MEMORANDUM

December 5, 2011

TO: [redacted]

FROM: [redacted]

SUBJ: Submission of Expert Proposal

In response to assignment sheet nine, I am pleased to submit my expert proposal.

Abstract

ResLife fails to establish team camaraderie among South Campus RA staff during training. This failure

causes inadequacies in RA performance because positive team dynamics are crucial to performing the

responsibilities of the job. Improving staff relationships involves implementing three training solutions:

training sessions that engage, team exercises during staff meetings, and interactive free time. This

solution relies on already-existing resources within ResLife. No additional personnel or budget are

needed for implementation. (71 words)

Glossary

ResLife: The UMCP Department of Resident Life; responsible for creating a safe and welcoming

environment for students living on campus

RA: Resident Assistant; student leader hired by ResLife to live in residence halls and to facilitate

interaction among residents in the community

RD: Resident Director; professional staff member hired by ResLife to supervise a staff of RAs;

deals with issues among residents under his or her staff’s jurisdiction

Staff time: Meetings that occur among one staff of RAs and their RD supervisor; typically the

only time during the current training schedule that RAs spend with only their individual staff

Hall prep time: refers to time RAs must spend preparing the residence halls for student arrival;

includes creating decorative name tags; hanging important resources, fliers, notices, and

posters; creating 3-4 informative bulletin boards; reporting maintenance issues; and decorating

the halls in a cohesive theme to create a warm, clean, and welcoming environment for students

Four Departmental Pillars of ResLife: these are four characteristics of an outstanding residence

hall community that ResLife strives to achieve in all it does. ResLife hopes that its leaders will

embody and provide for residents each of the characteristics of Safety, Civility, Cooperation, and

Involvement.

Community development: the process of creating a sense of community or establishing a home-

like environment among residents living in residence halls

Team-builders: used interchangeably with the terms “team exercises” and “ice breakers;” refers

to group-based activities that utilize team reliance, thinking, problem-solving, and sharing to

build bonds and relationships among team members

MEMORANDUM

December 5, 2011

TO: [redacted]

FROM: [redacted]

SUBJ: Proposal to Improve RA Team Development during Training

I am pleased to submit my final proposal to improve the South Campus RA training program’s

development of team bonds among RA staff members. As we have discussed over the past three

months, the current training program fails to build relationships among RA staff members that ensure

adequate performance of the job.

My interviews with ResLife staff members and my research of industry and departmental training

programs have helped me uncover the weaknesses in the current RA training program. I have outlined in

my proposal how those weaknesses inhibit staff performance.

My analysis has led to three simple solutions along with guidelines for their implementation to minimize

your workload. My appendix includes the sample training schedule that we established during our last

meetings to serve as a model for incorporating proposed new programs in 2012. I have also included

guidelines for completion of specific activities mentioned in my solutions, as well as ideas for additional

activities that you may choose to implement at your discretion.

One of the strengths of my solution is that it requires no additional personnel to implement. I have

made clear in my solutions as well as in our discussions that I am willing to help implement any solutions

requiring work beyond that which I have provided specific instructions for.

Another advantage of my solution is that it requires no additional cost to ResLife. Solutions are

completely cost-free and their implementation does not increase ResLife’s environmental footprint. Any

materials needed for implementation are those that are freely available to ResLife.

I hope that you find my solutions effective. I look forward to discussing them with you and providing any

further assistance necessary to implement them.

Proposal to Improve RA Team Development during Training

Table of Contents

I. Executive Summary .......................................................................................................... iv

II. Problem ............................................................................................................................. 1

Training Program Structure ......................................................................................................................................... 1 Weakened Job Performance .......................................................................................................................................... 3

III. Solutions ........................................................................................................................... 8

1. Training Sessions that Engage ................................................................................................................................ 8 2. Staff Time Team-Building Exercises .................................................................................................................. 12 3. Strategically Planned Free Time ......................................................................................................................... 14

Implementation of All Solutions: Sample RA Training Schedule .............................................................. 15

IV. Personnel ....................................................................................................................... 17

V. Budget ............................................................................................................................ 18

VI. Works Consulted ............................................................................................................ 19

VI. Appendices..................................................................................................................... 20

Appendix I: 2010-2011 Incident Reports by Type ............................................................................................ 20 Appendix II: How Poll Everywhere Works ......................................................................................................... 21 Appendix III: Everyday Hero Events ....................................................................................................................... 27

Appendix III-B: “Community Development Challenge” Guidelines ......................... 29 Appendix IV: Sample Training Schedule............................................................................................................... 30 Appendix V: Sample Team Builders ........................................................................................................................ 44 Appendix VI: Team Vision Exercise ........................................................................................................................ 46

Table of Graphical Figures

Fig. 1 .....................................................................................................................................................4 2010-2011 RA Incident Reports by Type (Emergency versus Non-Emergency)

Fig. 2 .....................................................................................................................................................6 Outcome of Requested Duty Switches during First Six Weeks of Fall 2011 Semester

EXECUTIVE SUMMARY: Proposal to Improve RA Team Development during Training

ResLife fails to provide adequate team-building opportunities for South Campus RAs during training. I

have pinpointed the weaknesses in the current training program and examined how they negatively

impact RA job performance. A three-step solution will improve the training program so that it

incorporates more opportunities for RA team interaction.

PROBLEM

The current training program fails to provide opportunities for staff to establish camaraderie and

develop familiar ties with one another. Weaknesses lie in the program’s non-interactive training

sessions, inadequate utilization of “staff time,” and failure to structure RA free time for interaction with

staff members. Poor team dynamics weaken RA performance in each of ResLife’s core pillars of Safety,

Civility, Cooperation, and Involvement. This harms RAs and the residents they are hired to serve.

SOLUTION

ResLife should incorporate team building in its training sessions in the following three ways:

Training sessions that engage—implement team exercises and group-based learning within

training sessions; make training sessions interactive and creative; use team motivational tools to

build group affinity

Staff Time Team Exercises—emphasize participation in both RA and RD-led team-building

exercises to build team bonds during this intimate time with staff

Strategically Planned Free Time—create a training program that strategically utilizes meal time

to build team bonds; give RAs opportunities for fun, informal group activities; create a

mentor/mentee program among experienced and new RAs to foster group development

PERSONNEL

These solutions require no additional training personnel. Rather, current personnel will adjust their

behaviors slightly.

RDs will emphasize the importance of building team bonds and provide guidance and

encouragement throughout training so that staff members learn to rely on one another

Presenters will be notified that newly interactive materials will be presented, and sent modified

presentations far in advance of training so that they are adequately prepared for changes.

RAs will participate actively in training sessions, team-builders, group competitions, and free

time activities

BUDGET

Implementation of my solutions is entirely free and environmentally sustainable. Implementation

requires only resources which ResLife already possesses.

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Detailed Proposal to Improve RA Team Development During Training

Problem:

As we have discussed throughout the semester, the current structure of the South Campus RA training

program fails to incorporate adequate team-building initiatives. The failure to provide opportunities to

build trust, camaraderie, and teamwork among a staff of RAs leads to inadequacies in each of ResLife’s

core departmental objectives. Ineffective RA staff cannot foster the safe and welcoming environment

that ResLife seeks to provide for residents.

The basic fault of RA training is imbalance between two essential components of the job. Training

focuses on important administrative aspects—as it should—and sufficiently trains RAs in these tasks.

However, training fails to help RAs develop the second set of essential skills they will need every day to

do their jobs: supporting and collaborating with colleagues to accomplish team goals.

My research and our discussions this semester have revealed that the problem lies in the training

program’s structure. Inadequacies in the program weaken job performance in key areas of the position.

Training Program Structure

The current training program fails to provide opportunities for staff to establish camaraderie and

develop familiar ties with one another.

A. Non-interactive Training Sessions

As you know, RA staff attend eight hours of classroom-style training lectures during each

12-hour training day. According to the 2011 RA Training Schedule, RAs spent 80 hours,

or 3.33 days, in classroom-style training lectures.

These training sessions require several staff of RAs to sit together silently as ResLife staff

members deliver PowerPoint presentations about serious subject matter. RAs are given

the opportunity to ask questions but do not often benefit from opportunities to engage

with the material in an interactive or creative way.

Though RAs complete sessions with their colleagues, sessions are designed in a way that

discourages teammates from interacting with and learning how to rely on one another

to perform important responsibilities of the job. Instead, RAs become bored,

despondent, and inattentive as a result of being overwhelmed by the huge volume of

material presented.

