Creating an RA Leadership Development Model

1. Creating an RA Leadership Development Model Connie Gardner and Patrick Duffy, Union College 2011 CSPA Annual Conference Monday, October 24, 2011

2. Union college - Demographics • Small, private, residential, liberal arts institution • 2,400 students, only 7% live off-campus • Academic trimester system • 5 traditional residence halls (3 first year, 2 upper-class) • Additionally apartments, theme houses, Greek houses, Minerva houses • 37 total RAs • 5 Head RAs within that

3. Need for leadership • Lack of identity as “leader” among RA staff • Greater intentionality in training and development of the RA staff • The word “leader” was not in line with “leadership”

4. Creating the idea • Winter 2010 • Idea stemmed from Outside the Classroom’s Certification in Alcohol Prevention Leadership Conference. • Training used the book “The Leadership Challenge” by Kouzes and Posner as a base • Summer 2010 • Restructured RA training to focus more on leadership

5. Creating the idea • Fall 2010 • No additional leadership-specific training was provided. • Supplemental “Ongoing Leadership Trainings” for entire RA staff were presented (Leadership Overviews, How to Sell the RA position on your resume, The Art of Perception) • Positive feedback received from HRAs and RAs on leadership trainings • Decided a greater focus on leadership during training was needed. • Researched and worked to create a model Spring 2011

6. The Model: Research and basis • Susan Komive’s “Student Leadership Identity Model” • Awareness • Exploration/Engagement • Leader Identified • Leadership Differentiated • Generativity • Integration/Synthesis

7. The Model: Research and basis • UtilizedKouzes and Posner’s “The Leadership Challenge” to flesh out overall model • 5 exemplary characteristics of a good leader: • Model the Way • Inspire a Shared Vision • Challenge the Process • Enable Others to Act • Encourage the Heart

8. Union’s Leadership Model • Focuses on a “train the trainer” model • After training, the Head RAs, under the guidance of the Residence Directors, take over the larger training sessions • Expands what we already do as a Residential Life Office • No additional funds needed • No additional staffing/personnel needed • Uses several different approaches to teach leadership • One on One meetings between RDs and RAs • 2 Leadership Development sessions (full RA staff) per term • Continued discussions in weekly Head RA meetings • RA Training • Relied on HRA position for continued development outside training sessions

9. The Model • Used concepts developed by Komives as basis for 6 overall areas of focus • Specific learning outcomes within each of the 6 areas • Attempted to take into account the different levels of understanding of the RA staff • First-time RA vs. Returning RA vs. Head RA • Created term-by-term timeline to help professional staff members facilitate development process

10. The Model, cont. • Awareness • Understanding what a leader is and identifying leaders in RA’s lives. • Exploration/Engagement • Students actively getting involved in groups and taking on responsibility. Typically a time where RAs look towards their returning staff members and supervisors to gain a better idea of what leadership is. • Leader Identified • Students learn the dynamics of a group and begin to understand that leaders are the ones that help the group meet the goals. Students start to become intentional in taking on some leadership opportunities within their group.

11. The Model, cont. • Leadership Differentiated • Students learn that anyone in a group can be a leader, and that leadership is a process and interdependent of all group members. • Generativity • Students begin to actively define what it is that makes them passionate about what they are doing. Students should be able to articulate why they enjoy being an RA, and start to find responsibility in “teaching” younger members of the group about that passion. • Integration/Synthesis • Students see themselves as a leader and identify as such. Students begin to see themselves as leaders in everything they do, not just in defined roles.

12. Tangible Timeline • RA Training (11 Days before students arrive in the Fall) • Sessions to promote self-awareness (Stage 1) • Meyers- Briggs personality types • Social Justice training • Fall Term (September – November) • 2 Large Group Leadership Development Sessions (Stage 2) • Overview of Leadership/What makes an effective Leader • Based off of “The Leadership Challenge” • Skill Scan assessment • Conversations during one on one meetings • Discussions of goals as an RA • Discussions of what it means to be an RA- what is the purpose of the position? • Talking about skills RAs want to build up and how the RA position can assist with this • Evaluations

13. Tangible Timeline, Cont. • Winter Term (January – March) • 2 Large Group Leadership Development Sessions (Stage 3) • Small Group Dynamics and Roles training • Group Dynamics session using MBTI personality types • Discussions and Staff Meetings • Head RAs pointing out and offering responsibilities to new RAs in staff groups • Discussions in one on one meetings about role of each person in the staff • Continued discussions of goals and skills • Leadership assessments of self and others

14. Tangible Timeline, Cont. • Spring Term (April – June) • 2 Large Group Leadership Development Sessions (Stage 4) • Leadership Inventory testing and evaluations • Shared Goals and effective goal making as a group • Discussions and Staff Meetings • Leadership assessments of peers • Discussions of group shared strengths and challenges

15. Returning RAs and Head RAs • Focus on stages 5 and 6 • Head RAs: • HRA training before Fall RA training included intentional conversations on ethical leadership, professionalism, and leadership strategies • Workbook with reflective questions and brainstorming for the year • Being more of the mentors to the first-year and returning staff • HRAs being in charge of several training topics during Fall training • HRAs leading Leadership Development sessions throughout the year • Intentional conversations relating to leadership and Kouzes and Posner’s concepts • HRAs needed to read “The Leadership Challenge” over the summer • Returning RAs: • RDs work to find out where the are at, developmentally and adjust accordingly • Ask more specific questions related to leadership • Discussions about positive role modeling and mentorship

16. Assessment • No formal assessment yet • First year of the full model • Interpersonal discussions with RAs and HRAs have been positive thus far • Formal assessment for the future • Included in 2011 Fall RA training survey – will continue • Will create a streamlined survey for all RAs to complete in regards to their leadership development this year

17. Proposed Outcomes • RAs develop a positive sense of what a leader is and is able to articulate the characteristics of a leader • RAs are able to develop leadership skills and understand the transference of these skills after college • RAs are able to see themselves as an effective leader • RAs are a positive leader in the staff and work to empower others to be leaders within the campus community

18. Discussion • What have you done in your institution to promote leadership? • Are there tangible things you can change within your RA program to promote effective leadership? • What tools do you have on campus to utilize to make an effective leadership program?

19. Questions? Comments? Concerns?

20. Contact us! • Connie Gardner • gardnec2@union.edu • 518-388-6117 • Pat Duffy • duffyp@union.edu • 518-388-6117