Performance competencies and appraisal practices for professional hall directors in large ...

201 Pages·2016·2.94 MB·English

Iowa State University Capstones, Theses and
Retrospective Theses and Dissertations
Dissertations
2001
Performance competencies and appraisal practices
for professional hall directors in large residence hall
systems
Peter Donald Englin
Iowa State University
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Recommended Citation
Englin, Peter Donald, "Performance competencies and appraisal practices for professional hall directors in large residence hall systems
" (2001).Retrospective Theses and Dissertations. 1040.
https://lib.dr.iastate.edu/rtd/1040
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Performance competencies and appraisal practices for
professional hall directors in large residence hall systems
by
Peter Donald Englin
A dissertation submitted to the graduate faculty
in partial fulfillment of the requirements for the degree of
DOCTOR OF PHILOSOPHY
Co-majors: Hotel, Restaurant, Institution Management;
Family and Consumer Sciences Education
Major Professors: Dr. Jeannie Sneed and Dr. Cheryl Hausafus
Iowa State University
Ames, Iowa
2001
Copyright © Peter Donald Englin, 2001. All rights reserved.
UMl Number: 3016704
UMT
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Copyright 2001 by Bell & Howell Information and Learning Company.
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ii
Graduate College
Iowa State University
This is to certify that the Doctoral dissertation of
Peter Donald Englin
has met the dissertation requirements of Iowa State University
Signature was redacted for privacy.
Co ajor P fessor
Signature was redacted for privacy.
Co-major Profe r
Signature was redacted for privacy.
Signature was redacted for privacy.
FortheGradugf College
iii
TABLE OF CONTENTS
LIST OF TABLES v
ACKNOWLEDGEMENTS vi
ABSTRACT vii
CHAPTER I. INTRODUCTION 1
Purpose of the Study 3
Objectives 3
Hypotheses 4
Definitions 4
Assumptions 5
Delimitations 5
CHAPTER H. REVIEW OF THE LITERATURE 6
Hall Director Competencies 7
Goals and Purposes of Performance Appraisal 9
Methods of Performance Appraisal 13
Characteristics of Effective Performance Appraisal 15
Application to Student Services 22
CHAPTER 01. METHODOLOGY 23
Human Subjects Review 24
Sample 24
Instrument Development 25
Development of Competency Statements 25
Performance Appraisal Practices 27
Pilot Instrument 29
Pilot Test 31
Validity and Reliability 32
Data Collection 32
Data Analysis 34
CHAPTER IV. RESULTS AND DISCUSSION 35
Description of the Sample 35
Competencies of an Effective Hall Director 38
Factor Analysis and Identification of Competencies 38
Performance Appraisal Practices for Professional Hall Directors 49
Factor Analysis and Identification of Performance Appraisal Practices 59
Overall Effectiveness of Performance Appraisal Practices 68
iv
CHAPTER V. SUMMARY AND RECOMMENDATIONS 71
Competencies 71
Performance Appraisal Practices 74
APPENDIX A. HUMAN SUBJECTS REVIEW FORM 80
APPENDIX B. CORRESPONDENCE TO THE CHIEF HOUSING OFFICERS 85
APPENDIX C. CORRESPONDENCE FOR INSTRUMENT DEVELOPMENT 89
APPENDIX D. FOCUS GROUP ON PERFORMANCE APPRAISAL
PRACTICES - PARTICIPATION CONSENT FORM 96
APPENDIX E. INTRODUCTION TO THE FOCUS GROUPS ON
PERFORMANCE APPRAISAL PRACTICES 99
APPENDIX F. HALL DIRECTOR AND SUPERVISORY STAFF FOCUS
GROUPS TEXT ON PERFORMANCE APPRAISAL
PRACTICES 101
APPENDIX G. PILOT TEST SURVEY INSTRUMENT 117
APPENDIX H. SURVEY INSTRUMENT 124
APPENDIX I. CORRESPONDENCE FOR INSTRUMENT DISTRIBUTION
AND COLLECTION 131
APPENDIX J. ADDITIONAL STATISTICAL INFORMATION 135
APPENDIX K. HISTOGRAMS OF MEAN DISTRIBUTION FOR EACH
COMPETENCY FACTOR 168
APPENDIX L. COMPARISON OF HALL DIRECTOR SUPERVISORS'
(N = 108), HALL DIRECTORS' (N = 358), AND AGGREGATE
IMPORTANCE RATINGS FOR HALL DIRECTOR
COMPETENCIES 174
APPENDIX M. HISTOGRAMS OF MEAN DISTRIBUTION FOR EACH
PERFORMANCE APPRAISAL PRACTICE FACTOR 178
REFERENCES 186
V
LIST OF TABLES
Table 1. Demographic Characteristics of Hall Directors Supervisors (n = 108)
and Hall Directors (n = 358) 37
Table 2. Hall Directors' (n = 358) and Hall Directors Supervisors' (n = 108)
Importance Ratings of Competencies for Effective Professional Hall
Directors 39
Table 3. Hall Director Competency Factor Means with Instrument Items 43
Table 4. Competency Factors Mean Differences Attributed to Role in Process,
Gender, and Ethnicity 46
Table 5. Current Institutional Performance Appraisal Practices Reported by Hall
Directors and Hall Director Supervisors (n = 466) 50
Table 6. Percentage of "Don't Know" Responses Reported by Hall Director
Supervisors (n=108) and Hall Directors (n=358) for Institutional
Performance Appraisal Practices 52
Table 7. Perceptions of Hall Directors (n = 358) and Hall Director Supervisors
(n = 108) About Performance Appraisal Practices at Their Institution 53
Table 8. Hall Director Performance Appraisal Practices Factor Means with
Instrument Items 60
Table 9. Performance Appraisal Factors Mean Differences Attributed to Role in
Process, Gender, and Education 66
Table 10. Pearson r Correlation Values for Part III, Item 64, "At my institution,
overall performance appraisal practices are effective" and Performance
Appraisal Factors 70
vi
ACKNOWLEDGEMENTS
The undertaking and completion of this project would not have happened without the
challenge and guidance of my committee. Thanks so much to Dr. Jeannie Sneed, Dr. Cheryl
Hausafus, Dr. Shirley Gilmore, Dr. Beverly Kruempel, and Dr. Sharon Drake. I have gained
much from our association.
The data analysis was a very enjoyable experience with the assistance of Dr. Mack
Shelley. I truly believe you enjoyed the discovery process as much as I.
Special thanks to Chris Patton, a more talented and cheerful partner in the administration
of this endeavor I cannot imagine. However, I do promise I'll only do this once.
To my parents, Don and Leutitia Englin, who taught me the value of education and life­
long learning. Thanks for believing in me and creating possibilities in my mind.
Lastly, this would not have been possible without the support of my family. Becky,
Kelsey, and Matt, you have sacrificed just as much and worked just as hard to make this a
reality. Your support and love are what kept me going through all the challenging times. We
did this together.