Mapping the training needs of Student Affairs and Services (SAS) practitioners is a crucial research initiative aimed at improving the effectiveness of personnel in higher education. Research has highlighted that student engagement with academic support services plays a key role in retention, and the quality of these services significantly impacts student satisfaction (Hoyt, 2021). By identifying the specific training needs of SAS practitioners, educational institutions can enhance service quality, which, in turn, supports student success and satisfaction. This process is vital for ensuring that SAS departments remain responsive to the evolving needs of students and provide services that foster holistic development.

In the Philippines, the role of Occupational Therapy (OT) in Mental Health and Psychosocial Support (MHPSS) has gained attention, emphasizing the need for integrated support services within the educational environment (Asio et al., 2023). Addressing mental health concerns and psychosocial needs is essential for supporting students, aligning with the broader goals of enhancing student well-being. Evaluations of student services, such as those conducted in East Java, provide valuable insights into areas for improvement within higher education institutions (Rozikin et al., 2020). These evaluations are key to identifying gaps in current services and helping institutions tailor training programs that meet the growing demands of student support.

Additionally, understanding faculty subcultures and their views on support programs is vital for student retention efforts (Arnold, 2023). Collaborative relationships between faculty and SAS staff create a supportive environment conducive to student success. Moreover, research on international Student Affairs Professionals (SAPs) highlights the importance of diversity and inclusivity in higher education personnel development (Miao & Yang, 2021). This global perspective underscores the need for training that accommodates the diverse backgrounds and experiences of SAS practitioners, helping them navigate the complexities of an increasingly internationalized student body.

The professionalization of student affairs and services is another key aspect of this research, focusing on improving the quality of support provided to students (Perozzi, 2023). Collaboration among international associations and thought leaders is critical for enhancing service delivery and personnel development. Training programs that focus on crisis management and emergency student support are essential for ensuring that SAS practitioners are well-prepared to handle urgent situations effectively, further strengthening the overall quality of student support services.

Hence, mapping the training needs of SAS practitioners is a comprehensive process that involves enhancing service quality, improving student satisfaction, supporting student retention, and addressing global challenges. By utilizing empirical data and trends from the field of student affairs, institutions can develop personnel development plans that are aligned with the dynamic needs of students and the higher education landscape. These plans will ensure that SAS practitioners are equipped with the necessary skills to effectively support students and contribute to their overall success.

This study is grounded in Human Capital Theory by Schultz and Becker (as cited by Hung & Ramsden, 2021), which highlights the value of individuals' knowledge, skills, and abilities as forms of capital that can be developed to enhance productivity and economic outcomes. The theory emphasizes that investments in education and training, like physical assets, lead to higher productivity, increased earnings, and improved organizational effectiveness. In this context, the study focused on identifying the training needs of Student Affairs and Services (SAS) practitioners, viewing them as key assets whose professional growth directly impacts service quality and student satisfaction. By mapping these needs, the institution could make informed decisions about development investments, reinforcing the theory's assertion that targeted human capital investments lead to positive organizational returns.

The study also emphasizes the need for regularly assessing SAS practitioners' development needs to adapt to the evolving educational landscape. Establishing a personnel development plan ensures that SAS practitioners remain adaptable and well-equipped to support students' growth. Human Capital Theory provided a solid foundation for this approach, affirming that targeted training programs improve service quality, boost student satisfaction, and contribute to organizational success. This alignment with the theory underscores the critical role of continuous professional development in enhancing both individual competencies and institutional outcomes.

This study employed an Input-Process-Output (IPO) framework combined with Human Capital Theory to develop a comprehensive personnel development plan for Student Affairs and Services (SAS) practitioners. The input phase involved gathering data to assess the strategic goals of the institution and the current skills of SAS practitioners, identifying gaps that needed to be addressed to enhance service quality and student satisfaction.

Human Capital Theory, which emphasizes the value of investing in individuals' knowledge and skills, guided this analysis by highlighting the long-term benefits of improving practitioner competencies.

In the process phase, a Training Needs Assessment (TNA) was conducted through surveys and interviews to identify specific skill gaps. The data was analyzed, validated, and aligned with institutional goals. The output was a strategic personnel development plan that included tailored training programs, timelines, and evaluation measures aimed at boosting service quality, student satisfaction, and institutional performance.

