t a f f in g tasks were th e th re e
most im p o rta n t ta s k s .

On th e basis o f th e v a lu e o b ta in e d f o r

the Kendall C o e f f ic ie n t o f Concordance, i t was determ ined t h a t
the CSPOs had e s s e n t ia lly used th e same standard o f Im portance
as they assigned ranking s to th e ta s k s .
A teleph on e fo llo w -u p procedure was used to c o n ta c t
CSPOs who had not responded to e i t h e r o f th e two q u e s tio n n a ire
m a ilin g s .

W ith th e responses gained from th e fo llo w -u p p ro ce­

dure, a t o t a l response r a t e o f 94 p e rc e n t was o b ta in e d .

As

a r e s u lt , 42 CSPOs were I d e n t i f i e d who met th e e s ta b lis h e d
c r i t e r i a f o r in c lu s io n in th e study and were w i l l i n g to p a r t i c i ­
pate 1n i t .

S ubsequently, 4 o f th e 42 CSPOs were used to conduct

a p i l o t study o f th e in te r v ie w procedure and 2 became u n a v a ila b le
fo r In te r v ie w .
^ G u llc k , "N o te s on th e T h e o ry o f O r g a n iz a t io n , " p . 13.

187
The re m a in in g 36 CSPOs who w ere In te rv ie w e d c o n s tit u t e d
a 73 p e rc e n t sample o f th e CSPOs who had responded and met th e
c r ite r ia

f o r p a r tic ip a tio n

1n th e s tu d y .

These CSPOs w ere I n t e r ­

viewed e i t h e r f a c e - t o - f a c e o r by te le p h o n e to o b ta in s e l f - r e p o r t s
o f s i g n i f i c a n t In c id e n ts t h a t had o cc u rred as th e y In t e r a c t e d
w ith th e c h ie f e x e c u tiv e o f f i c e r o f t h e i r I n s t i t u t i o n s o r campus
on th e th r e e s e le c te d ta s k s w it h in th e p a s t two academ ic y e a r s ,
1973-74 and 1 9 7 4 -7 5 .

D u rin g th e r e p o r tin g o f an in c id e n t th e

CSPOs i d e n t i f i e d th e b e h a v io r th e y p e rc e iv e d to have been e i t h e r
e f f e c t i v e o r I n e f f e c t i v e 1n ac c o m p lis h in g t h e i r ta s k o b j e c t iv e .
In keeping w ith th e secondary purpose o f th e s tu d y , a t th e end
o f each In t e r v ie w th e CSPO was asked to i d e n t i f y th e b e h a v io rs
he f e l t CSPOs needed to d e v e lo p 1n o rd e r to work e f f e c t i v e l y w ith
c h ie f e x e c u tiv e o f f i c e r s .
The CSPOs p ro v id e d 141 u sa b le s i g n i f i c a n t in c id e n ts t h a t
were a n a ly ze d by f i r s t g ro up in g th e In c id e n ts by ta s k s , and
second by t h e i r outcome— e f f e c t i v e o r i n e f f e c t i v e .

S im ila r s ig ­

n if i c a n t b e h a v io rs on each ta s k w ere th en grouped t o g e th e r , and
t h is process was re p e a te d u n t i l

th e re s e a r c h e r was s a t i s f i e d

th e

c a te g o rie s w ere l o g i c a l , c o n s is t e n t , and formed d is c r e t e beha­
v io r a l a re a s .

An In d u c t iv e ly d evelop ed s ta te m e n t o f th e beha­

v io r a l a re a was then e s t a b lis h e d .

The p a tte r n s o f s i g n i f i c a n t

In c id e n ts and a re a s o f I n e f f e c t i v e b e h a v io r were th en compared by
s e le c te d I n s t i t u t i o n a l

v a r ia b le s and CSPO c h a r a c t e r i s t i c s .

I n s t i t u t i o n a l v a r ia b le s u t i l i z e d w ere:
c o n tro l

le v e l

The

(tw o o r fo u r y e a r ) ,

( p u b lic o r p r i v a t e ) , and s iz e ( 1 - 2 , 0 0 0 , 2 , 0 0 1 - 5 , 0 0 0 , o r

188
over 5 ,0 0 0 s tu d e n ts ).
were:

The s e le c te d CSPO c h a r a c t e r is t ic s u t i l i z e d

areas o f academic c o n c e n tra tio n f o r h ig h e s t degree (s tu d e n t

personnel and guidance o r o t h e r ) , a re a o f p o s itio n Im m ed iately
p rio r to becoming a CSPO (s tu d e n t s e rv ic e s o r o t h e r ) , and e x p e r i­
ence (new --one to f i v e y e a r s , o r e x p e rie n c e d — more than f i v e
y e a rs ).

D iffe re n c e s in th e s ig n if ic a n t in c id e n ts re p o rte d on

these v a ria b le s were s ta te d 1n terms o f percentages and r e a l
numbers.
In a d d itio n , th e In te rv ie w e d CSPOs I d e n t i f i e d 84 beha­
v io rs (e le m en ts) th a t th e y b e lie v e d CSPOs needed to develop 1n
order to work e f f e c t i v e l y w ith c h ie f e x e c u tiv e o f f i c e r s .

These

elements were a ls o grouped on th e b as is o f s im ila r b eh avio rs and
analyzed in r e la t io n to th e s e le c te d CSPO c h a r a c t e r is t ic s and
In s t it u t io n a l v a r ia b le s .
Findings
The p r in c ip a l fin d in g s o f th e study were based on th e
analyses o f s i g n i f i c a n t In c id e n ts o f CSPO -chief e x e c u tiv e o f f i c e r
In te ra c tio n on a d v is in g /r e p o r tin g , p la n n in g /o r g a n iz in g , and s t a f f ­
ing tasks and o f behaviors t h a t CSPOs s p e c ifie d t h a t CSPOs needed
to develop 1n o rd e r to work e f f e c t i v e l y w ith c h ie f e x e c u tiv e
o f f ic e r s .

The fin d in g s p resen ted b elo w *a re a m p lifie d w ith anec­

dotal and o th e r In fo rm a tio n in C hapter IV o f th e study and a re
discussed 1n r e la t io n to p reviou s re search fin d in g s In th e con­
clusion s e c tio n o f t h is c h a p te r.

189
I t was found t h a t :
CSPOs re p o rte d more e f f e c t i v e than i n e f f e c t i v e in c id e n ts
In v o lv in g t h e i r in t e r a c t io n w ith c h ie f e x e c u tiv e o f f i c e r s on
a d v is in g /r e p o r tin g , p la n n in g /o r g a n iz in g , and s t a f f in g ta s k s .
CSPOs re p o rte d th e h ig h e s t p ercentage o f I n e f f e c t i v e
In c id e n ts on s t a f f in g tasks and th e lo w est percentage on p la n n in g /
o rg an izin g ta s k s .
On the b as is o f s e le c te d i n s t i t u t i o n a l and personal
v a ria b le s , CSPOs who served In p r iv a t e in s t it u t io n s and CSPOs
whose academic c o n c e n tra tio n s f o r t h e i r h ig h e s t degrees were in
areas o th e r than s tu d en t personnel and guidance re p o rte d th e
highest percentages o f I n e f f e c t i v e in c id e n ts .
The la r g e s t numbers o f s i g n i f i c a n t in c id e n ts th e CSPOs
reported were c la s s if ie d as being e i t h e r weeks o r months in
d u ra tio n .
On a d v is in g re p o rtin g tas ks th e s ix areas o f e f f e c t i v e
and th e e ig h t areas o f i n e f f e c t i v e CSPO b e h a v io r i d e n t i f i e d were:
I.

E f f e c t iv e
A.

S u b s ta n tia te d recommendations w ith d ata and in fo rm a tio n

B.

C orroborated recommendations by In d ic a tin g and o b ta in in g
support from o th e rs

C.

Provided tim e ly In fo rm a tio n

D.

Expressed p o s itio n s fr a n k ly

E.

O btained In p u t and feedback

F.

P e rs is te d w ith recommendations

I
190
II.

In e f f e c t iv e
A.

Made recommendations based on o p in io n and w ith o u t adequate
In fo rm a tio n

B.

Made recommendations th a t lacked support o f o th e rs

C.

F a ile d to p ro v id e In fo rm a tio n

D.

D isregarded s it u a t io n a l fa c to r s

E.

E s ta b lis h e d a n e g a tiv e p o s itio n

F.

F a ile d to o b ta in feedback

G.

Provided In fo rm a tio n in th e wrong s e ttin g

H.

F a ile d to p e r s is t w ith a reconmendation
By I n s t i t u t i o n a l s e t t in g s , th e g r e a te s t d iffe r e n c e 1n the

percentages o f I n e f f e c t i v e a d v is in g /r e p o r tin g in c id e n ts provided
was by le v e l o f I n s t i t u t i o n s , w ith CSPOs 1n f o u r -y e a r i n s t i t u ­
tions re p o rtin g the h ig h e s t p ercen tag e.
By CSPO c h a r a c t e r is t ic s , th e g r e a te s t d iff e r e n c e in th e
percentages o f in e f f e c t i v e a d v is in g /r e p o r tin g in c id e n ts provided
was by CSPO e x p e rie n c e , w ith new CSPOs r e p o rtin g th e h ig h e s t p e r­
centage.
On p la n n in g /o rg a n iz in g tasks th e s ix areas o f e f f e c t i v e
and th e seven areas o f In e f f e c t i v e CSPO b e h a v io r I d e n t i f i e d were:
I.

E f f e c t iv e
A.

S u b s ta n tia te d proposals w ith d ata and In fo rm a tio n

B.

C orroborated pro po sals and a c tio n s by In d ic a tin g and
o b ta in in g support o f o th e rs

C.

Provided tim e ly In fo rm a tio n

D.

Expressed p o s itio n s fr a n k ly

191

II.

E.

O btained In p u t and feedback

F.

