Resident Staff Assistant Training 2013

Janice T. Folk

Adapted from a Presentation by Kelly Treseler in 2012

PEER SUPERVISION 101

TO BE A LEADER AMONG YOUR PEERS…

QUALITIES OF A GOOD PEER SUPERVISOR

• Earns the respect of their peers.

• Earns the respect of the leadership (Ex: Dumbledore or your RD)

• Asks for help from supervisor and supervisee when needed.

• Develops own style.

• Makes decisions for the whole team.

• Stays positive and keeps the group positive.

• Holds the team accountable for their actions and responsibilities.

• Unifies the team and helps foster a fun experience.

• Support Growth - Provide support for staff member development

• Unite Your Team - Building a culture of care and concern

• Praise Others - Provide praise and encouragement

• Expect Excellence - Set high expectations for staff members

• Require Accountability- Uphold

• Value What You Believe – Linking actions and behaviors to values

• Instill Independence - Allow autonomy of employee

• Share Continuously - Establish two-way communication

• Optimize Ownership - Create opportunities for staff members to contribute

• Realign Your Efforts – Evaluate personal strengths and weaknesses

YOUR ROLE AS TEAM CAPTAIN

WHAT ARE SOME SITUATIONS YOU MAY FACE WHERE YOU HAVE TO MAKE A

DECISION FOR THE TEAM?

How do you address these issues?

How you do talk to the RA about bringing this information to the RD/AC?

UNDER WHAT CIRCUMSTANCES SHOULD YOU BRING THINGS TO YOUR

SUPERVISOR?

• When, as an RA, were you most stressed?

• How will you stay positive during these times?

• How will YOU work with your supervisor to help the team stay motivated? What specific tools will you use?

Excited yet?

What is a one on one?

ONE ON ONES!!!!!!!!!

WHAT ARE THE BENEFITS OF HAVING REGULAR ONE-ON-ONES?

• Improved clarity about expectations and how the RA is (or is not) meeting them.

• Faster identification and better understanding of these expectations/procedures

• Better relationships between you and the staff

• Improved execution of RA tasks & role

• Improved focus on development and a greater likelihood to follow through with goals

THE 1:1 FLOWCHART

Early first semester, it is ok to focus here.

Build a relationship and build trust.

You may still be teaching about the

job & explaining expectations.

Allow the RA to bring up topics. Empower

them to set the agenda.

• About performance that needs improvement

• May have to do with negative performance but can be given positively

• Give both positive and negative feedback

• Focus on the person, and be supportive but specific

CONSTRUCTIVE CRITICISM: AKA “YOU SUCK”

• Ask questions.

How are your residents?

How much time have you been spending on the floor?

In what areas do you thinkyou need improvement?

• Determine strengths and weaknesses at beginning of the year – use these in future convo’s!

• Come from a place of concern!

HOW TO START AN AWKWARD CONVERSATION

CONTENT

• Identify the TOPIC or ISSUE at hand.

• Provide specifics - observations -not interpretations

• Use “I” statements

“I have seen/observed/noticed”

• Get your facts straight before confronting – you cannot address hearsay.

MANNER

• Be direct, person-to-person, not thru technology

• Avoid “need to” phrases

Example: You need to turn in your program proposals on time and make sure they are spell checked”

Not: VS/ I noticed you have turn in you program proposal late the past two months. How can we make sure you are able to turn them in on time next month?

• Be sincere and avoid mixed messages

• Avoid “but” “although”, and “however”

When praising positive things… “I appreciate…”

When addressing negative things… “I’m concerned about…”

APPRECIATION & CONCERN

• Feedback should be given as close to the incident as possible

• As soon as you are both ready – allow time to cool off and evaluate/prepare

• Location and context matter

• Also applies to residents/duty situations

TIMING

FREQUENCY

• Use feedback regularly to make sure it is well received!

• Includes both positive and negative

• Should take place every one-on-one

• Can be formal and informal

• Deal with excuses – respectfully.

• Make sure people can do what they say they will

• Ask them to summarize afterwards

• Send an email to summarize

• Bring up the topic in your next 1:1 to see how they are doing

• Inform your supervisor!

FOLLOW UP

• Have vision

• Be the leader

• Communicate with your supervisor

• Have effective one-on-ones

• Don’t be afraid of the awkwardness

• Remember that constructive criticism is a good thing!!

SUMMARY

CASE STUDY 1

Lately you have noticed that Neville seems very disconnected from the staff. He is quiet during staff meetings and mentioned that he has just been feeling “off” lately. All of his major RA responsibilities have been complete on time but he keeps 1:1s short and does not seem to want to share.• - What do you do?

CASE STUDY 2

Sean is a 2nd year RA who has a great reputation, but lately his program planning has been slacking. He had a pizza party, cookie decorating night, and is planning a pancake breakfast for the next program. For the cookie decorating program, he said he would include cooking tips and allow the residents to take part in the cooking, but when you arrived, everything was already made.– How would you approach this RA? How would

you get them to think differently about future programs?

CASE STUDY 3

Josh is extremely friendly and helpful. His residents love him as he is always on the floor or at dinner with residents or other RAs. He handles situations on duty calmly and had a great service program that raised $100 for Catholic Charities. However, his program proposals are ALWAYS late and he is always 5 minutes late to meetings. Other RAs have had to call him at times to remind him of staff commitments.– How would you approach Josh? In what ways can you offer

solutions?