This integration of IPO and Human Capital Theory ensured a systematic and impactful approach to addressing training needs, emphasizing the value of investing in human capital for institutional success.

The general problem of the study is to assess the training Needs of Student Affairs and Services (SAS) Practitioners and propose a SAS Personnel Development Plan. 

Specifically, it sought answers to the following questions:

1. What are the specific training needs of SAS practitioners in the area of:

1.1 General skills and competencies,

1.2 Administrative Skills

1.3 Professional Development

2. What are the specific training needs of SAS practitioners in the following units:

2.1 Student Welfare Services;

2.2 Student Development Services; and

2.3 Institutional Student Programs and Services?

2.3.1 Scholarship and Financial Aid;

2.3.2 Sports development program;

2.3.3 Food Services;

2.3.4 Health services unit; and

2.3.5 Admission services

3. How do Student Affairs and Services (SAS) practitioners perceive the impact of their current competencies on effective management and delivery of Student Affairs and Services Programs?

4. What Additional Training or Resources are needed to improve the delivery of SAS programs?

5. Based on the findings of the study, what SAS Personnel Development Plan may be proposed?

This study focused on identifying and analyzing the training needs of Student Affairs and Services (SAS) practitioners within Augustinian Higher Education Institutions. It aimed to examine various domains, including general skills, administrative competencies, professional development, and specific service areas such as student welfare, development services, institutional programs, scholarships, financial aid, sports development, food, health, and admission services. Using a structured Training Needs Analysis (TNA) instrument, the research assessed the level of training required in these areas, explored SAS practitioners' perceptions of their needs, and evaluated how their current competencies affected their ability to manage SAS programs effectively. The goal was to use these findings to develop a comprehensive personnel development plan to enhance SAS practitioners' skills and service delivery, supporting institutional objectives.

However, the study had several delimitations. It focused on one Higher Education Institution in Bulacan, limiting the generalizability of the findings to institutions outside this context or those with different affiliations. The research involved only SAS practitioners, excluding other educational staff, faculty, students, and external stakeholders. Although the study covered key SAS areas, it did not explore all aspects of student services or administrative functions in depth, focusing instead on the most critical areas identified by the TNA.

Research Design

This study employed an embedded mixed-methods approach, integrating quantitative and qualitative data. Quantitative methods, through surveys, provided statistical insights into training needs, while qualitative methods, through interviews, explored practitioners' perspectives. This approach ensured a well-rounded analysis, enhancing the reliability of findings

Respondents of the Study

The study targeted SAS practitioners from a Higher Education Institution in Bulacan, using universal sampling for the quantitative phase to ensure comprehensive representation of roles such as counselors, advisors, program coordinators, and administrative staff. For the qualitative phase, key informants with at least one year of experience and involvement in service-related initiatives were selected. A total of 39 practitioners participated, with the largest contributions from the Student Welfare Services and Health Services Unit (12 respondents each), followed by smaller units such as Student Development Services (4 respondents) and Scholarship and Financial Aid (1 respondent). This broad participation provided a well-rounded analysis of training needs, leading to targeted recommendations for improving SAS programs and services.

Instrument of the study

The study utilized a researcher-made survey questionnaire to assess the training needs of SAS practitioners, covering areas like general skills, administrative abilities, professional development, and service-specific skills. The survey used a five-point Likert scale (1: Not Needed to 5: Highly Needed) to gauge the need for training in various service areas, such as student welfare, development services, scholarship programs, and sports and health services. To ensure validity, the survey was reviewed by experts in student affairs and educational administration, and reliability was tested using Cronbach's alpha, yielding a coefficient of .85, confirming its high internal consistency and suitability for measuring training needs.

For qualitative data, an interview guide was developed to provide deeper insights into practitioners' training needs and the impact of their competencies on service delivery. The guide was validated through a panel of SAS and qualitative research experts to refine the questions for clarity and relevance. This process ensured that the interview protocol effectively captured detailed qualitative insights, complementing the quantitative survey data and providing a comprehensive understanding of SAS practitioners' experiences and perspectives.

Data Gathering Procedure 

This study employed a mixed-methods approach to collect data, integrating both quantitative and qualitative techniques to ensure a comprehensive examination of the training needs of SAS practitioners. The process was outlined as follows:

Quantitative Data

1. A survey questionnaire was distributed electronically via Google Forms.

2. A consent form was included to ensure ethical compliance.

3. Data on various training needs, including general skills, administrative skills, professional development, and specific service areas, were collected.

