Presenters: Diana Cherry Coordinator for Residence Life California Lutheran University  Nathan Fall Coordinator for Reside...
What is your responsibility level? <ul><li>Chief Housing Officer </li></ul><ul><li>Mid-Level Management </li></ul><ul><li>...
What do you hope to get out of this session? <ul><li>Get new ideas for RA Training  </li></ul><ul><li>Network with others ...
<ul><li>What’s working about RA training on your campus?  How do you know? </li></ul><ul><li>What’s not working about RA t...
Planning RA Training <ul><li>Decide on learning outcomes for RA training </li></ul><ul><li>Decide on methods for knowing y...
Basic Expectations of RA Training <ul><li>RA comprehension and competence in all requirements  and responsibilities of the...
Do you know what RAs’ expect from RA training? <ul><li>Yes </li></ul><ul><li>No </li></ul>68 % of our Resident Assistant s...
RA training schedules change… <ul><li>Too often.  We reinvent the wheel every year. </li></ul><ul><li>Not enough.  Returni...
Balancing Change and Continuity  <ul><li>Ideas for Changes </li></ul><ul><li>Ideas for Continuity </li></ul><ul><li>Return...
What is the presentation style of most of RA training sessions? <ul><li>Lecture /Discussion </li></ul><ul><li>Multimedia <...
Session Presentation: Ideas for Challenging and Engaging RAs <ul><li>Goal setting sessions </li></ul><ul><li>Journal refle...
What is one way you plan to improve RA training at your institution? <ul><li>Revisiting RA Training learning outcomes </li...
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Wacuho Ra Training Presentation

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This presentation was presented at WACUHO at the 2009 conference. The session requires Turning Point and allows attendees to add input by clicking on a remote during the presentation.

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  • First, divide the class into “speed dating” circle around the room for discussion questions.
  • Keep it interesting, make changes/improvements, rotating schedules – don’t duplicate the same sessions Look at where there were mistakes, what did your RA’s do well? What didn’t they do well? Same information, same content = different presentation each year!
  • Talk about what we’ve identified as expectations and then open it up to the group to discuss any other expectations.
  • Field trips to the Museum of Tolerance, Awareness Film Festival, Programpalooza, Program Speed Dating etc. Ex: students sharing experiences of being documented or non RA’s sharing experiences where an RA was involved that impacted them… returner roundtable
  • Wacuho Ra Training Presentation

