Transcript RA Training and Development

RA Training and Development
Why does it have to be boring?
Ways to Keep Training and
Development Fun and Interactive
All Year Long
MACUHO 2012 Annual Conference
Presenter Introductions
• Kerri Kloorfain- Assistant Director of
Residence Life
• B.A.- Bucknell University, 2004
• MSED in College Student Personnel- Bucknell
University, 2006
• Lehigh University since 2006
Learning Objectives
• Individuals will learn new techniques/ideas for student
leadership training programs
• Individuals will be able to identify common trends in student
leader training, and begin to break down the process of reworking their student training
• Individuals will be able to identify helpful tips and hints to aid
in their program’s success
• Individuals will be able to identify specific factors which can
be implemented into student training that have been successful
in other programs.
About Lehigh
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Located in Bethlehem, PA
Co-ed, private, research institution
4,700 undergraduate & 2,000 graduate students
2 Year Living Requirement
2,000 students live on campus
5 Assistant Directors supervising 100 Gryphons
(Resident Assistants)
Historical Context for Student Leader Training
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1940’s - Planned by deans, 2 to 3 days in length, lecture format. Main components
were duty and facility training.
1950’s – Planned by student affairs administrators, 5 to 7 days in length, lecture and
team building activities. Main components were duty, facilities, and social
programming.
1960’s – Planned by student affairs administrators, 7 to 10 days in length,
Duty/Crisis, policy enforcement, facilities, building relationships, community
building programming.
1970’s –Planned by new professionals, 7 to 14 days, team building, lectures,
scenarios, intense. Main components are relationship building, community building,
programming, policy, leadership, health, crisis intervention, facilities.
1980’s – same format as the 70’s, eating disorders, and diversity initiatives take
form during the 80’s.
1990’s – same as the 80’s, emergence of multiculturalism, race, LGBT, & Gender
take form.
2000’s – 10 to 14 days, exhausting, LGBTQIA, Socio-economic class, standing is
also seen in training.
Common Trends in the 2010’s
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Planned by new professional or Grad Student
Typically 7 to 14 days
Team building, scenarios, lectures, intensive, & exhausting.
Components covered in training:
 Relationship/Community building
 Programming
 Leadership
 Conflict Mediation
 Sexual Health
 Gender Violence
 Depression/mental health
 Diversity/Multiculturalism
 Race, ethnicity, Gender, LGBTQIA, Ability, Veteran, Gender Expression, Socio-Economic
Status
 Social Justice
 Enforcement of community policies and procedures
 Duty
 Crisis
 Facilities
Re-designing your Current Training
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Assess your current training model
 Are staff members satisfied by the training?
 Is it too exhausting or intensive for your staff
members?
 Are presentations time effective?
 Are presentations engaging and relevant to their
positions?
 What kinds of assessments of your training are you
conducting?
 Focus Groups?
 Interviews?
Re-designing Training
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Begin to re-design your training by creating a list of MUSTHAVES…eliminate everything else.
Interactive training sessions- Encourage presenters to be engaging
Limit session length (30 mins)
Rotating sessions to keep students moving
Shorter days/Shorter training length
Increase in-hall time and individual staff time
Free day in the middle of training
Increased group interaction- competitions, ropes course etc
Resource Fair
Social Media Integration
Assessment
Training Break Down
Continued Training
• Creation of Gryphon Leadership Tracks
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Replaces ‘In Services’
Occur twice a semester during staff meetings
All Gryphons/All staffs participate
Developed with our Office of Student Leadership Development
Based of University’s Core Competencies
Involve Activities/Staff & small group interaction
• Creation of the Gryphon Social Club
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Created to increase inter-staff interactions
Occur twice a semester outside of regular staff meetings
Created & planned by Head Gryphons
Not mandatory
Count towards the ‘Gryphon Cup’
Final Conclusions
• Assessments of training concluded:
• Students enjoyed the condensed training structure
• Students felt they had more time to interact as a whole group as well as
with their individual staffs
• Students felt adequately prepared for students to arrive
• Students were not exhausted a the end of training, but were energized
• Students stayed actively engaged during training
• Team building activities/competitions/prizes helped keep student
interest
• Session structure and overall schedule will stay close to current model
to maximize student engagement
• The re-design of the training model was a success
Questions?
Email [email protected] for further
information.