Qualitative Data

1. Conduct interviews with a selected group of SAS practitioners.

2. Explore their perceptions of training needs and the impact of their current competencies on delivering and managing SAS services.

Data Analysis and Statistical Treatment

To thoroughly address the training needs of Student Affairs and Services (SAS) practitioners, this study employed a mixed-methods approach to data analysis, combining both quantitative and qualitative techniques. 

Quantitative Analysis

1. Analyze survey data using statistical methods.

2. Calculate means and frequency counts to tabulate the results.

3. Identify critical training areas and assess needs across different competencies and service domains.

Qualitative Analysis

1. Interviews were conducted with a selected group of SAS practitioners.

2. Their perceptions of training needs and the impact of their current competencies on delivering and managing SAS services were explored.

Integration of Quantitative and Qualitative Data

To ensure a comprehensive understanding of the training needs of Student Affairs and Services (SAS) practitioners, the study integrated the findings from both quantitative and qualitative analyses. This integration involved comparing and contrasting the quantitative data with qualitative insights to validate and enhance the overall conclusions. The combined analysis provided a detailed view of the training needs of Student Affairs and Services (SAS) practitioners, leading to actionable recommendations for policy improvements.

By integrating both methodologies, this study provides a robust and nuanced understanding of SAS practitioners' training needs. The combined quantitative and qualitative approach enhances the reliability of findings and offers actionable recommendations for improving SAS programs and services, based on empirical evidence and practitioner insights.

Ethical Considerations

Prior to the conduct of the study, the research paper was approved by the LCUP-Research Ethics Committee, ensuring compliance with ethical standards in research involving human participants.

The following ethical considerations were taken into account during the conduct of the study:

1. The dignity and well-being of respondents were protected. The researcher ensured that no harm of any form occurred, and respondents were not placed in uncomfortable positions.

2. The researcher obtained informed consent from the respondents, providing essential information such as the identities of the researchers, the intent of the study, the data to be collected, and the level of commitment required. Respondents were informed that participation in the study was voluntary, ensuring no coercion or deception.

3. Research data remained confidential throughout the study. Respondents were assured that their names would not appear in the final paper. Data was stored securely and accessible only to authorized personnel involved in the study.

4. The provisions of the Data Privacy Act of 2012 were strictly followed to protect respondents' personal information. All collected data was anonymized or pseudonymized where appropriate, and strict protocols were in place to prevent unauthorized access, use, or disclosure of data.

5. The researchers declared "No Conflict of Interest" in the conduct of the study. Any potential conflicts of interest were disclosed transparently.

This Section presents the results of the analysis regarding the specific training needs of Student Affairs and Services (SAS) practitioners. Utilizing a comprehensive mixed-methods approach that combined quantitative surveys and qualitative interviews, we identified key areas where practitioners sought professional development. The findings highlighted essential skills and competencies required to enhance their effectiveness in delivering services and support to students. By understanding these specific training needs, we aimed to provide actionable recommendations to bolster the capacity of SAS practitioners and ultimately improve the overall student experience.

Specific Training Needs of SAS Practitioners

This section identifies the essential training needs of Student Affairs and Services (SAS) practitioners, focusing on general skills and competencies vital for supporting students effectively. The data reveals areas where practitioners require development, particularly in counseling, crisis management, inclusivity, and communication, to address the evolving demands of student support. Table 1 shows mean scores ranging from 4.43 to 4.96, indicating that these competencies are viewed as highly necessary for their roles, with crisis management receiving the highest priority, aligning with literature on the rising need for trauma-informed services in higher education (Lynch & Glass, 2020).

The top-rated competency, “Developing and implementing protocols for responding to student emergencies,” with a mean score of 4.96, underscores the critical need for crisis management skills among SAS practitioners. Additionally, the high scores for “Providing support services for students with special needs” (mean = 4.91) and “Conducting one-on-one counseling sessions” (mean = 4.74) reflect the importance of skills in direct student support and accommodation. Research supports the demand for competencies in multicultural competence and inclusivity, with Plagman-Galvin and Gansemer-Topf (2019) emphasizing the need for culturally responsive student support and Dunn et al. (2021) highlighting the role of inclusivity in effective student affairs practice.