Presented s o lu tio n s to problems

In e f f e c t iv e
A.

Made a proposal w ith o u t adequate In fo rm a tio n

B.

Made proposals th a t lacked support o f o th e rs

C.

F a ile d to p ro v id e in fo rm a tio n

D.

D isregarded s it u a t io n a l fa c to r s

E.

E s ta b lis h e d a n e g a tiv e p o s itio n

F.

F a ile d to p e r s is t w ith a proposal

G.

F a ile d to fo llo w through on an a c tio n
By I n s t i t u t i o n a l s e t tin g s , th e d iffe r e n c e s were e q u a lly

g rea t between th e percentages o f I n e f f e c t i v e p la n n in g /o rg a n iz in g
In c id e n ts re p o rte d by le v e l and s iz e o f I n s t i t u t i o n , w ith CSPOs
1n fo u r -y e a r and 1n in s t it u t io n s t h a t had 5 ,0 0 0 students o r more
re p o rtin g th e h ig h e s t p ercen tag es.
By CSPO c h a r a c te r is t ic s

th e g re a te s t d iffe r e n c e 1n th e

percentages o f In e f f e c t iv e p la n n in g /o rg a n iz in g In c id e n ts re p o rte d
was by CSPO e x p e rie n c e , w ith experienced CSPOs re p o rtin g th e
highest p ercen tag e.
On s t a f f in g tasks the f i v e areas o f e f f e c t i v e and th e seven
areas o f in e f f e c t i v e CSPO b eh av io r I d e n t i f i e d w ere:
I.

E f f e c tiv e
A.

S u b s ta n tia te d requ ests w ith data and in fo rm a tio n

B.

C orroborated requ ests by In d ic a tin g and o b ta in in g support
o f o th e rs

C.

Sought autonon\y

192

II.

D.

Presented s o lu tio n s to problems

E.

Took ris k s

In e f f e c t iv e
A.

Made requ ests based on o p in io n and w ith o u t adequate
In fo rm a tio n

B.

Made a re q u e st th a t lacked su p po rt o f o th e rs

C.

F a ile d to make d ec is io n s

D.

D isregarded s it u a t io n a l fa c to r s

E.

F a ile d to o b ta in In p u t

F.

Did n o t s ta t e p o s itio n fr a n k ly

6

.

F a ile d to fo llo w through on an a c tio n
By I n s t it u t io n a l

s e t t in g s , th e g re a te s t d iff e r e n c e In

the percentages o f i n e f f e c t i v e s t a f f in g In c id e n ts re p o rte d was by
size o f I n s t i t u t i o n s , w ith CSPOs in in s t it u t io n s t h a t had between
2,001 and 5 ,0 0 0 students re p o rtin g th e h ig h e s t p erc en tag e .
By CSPO c h a r a c t e r is t ic s , the g r e a te s t d iffe r e n c e in th e
percentages o f i n e f f e c t i v e s t a f f in g in c id e n ts re p o rte d was by area
o f the CSPOs' p reviou s p o s itio n s , w ith CSPOs whose p reviou s p o s i­
tio n s were n o t 1 n stu d en t s e rv ic e s re p o rtin g th e h ig h e s t p erc en tag e .
CSPOs s p e c ifie d a h ig h e r p ercentage o f In te rp e rs o n a l than
te c h n ic a l behaviors t h a t CSPOs needed to develop 1n o rd e r to work
e f f e c t i v e l y w ith c h ie f e x e c u tiv e o f f i c e r s .

Needed CSPO b eh avio rs

as s p e c ifie d by th e CSPOs In th e study could be c o n s o lid a te d In to
th ree In te rp e rs o n a l and th re e te c h n ic a l b e h a v io ra l sta te m e n ts ,
which were:

193
I.

II.

In te rp e rs o n a l
A.

Studying th e c h ie f e x e c u tiv e o f f i c e r

B.

D eveloping In te rp e rs o n a l s k i l l s

C.

E s ta b lis h in g r e la tio n s h ip s

Techn ical
A.

Studying th e o rg a n iz a tio n

B.

Developing te c h n ic a l s k i l l s

C.

C o lle c tin g data and In fo rm a tio n
CSPOs whose p revio u s p o s itio n s were 1n s tu d e n t s e rv ic e s

s p e c ifie d more In te rp e rs o n a l than te c h n ic a l b eh avio rs th a t CSPOs
needed to d ev elo p , w h ile th e converse was tr u e f o r CSPOs whose
previous p o s itio n s were In o th e r a re a s .
Conclusions
The p r in c ip a l fin d in g s o f th e study supported s e v e ra l
conclusions about CSPOs* In te r a c t io n s w ith c h ie f e x e c u tiv e o f f i c e r s
on th e s e le c te d tasks and about b eh avio rs needed by CSPOs to
work e f f e c t i v e l y w ith c h ie f e x e c u tiv e o f f i c e r s .

These conclusion s

were considered t e n t a t iv e because th e y were based on reasoned
judgments made by th e re s e a rc h e r and because th e y need to be
v e r if ie d through f u r t h e r re s e a rc h .
1s

T h is s e c tio n o f th e c h a p te r

used to p re s e n t the conclusions o f th e study along w ith a

statem ent o f th e fin d in g s on which th e y were based, and, when
p o s s ib le , to r e l a t e th e fin d in g s o f t h is study to p revio u s
research on th e CSPO's r o l e .

I t was concluded t h a t :

194
CSPO -chlef e x e c u tiv e o f f i c e r In t e r a c tio n s on a d v is in g /
re p o rtin g , p la n n in g /o r g a n iz in g , and s t a f f in g tasks were g e n e r a lly
complex processes in wnlch CSPos were a b le to p e rc e iv e t n a t
s p e c ific b eh avio rs were r e la te d to t h e i r e f fe c tlv e n e s s l
When th e In c id e n ts were c l a s s if i e d by t h e i r d u r a tio n , 1 t
was determ ined t h a t 67 p e rc e n t o f th e In c id e n ts re p o rte d were
e ith e r weeks o r months 1 n le n g th , and an a d d itio n a l
were c la s s if ie d as la s t in g a y e a r o r lo n g e r.

16 p e rc e n t

I t was observed

th a t most In c id e n ts in v o lv e d more than one in s ta n c e o f CSPOc h le f e x e c u tiv e o f f i c e r in t e r a c t io n and t h a t CSPOs re p o rte d
numerous p re - and p o s t - in t e r a c t iv e b eh avio rs r e la t e d to th e ta s k
o b je c tiv e .

W ith in th ese ta s k processes th e CSPOs o fte n I d e n t i ­

fie d s im ila r s p e c ific b eh avio rs th a t th ey a s s o c ia te d w ith t h e i r
e ffe c tiv e n e s s as th e y in te r a c te d w ith c h ie f e x e c u tiv e o f f i c e r s
In o rd er to accom plish a tas k o b je c t iv e .

The s i g n i f i c a n t beha­

v io ra l areas developed f o r CSPO -chlef e x e c u tiv e in t e r a c t io n In
p a rt supported Rodgers' I d e n t i f i c a t i o n o f communications as a
c r i t i c a l area o f th e s tu d e n t personnel deans' fu n c tio n in g .^

To be

e f f e c t iv e 1 t was found t h a t th e CSPOs had to g e t something in t o
2
the minds and a c tio n s o f th e c h ie f e x e c u tiv e o f f i c e r s .
S ig n if ic a n t CSPO b eh avio rs v a rie d from tim e to tim e on
the same ta s k and from ta s k to t a s k .
T h is co n clusion was based on th e fin d in g s th a t th e CSPOs
perceived v a rio u s b eh avio rs to have been r e la t e d to t h e i r
^Rodgers, "Function o f th e S tu dent Personnel D ean," p . 65.

p

H e rb e rt A. Simon, A d m in is tra tiv e B e h a v io r, 2nd e d . (New
York: M acm illan Company, l£ i> 7 ), p . 164, d es crib ed the fu n c tio n
o f communication to be as s ta te d 1 n th e t e x t above.

195
e ffe c tiv e n e s s o r In e ffe c tiv e n e s s 1 n d i f f e r e n t In c id e n ts on th e
same task and on th e fin d in g t h a t some b eh avio rs were I d e n t i f i e d
as s ig n if ic a n t on more than one o f th e tasks w h ile o th e rs were
id e n t if ie d as s i g n i f i c a n t on a p a r t i c u l a r ta s k o n ly .

T h is con­

clusion was s im ila r to th e one made by Rodgers In h is s tu d y .

He

concluded th a t th e s tu d e n t personnel d ean's a p p ro p ria te b e h a v io r
va rie s from problem to problem and from tim e to tim e w ith th e same
types o f problem . 1
CSPOs re p o rte d them selves g e n e r a lly to be more e f f e c t i v e
than In e f f e c t i v e 1 n accom plishing t h e i r o b je c tiv e s as th ey I n t e r ­
acted w ith c h ie f e x e c u tiv e o ffT c e rs on a d v is in g /r e p o r tin g ,
p la n n in g /o rg a n iz in g , and s t a f f in g tasks"
I t was found t h a t CSPOs had more d i f f i c u l t y r e c a llin g
In e f f e c t iv e In c id e n ts as th e y In te r a c te d w ith c h ie f e x e c u tiv e
o ffic e r s on each o f th e th re e ta s k s .

Of th e In c id e n ts re p o rte d ,

67 percen t were e f f e c t i v e 1n n a tu re and 1 t was found t h a t h ig h e r
percentages o f e f f e c t i v e than I n e f f e c t i v e In c id e n ts were p rovided
on each o f th e th re e ta s k s .

I t was noted t h a t Rodgers

2

and Smith

3

both re p o rte d o b ta in in g more e f f e c t i v e than I n e f f e c t i v e In c id e n ts
1n

t h e i r s tu d ie s .

