This paper reviews the foundations, trends, and issues in the professional development of student personnel workers and the potential impact of that development on the Division of Student Affairs. The history of professional development arising from the application of management techniques to school systems, and for faculty and administrator development is discussed. The few studies relating to the professional development of student personnel workers are reviewed. Relevant models of professional development in student affairs programs from North Carolina State University, Eastern Michigan University, Cornell, the University of Nebraska, and California State University at Davis are described. A theoretical model is proposed which consists of: three vertical major roles, i.e., practitioner, supervisor, and administrator; a second dimension, based on time in the field; a third dimension, addressing competency; and a fourth dimension, based on type of organization. Steps in developing a management development program are outlined along with development criteria and principles. Implications of professional development for the issues of employee incentives, competency-based performance, and formal individual recognition are also discussed. An appendix of the component matrix for the specific programs described is included as well as a three-page bibliography. (JAC)