Other competencies, such as conflict mediation and creating inclusive environments, scored 4.65, underscoring the importance of communication skills in fostering positive student interactions and resolving conflicts. Additionally, Calhoun et al. (2020) found that structured training in counseling significantly benefits practitioners, which aligns with this study’s findings. Overall, the identified competencies—crisis management, counseling, inclusivity, and communication—are essential for SAS practitioners. Tailored professional development opportunities in these areas are crucial for preparing practitioners to meet the complex challenges in higher education.

This section identifies essential administrative skills for Student Affairs and Services (SAS) practitioners, focusing on areas for targeted training to improve student program management and policy compliance. The data in Table 3 shows a strong consensus (mean score of 4.45) on the importance of these skills, especially for "Designing, implementing, and assessing student programs" and "Managing student records with accuracy and security," highlighting the need for program assessment and secure data management (Henning & Bentrim, 2022). The high rating of IT support skills (mean = 4.52) reflects the growing reliance on digital tools within SAS roles, while financial management competencies underscore the demand for effective resource allocation and policy creation (Henning & Bentrim, 2022; Perrelli, 2022).

Lower scores for “Utilizing data management software” (4.26) and “Utilizing technology tools for service delivery” (4.35) suggest proficiency gaps, indicating a need for professional development focused on technology adaptation. Overall, SAS practitioners recognize the importance of diverse administrative skills for program evaluation, data security, and tech integration, which are essential to meet the evolving needs of higher education (Henning & Bentrim, 2022).

In the evolving field of Student Affairs and Services (SAS), professional development is vital for practitioners to stay effective in supporting students and contributing to institutional success. The constantly changing landscape of higher education necessitates that SAS professionals remain updated on ethical standards, innovative practices, and collaborative strategies. The study found that SAS practitioners highly value competencies such as collaborating with faculty and staff to create integrated support networks (mean = 4.70), applying ethical standards in interactions with students (mean = 4.65), and identifying professional development opportunities (mean = 4.61). These competencies reflect a strong consensus on their importance in enhancing student well-being and academic success (Henning & Bentrim, 2022; Lynch & Glass, 2020; Dunn et al., 2021).

Although competencies like conducting research and supervising staff received slightly lower ratings (mean = 4.52 and 4.48, respectively), they still reflect areas for growth that could further strengthen SAS practitioners’ roles. Developing research skills can contribute to evidence-based practices, while enhancing supervisory abilities can improve leadership within teams (Perrelli, 2022; Calhoun et al., 2020). Overall, the findings emphasize the importance of collaboration, ethics, and ongoing professional development, with opportunities for improvement in research and leadership to further support student success and institutional effectiveness.

Specific Training Needs of SAS Practitioner Per Unit

Student Affairs and Services (SAS) practitioners play a critical role in fostering student success in higher education, and identifying their training needs within specific functional units, like Student Welfare Services (SWS), is key to developing effective professional development programs. This targeted approach ensures that SAS practitioners are well-equipped to address the diverse needs of students, thereby improving the quality of support services. According to data, SWS personnel prioritize competencies such as "Mental health support, including recognizing signs of mental health issues and providing appropriate referrals" (mean = 4.92), highlighting the growing importance of mental health awareness and intervention in response to increasing student demand for mental health resources (Lynch & Glass, 2020).

Other highly valued competencies include "Providing guidance and counseling to support students' personal, social, and academic development" and "Offering career counseling and job placement services," both scoring 4.75. However, the competency "Developing and delivering orientation programs to help new students adjust to campus life" received a lower mean score of 4.33, indicating a potential gap in this area. This suggests an opportunity for further training to enhance the effectiveness of SWS personnel in supporting new students. Overall, while SWS staff emphasize mental health, counseling, and career services, additional focus on orientation programs could improve support during critical student transitions (Lynch & Glass, 2020).

The data in Table 6 highlights the significant training needs of Student Development Services (SDS) personnel, particularly in fostering student engagement and leadership. The overall weighted mean score of 4.99 indicates that these competencies are highly necessary for effective practice within SDS, aligning with research advocating for structured programs to enhance student leadership and engagement (Dawood, 2024; Kuranchie & Affum, 2021). Competencies such as organizing student activities and leadership programs received high ratings, reflecting their essential role in promoting student involvement and developing leadership skills critical for student growth and campus culture (Dawood, 2024; Kuranchie & Affum, 2021).