O f th e th re e ta s k s . CSPOs re p o rte d th e g r e a te s t I n e f f e c ­
tiveness w ith c h ie f e x e c u tiv e o f f i c e r s on s t a f f in g m a tte r s .
T h is co nclusion was supported by two p r in c ip a l fin d in g s ;
F ir s t , 44 p e rc e n t o f th e s t a f f in g

In c id e n ts re p o rte d were

d o d g e rs , "Fu n ction o f th e S tu dent Personnel Dean," p. 101.
2 Ib

i d . , p. 34.

^Sm lth, "The 'C r i t i c a l

In c id e n t* T ech n iq u e," pp. 114 f f .

196
In e f f e c t iv e in n a tu re , th e h ig h e s t percentage f o r th e th re e ta s k s ;
and, second, 1 t was found to be the o n ly ta s k on which c e r t a in
classes o f CSPOs re p o rte d h ig h e r percentages o f i n e f f e c t i v e than
e f f e c t iv e in c id e n ts .

I t was found t h a t CSPOs most fr e q u e n tly

reported i n e f f e c t i v e In c id e n ts in th e areas o f Made requ ests based
on o p in io n and w ith o u t adequate in fo rm a tio n and D isreg arded s i t u ­
a tio n a l f a c t o r s .

In t h e i r g en eral comments CSPOs expressed th e

d i f f i c u l t y o f co n vincing c h ie f e x e c u tiv e o f f i c e r s o f th e im portance
o f people 1 n s tu d en t s e r v ic e s , documenting what s tu d e n t s e rv ic e s
s t a f f members were d o in g , and o f j u s t i f y i n g th e need f o r more
personnel.
I n s t it u t io n a l s e ttin g s and CSPO c h a r a c t e r is t ic s were
d i f f e r e n t i a l l y r e la te d to re p o rte d in c id e n ts o f CSPO in e f f e c ­
tiveness according to t a s k .
I t was found t h a t when d iffe r e n c e s in th e percentages o f
In e f f e c t iv e in c id e n ts on each o f th e tasks were compared, no s e t
o f compared v a ria b le s was c o n s is te n tly r e la t e d to th e la r g e s t
d iffe re n c e s 1 n th e percentages o f i n e f f e c t i v e In c id e n ts re p o rte d .
This was p a r t i c u l a r l y e v id e n t 1n th e d iffe r e n c e s In i n e f f e c t i v e
In c id e n ts r e la te d to CSPO e x p e rie n c e and th e s iz e o f th e I n s t i t u ­
tio n s 1n which th ey served .

Experience was r e la te d to th e la r g e s t

d iffe re n c e s 1 n e f f e c t i v e in c id e n ts re p o rte d on both a d v is in g /
re p o rtin g and p la n n ln g /o r g a n lz in g .

But in comparison on a d v is in g /

re p o rtin g , new CSPOs re p o rte d th e h ig h e s t percentage o f In e f f e c ­
t iv e In c id e n ts , w h ile on p la n n in g /o r g a n iz in g , exp erienced CSPOs
repo rted th e h ig h e s t percentage o f i n e f f e c t i v e in c id e n ts .

On th e

197
same two tas ks 1 t was found t h a t as th e s iz e o f the i n s t i t u t i o n
1n which th e CSPOs served In c re a s e d , th e percentage o f I n e f f e c ­
t iv e a d v is in g /r e p o r tin g In c id e n ts d ecreased, w h ile on p la n n in g /
o rg an izin g tasks the o p p o s ite r e la tio n s h ip was found.

When th e

In e f f e c tiv e in c id e n ts th e CSPOs re p o rte d were a rra y e d under th e
In e f f e c t iv e b e h a v io ra l a re a s , i d e n t i f i e d f o r each o f th e tasks
on th e b asis o f th e s e le c te d v a r ia b le s , I t was noted t h a t th e
In c id e n ts had a tendency to c lu s t e r in somewhat d i f f e r e n t p a tte r n s —
although 1 t was decided t h a t an I n s u f f i c i e n t number o f in e f f e c ­
tiv e In c id e n ts was o b ta in ed to c o n c lu s iv e ly I d e n t i f y s p e c if ic
tre n d s.
Rodgers.

This fin d in g appears to support a co n clusion made by
He noted t h a t th e Im portance a tta c h e d to c e r t a in kinds

o f behavior v a rie d w ith th e s iz e o f th e I n s t i t u t i o n
student personnel dean fu n c tio n e d . 1

1n

which th e

F urtherm o re, th is fin d in g 1s

1n keeping w ith G e tze ls and Guba's p o s itio n t h a t th e fa c to r s
determ ining b eh avio r vary w ith th e s p e c if ic a c t , r o l e , and perso n2
a llty .
In t h is p e rs p e c tiv e Hoyt and R h a tig a n 's co n clusion t h a t
ju n io r and s e n io r c o lle g e s tu d en t personnel deans do not need
separate t r a in in g programs because th ey perform ed e s s e n t ia lly
3
the same jo b may be m is le a d in g .
T h is fin d in g suggests t h a t even
though the tasks perform ed were common to I n s t i t u t i o n s , th e
s ig n if ic a n t CSPO behaviors v a rie d by i n s t i t u t i o n a l s e t t in g , and
d o d g e rs , "F u n ctio n o f th e S tudent Personnel Dean," p . 101.
2
G e tze ls and Guba, " A d m in is tra tiv e P ro cess," p. 426.
3
H o yt and R h a tlg a n , "C o lle g e S tu d e n t P e rso n n e l A d m in is tr a ­
t o r s , " p. 268.

198
c o n s id e ra tio n o f t h is f a c t o r is w arran ted 1 n s tu d e n t personnel
tr a in in g programs.
CSPOs emphasized th e In te rp e rs o n a l more so than th e
te c h n ic a l behaviors o f a d m in is tra tio n when s p e c ify in g b e h a v io rs
CSPOs need to develop in o rd e r to work e f f e c t i v e l y w ith c h ie T
e x ec u tiv e o f f i c e r s .
O v e r a ll, 55 p e rc e n t o f th e b eh avio rs t h a t CSPOs s p e c ifie d
th a t CSPOs needed to develop In o rd e r to work e f f e c t i v e l y w ith
c h ie f e x e c u tiv e o f f ic e r s were c la s s if ie d as in te rp e rs o n a l beha­
v io rs .

In th e In te rp e rs o n a l area E s ta b lis h in g r e la tio n s h ip s

received th e most fre q u e n t mention by th e CSPOs in th e s p e c i­
f ic a t io n o f needed b e h a v io rs .

In a d d it io n , 1 t was found academic

p re p a ra tio n 1 n stu d e n t personnel and guidan ce, having held a
previous p o s itio n 1 n stu d e n t s e r v ic e s , and having served o ver
fiv e years as a CSPO were r e la te d to th e emphasis th a t CSPOs
placed on th e development o f In te rp e rs o n a l b e h a v io rs .
ing gives g en eral support to D utton e t a l . ' s

T h is f i n d ­

fin d in g t h a t r e l a ­

tions w ith members o f th e academic community and a d m in is tr a tiv e
competence w ere, in o rd e r o f Im p ortan ce, two o f th e c r i t e r i a most
o fte n s p e c ifie d by p re s id e n ts and two o f th e s i g n i f i c a n t c r i t e r i a
lis t e d by c h ie f stu d en t personnel o f f i c e r s th a t p re s id e n ts used
to e v a lu a te c h ie f stu d en t personnel o f f i c e r e ffe c tiv e n e s s .^

^Dutton e t a l . , Assumptions and B e li e f s , p . 9.

199
Recommendati or>s
The fin d in g s o f th e study were found to have im p lic a tio n s
In th re e p r in c ip a l area s:

re s e a rc h , academic p re p a ra tio n , and

p ro fess io n al p r a c tic e .
Research
It

1s recommended t h a t a study be made on th e behaviors

th a t c h ie f e x e c u tiv e o f f i c e r s p e rc e iv e to be s i g n i f i c a n t as
CSPOs in t e r a c t w ith them on a d v is in g /r e p o r tin g , p la n n in g /o r g a n iz in g ,
and s t a f f in g ta s k s .

Such a study should I d e n t i f y th e im portance

the c h ie f e x e c u tiv e o f f i c e r s p la c e on each o f th e th re e ta s k s ,
and should a ls o o b ta in c h ie f e x e c u tiv e o f f i c e r recommendations on
behaviors t h a t CSPOs need to develop 1n o rd e r to in c re a s e t h e i r
e ffe c tiv e n e s s .

Such a study could v e r i f y o r c o n tr a d ic t and expand

upon th e fin d in g s o f t h is stu d y.
The I n s t i t u t i o n a l s e ttin g 1n which th e CSPOs served and
t h e ir personal c h a r a c t e r is t ic s were both found to be d i f f e r ­
e n t i a l l y r e la te d to th e percentages and types o f i n e f f e c t i v e I n c i ­
dents th e CSPOs re p o rte d 1n t h is stu d y.

A study 1s needed t h a t

s p e c if ic a lly In v e s tig a te s th e r e la t io n s h ip o f v a rio u s I n s t i t u ­
tio n a l s e ttin g s to th e CSPO's r o le and th e In t e r a c t io n e f f e c t
th a t I n s t it u t io n a l s e ttin g and CSPO c h a r a c t e r is t ic s have on e f f e c ­
t iv e CSPO b e h a v io rs .
Academic P re p a ra tio n
A c le a r Im p lic a tio n o f t h is study 1s t h a t CSPOs need to
be a b le to develop a p p ro p ria te In fo rm a tio n and d a ta , be a b le to

200

communicate e f f e c t i v e l y , and be a b le to o b ta in support from o th e r
persons 1 n th e academic community I f

they

a re

they In t e r a c t w ith c h ie f e x e c u tiv e o f f i c e r s .

to be e f f e c t i v e as
It

is reconmended

th a t stu d en t personnel t r a in in g programs, p a r t i c u l a r l y a t th e
m aster's l e v e l , 1 emphasize s k i l l development 1 n th e c o lle c t io n and
an a ly sis o f In fo rm a tio n from both m anagerial and e d u c a tio n a l
research p e rs p e c tiv e s , and 1 n th e in te rp e rs o n a l asp ect o f ad m in is­
t r a t io n from th e dyad to th e team le v e l .

