Abstract :
Professional development program was shown to change the stages of the concern in which staff might fall in. This research aims to measure the extent of the change regarding student’s assessment among faculty staff at the College of Health and Rehabilitation Sciences (CHRS) at Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia. An intervention study design was implemented among 30 participants using stages of concern standard questionnaire. The questionnaire determines what stage the staff are likely in. Therese stages are awareness, Informational, Personal, management, consequences, collaboration, and refocusing. The stages are rated on 5 point a Likert scale. The intervention consists of training workshop conducted by virtual presentation due to COVID circumstances of the lockdown. The data were collected before and after the workshop through online questionnaire. Data were analysed using JMP software. Results showed that the intervention resulted in a definite shift from low to high involvement in each stage. Regarding information, 28% of low involved staff members became highly involved after the intervention. This percent increased to be 50% in personal and consequences, 40% in management and up to 75% in refocusing stages. Regarding the awareness that indicate lack of interest, 50% of those who were highly involved in that stage before the intervention became low involved after the intervention. However, none of these changes was statistically significant (p˃0.05). In addition, there were significant moderate positive correlation between the mean score before and after the intervention in awareness and informational stages only (p≤0.05).