Additionally, the high score for advising student organizations (mean = 4.99) highlights the importance of active guidance from SDS personnel, fostering a collaborative and engaged student community (Purnama et al., 2020). Effective mentorship by SDS staff enhances students' academic and social experiences, cultivating skills like empathy and teamwork. Although implementing student discipline policies received a slightly lower mean score of 4.98, it remains crucial to maintaining fair and constructive disciplinary practices (Bhana & Suknunan, 2020). The consensus on these competencies underscores their alignment with modern educational priorities, emphasizing the need for continuous professional development to meet the evolving needs of students and institutions (Dawood, 2024; Kuranchie & Affum, 2021).

The data in Table 7 highlights the essential training needs of Student and Financial Assistance (SFA) personnel, with an overall weighted mean score of 4.50, categorizing these competencies as needed (N). This underscores the importance of SFA personnel being proficient in managing financial aid programs, aligning with research that emphasizes the need for a solid understanding of both operational and regulatory aspects of financial aid management (Dawood, 2024; Kuranchie & Affum, 2021). Competencies such as managing scholarship programs, processing applications, ensuring fair criteria, and adhering to policies each received a mean score of 4.50, reflecting their crucial role in maintaining an effective, transparent financial aid system (Purnama et al., 2020).

While these competencies are recognized as necessary, they may not be viewed as critically urgent compared to areas directly impacting student engagement. However, research indicates that operational efficiency and regulatory compliance are vital for fostering trust and ensuring equitable access to financial resources, which are essential for student success and institutional credibility (Bhana & Suknunan, 2020). Ongoing training in financial aid management is essential to maintaining the integrity of the financial aid process, adapting to changes, and sustaining student trust. This analysis emphasizes the importance of SFA personnel staying proficient in these areas to effectively support students in their educational journeys.

Table 8 reveals a critical need for specific competencies among Sports Development Program (SDP) personnel, with a perfect mean score of 5.00 across key skills, indicating their high necessity. These competencies include "Planning and developing comprehensive sports programs" and "Utilizing modern coaching techniques," emphasizing the importance of expertise in program organization and sports coaching. Research supports this need, highlighting that effective coaching behaviors significantly impact athletic experience and outcomes (Kassim et al., 2020), while structured coaching systems are essential for sports excellence (Darmayasa & Suratmin, 2023).

Additionally, "Managing the budget for sports programs" is identified as a crucial competency, reflecting the importance of financial management in sustaining sports programs. Proper resource allocation ensures that sports programs are efficient and effective, a critical factor in achieving program objectives (Widianto et al., 2020). The emphasis on "Advising student athletes on nutrition" aligns with a holistic approach to athlete development, which enhances performance and overall well-being (Thompson et al., 2022). These findings highlight the urgent need for training in comprehensive sports program development, coaching, budget management, and athlete support, which are consistently supported in sports management literature (Kassim et al., 2020; Widianto et al., 2020; Thompson et al., 2022).

Table 9 highlights the essential training needs of Health Services Unit (HSU) personnel, with a high overall weighted mean score of 4.99, reflecting the critical importance of these competencies in ensuring effective health services in educational institutions. The strong ratings across all indicators demonstrate the need for comprehensive training in various health service areas to promote student well-being and maintain a safe campus environment. Key areas include "Delivering health services, including first aid, health education, and wellness programs," which scored 4.98, emphasizing the importance of not only providing basic health services but also promoting wellness through education (Kassim et al., 2020; Darmayasa & Suratmin, 2023).

Additionally, the high score for "Emergency response procedures, including CPR, first aid, and handling medical emergencies," reflects the critical necessity for HSU personnel to be prepared for medical emergencies, where prompt intervention can significantly impact student health outcomes (Widianto et al., 2020). Other key competencies, such as "Developing and delivering health education programs" and "Understanding and complying with health policies, regulations, and standards," underline the need for both health education and regulatory compliance to improve service quality and ensure safety in the school environment (Zheng-lu & Yin, 2022). These findings highlight the importance of equipping HSU personnel with the necessary skills to deliver comprehensive, high-quality health services.