W h ile 1 t is b e lie v e d

th a t o u ts id e a c tu a l o n -th e -jo b t r a in in g t h is s k i l l development
can be b est e ffe c te d in th e p r a c t ic a l and In te r n s h ip exp eriences
th a t most s tu d e n t personnel t r a in in g programs p ro v id e t h e i r s tu ­
dents, th e r o le o f p ro fe s s io n a l o rg a n iz a tio n s concerned w ith
student personnel s e rv ic e s 1 n th e development o f th ese s k i l l s
p r a c titio n e r s needs to be examined.

fo r

P ra c tic e and feedback on such

s k i ll s as re p o rt w r i t in g , proposal developm ent. In te rp e rs o n a l
communications, and develop ing peer r e la tio n s h ip s

2

should be seen

as a p p ro p ria te to p ic s 1 n seminars and conferences concerned w ith
p ro fe s s io n a l developm ent.
P ro fes sio n a l P ra c tic e
I t 1s recommended t h a t CSPOs who a r e d e s iro u s o f im proving
t h e ir a d m in is tr a tiv e e ffe c tiv e n e s s keep s i g n i f i c a n t In c id e n t
H h e m a s te r's le v e l 1 s s tre s s e d based on th e fin d in g t h a t
1 t 1s t y p i c a l l y th e CSPO's h ig h e s t earned d eg ree.
2
Henry M ln tz b e rg , "The M anager's Job: F o lk lo r e and F a c t,"
Harvard Business Review 53 (J u ly -A u g u s t 1 9 7 5 ): 6 1 , emphasized th e
need to develop m anagerial s k i l l s through p r a c tic e and feedback.

201

d ia r ie s , as a b asis f o r Id e n t if y in g t h e i r personal p ra c tic e s th a t
are e f f e c t i v e o r I n e f f e c t i v e as th ey perform t h e i r r o le fu n c tio n s ,
1n o rd e r to develop personal th e o rie s o f a d m in is tra tio n .^

The

CSPOs* analyses o f such c o lle c te d In c id e n ts could serve as a b asis
fo r d evelop ing personal c h e c k lis ts s im ila r to th e one developed
from th e s i g n i f i c a n t In c id e n ts o b ta in e d 1n t h is stu d y .

(See

Appendix K .)
F i n a l l y , a c le a r Im p lic a tio n o f t h is study is t h a t CSPOs
need to devote more a t t e n t io n to s t a f f i n g .

I t was e v id e n t from

some comments made by th e CSPOs t h a t t h e i r c h ie f e x e c u tiv e
o f fic e r s were concerned w ith th e c o s t-b e n e f 1 t o f s tu d e n t s e rv ic e s
and 1 n some In s tan ce s f e l t t h a t stu d en t s e rv ic e s were o v e r s ta ffe d .
I t 1s recommended t h a t CSPOs In d iv id u a lly and c o l l e c t i v e l y , through
t h e ir p ro fe s s io n a l o rg a n iz a tio n s , d evelop b e t t e r measures f o r docu­
menting th e Im portance o f s tu d e n t s e rv ic e fu n c tio n s .
the CSPOs them selves recommended, I t

In p a r t , as

1s Im p o rta n t t h a t stu d en t

services personnel seek a c tiv e Involvem ent w ith o th e r members o f
the academic community and t h a t c h ie f e x e c u tiv e o f f i c e r s be p ro ­
vided Increased exposure to th e CSPO's s u b o rd in a te s .

C o la d a rc l and G e tz e ls , E d ucation al A d m in is tr a tio n , p . 4 ,
noted "th e o ry" and " a c tu a l p ra c tic e " c o n s t itu te an I n t e g r i t y .
As a b asis f o r a n a ly z in g p r a c tic e S m ith , "The 'C r i t i c a l In c id e n t '
Technique," p. 175, concluded t h a t th e C r i t i c a l In c id e n t Technique
provides a s in g le In d iv id u a l w ith a sy ste m a tic method f o r stu d ying
c r i t i c a l personal e x p e rie n c e s .

202

S p e c u la tio n
During th e course o f th e study v a rio u s o b s e rv a tio n s and
In c id e n ta l fin d in g s re s u lte d in th e re s e a rc h e r s p e c u la tin g about
the CSPO's r o le and about CSPOs1 r e la t io n s h ip s w ith c h ie f execu­
t iv e o f f i c e r s .

I t was deemed a p p ro p ria te by th e re s e a rc h e r to

re p o rt t h is c o n je c tu ra l m a te r ia l to o th e rs In te r e s te d in th e admin­
is t r a t io n o f s tu d en t s e rv ic e s f o r t h e i r c o n s id e ra tio n and p o s s ib le
in v e s tig a tio n 1 n f u tu r e re search s tu d ie s .
Based on th e comnents made by th e CSPOs about t h e i r c h ie f
execu tive o f f i c e r s and t h e i r r e la tio n s h ip s w ith them, 1 t was
In fe rre d t h a t CSPOs g e n e r a lly had good r e la tio n s h ip s w ith t h e i r
c h ie f e x e c u tiv e o f f i c e r s , viewed them selves as p a rt o f th e admin­
i s t r a t i v e team, and acknowledged th e Im portance o f t h e i r personal
a d m in is tra tiv e competence to e f f e c t i v e r o le fu n c tio n in g .^

I t was

noted, p a r t i c u l a r l y among th e CSPOs 1n tw o -y e a r p u b lic I n s t i t u ­
tio n s , t h a t th ey d es crib ed t h e i r r e la t io n s h ip w ith th e c h ie f
e x e c u tiv e o f f i c e r as being unique 1 n t h a t i t was more in th e o rd e r
o f a c lo s e personal f r ie n d s h ip .
The p e rs o n -ro le c o n f l i c t as I d e n t i f i e d

in th e l i t e r a t u r e

reviewed f o r t h is stu d y was n o t e v id e n t as th e CSPOs discussed
t h e ir p o s itio n s , and 1 t appears t h a t th e c o n f l i c t discussed may
be more a m a n ife s ta tio n o f p ro fe s s io n a l concerns along th e lin e s
discussed by Penny.

2

I t d id appear t h a t CSPO -chlef e x e c u tiv e

^One CSPO r e la te d a h ig h ly personal e x p e rie n c e 1n which h is
c h ie f e x e c u tiv e o f f i c e r had review ed h is poor a d m in is tr a tiv e p e r­
formance and emphasized h is need to Improve 1 t .
2
Penny, "S tudent Personnel W ork," p . 4 2 .

203
o f f ic e r ta s k In te r a c tio n s were on th e nom othetic dim ension des­
cribed by G e tz e ls and Guba. 1

CSPOs emphasized th e a u th o r ity and

exp ectation s o f th e c h ie f e x e c u tiv e o f f ic e r s as w e ll as th e needs
o f th e I n s t i t u t i o n as p rim a ry c o n s id e ra tio n s f o r e ffe c tiv e n e s s .
In th is sense, th e CSPOs fr e q u e n tly d escrib ed t h e i r c h ie f execu­
t iv e o f f ic e r s as r a t io n a l and pragm atic persons who responded to
data and w e ll-d e v e lo p e d p la n s .
Dutton e t a l . ' s

In g e n e r a l, support was found f o r

fin d in g t h a t p re s id e n ts f e l t t h a t deans o f

students' c o n v ic tio n s should be 1 n keeping w ith t h e i r own con2
v lc tio n s ,
alth ou gh t h is is not to be construed to mean t h a t
c h ie f e x e c u tiv e o f f i c e r s want "yes-m en."

R a th e r, 1 t appears t h a t

they want l o y a l , competent su b ordin ates who view t h e i r r o le s 1 n
the proper I n s t i t u t i o n a l p e rs p e c tiv e .
Based on In c id e n ta l fin d in g s o f th e s tu d y . I t appears th a t
the le a d e rs h ip r o le in s tu d en t s e rv ic e s 1 s s t i l l

provided by p e r­

sons w ith d iv e rs e p h ilo s o p h ie s and ed u c a tio n a l commitments, but
to a le s s e r degree than re p o rte d by Ayers e t a l .

3

I t was found

th a t a h ig h e r percentage o f th e CSPOs 1n t h is study had academic
c o n c e n tra tio n 1 n s tu d en t personnel and guidance and had held
p o s itio n s 1 n s tu d e n t s e rv ic e s Im m ed iately p r io r to becoming a
CSPO than was re p o rte d by Ayers e t a l .

I t 1s p o s s ib le to s p e c u la te

th a t th e In creased number o f t r a in in g programs f o r stu d e n t p e r­
sonnel w orkers d u rin g th e p as t two decades and e f f o r t s toward
^G etzels and Guba, " A d m in is tra tiv e P ro c es s," pp. 4 3 6 -3 7 .
2
D utton e t a l . , Assumptions and B e l i e f s , p. 7.
3

A y e rs e t a l . ,

S tu d e n t S e rv ic e s A d m in is t r a t io n , p . 19.

204
p ro fe s s io n a liz a tio n o f th e ro le s have r e s u lte d In persons w ith
experience and t r a in in g 1 n t h is area o f a d m in is tra tio n being given
g re a te r c o n s id e ra tio n 1n th e CSPO s e le c tio n process.
Another fin d in g o f th is study was th a t I n s t i t u t i o n a l s iz e
was not a f a c t o r 1n th e CSPO's possession o f a d o c to r a te , as
Ayers e t a l .

concluded . 1

I t was determ ined t h a t a h ig h e r p e r­

centage o f th e CSPOs 1n t h is study who served 1n th e m id dle s iz e
range o f I n s t it u t io n s possessed some form o f d o c to ra te than d id
those who served 1n th e la r g e s t s iz e range o f I n s t i t u t i o n s .

