The Journal of College and University Student Housing - Volume 43, No. 1 - 33

Create a Better Flow Through Sequencing Resident Assistant Training

Training Model to aid practitioners has been
published. This article alters that former
model because we now recognize that sequencing training categories and topics is
more attuned to experiential learning and development (Murray et al., 1999; Kolb & Kolb,
2005; Richlin, 2006). Training programs are
a natural extension of experiential learning to
create a group-learning environment (Morzinski & Montagini, 2004; Winston & Fitch,
1993).

A Case for Sequencing
Schuh (1981) posited, "The sequence of training ...must be considered. A recurring point
is that training must be sequential: Skills are
built onto skills, and logic of succession must
inform all training" (p. 92). Sequencing is the
intentional ordering of training topics and activities that are appropriate for the respective
group (Bisson, 1999). This sequencing facet
is similar to the pre-requisites of the core curriculum within student's college major, or the
progression from base knowledge to more
complex thinking (Kolb, 1984; Kolb & Kolb,
2005). Sequencing topics and activities address
the how of training related to the principles for
good practice (Chickering & Gamson, 1987)
within the literature. Newton and Ender (2010)
presented a three-component peer educators
training model (i.e., knowledge, skills, and personal integration). Their sequenced approach
guides the learner from what he or she knows/
needs to know for this job to speciﬁc skills of
the job and the integration for self-management and self-efﬁcacy. "The goal...is to emulate
the qualities of self-awareness, personal growth
and to self-manage behavior," (p. 17). This is
implemented in their process-and-reﬂection
model comprising the following stages: What?

(Reﬂecting Stage), So What? (Transforming
Stage) and Now What? (Action Stage).
Other sequencing models associated with
student affairs work included assessment
(Keeling et al, 2008; Suskie, 2009; Maki,
2010; Schuh & Upcraft, 2000), experiential
learning (Kolb & Kolb, 2005), and learning in
general (Knowles, Holton, & Swanson, 2005;
Richlin, 2006). The use of logic modeling
(an example of sequencing itself) contributes
to the processes of the training, but also the
initial planning, implementation, evaluation,
and communication (W. K. Kellogg, 2004).
Logic models describe the logical sequences
beneﬁcial to planning methods and visual
organizers describe the components of a
program (W. K. Kellogg, 2004). These models
have also been referred to as program matrix
to provide a coherent relationship between all
components. Logic models provide structure
for the intervention, programs and/or training
to outline a system for results (Morzinski &
Montagnini, 2004).
Perhaps another illustrative approach to
sequencing relevant to RA training is adventure programming and ropes courses. Bisson
(1999) outlined models and presented an argument for sequencing that showed how the
group processed, made individual gains, and
gained trust. In short, the learner was not expected to jump to the "high events" and walk
across the wire 30 feet above ground without
building some control, understanding, and
capacity ﬁrst. We suggest the experiential
education of RA training is analogous with
adventure training (e.g., ropes courses). For
example, on a ropes course there is a progression, or sequence, of activities-from the
beginning with events on the ground, or low

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