The Journal of College and University Student Housing - Volume 45, No. 3 - 76

Becki Bury * Heather J. Macon

Data were analyzed to find common themes
of strategies used to create competency-based
training programs. All respondents noted experiential aspects to training and development
in their departments. One experiential strategy
included retreats in which all levels of staff
convened to develop rapport and build community. Other experiential strategies included
bringing experts to train on the competencies,
having returning staff members teach the new

. . . student learning and
development, crisis management,
and supervision are the
competencies on which institutions
train the most whereas advising,
evaluation, assessment, and
research are least trained
competencies.

staff, and facilitating simulations in which
staff applied what they learned during formal
training. Further development opportunities
beyond training at the start of the year included
meetings to discuss trending topics in higher
education and case study exercises to process
issues occurring on college campuses. Survey
data showed that several departments had
similar philosophies surrounding training and
staff development initiatives. Multiple respondents used terms like these when discussing

76

or describing training and staff development
philosophies: constantly developmenting, relationship-building, empowering, relevant, flexible, interactive, intentional, experiential, and
meant to develop staff for next steps in their
career.
Types of assessment varied in the responses. Some departments sent surveys to staff
after training to gain feedback on satisfaction regarding training. Some departments
conducted pre- and post-assessment surveys
to gather feedback on what staff knew prior
to training and what they learned afterward.
Other departments noted assessment as an
area of growth for their training programs.
Overall, respondents noted the benefits of
having competency-based training experiences
for entry-level, live-in staff members. Training
based on competencies also ensured trainer
accountability and consistency of instruction.
Competencies served as guides and allowed
departments to approach training on a focused
basis. Some respondents noted that competency-based approaches made it easier to develop
sessions and create holistic approaches in
training staff. Competency-based training
allowed departments to assess staff competency levels in order to create training sessions
in the identified areas of growth for their staff.
Utilizing competency-based training initiatives allowed for consistency with other
universities across the country to ensure that
residence life professionals were being trained
on similar topics. Consistent training within
campus housing departments is beneficial to
entry-level residence life staff development and
growth. Consistent training within campus
housing departments ensures that entry-

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 45, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 3

Contents
The Journal of College and University Student Housing - Volume 45, No. 3 - Intro
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover1
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The Journal of College and University Student Housing - Volume 45, No. 3 - Contents
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The Journal of College and University Student Housing - Volume 45, No. 3 - Cover3
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