It

was als o noted t h a t in t h e i r study Ayers e t a l .

found t h a t 7 p e r 2
cent o f th e CSPOs h eld j u s t a b a c h e lo r's d e g re e , whereas no CSPO
in th is study had earned le s s than a m a s te r's d eg ree.

I t may be

th a t the g r e a te r emphasis on g rad u ate t r a in in g today and a t i g h t e r
labor m arket have r e s u lte d 1 n th e m a s te r's degree n o t o n ly being
the most ty p ic a l degree f o r CSPOs but th e m inim al d eg re e, and th a t
persons w ith some form o f d o c to ra te a re seeking and a re more
fre q u e n tly being employed 1 n a l l s iz e s o f I n s t i t u t i o n s .
In r e la t io n to CSPO ta s k perform ance, 1 t was found t h a t
as the

ranked Im portance o f th e tas ks th e

CSPOs p e rs o n a lly p e r­

formed decreased, th e percentage o f I n e f f e c t i v e In c id e n ts re p o rte d
on them in c re a s e d .

It

1s p o s s ib le t h a t th e Im portance CSPOs p e r­

s o n a lly p la c e on g iv en tasks may be r e la te d to t h e i r e ffe c tiv e n e s s
1n

o b ta in in g o b je c tiv e s on th e ta s k s .
F i n a l l y , 1 t was found t h a t CSPOs In te rv ie w e d o ver th e

telephone provided a h ig h e r
^ I b l d . , p . 12.

percentage o f

In e f f e c t i v e In c id e n ts

2 I b 1 d . , T a b le 4 , p . 90.

205
than d id CSPOs In te rv ie w e d fa c e to fa c e .

In keeping w ith Colom batos'

fin d in g , as re p o rte d by Sudman,^ 1 t 1s p o s s ib le th a t CSPOs p e r­
ceive th e r e p o rtin g o f e f f e c t i v e In c id e n ts as more s o c ia ll y a c c e p t­
able and th a t tele p h o n e In te rv ie w s may be th e p r e fe r a b le In te r v ie w
method when c o lle c t in g s i g n i f i c a n t In c id e n ts concerned w ith I n t e r ­
personal a c t i v i t i e s .

^Sudman, Reducing th e Cost o f S urveys, pp. 6 5 -6 6

APPENDICES

206

APPENDIX A
MICHIGAN COLLEGES AND UNIVERSITIES MEETING
SELECTION CRITERIA

207

APPENDIX A
MICHIGAN COLLEGES AND UNIVERSITIES MEETING
SELECTION CRITERIA

F o u r-Y ear C o lle g e s and U n iv e r s it ie s
Public (n ■ 15)
C entral M ichigan U n iv e r s ity

Oakland U n iv e r s ity

Eastern M ichigan U n iv e r s ity

Saginaw V a lle y S ta te C o lle g e

F e rris S ta te C o lle g e

U n iv e r s ity o f M ich ig an — Ann Arbor

Grand V a lle y S ta te C o lleg es

U n iv e r s ity o f M ich ig an — Dearborn

Lake S u p e rio r S ta te C o lle g e

U n iv e r s ity o f M ich ig an — F I i n t

Michigan S ta te U n iv e r s ity

Wayne S ta te U n iv e r s ity

Michigan T ec h n o lo g ica l U n iv e r s ity

Western M ichigan U n iv e r s ity

Northern M ichigan U n iv e r s ity

P riv a te (n * 25)
Adrian C o lle g e

Kalamazoo C o lle g e

A lbion C o lle g e

Lawrence I n s t i t u t e o f Technology

Alma C o lle g e

Madonna C o lle g e

Andrews U n iv e r s ity

Marygrove C o lle g e

Aquinas C o lle g e

Mercy C o lle g e o f D e t r o it

C alvin C o lle g e

N azareth C o lle g e

D e tr o it I n s t i t u t e o f Technology

Northwood I n s t i t u t e

Duns Scotus C o lle g e

011v e t C o lle g e

General Motors I n s t i t u t e

Shaw C o lle g e a t D e t r o it

Grand Rapids B a p tis t C o lle g e
and Seminary

Siena H eig h ts C o lle g e

H ills d a le C o lle g e

U n iv e r s ity o f D e t r o it

S p ring A rb o r C o lle g e

Hope C o lle g e
John Wesley C o lle g e

208

209
Two-Year C o lleg es
P u blic (n » 33)
Alpena CC

Macomb County CC— South Campus

Bay De Noc CC

M1d-M1ch1gan CC

Charles S. M ott CC

Monroe County CC

D elta C o lle g e

Montcalm CC

Glen Oaks CC

Muskegon CC

Gogebic CC

N orth C e n tra l M ichigan C o lle g e

Grand Rapids CC

N orthw estern M ichigan C o lle g e

Henry Ford CC

Oakland CC— Auburn H i l l s

Highland Park CC

Oakland CC— H ighland Lakes

Jackson CC

Oakland CC --O rchard Ridge

Kalamazoo V a lle y CC

Oakland CC— Southeast

Kellogg CC

S a in t C l a i r County CC

K lrtla n d

S c h o o lc ra ft C o lle g e

Lake M ichigan C o lle g e

Southwestern M ichigan C o lle g e

Lansing CC

Washtenaw CC

Macomb County CC— C en ter Campus

Wayne County CC
West Shore CC

P riv a te (n - 3)
Concordia Lutheran J r . C o lle g e
Michigan C h r is tia n J r . C o lle g e
Suomi C o lle g e

APPENDIX B
LETTER TO CHIEF STUDENT PERSONNEL OFFICERS AT
SELECTED INSTITUTIONS

210

APPENDIX B
LETTER TO CHIEF STUDENT PERSONNEL OFFICERS AT
SELECTED INSTITUTIONS
M IC H IG A N S T A T E U N I V E R S I T Y
COLLEGE O F E D U C A T IO N
d e p a r t m e n t o f a d m in is t r a t io n

EAST L A N S IN G • M IC H IG A N • 48824
a n d

h ig h e r

e d u c a t io n

ERICKSON H A L L

Dear
The Department o f A d m in is tra tio n and H igher Education 1n c o n ju n c tio n w ith
the graduate p re p a ra tio n o f f u tu r e le a d e rs In h ig h e r ed ucation emphasizes
research 1n th e v a rio u s areas o f h ig h e r e d u c a tio n .
Mr. Donald Svoren, a d o c to ra l c a n d id a te 1n o u r departm ent and a member
of the MSU Dean o f Students s t a f f , 1s u n d e rta k in g a study which we f e e l 1s
of great In t e r e s t to p ro fe s s io n a ls w orking 1n th e a re a o f s tu d en t s e rv ic e s .
The r o le o f th e c h ie f stu d e n t personnel o f f i c e r (CSPO) 1n c o lle g e s and
u n iv e rs itie s and h is In t e r a c t io n w ith o th e r o f f i c e r s has re c e iv e d In c re a s in g
attention over th e y e a rs .
In p a r t i c u l a r s p e c ia l In t e r e s t has been expressed
about the r o le r e la t io n s h ip th a t th e CSPO has w ith th e c h ie f e x e c u tiv e o f f i c e r .
I t 1s 1n t h is c o n te x t th a t you a re being asked to p a r t ic ip a t e 1n a study
which u t i l i z e s a m o d ific a tio n o f th e C r i t i c a l In c id e n t Technique to I d e n t i f y
behaviors th a t CSPOs p e rc e iv e to be s i g n i f i c a n t as they In t e r a c t w ith c h ie f
executive o f f i c e r s 1n th e perform ance o f t h e i r r o le ta s k s .
I would be pleased and most a p p r e c ia tiv e 1 f you would com plete th e
enclosed form and re tu rn I t to M r. Svoren as soon as p o s s ib le .
M r. Svoren
plans on conducting h is d a ta c o lle c t io n d u rin g th e months o f August and
September 1975, and he w i l l c o n ta c t you p e rs o n a lly to a rra n g e a co n venien t
time fo r an In te r v ie w .
Please be assured th a t yo u r personal e ffe c tiv e n e s s 1s not being measured,
that your name and I n s t i t u t i o n w i l l 1n no way be i d e n t i f i e d w ith th e In c id e n ts
s o lic ite d , and t h a t a l 1 In fo rm a tio n w i l l be h eld 1n c o n fid e n c e .
Thank you f o r yo u r a s s is ta n c e In t h is research endeavor.