B. Staff Time Not Utilized

During staff time, we have the opportunity to engage more fully with fellow teammates

than at any other time throughout the training day. Staff time is the only structured

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time for RA teams to spend with just their teammates and their RD without the

distraction of other RA teams.

According to the 2011 RA Training Schedule, RAs and RDs cumulatively spend 27 hours

together in staff time throughout training. Only two of 15, or a mere 13% of staff time

sessions, were planned to incorporate a team-bonding exercise. However, as you may

recall, our team only completed one of these two activities. We abandoned one of the

activities for the sake of concluding a particularly long training day as quickly as possible.

During the activity that we did complete, RAs were asked to create a team banner to

represent our staff at a meeting of several RA staffs. Though our team completed this

activity, three senior RAs on the staff of eight dominated the decisions because they had

worked together the previous year and were comfortable working together. The new

RAs—who were the majority—sat shyly, did not participate in discussion, and agreed to

whatever decisions the experienced RAs made. You may recall that the schedule

dictated that this activity be completed at the end of staff time and that your

supervision was not required. Because you were not included in the activity, you were

unable to encourage equal participation and to ensure that experienced RAs’

relationships did not overpower the decisions. Your participation in the activity would

have been valuable to developing a working relationship among the new team.

Staff time is an important opportunity to establish group bonds and to monitor group

development. Currently, this opportunity is not seized. Staff time is meant to be a 2-

hour, administrative staff meeting in which RAs can interact on a more personal level

with colleagues. However, RDs continue to treat this activity as an opportunity for more

class work and lectures. RDs focus almost exclusively on administrative material and

make little time for fostering group interaction and reflecting upon how RAs can support

their teammates’ learning and performance. The few planned activities are either

abandoned or conducted in a manner that does not encourage team development.

C. Free Time Not Structured for Interaction

RAs are given very little free time during the RA training period. Training days typically

do not end until staff time concludes at 8 pm. At the conclusion of the 12-hour training

day, RAs retire to their rooms to relax, sleep, or participate in the time-consuming task

of hall prep for incoming residents. RAs are not specifically encouraged to spend time

together outside of training. In fact, by scheduling hall prep during RA free time, the

training structure discourages RAs from working together and emphasizes separately

preparing for the arrival of residents.

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In the 12-hour daily schedule that you plan, “non-training” time includes meals, travel

time, community prep time, and break time; none of these are structured for RA

interaction. RA staffs spend time together during hour-long meals three times per day,

but these meals are usually not structured for interaction. RAs either take their break in

their bedrooms or quickly eat in the dining hall before going back to their rooms or

starting the next training session. If RAs eat in the dining hall, they are not encouraged

to interact with their individual staff. Instead, RAs either eat alone or in a large group of

RAs from diverse staffs—hardly a setting conducive to getting to know the near-

strangers on an individual staff.

Ample free is available to complete team exercises, but this time is not being utilized.

According to the 2011 RA Training Schedule, non-training time amounts to a total of 67

hours, or 2.79 days, of unstructured time within the 12-hour training schedule. This

does not include unscheduled time “after-hours,” during the period between 8:00 pm

and 8:00 am that RAs are not in any type of structured training.

By not structuring RA free time for interaction, ResLife fails to give RAs time to get to

know one another in an informal setting free from the stresses of administrative training

material.

Weakened Job Performance

The current training inhibits RAs from developing the team trust, camaraderie, and reliance that are

crucial to effectively embodying each of ResLife’s four departmental pillars. Training must build a sense

of teamwork among RA staff before the semester starts so that they learn how to interact with

teammates to perform their jobs.

Poor team dynamics weaken RA performance in each of ResLife’s core pillars of Safety, Civility,

Cooperation, and Involvement:

A. Safety

RA training emphasizes how imperative it is to respond to duty calls safely. Training tells

RAs that when they compromise their personal safety, they also compromise their

residents’ safety. RAs are taught that they should never respond to an emergency

situation alone and that co-RAs should always be summoned for back-up. According to

the University of Maryland Office of Rights and Responsibilities Annual Report, in the

2010-2011 school year alone RAs confronted 1,736 emergency incidents, defined as

serious situations that warrant immediate intervention by a team of RAs. The chart

below breaks down total incidents into emergency and non-emergency categories,

demonstrating that RAs confront emergency situations in 52% of incidents (please see

Appendix I for a detailed representation of the type of emergencies RAs respond to).

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Figure I.

The training program does not provide ample opportunities for RAs to develop

relationships that would allow them to comfortably call upon a fellow teammate for

assistance. Because the training program fails to encourage RAs to interact on a

personal level, shallow relationships develop among this group of 8-16 strangers. They

do not develop trust among their staff members and do not learn how to rely upon one

another to complete their jobs.

When RAs do not know their colleagues very well, they are often afraid to call on

another team-member to respond to duty calls. They are embarrassed to bother or

wake their co-RA to address a situation that may turn out to be perfectly manageable by

just one person. Instead of relying on a team-member to aid in addressing situations,

RAs will confront duty calls by themselves. This puts staff in potentially precarious

situations, such as physical assault or robbery.

B. Civility

RAs are trained to act professionally and politely with residents at all times. They are

warned to never touch, argue with, or otherwise disrespect residents in a way that

reflects poorly upon ResLife. Hostile situations frequently occur when RAs must confront

residents about policy violations. Residents are often intoxicated when violations occur

and can become angry, verbally abusive, or even physically aggressive towards RAs.

Training tells RAs that when tensions flare, it is best to carry out departmental protocol

to the best of their abilities or to remove themselves from the situation.

If two RAs confronting a situation had previously developed a relationship, the RAs

could support one another when hostile residents tempt them to act outside of

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departmental guidelines. If one RA is the target of abuse from residents, he or she

should be able to rely upon the co-RA to provide support and guidance. The bond

between the two RAs would ensure that they do not let one another get into trouble,

either by disregarding policy or being hurt by residents. RAs should have developed a

sense of accountability for one another’s actions. They should have developed a sense

of responsibility in ensuring a teammate does not engage in risky behaviors.

An experience during my first semester as an RA showed me that developing team

bonds during training is crucial to team performance. My first night on duty as a new

RA, I had to confront a large party with my experienced co-RA, Mike. Mike guided me

through the situation. When we heard the party occurring, he explained that he would

allow me to direct the students so that I could gain experience in confronting parties but

that he would share equally in the interaction and provide reinforcement. He backed me

up by reiterating my requests when the residents resisted and recording the

identification information that I retrieved from them. He responded to all hostility in the

situation with a cool and collected manner that not only set the tone for how I should

behave as a professional, but also kept the residents’ tempers from flaring. Mike took an

equal part in the confrontation so that I did not feel overwhelmed. Because of his

guidance and support, I came away from the experience feeling confident in my abilities

to handle stressful situations in the future.

My supportive relationship with Mike had been cultivated during training. We had spent

our free time together because our RD had encouraged Mike to invite me to hang out

with other RAs after hours and to check in on me throughout training to make sure I did

not feel overwhelmed. Mike became a mentor to me during training and continued to

serve as a mentor throughout the entire year we worked together. Our relationship

made my job substantially more manageable and gratifying.

However, RDs do not strategically plan RA training sessions to develop such

relationships among staff members. Specific activities are not structured to foster

professional relationships—like the one Mike and I had—which ensure that hostile

situations are handled correctly and do not escalate into danger for RAs or residents.

Training does not develop among RAs the sense of responsibility and accountability for

teammates that would keep RAs out of harm’s way.

C. Cooperation

The training program covers every detail of duty. RAs are told how and when duty will

be scheduled and the protocol for swapping shifts with teammates should a shift need

to be covered. RAs schedule duty for the entire semester on the last day of training. This

process is stressful and time consuming, and often leaves RAs feeling manipulated by

opportunistic teammates.

6

Request Met Voluntarily

50%Request Unmet

30%

Switch Forced by RD20%

Outcome of Requested Duty Switches During First Six Weeks of Fall 2011 Semester

As you stated during an October 5 interview, duty scheduling is “the most frequent

cause of conflict and frustration among staffs, and the best indicator of the presence of

positive team dynamics.” Of the 12 documented swaps requested on our staff in the

first six weeks of the Fall 2011 semester (between August 25, 2011 and October 6,

2011), approximately 50% of requests were met voluntarily. As displayed in the chart

below, of the half of requested duty switches that were not met voluntarily, you had to

force approximately 20% of shifts upon RAs. The other 30% of shifts were not swapped

at all, creating resentment among those RAs who were stuck covering a shift because

teammates would not come to their aid.

