Talking Stick - September/October 2014 - 46

Decision Making, Team
Building, and Paper Work

it enhanced their ability to publicize events.

Listening to campus housing professionals'
stories can create the impression that one never
truly gets over being an RA. Those experiences
can provide a lifetime of stories. A handful of
current housing professionals look back on what
they took with them from their RA experiences.

In addition to practical skills, many RAs reported that their position
impacted other lifelong learning skills. For instance, RAs indicated
that their position enhanced their critical thinking skills (66 percent),
problem-solving skills (71 percent), and time management skills (70
percent). Regarding interpersonal skills, RAs also reported that their
position enhanced their communication skills (75 percent), their ability
to share knowledge with others (75 percent), and their ability to motivate
others (69 percent). In other words, the RA position is contributing to the
general education goals that are a critical outcome of higher education
and often a core component of the educational goals of our institutions.

"I was an RA for three years (UMBC, Go
Retrievers!). As the stereotypically overinvolved student staff member, time
management was critical to my ability
to enjoy, and excel, during my collegiate
career. I continue to practice the skills I
learned in prioritizing, scheduling, and
even adaptability to this day."

Another important domain of development for our students is their
self-understanding and their relationships to others as well as to the
larger society. RAs reported that their student staff position enhanced
their skills and understanding in this area too. For example, RAs
indicated that their position enhanced their ability to establish personal
relationships (74 percent) and professional relationships (74 percent).
RAs reported that their position enhanced their self-confidence (67
percent) and their knowledge of their own strengths and weaknesses (69
percent). About 65 percent of RAs indicated that their position enhanced
their understanding of their contributions to their organization. Finally,
as a result of their position, 73 percent felt confidence in assuming a
position of greater responsibility in the future.

Joshua Hill, Assistant Director of Staff Selection
and Training, The University of Arizona,
Tucson, Arizona

"Being a student staff member helped me
gain confidence in my decision-making
abilities, helping me set my priorities
straight in my life, and launched me into
a career helping students for the rest of
my life."
Derek Jackson, Director of Housing and Dining
Services, Kansas State University,
Manhattan, Kansas

"As I reflect back, my RA experience
taught me the importance of teamwork,
how to think on my feet, the importance
of developing relationships with your
residents and fellow staff members,
and how to work a bureaucracy. I also
learned the importance of following
through on one's responsibilities and the
consequences associated with how you
handled those responsibilities."
Paul K. Jahr, Associate Vice President for Student
Affairs (retired), Georgia College & State
University, Milledgeville, Georgia

Overall, the impact of the RA role on the students who hold the
position is demonstrated by the national data. Not only do many RAs
report that their position enhanced their skills and development but also
that the role affects many other areas, from practical and lifelong skills
to personal reflection. Clearly, for students who have held these positions
most recently, the impact is important and valuable.
Has the RA experience changed over time? Five years ago, during
the 2008-09 academic year, more than 4,400 RAs responded to the
ACUHO-I/EBI Student Staff Assessment. RA respondents reported that
the position impacted practical skills; specifically, 65 percent indicated
that their position enhanced their ability to run a meeting, 75 percent to
organize events, and 73 percent to publicize events. Just as in 2013-14,
the majority of RAs in 2008-09 reported that their student staff position
impacted lifelong learning skills, but comparisons between the two points
in time show some variations. For instance, the 2013-14 RAs were less
likely than the 2008-09 RAs to indicate that their position enhanced their
problem-solving skills (71 percent compared to 77 percent). However,
the 2013-14 RAs were more likely than 2008-09 RAs to report that their
position enhanced their time management skills (70 percent compared
to 68 percent), their critical thinking skills (66 percent compared to 64
percent), and their ability to motivate others (69 percent compared to 66
percent).
The percentages were relatively consistent between the two points
in time for other items. Specifically, three-fourths of RAs in both 201314 and 2008-09 reported that their position enhanced their ability to
establish personal relationships and professional relationships, and
both groups indicated that the position enhanced their communication
skills (75 percent and 73 percent, respectively) and their ability to share
knowledge with others (75 percent in both years). Overall, RAs at both
points in time were consistent when describing the impact of their
student staff position on lifelong learning skills as well as interpersonal
skills.
The 2008-09 RAs also reported that their student staff position

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Talking Stick - September/October 2014

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