Louis C. Stamatakos
Professor, A d m in is tra tio n
and Higher Education
211

APPENDIX C
CHIEF STUDENT PERSONNEL OFFICER'S REPLY FORM

212

APPENDIX C
CHIEF STUDENT PERSONNEL OFFICER'S REPLY FORM

Dear
You have been s e le c te d f o r In c lu s io n 1n t h is study based on
In fo rm a tio n d e riv e d from th e 1974-75 D ir e c to r y o f M ichigan I n s t i t u ­
tio n s o f H ig h er E d u c atio n .
I f perchance yo u r p o s itio n nas changed
or th e re 1s an o th e r o f f i c e which 1s re s p o n s ib le f o r th e o v e r a ll
d ir e c tio n and c o o rd in a tio n o f s tu d e n t personnel s e rv ic e s a t yo u r
In s t it u t io n o r campus, would you p le a s e g iv e t h is q u e s tio n n a ire to
the person occupying t h a t o f f i c e .
As In d ic a te d 1n th e cover l e t t e r , I am stu d yin g th e r o le
o f th e c h ie f stu d e n t personnel o f f i c e r 1n r e l a t i o n to one o th e r
p o s itio n , t h a t o f th e c h ie f e x e c u tiv e o f f i c e r .
I b e lie v e you a re
e s p e c ia lly w e ll q u a li f i e d to t e l l me about th e tas ks t h a t a c h ie f
student personnel o f f i c e r p e rs o n a lly perform s th a t n e c e s s ita te i n t e r ­
a c tio n w ith th e c h ie f e x e c u tiv e o f f i c e r and th e ty p e o f b eh avio rs
you p e rc e iv e as e f f e c t i v e o r I n e f f e c t i v e In th ese s it u a t io n s .
As a
f i r s t s te p 1n t h is study I need y o u r responses to t h is s h o rt ques­
t io n n a ir e .
What a re th e th re e most Im p o rta n t tasks t h a t you p e rs o n a lly
perform t h a t in v o lv e T n te r a c tIo n on yo u r p a r t w ith th e c h ie f execu­
t iv e o f f i c e r o f yo u r I n s t i t u t i o n o r campus?
P lease 1 1 s t th e th re e most Im p o rta n t ta s k s , In th e o rd e r
o f t h e i r Im p ortan ce, using a one-word d e s c r ip to r fo llo w e d by a
short e x p la n a tio n . The e x p la n a tio n o f th e ta s k should In d ic a te
i t s n a tu re , g en eral purposes, and th e re a s o n (s ) f o r In t e r a c t io n
w ith th e c h ie f e x e c u tiv e o f f i c e r .
These tasks may in c lu d e o th e r
persons as w e ll as y o u r s e lf and th e c h ie f e x e c u tiv e o f f i c e r .
Two
examples o f such a ta s k sta tem en t m ig h t be:
S t a f f i n g —must g a in p r e s id e n tia l approval on th e s e le c ­
t i o n , r e c l a s s i f i c a t i o n , o r d is m is s a l o f m a n a g e ria l-le v e l
s u b o rd in a te s .
Proqrammlng— must a c h ie ve commitment o f th e c h ie f execu­
t i v e o f f i c e r b e fo re d evelo p in g a s tu d e n t s e rv ic e o u ts id e
e x is t in g o p e ra tio n a l a re a s .
Most Im p o rtan t Task:_____________________________________________________

213

214
2nd Most Im p o rta n t Task:

3rd Most Im p o rta n t Task:

Please p ro v id e me w ith th e fo llo w in g In fo rm a tio n on:
1.

Your c u rre n t p o s itio n
a.

T i t l e ___________________________________________________________

b.

How long have you h eld t h is p o s itio n ? _____________ _________
(months;

c.

To whom do you re p o rt?
C h ie f E x e c u tiv e O f f ic e r

_________________
(s p e c ify t i t l e )

O ther___________________________________________________________
(s p e c ify t i t l e )
d.

2.

How many tim es a month, on th e a v e ra g e , do you In t e r a c t
w ith th e c h ie f e x e c u tiv e o f f i c e r 1n form al s e ttin g s ______
In In fo rm a l s e ttin g s ____________ on s tu d e n t s e rv ic e m a tte rs ?

Your p revio u s p o s itio n
a.

T i t l e ____________________________________________________________

b.

How long d id you hold t h is p o s itio n ?

-------------- (month's!----------c.
3.

Was t h is p o s itio n a t y o u r c u rr e n t In s t it u t io n ?

Y o u rs e lf
a.

Age
(y e a rs )

b.

Sex

M ale

Female

yes

no

215
c.

H ig h e s t degree earned
B achelors

I asters
M

Education S p e c ia lis t

Ed.D.

Ph.D.

P ro fe s s io n a l
(s p e c ify
d eg ree)

d.

S p e c ify th e are a o f c o n c e n tra tio n (m a jo r) f o r th e h ig h e s t
degree earned ________________________________________________

Please check th e fo llo w in g a p p ro p ria te ch o ic es :
I w i l l be g la d to p a r t i c ip a t e 1n y o u r study on c h ie f s tu d e n t
personnel o f f i c e r s .
I loo k fo rw ard to being co n tacted by
you to arra n g e an In te r v ie w .
I would p r e fe r :
a telep h o n e In te r v ie w
an August In te r v ie w

a personal In te r v ie w
a September In te r v ie w

I cannot p a r t ic ip a t e 1n yo u r study f o r th e fo llo w in g re a s o n (s ):

Name________________________________________________________________________
I n s t it u t io n ________________________________________________________________
Telephone__________________________________________________________________

Thank you I

P lease r e tu r n t h is form 1n th e s e lf-a d d re s s e d envelope to :

Donald S. Svoren
162A S tudent S e rv ic e s
Michigan S ta te U n iv e r s ity
East Lan sing , MI 48824

APPENDIX D
FOLLOW-UP LETTER FOR NONRESPONDENTS

216

APPENDIX D
FOLLOW-UP LETTER FOR NONRESPONDENTS

MICHIGAN ST A T E U N I V E R S I T Y
COLLEGE O F E D U C A T IO N

EA S T L A N S IN G ■ M IC H IG A N • 411

DEP A R TM E N T O F A D M IN IS T R A T IO N A N D H IG H E R E D U C A T IO N
ERICKSON H A L L

Dear
R ecently D r. Louis Stamatakos sen t you a l e t t e r , accompanied
by a q u e s tio n n a ire , re q u e s tin g yo u r p a r t ic ip a t io n 1n a study I am
undertaking on c h ie f s tu d en t personnel o f f i c e r s in s e le c te d M ichigan
colleges and u n iv e r s it ie s .
As I have n o t re c e iv e d yo u r response y e t , I wish to In s u re
th a t you have these m a te r ia ls .
I have enclosed an o th e r copy o f
Dr. Stamatakos* l e t t e r and the q u e s tio n n a ire f o r yo u r c o m p le tio n .
Thank you v e ry much f o r yo u r a s s is ta n c e and e a r ly response to
th is In q u ir y .

S in c e re ly ,

Donald S. Svoren
enc.

217

APPENDIX E
FOLLOW-UP LETTER FOR INCOMP-LETE RESPONSES

APPENDIX E
FOLLOW-UP LETTER FOR INCOMPLETE RESPONSES

MICHIGAN S T A T E U N I V E R S I T Y
COLLEGE O F E D U C A T IO N

EA S T L A N S IN G • M IC H IG A N • 48*24

DEPARTM ENT OP A D M IN IS T R A T IO N A N D H IG H E R E D U C A T IO N
ERKKSON H A L L

Dear
Thank you f o r prom ptly re tu r n in g th e q u e s tio n n a ire sen t you as p a r t
of my study on c h ie f s tu d en t personnel o f f i c e r s 1n M ichigan c o lle g e s and
u n iv e r s itie s .
I a p p re c ia te yo u r c o o p e ra tio n .
You noted on th e re tu rn e d q u e s tio n n a ire “personal circum stances"
which you f e l t negated th e v a lu e o f yo u r com pleting 1 t .
As th e f i r s t s te p
In my study Is to c o l le c t as com plete d a ta as p o s s ib le on th e c h ie f stu d e n t
personnel o f f i c e r s 1n s e le c te d M ichigan c o lle g e s and u n i v e r s it i e s , I assure
you th a t yo u r responses a r e o f v a lu e to th e study and w i l l be a p p r o p r ia te ly
handled f o r purposes o f a n a ly s is .
I have enclosed an o th e r copy o f th e ques­
tio n n a ire and I would be g r a te f u l 1 f you would com plete and re tu r n 1 t to me.
Thank you f o r your a s s is ta n c e and e a r ly response to t h is
S in c e re ly ,

Donald S. Svoren
enc.

219

In q u ir y .

APPENDIX F
TASK CATEGORIES AND THEIR DEFINITIONS

220

APPENDIX F
TASK CATEGORIES AND THEIR DEFINITIONS

ADVISING/REPORTING -—p ro v id in g counsel on s tu d e n t a f f a i r s 1n
p a r t i c u l a r , to th e c h ie f e x e c u tiv e and o th e r
o f f i c e r s o f th e i n s t i t u t i o n and keeping them
Inform ed on o p e ra tio n a l m a tte rs through d ata
c o l le c t i o n , e v a lu a tio n , and re s e a rc h .
BUDGETING

- f i s c a l p la n n in g , a c c o u n tin g , and c o n tro l o f
th e s tu d e n t s e rv ic e s budget.

COORDINATING

- a r t i c u l a t i n g th e work o f s tu d e n t s e rv ic e s
w ith o th e r o p e ra tio n a l areas o f th e I n s t i t u ­
tio n .

DIRECTING

- t h e continuous ta s k o f making d e c is io n s and
embodying them 1n s p e c if ic and g en eral o rd ers
and In s tr u c tio n s and s e rv in g as th e le a d e r
and a d m in is tr a to r o f th e s tu d e n t s e rv ic e s
a re a .

PLANNING/ORGANIZING- -w o rkin g o u t 1n broad o u t lin e th e th in g s t h a t
need to be done and th e method f o r doing them
and th e e s ta b lis h m e n t o f the form al p o lic y
and s tr u c tu r e by which s tu d e n t s e rv ic e p ro ­
grams and s e rv ic e s a re e s ta b lis h e d , a rra n g e d ,
and o p erated f o r d e fin e d o b je c tiv e s .
STAFFING

-th e whole personnel fu n c tio n o f b rin g in g In
and t r a in in g th e stu d e n t s e rv ic e s s t a f f and
m a in ta in in g fa v o r a b le c o n d itio n s o f w ork.

MISCELLANEOUS

-tho se ta s k statem en ts t h a t do not c l e a r l y
f i t In t o one o f th e o th e r s ix c a te g o r ie s .