The training needs of Food Services (FS) personnel are essential for the effective management and operation of campus food services, with an overall weighted mean of 4.75 indicating strong consensus on the importance of training in food safety, nutrition, and budget management. Studies emphasize the necessity of training in food safety practices to prevent foodborne illnesses and maintain food quality standards in educational settings (Banna et al., 2022; Asim et al., 2019). Key competencies, such as overseeing campus food services, food safety practices, and budget management, all scored 4.75, underscoring their importance. Asim et al. (2019) demonstrated that targeted training significantly impacts food safety practices among service managers, correlating with better food handling practices. Similarly, Banna et al. found improved safety knowledge and practices among hospital food service staff following training (Banna et al., 2022).

These findings suggest that FS personnel require comprehensive training in food safety, nutrition planning, and budget management to enhance service quality and operational efficiency. The high scores across indicators reflect the urgency of addressing these training needs to safeguard student well-being and ensure efficient campus food service operations. Implementing training programs, regular monitoring, and supportive management will be vital for achieving these goals (Mphasha, 2024; Adil, 2023).

The data in Table 10 on the training needs of Admissions (ADM) personnel highlights essential competencies for effective recruitment and enrollment management, with an overall weighted mean of 4.80. This high score reflects a strong need for training in areas crucial to navigating the complexities of modern admissions processes, aligning with Ghani’s emphasis on strategic engagement to enhance enrollment outcomes (Ghani, 2023). Key competencies, such as "Efficiently processing student applications and handling related administrative tasks" and "Providing admissions counseling to prospective students and their families," both scored 4.85, underscoring ADM personnel's role in ensuring a smooth and informative application process. Research supports the value of comprehensive counseling in helping students make well-informed choices about academic programs and campus life (Raymond‐Flesch et al., 2019; Ercia et al., 2021).

The need for expertise in "Managing and analyzing admissions data to improve decision-making and reporting," with a score of 4.75, also signals the growing importance of data proficiency. Data-driven insights are essential for refining recruitment strategies and enhancing communication with stakeholders (Salvy et al., 2020). These findings indicate a significant demand for training in application processing, counseling, and data management, all of which are vital for strengthening admissions operations and optimizing the student experience. Addressing these training needs aligns with trends in higher education, where strategic enrollment management is recognized as integral to institutional success (James & Acharya, 2022).

Impact of the Current Competencies on Effective Management and Delivery of Student Affairs and Services Programs

Table 11 highlights the critical competencies needed by Student Affairs and Services (SAS) staff to effectively manage and deliver programs. Key skills such as communication, adaptability, and organizational abilities are essential for providing responsive support and ensuring smooth operations. Specialized competencies, like nursing skills, further enhance the breadth of SAS services. Additionally, personalized support through counseling and adherence to ethical standards, including confidentiality, are vital for fostering trust and meeting individual student needs. The importance of continuous professional development, particularly in counseling and mental health, is also emphasized to ensure SAS staff remain equipped to provide effective and holistic support to

Additional Training or Resources Needed to Improve the Delivery of SAS Programs

The data from Table 12 reveals a strong emphasis on the need for various forms of professional development to enhance the efficiency and effectiveness of staff across different units. A key theme is training across multiple departments, particularly for enrollment processes, where cross-departmental collaboration is highlighted as essential for smooth operations. Additionally, training in technology and communication skills is recognized as necessary to address applicant concerns, alongside other specific needs like emergency preparedness and nursing competency enhancement. For nursing professionals, ongoing training in areas such as Basic Life Support (BLS), infection control, and safety protocols is seen as crucial for maintaining high standards of care. The importance of specialized training is also reflected in the call for expertise in sports psychology and advanced sports management to support student-athletes, demonstrating a holistic approach to student well-being.

Further analysis reveals that professional development should be comprehensive, focusing not just on technical skills but also on understanding diverse student needs, such as those associated with Gen Z behavior patterns and student mental health. Case handling procedures are also emphasized to ensure that staff are well-equipped to manage complex issues, like bullying, in an ethical and systematic manner. Moreover, the need for leadership and discipline training is articulated, with calls for participation in conventions and benchmarking. Mindfulness and therapeutic art counseling are highlighted as essential services, requiring proper resources and time to be effectively delivered. Overall, the themes underline a holistic approach to staff development, emphasizing continuous learning, resource allocation, and a deeper understanding of students' evolving needs to enhance both student and staff outcomes.

