The Journal of College and University Student Housing - Volume 43, No. 1 - 31

Create a Better Flow Through Sequencing Resident Assistant Training

2009; Schuh, 1981, 1996). Literature exists
with suggested training topics (Murray et al.,
1999) and the timing of training (Schuh, 1981;
Schuh 1996; Winston & Fitch, 1993), but connections to experiential learning are less frequent or nonexistent.

Cumulatively, there are thousands
of dollars, program hours,
and resources to support the
important ﬁrst line role of these
paraprofessionals.

RA Training
RA training designers must connect staff development to training curricula throughout the
year, including ongoing feedback; in essence -
training does not end when the residents move
in (Kennedy, 2009). For some institutions,
training starts with a class as a pre-requisite for
hiring or during the RA selection process. The
fall pre-service RA training seems to be the
most common component across the country,
occurring as a stand-alone program or connected with pre-requisite classes (Kennedy, 2009).
RA training programs vary in the timing,
depth of training topics, intensity levels, and
overall content (Winston & Fitch, 1993).
Adequate training and modes of delivery
addressing stress, wellness, and reducing RA
role ambiguity are important to avoid burnout

among RAs (Paladino, Murray, Newgent, &
Gohn 2005). Helping the RA understand his
or her identity within their role will foster competencies and interdependence with colleagues
and supervisors, which could lead to a sense
of purpose within the job role (Chickering &
Reiser, 1996; Murray et al., 1999; Paladino et
al., 2005). Upcraft and Pilato (1982) identiﬁed
six main roles and responsibilities resident
assistants perform including: providing personal assistance; overseeing groups; facilitating programming for social, educational, and
recreational purposes; informing and referring
students to appropriate resources; upholding
institutional policies; and maintaining a safe
environment conductive to studying and sleeping. Winston et al. (1984) identiﬁed seven
roles: role model, peer helper, information
and referral agent, socializer, leader, clerical
worker, and conﬂict mediator. More recently,
Wilson and Hirschy (2003) identiﬁed six RA
duties including: student, administrator, role
model, teacher, counselor, and policy upholder.
In essence, it is essential for the RA to have an
understanding of their identity in addition to a
better understanding of the nature of the RA
position and how they ﬁt into both the department and university as a whole.
RAs often have more contact with their residents than most student affairs professionals
(Jaeger & Caison, 2006) and faculty members
(Winston & Fitch, 1993). Therefore, certain
skill sets must be cultivated in paraprofessionals who serve in the resident assistant role
because his/her actions and behaviors have signiﬁcant impact on the residents' overall development (Blimling, 2010; Winston et al., 1984).
Beginning with the Tuckman (1965) model
for group formation (i.e., forming, storming,

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The Journal of College and University Student Housing - Volume 43, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 1