Figure II.

Though training covers nearly every procedural aspect of duty, it fails to provide for a

successful duty scheduling process. RAs are not given ample opportunity during training

to work together towards solving problems and reaching goals as a team. RAs do not

feel loyalty or accountability towards team members because they do not know their

team members on a personal level. When RAs have not learned to cooperate with their

teammates during training, they do not learn that they must make compromises in

order to work effectively as a team.

D. Involvement

Training teaches RAs the importance of being involved in their communities. RAs who

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actively create opportunities for interaction with residents are more effective RAs. They

know their residents on a personal level. Training emphasizes that creating these

relationships enables RAs to aid in residents’ development and recognize when

residents have needs that must be addressed. These RAs are also taught that actively

developing a sense of community among residents will create a home-like environment

that residents identify with and feel responsible for maintaining, thus reducing

violations and enhancing resident development.

RAs are presented with dozens of resources during training to aid them in actively

participating in the lives of their residents. They are taught how to create successful

programs for residents and are given requirements as to the number, type, and

frequency of programs that must be held. For example, you require that your RAs hold

three programs within the first three weeks of the semester. RAs are taught during

training that they are permitted, and even encouraged by you, to co-host these events

with fellow RAs to ease the burden of planning and execution. However, they are given

no guidance on developing community among their own team of RAs.

The training program does not provide opportunities for RAs to establish relationships

among staff members that they could utilize to meet the demands of the job. Training

does not incorporate activities for RAs to get to know one another and subsequently

learn that they can rely on one another. RAs do not work together during training to

reach common goals. They do not feel comfortable asking colleagues to share in the

burden of programming because they have not learned during training how to rely on

teammates to fulfill mutual responsibilities.

When RAs do not feel that they can rely on their teammates, they take on burdens

alone. In the first three weeks of the Fall 2011 semester, each of the five RAs on our

staff who chose to co-host programs met their program deadlines. All three RAs that

chose to plan programs alone missed the deadline. When RAs try to meet programming

expectations by themselves, they often find that they are too stressed and have too

little time to meet program deadlines.

ResLife’s failure to foster camaraderie among its staff is a missed opportunity. Though the department

does an excellent job of teaching the essential administrative tasks of the job, RAs do not reach their full

potential because they are not given the other half of vital skills for the job: those of staff dynamics.

8

Solutions:

I therefore propose that ResLife incorporate team building in its training sessions in the following three

ways: create engaging training sessions, utilize staff time for team-builders, and plan interactive free

time.

Overview of Solutions:

1. Training Sessions that Engage

a. Team exercises and group-based learning

b. Interactive and creative sessions

c. Group motivation

2. Staff Time Team Exercises

a. RA-led team-building exercises

b. RD-led team-building exercises

3. Strategically Planned Free Time

a. Strategic utilization of meal time

b. Group activities

c. Mentor/Mentee Program

Discussion of Solutions:

1. Training Sessions that Engage

The RA training program should actively engage participants more by focusing on the RA team

as a source of motivation for learning. The following solutions are designed to encourage

teammates to interact and to learn how to rely on one another to perform important

responsibilities of the job.

a. Team Exercises and group-based learning

Training sessions should teach RAs to rely on their team in order to learn and master

curriculum. Examine each PowerPoint and lecture to find opportunities for group-based

learning and team exercises.

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Within sessions, allow RAs to complete class work or discuss material with their staff. By

incorporating team problem solving into the training materials, RAs learn to work with

teammates to solve problems on the job. Fellow RAs can also provide varied perspectives on

training material that presenters cannot communicate, such as community development

planning from the perspective of an experienced RA or someone who was a freshman

resident just one semester prior. Teammates often are intimidated by interrupting a

presenter to ask a question; instead, they have the opportunity to ask other RAs.

Teammates who participate in team training exercises rely upon one another to learn and

solve challenges, experiences that prepare RAs to learn from and rely upon teammates on

the job.

Example: Team Exercises within the Exploring Identities Series

The Exploring Identities Series (EIS) is made up of several sessions that explore

diverse student communities, such as those of Muslim or LGBTQ students. As in

other sessions, RDs could incorporate team exercises into the EIS to enhance RA

comprehension, attention, and teamwork.

Rather than using a PowerPoint to address the unique challenges that each

community in the EIS may face when entering the university environment, allow

staff teams of RAs to facilitate conversation in order to teach the sessions

interactively. Assign each staff the task of brainstorming as a group. Teams

should discuss the unique challenges of each community and how RAs can help

them face those challenges. Encourage teams to use their creativity in

brainstorming and to present ideas in a way that allows every staff member to

participate. Each staff should present its work as a team to the classroom of

presenters, RDs, and other RA teams. Presenters may then guide discussion to

ensure that the key lessons of the session are communicated and understood.

This kind of brainstorming activity was used in the LGBTQ IES in the past, and

could easily be modified to fit all IES and general training sessions.

This exercise allows teams to rely on fellow staff for learning, discovery, and

engagement. It creates a sense of unity among the staff as they present as a

team. The EIS exercise allows RAs to take an active role in both their individual

learning and in the learning and development of their RA team.

Implementation:

No changes to the current RA training schedule need to be made to implement team

exercises. Rather, changes will occur within already-scheduled sessions.

To implement this change, ResLife presentations should be slightly modified to

incorporate group work and discussion. Because many sessions simply reuse the same

ResLife-owned PowerPoints from previous years, presentations will not need to be

10

remade from scratch. Rather, each presentation should be evaluated on a case-by-case

basis to see where group-based exercises or discussions could enhance the learning

material.

If provided the session slides, I would be more than happy to emphasize areas that

could become more engaging through team collaboration.

Changes will not be drastic, but will likely involve the addition of slides for group

discussion. Presentations in past training sessions have often involved moments when

questions were posed to the whole group for individual volunteers to answer. A silent

room frequently forced the presenter to answer his or her own question—hardly

creating an engaging or educational experience for RAs. Presentations will easily be re-

structured so that groups discuss and answer as a team.

These changes will actually make presentations easier to teach, more engaging, and

more effective. RAs who participate actively in learning retain information so that the

presenter’s valuable time is not wasted. Both presenters and RAs benefit from more fun

and enjoyable training lectures.

b. Interactive and creative sessions

Create engaging presentations by letting RAs work together to interact with material.

Structure presentations that are educational but also ensure participation, attention,

and group collaboration. This can be done by tailoring the presentation to the interests

of the cohort of RAs. For example, lesson material could be communicated by utilizing

technology like internet sites, YouTube, social media, iPods, or cell phones.

Example: Cell Phone Polls

During my interview with Community Director David Williams, we discussed the

ease with which we could implement one particular tactic for engaging RAs

during presentations. His idea was to use one of the many free survey websites

that allow respondents to use cell phones to text responses to questions. When

posed a question, RAs text their response (either multiple choice or free

response) to a number on the screen. Results are instantly displayed in graphs

and visual representations as they are submitted. This creates a fun,

entertaining, and interactive experience.

This tool could be used to quiz RAs throughout presentations to make sure that

material is understood and retained. RAs could be asked to decide on an answer

as a group and then to text in their group’s answer.

A simple web search for “text to vote surveys” shows dozens of free tools, such

as Poll Everywhere. Williams used Poll Everywhere in past training presentations

11

and found it simple, easy to use, and perfectly suitable for RA training. See

Appendix II for the company’s simple guide for users, which explains how the

polls work and different ideas for creative and effective usage.

This texting poll tool is another way to teach RAs to rely on their staff to solve

problems. By providing engaging ways to interact with staff members

throughout the day, RAs learn more about how teammates work and

communicate. This simple, interactive addition to any lecture will aid attention,

comprehension, and retention of material while also building group

relationships and teaching RAs to rely on staff members to achieve goals.

Implementation

This tactic does not necessitate changes to the current training program structure.

Again, individual presentations should be reexamined to incorporate more interactive

group activities. I am willing to help evaluate where each presentation could benefit

from the addition of interactive group learning.

