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 kdk206@lehigh.edu for further
information.