221

APPENDIX G
INSTRUCTIONS TO SORTERS

222

APPENDIX G
INSTRUCTIONS TO SORTERS

You have been g iven v e rb a tim ta s k statem ents p ro vid ed by a
random sample o f th e C h ie f S tudent Personnel O f f ic e r s (CSPOs),
from s e le c te d M ichigan c o lle g e s and u n i v e r s it i e s , who responded to
the q u e s tio n :
WHAT ARE THE THREE MOST IMPORTANT TASKS THAT YOU
PERSONALLY PERFORM THAT INVOLVE INTERACTION ON YOUR PART WITH THE
CHIEF EXECUTIVE OFFICER OF YOUR INSTITUTION OR CAMPUS? They were
asked to p ro v id e a one-word d e s c r ip to r and e x p la n a tio n o f each
task and th e re a s o n (s ) t h a t th ey in te r a c te d w ith th e c h ie f execu­
t iv e o f f i c e r on each ta s k .
I would l i k e you to s o r t th ese statem ents In to ta s k c a te g o rie s .
Please fo llo w th e procedure d e s c rib e d .
1. You have been given s ix cards which c o n ta in d e fin e d admin­
i s t r a t i v e tasks and one card marked m is c e lla n e o u s .
Each o f these
w i l l serve as a #ta s k c a te g o ry in to which a re placed ta s k statem en ts
provided by CSPOs. P lease read th e d e f in it io n s on th ese cards
c a r e f u lly and r e f e r to them d u rin g th e s o rtin g process.
2.
Lay th e cards o u t b e fo re you. Now ta k e th e ta s k statem ents
provided by th e CSPOs and p la c e each one In to th e c a te g o ry t h a t you
th in k b es t matches th e theme o f th e ta s k s ta te m e n t.
I f a tas k
statem ent cannot be placed 1n one o f th e ta s k c a te g o rie s p la c e 1 t
1n th e m iscellan eo u s c a te g o ry .
Do not r e l y s o le ly on th e d e s c r ip to r
provided w ith th e ta s k statem en t but an a ly ze th e theme o f th e s t a t e ­
ment as to th e ta s k , not th e reason f o r th e CSPO's in t e r a c t io n w ith
the c h ie f e x e c u tiv e o f f i c e r .
3. A f t e r a l l th e ta s k statem ents have been s o rte d , check th e
s o rt 1n each c a te g o ry to In s u re t h a t th e re Is o n ly one ta s k s t a t e ­
ment from each respondent 1n t h a t c a te g o ry . T h is can be done by
f i r s t a rra n g in g th e statem ents In a c a te g o ry 1n num erical o rd e r.
Looking a t th e upper r i g h t hand co rn e r o f th e ta s k s ta te m e n ts , you
w i l l see a code c o n s is tin g o f th re e to f i v e Arabic-Roman numbers.
For example:
0 9 /1 and 0 9 /1 1 1 . These codes I d e n t i f y th e most Impor­
ta n t and t h ir d most Im p o rta n t ta s k provided by th e n in th resp o nd en t.
There should be o n ly one statem en t from 09 In a g iven c a te g o ry .
If
th e re is more than one ta s k statem en t from th e same respondent In a
c a te g o ry , re a n a ly z e th e ta s k s ta te m e n ts 1 themes and r e c la s s if y them
as a p p ro p r ia te .
P lease assure t h a t r e c l a s s i f i c a t io n does n o t r e s u lt
1n th e placem ent o f a resp o n d en t's statem en t 1n a c a te g o ry where one
statem ent has a lre a d y been p la c e d .
4.
P lease check yo u r w ork, then s to p .
Thank you f o r yo u r a s s is ta n c e 1n t h is re search stu d y.

223

APPENOIX H
INTERVIEW FORMAT

224

APPENDIX H
INTERVIEW FORMAT

In tr o d u c tio n
(Opening— Personal In t e r v ie w ) :

B efore we begin th e I n t e r ­

view , I would l i k e to thank you f o r p a r t ic ip a t in g
(Opening— Telephone In t e r v ie w ) :

1n th is stu d y.

Good (m o rn in g /a fte rn o o n )

________________________ *
name 1s Don Svoren.
I am c a l li n g you
(name)
from M ichigan S ta te U n iv e r s it y .
I would l i k e to thank you f o r
p a r t ic ip a t in g in t h is stu d y.
The purpose o f t h is s tu d y , as you know, 1s to I d e n t i f y beha­
v io rs t h a t c h ie f s tu d e n t personnel o f f i c e r s p e rc e iv e to be s i g n i f i ­
cant as th e y In t e r a c t w ith c h ie f e x e c u tiv e o f f i c e r s on s e le c te d
ta s k s .

To accom plish th e purpose o f t h is study I am c o lle c t in g and

a n a ly zin g In c id e n ts o f c h ie f s tu d e n t personnel o f f i c e r - c h i e f execu­
t iv e o f f i c e r In t e r a c t io n .

To In s u re a c c u ra te In fo rm a tio n f o r th e

a n a ly s is phase o f th e s tu d y , I would l i k e to ta p e reco rd t h is I n t e r ­
view.

P lease l e t me assu re you t h a t th e In fo rm a tio n you p ro v id e me

1s considered c o n f id e n t ia l.

Do you o b je c t to my tap e re c o rd in g

th is in te rv ie w ?
You w i l l r e c a ll t h a t my i n i t i a l q u e s tio n n a ire asked you to
I d e n t if y and d e s c rib e th e th re e most Im p o rta n t tasks t h a t you p e r­
s o n a lly perform t h a t r e q u ir e In te r a c tio n on yo u r p a r t w ith th e
c h ie f e x e c u tiv e o f f i c e r o f yo u r (1 n s t1 tu t1 o n /c a m p u s ).

Based on

the mean ranked o rd e r o f responses re c e iv e d from th e c h ie f s tu d en t
personnel o f f i c e r s who responded, th e tasks o f p ia n n 1n g /o rg an 1z ln q ,
225

226

a d v is in g /r e p o r tin g , and s t a f f 1ng a re th e th re e tasks f o r which s ig ­
n if ic a n t areas o f b e h a v io r w i l l

be I d e n t i f i e d .

I w i l l d e fin e these

tasks l a t e r .
In s tr u c tio n s
1 would l i k e you to r e l a t e s i g n i f i c a n t In c id e n ts In which
your b e h a v io r was e f f e c t l v e and s i g n i f i c a n t In c id e n ts 1n which yo u r
behavior was I n e f f e c t i v e In accom plishing th e o b je c t iv e ( s ) o f your
In te r a c tio n w ith th e c h ie f e x e c u tiv e o f f i c e r f o r each o f these
tasks* i f p o s s ib le .
To h elp you 1n fram ing yo u r responses, l e t me p o in t o u t
th a t each In c id e n t you r e p o r t:
1.

Must In v o lv e yo u r In te r a c tio n w ith th e c h ie f e x e c u tiv e
o f f i c e r on one o f th e s p e c ifie d tasks and may o r may
not In v o lv e o th e r persons.

2.

May have been o f e i t h e r a s h o rt (a few m in u te s) o r a
long (s e v e ra l months) d u r a tio n .

3.

Must be d is tin g u is h a b le by you as an In c id e n t 1n which
your b e h a v io r was e i t h e r c le a r ly e f f e c t i v e o r In e f f e c ­
t i v e In o b ta in in g yo u r ta s k o b je c tiv e w ith th e c h ie f
e x e c u tiv e o f f i c e r .

4.

Must have occurred w ith in th e past two academic y e a rs
(1 9 7 3 -7 4 ; 1 9 7 4 -7 5 ).

For each In c id e n t you d e s c rib e I would l i k e you to s t a t e :
1.

B r i e f l y th e g en eral circum stances t h a t le d up to th e
in c id e n t.

227
2.

Your o b je c t lv e ( s ) as you In te r a c te d w ith th e c h ie f
e x e c u tiv e o f f i c e r on th e ta s k .

3.

The b e h a v lo r(s ) you u t i l i z e d

t h a t were e i t h e r e f f e c ­

t i v e o r I n e f f e c t i v e 1n o b ta in in g yo u r o b j e c t l v e ( s ) .
4.

O ther p erso ns, 1 f any, who were In v o lv e d in th e
In c id e n t.

5.

The approxim ate d a te when th e In c id e n t o ccurred and
I t s d u r a tio n .

Do you have any questions?
1 w i l l now d e fin e th e tasks on which I would l i k e you to
re p o rt s i g n i f i c a n t In c id e n ts :
By an a d v is in g /r e p o r tin g ta s k Is meant:
on s tu d en t a f f a i r s ,

p ro v id in g counsel

1n p a r t i c u l a r , to th e c h ie f e x e c u tiv e and o th e r

o f f ic e r s o f th e I n s t i t u t i o n and keeping them Inform ed on o p e ra ­
tio n a l m a tte rs through d a ta c o l le c t i o n , e v a lu a tio n , and re s e a rc h .
A p la n n in g -o rg a n iz in g task 1s w orking o u t th e broad o u t lin e
o f th in g s t h a t need to be done and th e method f o r doing them and
th e es ta b lis h m e n t o f th e fo rm al p o lic y and s tr u c tu r e by which s tu ­
dent s e rv ic e programs and s e rv ic e s a re e s ta b lis h e d , a rra n g e d , and
operated f o r d e fin e d o b je c tiv e s .
By a s t a f f in g ta s k 1s meant:

th e whole personnel fu n c tio n

o f b rin g in g 1n and t r a in in g th e s tu d en t s e rv ic e s s t a f f and main­
ta in in g fa v o ra b le c o n d itio n s o f w ork.
A t t h is p o in t I would l i k e you to r e f l e c t on y o u r e x p e r i­
ences and c a l l

to mind s i g n i f i c a n t In c id e n ts t h a t have o ccurred

w ith in th e p ast two academic y e a rs as you In te r a c te d w ith th e

228
c h ie f e x e c u tiv e o f f i c e r on th ese ta s k s .

P lease d e s c rib e th e I n c i ­

dents t h a t come to mind.
Thank you f o r r e la t in g th ese
to ask you a g en eral q u e s tio n :

In c id e n ts to me.