The texting poll is just one activity that would enhance the fun and engagement of

presentations. A major advantage of the texting poll tool is that implementation

requires very little work. Presentations already end with oral polls of RAs to gauge

comprehension. It would take ten minutes or less to create free texting polls that could

be used to engage RAs before, during, and after each presentation. I am willing to create

these polls for training presentations.

c. Group motivation

Motivating group members to work together as a team through challenges will build

relationships among staff members and also prevent RAs from becoming bored and

disengaged from the training program. Competitions provide reinforcement of training

material while also building camaraderie among the team, such as by challenging teams

to design the most creative community development program.

Example: Everyday Hero Events RA Team Competition

One group motivation tool that we discussed was a competition used in past RA

training programs that rewarded RA staff for spirit and collaboration. The

competition, included in Appendix III, is called Everyday Hero Events. Each day

during training, RA teams compete in competitions and are rewarded points by

RDs for their efforts. At the end of the training program, the RA staff with the

most points wins a staff prize.

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This competition was extremely successful when it was used in the past. Huge

gains in team camaraderie could be made simply by reintroducing this type of

activity into training each year.

Implementation

RDs easily implemented this competition in the past, and the information sheet

included in the Appendix III provides a timeline for its implementation.

During our last meeting, we worked to draft a sample training schedule that

incorporates all of my solutions in a timeline that suits your needs. This sample

2012 schedule, based directly off the 2011 Training Schedule, is included in

Appendix IV and includes time for Everyday Hero Events.

2. Staff Time Team-Building Exercises

a. RA-led Team-Building Exercises

Staff time can be better utilized to build group bonds by incorporating brief, 5-10

minute team-building exercises into each and every “staff time” session. In order to

maximize RA team involvement, a different staff member should lead an “ice-breaker”

exercise before every staff meeting. This activity will be a low-pressure way for RAs to

practice leading and interacting with teams. RAs should be encouraged to be as creative

as possible in their planning of team-builders.

Implementation

Because RAs will be assigned the responsibility of leading these sessions, no changes

need to be made to the current training schedule. RAs could be notified via email prior

to training that they will be leading the sessions, and can either volunteer or be assigned

to each staff time session. This will give RAs adequate time to plan and prepare team-

builders.

The task should be relatively easy for RAs to complete, as the “RA class” that they took

the semester before training requires a similar assignment. If RAs do not want to use

ideas from the RA class, they could be encouraged to look up different team-builders

online or to create their own. An example of materials that could be provided to RAs to

help them generate team-builder ideas is included in Appendix V.

Because the team-building exercises will be only 5-10 minutes in length, no changes

need to be made to the staff time sessions. These sessions are already at the end of

each training day and are not assigned a set ending time. RDs can use their own

discretion in altering the length of the staff time session to accommodate the addition

of this brief activity.

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b. RD-led Team-Building Exercises

RDs should be active participants in team-building exercises during staff time. This

shows RAs that the RD is yet another member of the team that must be trusted and

relied upon. RD participation also ensures that all team members are supported and

encouraged to share equally in participation.

Below is an example of one type of team-building activity that RDs can easily implement

to build team camaraderie.

Example: Team Vision Exercise

The RD can lead a team activity in which the staff works together to develop a

team vision. By discussing team goals and values, each RA learns that they have

a stake in their team performance and a responsibility to team members in

making their “vision” a reality. This activity builds team camaraderie.

Implementation of Team Vision Exercise

See Appendix VI for an article from ResLife.net which outlines the importance

of vision-setting and provides guidelines for a vision-setting activity that RA staff

can complete together.

This activity could be completed during any one of the fifteen staff time sessions

throughout training. It should take between 15 and 30 minutes. Because it will

only need to be completed once, RDs can choose to complete the activity during

one of the shorter staff time sessions.

Implementation of RD-led Team-Builders

RDs can present ice-breakers and other fun team-building activities during sessions when RAs

are not scheduled to complete them. The 2011 RA Training program contained 15 staff time

sessions. Because there are eight RAs on our staff who will each lead a staff time team-builder,

there are thus seven available staff time sessions for RDs to complete team-builders.

Several RD-led team building activities were already in the RA training schedule, despite the fact

that not every team actually performed these activities. To reduce the workload of RDs in

finding, planning, and implementing new team-builders, activities such as the Identity Exercise

and Alcohol Talking Points, which RDs have already led in past training programs, will remain in

the schedule. However, I encourage that the importance of carrying out these activities be

stressed to all RDs.

14

RDs can brainstorm among one another to generate ideas for new ice-breakers and team

activities. They are encouraged to turn to industry resources, such as trade publications, books,

or websites about team building. RDs may find useful such resources as ResLife.net,

ResidentAssistant.com, or RAhelper.com. The team-builder ideas I have included in Appendix VI

for inspiration were retrieved from ResLife.net and are typical of the types of resources that

may be found in online ResLife support communities.

3. Strategically Planned Free Time

RA Training should utilize free time so that RAs interact with team members outside of training

sessions. RDs should encourage RAs to spend free time together outside of training by

suggesting activities such as going to the gym, pool, or grocery store together.

See below for examples of the kinds of team-building tactics that could be incorporated into

free time during training in order to facilitate bond-building between staff members.

a. Productive Use of Meal Time

As previously discussed, meal times are often missed opportunities for RA interaction. In

conjunction with the previously mentioned solution 1(C), all meal times should be used

as an area for competition among RA staffs to enhance group motivation.

Appendix III, as previously mentioned, provides an example of “Everyday Hero Events”

to be used for group motivation throughout training. One such event is “The Team

Builder Challenge” in which each staff is responsible for creating and facilitating a team

builder during breakfast each day. This encourages staff to interact during meal time to

build team camaraderie and bonds. ResLife has found this activity effective in past

training programs, and it could be easily modified each year to suit the meal schedule.

Time is already set aside during breakfast for RAs to eat while listening to any morning

announcements RDs may have. Because this time is already allocated in the current

2011 training schedule, no changes need to be made to the itinerary. RA staff are given

the last 10-15 minutes of each breakfast session to facilitate the activity.

b. Group activities

Again, Appendix III details group activities that can be completed during free time to

encourage the building of bonds among staff members. RAs should be encouraged to

use free time to complete the Hero Medal of Honor, Campus Cipher Challenge, Door

Decoration Contest, and Community Photo Shoot, and to practice their skit for the Pep

Rally Competition. New or similar events can be introduced each year as desired.

By completing these activities together, RAs build a sense of camaraderie and use their

free time to interact with team members in a fun, informal setting.

15

c. Mentor/Mentee Program

To encourage the building of bonds between new and experienced RAs, RDs should pair

them together as mentors/mentees. RDs should encourage the experienced mentors to

spend free time with their mentee during training, such as by inviting them to hang out

individually or with other RAs. Mentors and mentees should be encouraged to complete

hall prep together so that experienced RAs can teach and help new staff members. RAs

should be encouraged to develop an open, nurturing relationship so that new RAs feel

that they can come to experienced RAs with any questions or concerns during and after

training. Mentees should feel as though they are valued members of the team.

Implementation

RDs need only to do one very important thing to implement group interaction during free time:

encourage RAs to interact. RDs must provide support and guidance for RAs to build bonds

outside of the training schedule.

Implementation of team-building activities into free time requires little effort on the part of RDs.

The RA Training Program schedule does not need to be rearranged at all, as these activities are

to be completed on RAs’ own time. RDs need only to provide RAs with information and

guidelines on group activities, which can be accomplished via email before training begins.

Implementation of All Solutions: Sample RA Training Schedule

I have included in Appendix IV the sample training schedule that we crafted during our last meeting.

Because 2012 RA Training will be based on the 2011 training schedule, this sample schedule was based

on modifications made directly to the 2011 RA Training Schedule document. To aid you in review and

presentation of my solutions and to serve as a guideline for your implementation, I have highlighted in

the sample schedule sessions where my solutions would be implemented.

As you have specified, the highlighted changes are mainly in breakfast, staff time, Exploring Identities

Series, and community work/hall prep time sessions. In staff time sessions, I have also assigned to

certain sessions the RD-led team-building activities that were already in past training schedules, such as

the Identity Exercise. I have kept these in the schedule to reduce the workload of RDs in incorporating

new team-builders into staff time sessions.

I have not highlighted other training sessions such as Why Duty Is Important or Sexual Assault Response

and Prevention because interactive or group-based exercises could reasonably be incorporated into

every training lecture. After we review those presentations as specified in the Implementation sections

of Solutions 1(A) and 1(B), we will incorporate changes as we see fit.

