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Engaging and Interactive Training for Student Leaders

Discover ways to make training and development for student leaders fun, interactive, and engaging all year long. Learn new techniques and ideas to enhance your program's success and ensure your staff is motivated and prepared.

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Engaging and Interactive Training for Student Leaders

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  1. 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

  2. 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

  3. 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 re-working 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.

  4. About Lehigh • 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)

  5. Historical Context for Student Leader Training • 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.

  6. Common Trends in the 2010’s • 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

  7. Re-designing your Current Training • 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?

  8. Re-designing Training • Begin to re-design your training by creating a list of MUST-HAVES…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

  9. Training Break Down

  10. Continued Training • Creation of Gryphon Leadership Tracks • 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 • 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’

  11. 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

  12. Questions? Email kdk206@lehigh.edu for further information.

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