Now I wish

What b eh avio rs do you f e e l t h a t

c h ie f s tu d e n t personnel o f f i c e r s need to develop 1n o rd e r to work
e f f e c t i v e l y w ith c h ie f e x e c u tiv e o ffic e r s ?
T h is concludes th e In te r v ie w .
again f o r yo u r p a r t ic ip a t io n
given me.

1n t h is

I would l i k e to thank you
study and th e tim e you have

P lease be assured t h a t yo u r responses w i l l be h e ld 1n

confidence and t h a t you and yo u r i n s t i t u t i o n w i l l n o t be I d e n t i ­
f ie d w ith s p e c if ic responses.
May I send you an a b s tr a c t o f t h is study?
Good-bye.

APPENDIX I
INCIDENT ABSTRACT

229

APPENDIX I
INCIDENT ABSTRACT
CSPO code:_______

___ EFF

INEF TASK:___ A/R___ P/O___ S

GENERAL CIRCUMSTANCES:

CSPO OBJECTIVE(S):

BEHAVIOR(S) USED:

OUTCOME:

OTHERS INVOLVED: _______________________________________________

DATE OF INCIDENT:____________________

DURATION OF INCIDENT:

INTERVIEWER COMMENTS: __________________________________

230

APPENDIX J
CHIEF STUDENT PERSONNEL OFFICER INTERVIEW RECORD

231

APPENDIX J
CHIEF STUDENT PERSONNEL OFFICER INTERVIEW RECORD
INTERVIEW LENGTH:
STOPPED

CSPO CODE
INTERVIEW DATE

STARTED

INTERVIEW METHOD_

PERS

TEL

INTERVIEW TIME

ABSTRACT REQUESTED:

Name______________________________________

Last

TOTAL

F ir s t

Middle

T e l.

____
A/C

_________

Number

T i t l e _____________________________________
Address

# In c id e n ts Reported:
A/R

e ff

1n e f

P/O

e ff

1n e f

S

e ff

1n e f

Questions/comments by CSPO:

In te rv ie w e r comments:

T o ta l e f f
T o ta l In e f

YES

Grand t o t a l

NO

___
E x t.

APPENDIX K
CHIEF STUDENT PERSONNEL OFFICER BEHAVIORAL CHECKLIST

233

APPENDIX K
CHIEF STUDENT PERSONNEL OFFICER BEHAVIORAL CHECKLIST

Based on th e s i g n i f i c a n t In c id e n ts c o lle c te d In t h is s tu d y ,
a s e rie s o f q u e stio n s was developed t h a t CSPOs could use as a check­
l i s t to e v a lu a te t h e i r b eh av io r as th e y In t e r a c t w ith c h ie f e x e c u tiv e
o f f ic e r s on a d v is in g /r e p o r tin g (A /R ), p la n n in g /o rg a n iz in g ( P / 0 ) ,
and s t a f f in g (S ) ta s k s .
The q u e s tio n s a re o rg an ize d by b e h a v io ra l
areas w ith th e a p p ro p ria te tasks I d e n t i f i e d In p are n th e se s.
S u b s ta n tia tin g P o s itio n s

(A /R , P /0 , S)

1.

Do I a n t ic ip a t e th e c h ie f e x e c u tiv e

o f f i c e r ' s questions?

2.

Do I o b ta in "com plete" fa c ts a n d /o r fig u r e s to demon­
s t r a t e t h a t (a ) a problem e x is t s , I t s n a tu re , and I t s
lo n g -ra n g e Im pact; (b ) th e proposed s o lu tio n to a prob­
lem w i l l Improve th e s it u a t io n ; and (c ) th e e v a lu a tio n
o f In fo rm a tio n has been o b je c tiv e ?

3.

Do I "educate" th e c h ie f e x e c u tiv e o f f i c e r through th e
use o f m a te r ia ls such as a r t i c l e s , documents, o r
knowledgeable people when a p p ro p ria te ?

C o rro b o ratin g P o s itio n s (A /R , P /0 , S)
1.

Do I I d e n t i f y persons who w i l l support and who w i l l
oppose my recommendations, p ro p o s a ls , o r requests?

2.

Do I e s ta b lis h a p p ro p ria te support f o r an o b je c tiv e
b e fo re I I n t e r a c t w ith th e c h ie f e x e c u tiv e o f f ic e r ?

3.

Do I a n t ic ip a t e when 1 t w i l l be th e c h ie f e x e c u tiv e
o f f i c e r ' s c a b in e t t h a t decides th e Issue?

4.

Do I work through o th e r persons r a th e r than ta k in g
Issues d i r e c t l y to th e c h ie f e x e c u tiv e o f f i c e r 1n
a p p ro p ria te s itu a tio n s ?

Expressing P o s itio n s (A /R , P /0 , S)
1.

Do I know how to approach th e c h ie f e x e c u tiv e o f f i c e r
d i r e c t l y w ith a concern?

2.

Do I express e x a c tly what I th in k 1n a p p ro p ria te
s itu a tio n s ?
234

235
3.

Do I express rny fe e lin g s as w e ll as thoughts when 1 t
1s a p p ro p ria te ?

O btain ing In p u t and Feedback (A /R , P /0 , S)
1.

Do I a s c e r ta in th e c h ie f e x e c u tiv e o f f i c e r ' s views on
Im p o rta n t m atters?

2.

Am I r e c e p tiv e to th e c h ie f e x e c u tiv e o f f i c e r ' s
suggestions?

3.

Do I seek th e c h ie f e x e c u tiv e o f f i c e r ' s personal a d v ic e
in a p p ro p ria te s itu a tio n s ?

4.

Do I fo llo w up Im p o rta n t communications to a s c e rta in
I f th e c h ie f e x e c u tiv e o f f i c e r understood them?

Regarding S it u a t io n a l F ac to rs (A /R , P /0 , S)
1.

Do I know how to handle s itu a tio n s 1 f th e c h ie f execu­
t i v e o f f i c e r has personal Involvem ents 1n them?

2.

Do I understand the l i m i t s o f my ro le ?

3.

Do I make requ ests 1n keeping w ith e s ta b lis h e d p o lic y ?

4.

Do I make r e a l i s t i c req u ests g iven th e I n s t i t u t i o n a l
budget?

P ro vid in g In fo rm a tio n (A /R , P /0 )
1.

Do I know what s o r t o f In fo rm a tio n th e c h ie f e x e c u tiv e
o f f i c e r is in te r e s te d 1n?

2.

Have I e s ta b lis h e d th e necessary In fo rm a tio n "system s11
f o r keeping m y s e lf c u rr e n t on even ts 1n my a re a o f
r e s p o n s ib ility ?

3.

Do I know th e b est methods f o r communicating v a rio u s
types o f In fo rm a tio n to th e c h ie f e x e c u tiv e o f f i c e r ?

4.

Do I c o n s id e r th e a p p ro p ria te tim e to p ro v id e c e r t a in
types o f In fo rm a tio n ?

5.

Do I In fo rm o th e r persons w ith "a need to know" about
m a tte rs I b rin g to th e c h ie f e x e c u tiv e o f f i c e r ' s
a tte n tio n ?

6.

Do I know when th e c h ie f e x e c u tiv e o f f i c e r does not
want o th e rs In v o lv e d In a s itu a tio n ?

236
P e rs is tin g (A /R , P /0 )
1.

Do I g iv e up on an Issu e when th e c h ie f e x e c u tiv e
o f f i c e r re a c ts n e g a tiv e ly a n d /o r tak es no a c tio n ?

2.

Do I use v a rio u s o p p o r tu n itie s to r e in f o r c e a recom­
m endation, p ro p o s a l, o r request?

3.

Do I e x p lo re a l t e r n a t i v e methods f o r a c h ie v in g an
o b je c tiv e ?

M a in ta in in g P o s itiv e P o s itio n s (A /R , P /0 )
1.

Do I r e a c t n e g a tiv e ly to assignm ents g iv en me by th e
c h ie f e x e c u tiv e o f f i c e r In s te a d o f a c c e p tin g them w ith ­
out comment and then d evelo p in g a s tr a te g y f o r d e a lin g
w ith them?

2.

Do 1 submit re p o rts o r ta k e p o s itio n s t h a t g iv e th e
appearance o f p r o te c tin g vested In te r e s ts ?

3.

Do I ta k e p o s itio n s which a re p e rc e iv e d as a c h a lle n g e
to th e c h ie f e x e c u tiv e o f f i c e r ' s a u th o r ity ?

S o lving Problems ( P /0 , S)
1.

Am I a l e r t to problems as th e y develop?

2.

Do I p re s e n t t e n t a t iv e s o lu tio n s along w ith problems
when re p o rtin g them to th e c h ie f e x e c u tiv e o f f ic e r ?

3.

Do I re s o lv e problems 1n my a re a o f r e s p o n s ib ility ?

4.

Do I r e t a in f l e x i b i l i t y and a d ju s t to changing s it u a ­
tio n s ?

F o llo w in g Through ( P / 0 , S)
1.

Do I assure t h a t assigned r e s p o n s ib ilit ie s t h a t I
d e le g a te a re c a r r ie d out?

2.

Am I c o n s is te n t In what I propose to do and what I do?

Developing Autonomy (S )
1.

Do I seek a u t h o r it y f o r choosing n\y own s t a f f ?

2.

Do I e x h ib it le a d e rs h ip 1n s itu a tio n s where I b e lie v e
s t a f f recommendations a re In a p p ro p ria te ?

237
Making D ecisio n s and Taking Risks (S )
1.

Do I d ecid e on a course o f a c tio n b e fo re In t e r a c t in g
w ith th e c h ie f e x e c u tiv e o f f i c e r on an Issue?

2.

Am I w i l l i n g to recommend "un p leasan t" courses o f a c tio n
1f necessary?

3.

Am I w i l l i n g to ta k e c a lc u la te d chances 1n o rd e r to
re s o lv e a problem o r o b ta in an o b je c tiv e ?

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