16

I also have not highlighted travel time, break time, lunch, dinner, or “a moment to breath” sessions in

the sample schedule. Solution 3 can be flexibly implemented into any of these “free time” sessions,

such as by mentors/mentees to having lunch together or RAs working on Everyday Hero Events, such as

the pep rally skit or Campus Cipher Challenge, during breaks and free time.

17

Personnel

My solutions require no additional personnel for implementation. Though I have not included myself in

this list, I will gladly assist you in implementing changes.

Personnel involved include:

1) RDs

For these solutions to work, RDs must encourage RAs to actively work at team-building. RDs

should emphasize the importance of building team bonds and provide guidance and

encouragement throughout training so that their staff members learn to rely on one another.

The RDs will be in charge of leading team-building activities and encouraging RAs to participate

both within and outside of the training program schedule.

While RDs are not obligated to do so, they may choose to notify RAs in advance of training via

email that they will be conducting team-building activities or that they are assigned a

mentor/mentee. As we discussed in our meetings, they are also encouraged to distribute all

materials electronically, such as the Everyday Hero Events guidelines, to minimize the

department’s environmental footprint.

2) Presenters

To be fair to the department’s presenters, RDs should make them aware far in advance of

training that ResLife would like to slightly modify PowerPoints to incorporate more interactive

and group-based learning into presentations. RDs should provide presenters any guidance they

need in leading modified lectures, such as sending presenters PowerPoints or suggestions in

advance.

3) RAs

Obviously, RA participation is crucial to effective implementation of these solutions. RAs must

be encouraged to participate actively in training sessions, team-builders, group competitions,

and free time activities. RDs should stress the importance of these activities to RA job

performance, satisfaction, and relationships.

18

Budget

As we have discussed, my solutions are entirely free. Solutions require no additional funds for staff

members, training materials, resources, or food. During our last meeting, you confirmed that all

resources required by my solutions are already in ResLife’s possession and will require no additional

spending.

Additionally, during our discussions you stated that solutions should be in line with departmental

sustainability goals. These goals emphasize reducing consumption of materials, reusing already owned

materials when possible, and recycling anything that we can. Because my solutions are in line with these

sustainability goals, they are cost-free.

My solutions require no additional printed materials, so no additional printing costs are generated.

Rather, I encourage that materials such as the Everyday Hero Events guidelines (seen in Appendix III) be

sent electronically. Changes to the structure of training sessions will occur only electronically, as

implementation involves changing PowerPoint presentations which were never traditionally printed for

training use. RDs are encouraged to facilitate any planning or distribution of information, such as

assigning mentors/mentees or sending RAs ice-breaker ideas, via email or text message.

Only tools which are available for free, such as the texting poll websites, are to be used to improve

training session engagement. In facilitating Everyday Hero Events or staff time team-builders, RAs will

use materials that you have confirmed ResLife already has in its possession. For example, the optional

Community Development Challenge, included in Appendix III-B as part of Everyday Hero Events, is the

only example activity I have provided that lists specific materials. However, this activity requires

materials that you have confirmed ResLife already has in its possession and reuses each year, such as

the spatula or deck of cards.

Additionally, because our offices have an overflowing surplus of arts and game supplies that go unused

each year, RDs will not have trouble providing RAs with materials to facilitate team-building at no

additional cost or environmental detriment. This fact has been confirmed during our discussions and

observations of the Calvert Hall Graduate Assistant Office.

19

Works Consulted

Texts:

1. Martin, D., & And, O. (n.d). Experiential Team Building for Student Leaders in Union Activities

and Residence Halls. Retrieved from EBSCOhost.

2. Rapaport, R. J. (1988). Team Building to Reduce Residence Hall Staff Stress. Retrieved from

EBSCOhost.

3. University of Maryland. Office of Rights and Responsibilities Annual Report 2010-2011. Rep.

2011. Print.

4. University of Maryland Department of Resident Life. South Campus RA Training Schedule 2011.

Rep. 2011. Print.

Experts:

1. Mr. O’Juan Edwards, Resident Director, UMCP Department of Resident Life

2. Mr. Mohamed Jalloh, Resident Assistant, UMCP Department of Resident Life

3. Ms. Angie Major, Resident Director, UMCP Department of Resident Life

4. Mr. David Williams, Community Director, UMCP Department of Resident Life

5. Ms. Deanna Zaucha, Resident Assistant, UMCP Department of Resident Life

Internet Resources:

1. www.ResLife.net

2. www.RAHelper.com

3. www.ResidentAssistant.com

20

Appendix I.

2010-2011 Incident Reports by Type

University of Maryland Office of Rights and Responsibilities Annual Report 2010-2011

21

Appendix II. How Poll Everywhere Works

www.PollEverywhere.com/how-it-works

HOW IT WORKS

You ask a question

When you make a poll, you choose what type of question you want to ask. You can ask people a multiple

choice question or let them respond freely with any text reply. We love simplicity. We made creating

polls extremely easy.

Create Multiple Choice Poll

Ask "What is your favorite color?" and only let your

audience choose from "Red", "Blue", or "Green"

Create Free Text Poll

Ask "What is the meaning of life?" and your audience can

send back any message

22

You're In Control

You control when a poll is started or stopped. Stop them after you're done to prevent additional

responses.

You can choose whether a poll should allow multiple responses from the same person. Poll Everywhere

can tell if their computer or cell phone number is trying to vote a second time.

Text moderation lets you prevent abuse

With text moderation for open-ended (free-text) polls, you stay in control of approving which responses

will be displayed on a public screen. This is essential when results are going to be shared in real-time

23

with a large group or in an outdoor or public venue. Few audience response systems give you this

valuable feature.

Back to top

Charts update live as people respond

Watch votes as they are received in real-time

There are four ways to vote: sending a SMS text message, using a smartphone's web browser, sending a

"tweet" on Twitter, or on a computer via the web. To vote with text messages, the audience follows the

on-screen instructions and sends a text message with a short keyword (e.g. "72612") to our short code,

22333 (or an international number if outside the US; read more about international texting here ). When

Poll Everywhere receives a response, the results are updated on our animated charts (for multiple

choice polls) or our text wall (for free text polls). You may decide to project the live results on screen for

some types of events, or just view the results live on your mobile phone.

Download polls as Microsoft PowerPoint slides

Live slides react to votes with no special add-ons required

24

Windows users can downloaded live Poll Everywhere slides that show responses instantly with no

software to install. The polls can be copied between presentations and resized as needed. Colors,

images, and font sizes can be customized to match the look and feel of your presentation.

Free Text Polls show a live Text-To-Screen wall (which can also double as a powerful Twitter visualizer),

and Multiple Choice Polls show a real-time graph (or hold the results for a big reveal).

We also beta support for Keynote and Powerpoint Mac.

25

Advanced Reporting

Customers who have upgraded to a premium plan can tie together a voter's responses across multiple

polls using the Reports tab. If you ask your audience "What is your name?", and later ask "What is your

sales budget this year?" you can see who voted for each option.

Letting your audience identify themselves preserves their privacy.

Back to top

Automatically grade responses

Set correct & incorrect answers

Setup questions with one or more correct answers. This lets Poll Everywhere know how to grade

responses as they are received.

26

Show the right answers on-screen

After they answer a question, it's easy to quickly show your audience the correct answer for instant

comprehension checks. The chart will also show the distribution of answers. When a large portion of

people answer a question incorrect, it can reveal gaps in their understanding and prompt for more

discussion on the topic. Educators will commonly use this feature as an "Entrance Ticket" to begin a

lesson with a clear picture of the current level of understandling.

Grade Reports make scoring simple

Generating and downloading graded reports is a snap. If you are also using

our identification or registration capabilities, you'll be able to score results against people's names,

emails, or ID codes for gradebook or class credit. In multi-question grade reports, we'll also show you

how many questions they attempted, and rank them by correctness and speed.