    1. 1. Presenters: Diana Cherry Coordinator for Residence Life California Lutheran University Nathan Fall Coordinator for Residence Life California Lutheran University Christine Paul Associate Director of Student Life California Lutheran University
    2. 2. What is your responsibility level? <ul><li>Chief Housing Officer </li></ul><ul><li>Mid-Level Management </li></ul><ul><li>Resident Director </li></ul><ul><li>Graduate Assistant </li></ul><ul><li>Other </li></ul>
    3. 3. What do you hope to get out of this session? <ul><li>Get new ideas for RA Training </li></ul><ul><li>Network with others with the same interests </li></ul><ul><li>Hear what other campuses are doing </li></ul><ul><li>Share ideas that have worked for you on your campus </li></ul><ul><li>Other </li></ul>
    4. 4. <ul><li>What’s working about RA training on your campus? How do you know? </li></ul><ul><li>What’s not working about RA training on your campus? How do you know? </li></ul><ul><li>What methods do you use for training Resident Assistants? </li></ul><ul><li>What methods would you like to explore in working with Resident Assistants? </li></ul><ul><li>What topics do you cover during RA training? Are there are other topics you’d like to cover? </li></ul><ul><li>What do you hope Resident Assistants learn from RA training? </li></ul><ul><li>Do you feel you have seen your RA Training program continue to improve each year? How do you know? </li></ul>
    5. 5. Planning RA Training <ul><li>Decide on learning outcomes for RA training </li></ul><ul><li>Decide on methods for knowing your learning outcomes are met </li></ul><ul><li>Decide on who will plan RA training </li></ul><ul><li>Decide on how RA training will be implemented </li></ul><ul><li>Commit to improving RA training each year </li></ul><ul><li>Other? </li></ul>
    6. 6. Basic Expectations of RA Training <ul><li>RA comprehension and competence in all requirements and responsibilities of the RA position </li></ul><ul><li>Knowledge of campus resources and how to best utilize them </li></ul><ul><li>Personal/professional development </li></ul><ul><li>Team/staff development among RAs </li></ul><ul><li>Leadership opportunities for RAs </li></ul><ul><li>Fun! </li></ul><ul><li>Other? </li></ul>
    7. 7. Do you know what RAs’ expect from RA training? <ul><li>Yes </li></ul><ul><li>No </li></ul>68 % of our Resident Assistant said they felt learning how to do their jobs was the number one expectation they had during training.
    8. 8. RA training schedules change… <ul><li>Too often. We reinvent the wheel every year. </li></ul><ul><li>Not enough. Returning RA’s are falling asleep in every session. </li></ul><ul><li>The right amount. We have traditions, we cover basics, but still find ways to keep it fresh and challenging. </li></ul><ul><li>RA’s are falling asleep during sessions </li></ul><ul><li>The right amount.We have traditions, cover basics, but still find ways to challenge and engage returning staff. </li></ul>70% of our Resident Assistants felt training session had enough variety in presentation styles
    9. 9. Balancing Change and Continuity <ul><li>Ideas for Changes </li></ul><ul><li>Ideas for Continuity </li></ul><ul><li>Returner involvement in planning training sessions </li></ul><ul><li>Collaboration with other student leadership training groups </li></ul><ul><li>Presenters from outside departments/resources </li></ul><ul><li>Variation in presentation styles for each session </li></ul><ul><li>Off-site components to training </li></ul><ul><li>Revisiting training objectives each year </li></ul><ul><li>Set traditions for teambuilders and staff bonding </li></ul><ul><li>Tracking dates of session presenters and presentation style/content and rotating sessions every 3 years </li></ul><ul><li>Similar presentation styles or sites for basic training </li></ul><ul><li>RA created mission/vision statement </li></ul>
    10. 10. What is the presentation style of most of RA training sessions? <ul><li>Lecture /Discussion </li></ul><ul><li>Multimedia </li></ul><ul><li>Skits, Role Play and Demonstrations </li></ul><ul><li>Manuals and other required reading </li></ul><ul><li>Games and activities </li></ul><ul><li>Other </li></ul>
    11. 11. Session Presentation: Ideas for Challenging and Engaging RAs <ul><li>Goal setting sessions </li></ul><ul><li>Journal reflections/responses </li></ul><ul><li>Skits </li></ul><ul><li>Games and activities </li></ul><ul><li>Field Trips (Museum of Tolerance, Urban Exchange, Central RAP, Film Festivals) </li></ul><ul><li>Presenters from other offices or departments or student presenters </li></ul><ul><li>Videos </li></ul><ul><li>Presentations Aids such as worksheets, Turningpoint, Powerpoint, </li></ul><ul><li>Leadership opportunities for returning staff </li></ul><ul><ul><li>RAP presentations </li></ul></ul><ul><ul><li>Internships/honors within the RA role (Sr. RA) </li></ul></ul><ul><ul><li>Leading sessions during Fall, Spring, and ongoing training </li></ul></ul><ul><ul><li>Mentor/Mentee relationships between new and returning staff </li></ul></ul><ul><ul><li>Roundtables, rotating discussions, experiential learning (BCD, Programpalooza, student discussions and skits) </li></ul></ul><ul><li>Other? </li></ul>
    12. 12. What is one way you plan to improve RA training at your institution? <ul><li>Revisiting RA Training learning outcomes </li></ul><ul><li>Implementing new presentation styles in training sessions </li></ul><ul><li>Inviting new staff and students to participate in planning RA training </li></ul><ul><li>Other </li></ul>64% of our RA’s felt they learned best by doing (experiential and role play related sessions. 42% of our RA’s felt they learned best through discussion.
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