Integration of QUAN and QUAL

The integration of quantitative and qualitative results highlights a cohesive understanding of the training priorities for SAS practitioners, emphasizing mental health support, crisis management, collaboration, and professional development. Mental health support is the top priority, with a mean score of 4.92 and qualitative feedback stressing the need for training in recognizing mental health issues and providing referrals. Crisis management follows closely with a score of 4.85; practitioners voiced a sense of unpreparedness, pointing to a critical demand for crisis training to handle emergencies effectively. Collaboration with faculty, rated at 4.70, underscores the importance of interdisciplinary cooperation to enhance student support, with qualitative feedback recognizing it as essential for creating integrated support networks. Professional development, with a score of 4.61, reflects a strong desire for ongoing training, as practitioners indicated that staying updated on best practices is key to effective student affairs practice. Lower but still significant are the areas of research skills (4.52) and leadership development (4.48), where both the quantitative data and qualitative insights reveal a desire for training in research methodologies and leadership to contribute meaningfully to the field and manage departmental teams. This integrated analysis highlights that while some areas rank slightly lower, all identified competencies are essential for addressing the dynamic challenges within SAS.

Proposed SAS Personnel Development Plan

Rationale

The proposed SAS Personnel Development Plan aims to systematically enhance the skills and competencies of SAS practitioners over five years. The prioritization of training topics is based on the pressing needs identified in the study, particularly the high demand for mental health support and crisis management. Survey results showed that mental health training had the highest mean score (4.92), highlighting an urgent need for SAS practitioners to develop competencies in recognizing mental health concerns, providing appropriate referrals, and managing crises. Additionally, key informant interviews emphasized the growing number of students experiencing mental health challenges, reinforcing the necessity of immediate intervention.

Mental health training is prioritized since it directly impacts students' well-being and academic success, which are central responsibilities of SAS practitioners. The plan progresses systematically, addressing foundational competencies before advancing to leadership development and research skills.

The following conclusions were derived from the findings of the study:

1. The study highlights a significant demand for targeted professional development among SAS practitioners, particularly in areas such as crisis management, counseling, inclusivity, and communication. The high mean scores for these competencies indicate that practitioners recognize the necessity of enhancing their skills to effectively support students in a rapidly evolving educational landscape.

2. The study's findings underscore the importance of aligning training needs with the strategic goals of the institution. By identifying specific skill gaps and addressing them through tailored training programs, institutions can enhance the overall quality of student services, thereby improving student satisfaction and success.

3. The prioritization of crisis management skills reflects the increasing complexity of student needs and the necessity for trauma-informed services in higher education. This finding aligns with contemporary literature emphasizing the importance of preparedness in handling student emergencies, which is crucial for fostering a safe and supportive campus environment.

4. The study provides actionable recommendations for developing a personnel development plan that includes tailored training programs, timelines, and evaluation measures. By implementing these recommendations, institutions can bolster the capacity of SAS practitioners, ultimately leading to improved service delivery and enhanced student experiences.

The following are recommended based on the conclusions of the study:

1. Future assessments of training needs should continue to employ a mixed-methods approach, combining quantitative and qualitative data collection. This will ensure a robust understanding of practitioners' needs and experiences, allowing for more tailored and effective training solutions.

2. Training programs should be aligned with the strategic objectives of the institution. This alignment will ensure that the development of SAS practitioners directly contributes to the overall mission of enhancing student support services and improving student outcomes.

3. Institutions should conduct regular assessments of training needs to stay responsive to the evolving challenges faced by SAS practitioners. This proactive approach will help identify emerging competencies required in the field and ensure that training programs remain relevant and effective.

4. Encourage a culture of continuous professional development within the institution by providing ongoing training opportunities, workshops, and seminars. This can include partnerships with external organizations or experts in the field to bring in fresh perspectives and knowledge.

5. Create mentorship and peer support programs that allow experienced SAS practitioners to guide and support their less experienced colleagues. This can enhance skill development and foster a collaborative environment that promotes shared learning.

6. Given the emphasis on mental health support, institutions should prioritize training that enhances practitioners' ability to recognize and address mental health issues among students. This includes providing resources and referral pathways for students in need of mental health services.