27

Appendix III. Everyday Hero Events

28

29

Appendix III-B. Community Development Challenge (part of Everyday Hero Events)

30

Appendix IV. Sample Training Schedule

Monday, August 13, 2012

Time Session Who Presenter Location Point Person

8:00am RAs Begin Moving in NHL/SH RAs ---------------------------- NH, LT, & SH ----------------------

6:00pm Staff Time Individual Staffs RDs AMPR RDs

By 11pm on 8/22 Complete Online Modules New RAs ---------------------------- Online ----------------------

Tuesday, August 14, 2012 (finish checking early arrival rooms by this date)

Time Session Who Presenter Location Point Person

8:00am-

8:50am

BREAKFAST &

Announcements

NHL/SH

RAs

-------------------------

---

SC Dining Hall RDs

8:50am-

9:00am

Travel Time NHL/SH

RAs

-------------------------

---

-------------------------

---

-------------------

---

9:00am-

9:50am

Introduction to

Community/Traini

ng

Individual

Communiti

es

RDs AMPR RDs

9:50am-

10:00a

m

Travel Time NHL/SH

RAs

-------------------------

---

-------------------------

---

-------------------

---

10:00a

m-

10:50a

m

SC Department

Welcome &

Introductions

NHL/SH

RAs

Senior Staff and

Deb

Susquehanna 1119 RDs

10:50a

m-

11:00a

m

Break NHL/SH

RAs

-------------------------

---

-------------------------

---

-------------------

---

11:00a RA Position as a NHL/SH Michael Melnyk Susquehanna 1119 Michael

31

m-

11:50a

m

Job RAs

11:50a

m-

12:00p

m

Travel Time NHL/SH

RAs

-------------------------

---

-------------------------

---

-------------------

---

12:00p

m-

1:00pm

LUNCH: Senior

staff will attend

lunch

All RAs -------------------------

---

SC Dining Hall -------------------

---

1:00pm-

2:00pm

RA Leadership Returning

RAs

Genevieve Conway Susquehanna 1107 Mawine

1:00pm-

2:00pm

Human Resources New RAs as

needed

Pat Rhoan Susquehanna 1105 Michael

2:00pm-

3:00pm

Taser Gun

Training w/ Cindy

Felice

New RAs Susquehanna 1107

2:00pm-

3:00pm

Behind Closed

Doors Prep

Returning

RAs

Angie Major Susquehanna 1105 Angie

3:00pm-

3:30pm

Programs &

Outreach

NHL/SH

RAs

Olan Garrett &

Kia Weeden Susquehanna 1119

Jacklyn

3:30pm-

5:00pm

Staff Time – Staff

Medals of Honor

Individual

Staffs

RDs AMPR RDs

5:00pm-

6:00pm

DINNER All RAs -------------------------

---

SC Dining Hall -------------------

---

6:00pm Staff Time Individual

Staffs

RDs AMPR RDs

By

11pm

on 8/22

Complete Online

Modules

New RAs -------------------------

---

Online -------------------

---

32

Wednesday, August 15, 2012

Time Session Who Presenter Location Point Person

8:00am-

8:50am

BREAKFAST :

SH2 Staff

facilitates team

builder

NHL/SH RAs --------------------------

--

SC Dining Hall --------------------

--

8:50am-

9:00am

Travel time NHL/SH RAs --------------------------

--

--------------------------

--

--------------------

--

9:00am-

9:30am

Why Duty Is

Important

NHL/SH RAs Cindy Felice Susquehanna 1119 RDs

9:30am-

11:00am

Duty

Expectations

and Crisis

Management

Individual

Communitie

s

RDs Susquehanna 1103 RDs

11:00am

-

12:00pm

Confrontation NHL/SH RAs Kelly Ridings Susquehanna 1119 Dennis

12:00pm

-1:00pm

LUNCH All RAs --------------------------

--

SC Dining Hall --------------------

--

1:00pm-

2:30pm

RA/CA Team

builders and

Expectations

Individual

Communitie

s

GACs, CSSs, AC &

RDs

AMPR RDs

2:30pm-

3:30pm

Administrative

Processes

Returning

RAs

Trisha Lay Susquehanna 1101 Angie

2:30pm-

3:30pm

Sexual Assault

Response &

Prevention

New RAs Liz Schweigert Susquehanna 1103 Jacklyn

3:30pm-

4:30pm

Administrative

Processes

New RAs Trisha Lay Susquehanna 1101 Michael

3:30pm- Sexual Assault

Response &

Returning Liz Schweigert Susquehanna 1103 Dennis

33

4:30pm Prevention RAs

4:30pm-

5:00pm

Large Group

Announcement

s &

Presentation of

Staff Medals of

Honor

NHL/SH RAs RDs Susquehanna 1103 RDs

5:00pm-

6:00pm

DINNER All RAs --------------------------

--

SC Dining Hall --------------------

--

6:00pm Staff time Individual

Staffs

RDs AMPR RDs

By 11pm

on 8/22

Complete

Online

Modules

New RAs --------------------------

--

Online --------------------

--

Thursday, August 16, 2012: Leonardtown Transition Begins

Time Session Who Presenter Location Point Person

8:00am-8:50am BREAKFAST & Announcements: SH3 Staff

facilitates team builder

NHL/SH RAs ---------------------------- SC Dining Hall RDs

8:50am-9:00am Travel Time NHL/SH RAs ---------------------------- SC Dining Hall ----------------------

9:00am-10:00am Creating a Rightful Place Traditional RAs Steve Petkas LeFrak 2166 Dennis

9:00am-10:00am Creating a Rightful Place Suite/Apt RAs Rhondie Voorhees LeFrak 1201 O’Juan

10:00am-12:00pm RRESD & Microaggression NHL/SH RAs Hannah Wu LeFrak 2166 Angie

12:00pm-1:00pm LUNCH All RAs ---------------------------- SC Dining Hall ----------------------

1:00pm-1:30pm Travel time NHL/SH RAs ---------------------------- ---------------------------- ----------------------

1:30pm-2:00pm Oakland Hall Open House (optional) NHL/SH RAs ---------------------------- Oakland Hall RDs

2:00pm-3:00pm RA Resource Fair All RAs ---------------------------- Colony Ballroom ----------------------

34

3:00pm-4:00pm Staff time - Expectations Individual Staffs RDs AMPR RDs

4:00pm-5:00pm Break Duty/NRO Sign-Ups Individual

Communities

RDs AMPR RDs

5:00pm-6:00pm DINNER All RAs ---------------------------- SC Dining Hall ----------------------

6:00pm Staff Time Individual Staffs RDs AMPR RDs

By 11pm on 8/22 Complete Online Modules New RAs ---------------------------- Online ----------------------

Friday, August 17, 2012: Leonardtown Transition

Time Session Who Presenter Location Point Person

8:00am-

9:00am

BREAKFAST as

determined by

community

NHL/SH

RAs

TBD

9:00am-

12:00pm

Community Work

Time/Hall Prep

NHL/SH

RAs

TBD

12:00pm-

1:00pm

BRUNCH All RAs SC Dining

Hall

1:00pm-

5:00pm

Community Work

Time/Hall Prep

NHL/SH

RAs

TBD

5:00pm-

6:00pm

DINNER All RAs SC Dining

Hall

By 11pm

on 8/22

Complete Online

Modules

New RAs ---------------------------- Online ----------------------

Saturday, August 28, 2012: Leonardtown Transition; SCC Opens

Time Session Who Presenter Location Point Person

35

8:00am-

9:00am

BREAKFAST as

determined by

community

NHL/SH

RAs

TBD

9:00am-

12:00pm

Community Work

Time/Hall Prep

NHL/SH

RAs

TBD

12:00pm-

1:00pm

BRUNCH All RAs SC Dining

Hall

1:00pm-

5:00pm

Community Work

Time/Hall Prep

NHL/SH

RAs

TBD

5:00pm-

6:00pm

DINNER All RAs SC Dining

Hall

By 11pm

on 8/22

Complete Online

Modules

New RAs ---------------------------- Online ----------------------

36

Sunday, August 19, 2012

Time Session Who Presenter Location Point Person

8:00am-

8:50am

Housekeeper /

RA Meet &

Greet Breakfast

(Mandatory)

NHL/SH

RAs

Val Grant, Cheryl

Nelson, & RDs

SC Dining Hall RDs

8:50am-

9:00am

Announcement

s

NHL/SH

RAs

RDs SC Dining Hall RDs

9:00am-

9:15am

Travel time NHL/SH

RAs

---------------------------

-

---------------------------

-

---------------------

-

9:15am-

10:15am

Fire Safety NHL/SH

RAs

Luisa Ferreira Tydings 2109 Jacklyn

10:15am

-

10:30am

Travel Time NHL/SH

RAs

---------------------------

-

---------------------------

-

---------------------

-

10:30am

-

11:30am

Emergency

Procedures

New RAs Dennis Passarella

George

Susquehanna 1101 Mawine

10:30am

-

11:30am

Emergency

Procedures

Returnin

g RAs

Tosh Patterson Susquehanna 1103 Tosh

11:30am

-

12:00pm

Email Policies NHL/SH

RAs

Dai-An Tran Susquehanna 1120 RDs

12:00pm

-1:00pm

LUNCH All RAs ---------------------------

-

SC Dining Hall ---------------------

-

1:00pm-

2:30pm

Rights and

Responsibilities

Returnin

g

NHL/SH

RAs

Keira Martone &

James Bond

Susquehanna 1105 Michael

37

1:00pm-

2:30pm

Exploring

Identities

Series:

Muslim

Students

New

NHL/SH

RAs

& SCC

1,2,7 RAs

Tarif Shraim Susquehanna 1121 Dennis

2:30pm-

4:00pm

Exploring

Identities

Series:

Muslim

Students

Returnin

g

NHL/SH

RAs &

SCC

3,4,5,6

RAs

Tarif Shraim Susquehanna 1121 Angie

2:30pm-

4:30pm

Rights and

Responsibilities

New

NHL/SH

RAs

Keira Martone &

James Bond

Susquehanna 1105 O’Juan

4:00pm-

4:30pm

Hall Prep Returnin

g RAs

---------------------------

-

In the halls ---------------------

-

5:00pm-

6:00pm

DINNER All RAs ---------------------------

-

SC Dining Hall ---------------------

-

6:00pm Staff time –

Alcohol Talking

Points

Individua

l Staffs

RDs AMPR RDs

By

11:00pm

Complete

Online Modules

New RAs ---------------------------

-

Online ---------------------

-

38

Monday, August 20, 2012

Time Session Who Presenter Location Point Person

8:00am-

8:50am

BREAKFAST &

Announcements:

SH1 Staff facilitates

team builder

NHL/SH

RAs

---------------------------- SC Dining

Hall

RDs

8:50am-

9:00am

Travel time NHL/SH

RAs

---------------------------- ---------------

-------------

----------------------

9:00am-

10:30am

Conflict Mediation Suite/Apt

RAs

David Williams Jacklyn

9:00am-

10:30am

Community

Development

Traditional

RAs

Angie Major &

O’Juan Edwards

Angie

10:30am-

12:00pm

Conflict Mediation Traditional

RAs

David Williams Mawine

10:30am-

12:00pm

Community

Development

Suite/Apt

RAs

Angie Major &

O’Juan Edwards

O’Juan

12:00pm-

1:00pm

LUNCH All RAs ---------------------------- SC Dining

Hall

----------------------

1:00pm-

2:30pm

Staff Time Individual

Staffs

RDs AMPR RDs

2:30pm-

3:00pm

Travel time

3:00pm-

5:00pm

RA Pep Rally All RAs ---------------------------- Colony

Ballroom

RDs

5:00pm-

6:00pm

DINNER All RAs ---------------------------- SC Dining

Hall

----------------------

6:00pm Staff time – Identity

exercise

Individual

Staffs

RDs AMPR RDs

39

Tuesday, August 21, 2012

Time Session Who Presenter Location Point Person

8:00am-

8:50am

BREAKFAST &

Announcement

s: DAQSS Staff

facilitates team

builder

NHL/SH RAs --------------------------

--

SC Dining Hall RDs

8:50am-

9:00am

Travel Time NHL/SH RAs --------------------------

--

--------------------------

--

--------------------

--

9:00am-

10:30am

Exploring

Identities

Series:

LGBTQ

Students

Group A

& SCC 1,2,7

RAs

Jeanine Bessette Susquehanna 1119 Mawine

9:00am-

10:30am

Alcohol

Education

Group B Amanda Long &

Michael Melynk

Susquehanna 1107 Michael

10:30am

-

12:00pm

Exploring

Identities

Series:

LGBTQ

Students

Group B

& SCC

3,4,5,6 RAs

Jeanine Bessette Susquehanna 1119 Angie

10:30am

-

12:00pm

Alcohol

Education

Group A Amanda Long &

Michael Melynk

Susquehanna 1107 Michael

12:00pm

-1:00pm

LUNCH All RAs --------------------------

--

SC Dining Hall --------------------

--

1:00pm-

2:00pm

Suicide and

Depression

Group A Jeri Boliek Susquehanna 1107 Dennis

1:00pm-

2:00pm

Wellness &

Health Center

Overview

Group B Julia Matute Susquehanna 1119 Jacklyn

2:00pm- Suicide and Group B Jeri Boliek Susquehanna 1107 O’Juan

40

3:00pm Depression

2:00pm-

3:00pm

Wellness &

Health Center

Overview

Group A Julia Matute Susquehanna 1119 Dennis

3:00pm-

3:15pm

Counseling

Center

Overview

NHL/SH RAs Dr. Oslin Susquehanna 1119 RDs

3:15pm-

5:00pm

Role Plays Individual

Staffs

RDs & Counseling

Center Dyads

SCC 1 RDs

5:00pm-

6:00pm

DINNER All RAs --------------------------

--

SC Dining Hall --------------------

--

6:00pm-

7:00pm

RA/CA Dessert

& Game Night

Individual

Communitie

s

RDs & GACs AMPR RDs

6:00pm Staff Time Individual

Staffs

AMPR RDs

Wednesday, August 22, 2012(finish room checks by this date)

Time Session Who Presenter Location Point Person

8:00am-

9:00am

BREAKFAST :

WWCC Staff

facilitates team

builder

NHL/SH

RAs

---------------------------

-

SC Dining Hall ---------------------

-

9:00am-

9:15am

Announcement

s

NHL/SH

RAs

RDs SC Dining Hall RDs

9:15am-

9:30am

Travel Time NHL/SH

RAs

---------------------------

-

---------------------------

-

---------------------

-

9:30am-

10:30am

UMPD NHL/SH

RAs

UMPD Staff Susquehanna 1119 Mawine

41

10:30am

-

11:30am

Controlled Burn New RAs MPO J. Campbell Susquehanna 1119 Angie

10:30am

-

11:30am

Community

work time

Returnin

g RAs

RDs TBD RDs

11:30am

-

12:00pm

Community

Development

Challenge

NHL/SH

RAs

Michael Melnyk Susquehanna 1119 RDs

12:00pm

-1:00pm

LUNCH All RAs ---------------------------

-

SC Dining Hall ---------------------

-

1:00pm-

5:00pm

Behind Closed

Doors

All RAs RDs Leonardtown RDs

5:00pm-

6:00pm

DINNER All RAs ---------------------------

-

SC Dining Hall ---------------------

-

6:00pm Staff Time Individua

l Staffs

RDs AMPR RDs

42

Thursday, August 23, 2012

Time Session Who Presenter Location Point Person

8:00am-

9:00am

BREAKFAST:

WWCC Staff

facilitates

team builder

All RAs ---------------------------

-

SC Dining Hall ---------------------

-

9:00am-

9:30am

Residential

Facilities

NHL/SH

RAs

Chris Moore SC Dining Hall RDs

9:30am-

10:45am

Training Wrap-

Up &

Announcemen

t of

Competition

Winners

All RAs RDs Susquehanna 1120 RDs

10:45am-

11:00am

Training

Evaluation

NHL/SH

RAs

RDs Susquehanna 1120 RDs

11:00am-

12:00pm

Staff Time Non-LL

RAs

RDs AMPR RDs

11:00am-

12:00pm

LL Partner

Meet and

Greet

Living

Learning

RAs

LL Program

Directors

Queen Anne’s MPR Mawine &

Dennis

12:00pm

-1:00pm

LUNCH All RAs ---------------------------

-

SC Dining Hall ---------------------

-

1:00pm-

2:00pm

Sustainability NHL/SH

RAs

Genevieve Conway Susquehanna 1120

2:00pm-

4:30pm

Hall Prep All RAs ---------------------------

-

In the Halls ---------------------

-

5:00pm-

5:25pm

Travel time All RAs ---------------------------

-

---------------------------

-

---------------------

-

5:25pm- DINNER at 251 All RAs & --------------------------- 251 North ---------------------

43

7:00pm North CAs - -

7:00pm Staff Time Individua

l Staffs

RDs AMPR RDs

Friday, August 24, 2012 – Monday, August 27, 2012

Time Session Who Presenter Location

8:00am-

6:00pm

Opening Responsibilities All RAs ---------------------------- AMPR

12:00pm-

1:00pm

LUNCH All RAs ---------------------------- SC Dining Hall

5:00pm-

6:00pm

DINNER All RAs ---------------------------- SC Dining Hall

All day &

night

NRO Activities All Students ---------------------------- Campus

44

Appendix V. Sample Team Builders

Retrieved from http://www.reslife.net/html/icebreakers_0704b.html

Ice Breakers: 11 Great Ideas

Submitted by Jennifer Valtos, Assistant Director of Residence Life & Ed Wahesh, Area Coordinator, University of Scranton

Icebreaker: An activity designed to help groups and individuals get to know each other and interact. The purpose of the

activities is to engage the group, challenge them to work together, and open their minds to new and creative manners of

thinking and engaging with each other. These activities should be challenging, creative, and, often times, rather humorous.

Ideas for Icebreakers:

The Artist

Have one person be the artist and the other be the blob of clay. Give the group some time to create a masterpiece from their

blob of clay. The artist can shape their blob in any sort of way. After several minutes the artists stop and tour the “art gallery”.

Swap roles and do it all over again.

Bunny, Bunny…

Demonstrate the Bunny “mantra” and see how many individuals are paying attention to detail. The Bunny mantra is the

following:

Stand in front of the group with your left hand up in front of you with the palm facing you.

With your right index finger, begin touching the fingers on your left hand starting with your pinky. Each time you

touch a finger, you say “Bunny”.

When you get to the “J” between your index finger and thumb you do a slide (just like a ski jumper) and say,

“whoops” then touch the thumb and say “Bunny”.

Do the same thing in reverse. (Basically it sounds like the following – Bunny, bunny, bunny, bunny, whoops, bunny,

whoops, bunny, bunny, bunny, bunny).

When you are done stand with your hands on your hips.

Have the group repeat the exercise to see who was paying attention to detail.

When they have it, have them sit down and be done or have them stand up and demonstrate to the rest of the group.

Mingle, Mingle, Mingle

Just have the group mingle about to find another partner or small group. This works well if you wish to split up a group that

knows each other well or if you have a large group. Have the group mingle about and form various groups according to your

needs. For example, if you wish to have the group split into smaller groups of 5, tell them to mingle until the music stops and

then find a group of five people. While they are mingling they must be doing the “mingle dance” which can really be anything

they wish as long as they end with a flourish. You can change this up by making each pair/group end by touching different body

parts instead of a flourish. When the music ends, have them touch a knee to an elbow or finger to toe, etc. Obviously, you

would want to set ground rules about the body parts in advance… J

Eye Contact

Standing in a circle, have everyone look down. On a certain cue have everyone look up at a specific person not directly to his or

her left or right. If you make eye contact with someone you must take a step back from the circle. If you do not make eye

45

contact with the person you are still in the game. When you get down to the last three or four people you can look at whoever

you want to. You are no longer limited by the previous rule about the person standing right next to you.

Evolution

This is one big game of rock, paper, scissors. Everyone starts as an egg, transforms to a chicken second, a dinosaur third, fourth

is Elvis, and finally they become Enlightened. If the person loses a game they must revert to the previous symbol. For example,

if they are a dinosaur and they lose the game of rock, paper, scissor, they must revert to a chicken. You only play the game with

someone who is the same “evolved” level as you are and you only play with one person at a time. While you are at each level,

there are accompanying sounds and/or motions. The egg is crouched close to the ground in a ball. The chicken walks around

clucking its arms and making a chicken sound - “baaalk” usually works. The dinosaur has outstretched arms with hands formed

into claws with a fierce growl. Elvis, of course, walks around strumming a guitar saying, “thank you very much”. Those who

become enlightened get to stand on the edges watching the festivities with their hands stretched out to the side, palms up

chanting “ooohhhmmm”

Gotcha

Have the group sit in rows with their hands out to either side with their palms up. Have the group place their right index finger

in the palm of the person next to them. When the leader says so, have the group try to catch the finger of the person sitting

next to them. Do this several times and then switch sides.

The Windmill

Have someone stand in front of the group. The group leader will hold one hand steady and use the other to cross back and

forth in front of the steady arm. When the arms cross, the group should clap.

Creative High 5s

With a partner, come up with as many creative ways to give them a high 5 as they can in 60 seconds (or however long you

choose). Under the leg, behind the back, etc. Volunteers can then demonstrate them.

Psychic Ten

Sitting in a group, with eyes closed, try to count to 10. Only one person in the group can speak at a time, if more than one

speaks, the group must start over again.

Grab Your Partner

This works well for a large group. Have the group pair off. If there is an uneven number, the person without a partner becomes

a referee. Have the participants form two circles, one inside the other, facing their partners. When the music begins the groups

will begin marching (the inner group marches counter-clockwise and the outer group marches clockwise – or whichever

direction you wish, as long as they are marching in different directions!). When the music stops, they must find their partner(s),

touch shoulders and squat down. The last partner(s) to find each other become referees. The game continues until there is only

one pair/trio left. The referees observe the game and help determine who the last pair/trio is to gather and squat. With a large

group, you may want to take out more than one group at a time and you may want more referees. (You can do this with three

circles as well, as long as the circles are going in different directions).

Ah So Ko

Start with your group standing in a circle. Using the hand gestures for Ah (hand under the chin palm facing the floor), So (hand

above the head with the palm facing the top of the head), and Ko (arm and hand out in front of you pointing at another player)

play the game getting progressively faster. [One of the participants in the session suggested that you could vary the game by

choosing to play using the Ah or So as the designation for who plays next. Using these, the next person in the game would be

the person to whom the hand is pointing.]

46

Appendix VI. Team Vision Exercise

Retrieved from http://www.reslife.net/html/supervision_1007a.html

Building a Strong, High Performing Team: The Importance of Vision

By Kim Moistner-Bartlett, Partner, Reslife.Net

To be effective, a team must have a meaningful reason for being together. It is this element that provides the

“fuel” for the team and moves them forward. It also provides the passion that is necessary to keep the team

inspired and energized.

It is the role of the team leader to work with the group to create a vision for the team. In doing so, consider the

following:

What is the reason for the existence of the team?

Where is the team headed?

How will the team get there?

Consider the following story…

Two workers were hammering on a piece of granite with a sledgehammer. When asked what he was doing, the

first worker said, “I’m trying to crack this granite.”

When asked the same question, the second worker said, I’m part of a team building a cathedral.”

Excellent visions…both inspire and guide

Creating your vision

You can work with your staff team to create your “vision.” Your vision statement should be brief. You can define

your team’s purpose in one or two sentences. Perhaps you only need a few key words.

In the book, Breakthrough Teams for Breakneck Times, by Lisa Gundry & Laurie LaMantia, they state the

importance of creating a shared vision and purpose that incorporates each member’s unique perspectives and

abilities. The vision for the team should be a synthesis of the member’s collective visions and expertise. Creating

this vision is a process of merging and combining, then deciding and eliminating. Begin by considering all the

possibilities and individual visions, give each of them careful thought, combine them, and merge the perspectives

before deciding to eliminate any one. Co-creating a shared vision is a great first step to establishing respect among

team members.

The idea vision statement is…

Clear

Involving

Memorable

Aligned with Residence Life values

47

Linked to the needs of your residents

Challenging, but not impossible

The vision statement should do two major things

It should serve as a source of inspiration for your team.

It should guide your team’s efforts and decision-making

Work with your staff team to consider the following:

What kind of staff team do we want to be?

What do we want others to say about our staff team and the work we do?

What values are important to us?

How will our vision represent the interest of our residents?

Implementation: Once you’ve got it…flaunt it!

Once you develop your staff team’s vision statement, make it visible. Put it on meeting agendas, on newsletters,

on staff shirts, in your office, etc. Your team needs to see this vision statement again and again and again. It should

serve as a source of inspiration to the team.

Beyond visibility, consider your vision statement as you work as a team throughout the year. Are the decisions that

you are making and programs that you are implanting in line with your vision?

Set your vision and use it as a guiding tool throughout the year. Much success with your team building efforts!

Note: The content for this article is excerpted from a self directed training course entitled: The Road to Success:

Training for Entry Level Hall Directors. For information on the other components of this course, and additional

information on how you can learn more about Building a Strong, High Performing Team, click here.