Like SAND Through the Hourglass
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Transcript of Like SAND Through the Hourglass
S.A.N.D.Student Appreciation:
Nurturing & Developing
Presented byMathew Gregory and Natalie Munoz
Goals of this Presentation
• To understand the theories and research that exist around motivation and staff development.
• To reflect on and share your own motivational tools and staff development techniques.
• To implement S.A.N.D. to fulfill the needs of your staff.
About Stony Brook’s Campus Residences
• Twenty-six residence halls grouped into six quads offering specialized housing options
• Three on-campus apartment complexes• Over 9,500 students in housing and
approximately 220 Resident Assistants
Natalie’s Staff
• Manages 3 Upperclassman/Graduate Apartment Buildings
• Supervises 450 students and 9 Resident Assistants
Matthew’s Staff
• Manages a corridor style residence hall with over 280 undergraduate residents
• Supervises 6 Resident Assistants• Academic College Theme of Information and
Technology Studies
Current Student Staff Development Practices at
SBU• Undergraduate College Themes• Student Employee Learning Outcomes– Personal Development
• 360⁰ Evaluations with Student Staff– Professional Development• Community Development/Activities Planner• Administrative• Helper• Limit Setter• Overall Staff Member
What Do You Do…
• with your staff to motivate them?• with your staff to appreciate them?
What is S.A.N.D?
• A motivational tool• A team building exercise• An opportunity for student staff to assess their
professional development needs on a weekly basis
How To Set Up S.A.N.D.
• Purchase glass jars and different colors of sand• Determine goals and/or mission of your
university or department• Assign a color of sand to each goal• At each staff meeting allow students to
nominate themselves and/or their staff members for accomplishing one of the goals
• As students are nominated fill their jar with the correlating color of sand.
History of S.A.N.D.
An organization
elicits the performance it rewards.
-Diane Hodges
What is a Competency?
• The term competency implies a level of understanding and confidence that must be reached before one can hope to perform at a satisfactory level.
ACPA Professional Competencies
• Advising and Helping• Assessment, Evaluation, and Research• Ethics• Legal Foundations• Leadership and Management/Administration• Pluralism and Inclusion• Student Learning and Development• Teaching
ACPA CompetenciesAdvising and Helping
Assessment, Evaluation and Research
Ethics
Legal Foundations
Leadership and Management/Administration
Pluralism and Inclusion
Student Learning and Development
Teaching
S.A.N.D.Compassionate
Purposeful
Virtuous
Diplomat
Leader
Includer
Educator
S.A.N.D. Competencies
“Keep it Simple”
ACPA Competency• Advising & Helping– Application of theories
and skills related to providing support, direction, feedback, critique, and guidance to individuals and groups.
S.A.N.D. Competency• Compassionate– A student staff member
who builds meaningful relationships. They establish healthy, mutually beneficial relationships with other staff members and residents.
“Keep it Simple”
ACPA Competency S.A.N.D. Competency• Virtuous– A staff member that
demonstrates humanitarianism. They understand, appreciate, and promote service learning while upholding all policies and following proper procedures.
• Ethics– The ability to assess
daily activities from an ethical perspective, as well as understanding and applying ethical standards to one’s work
ACPA Competency• Leadership & Management
Administration– Influencing, motivating,
and enabling others to contribute toward the effectiveness and success of their organization… deployment of resources to advance mission, goals, initiatives.
S.A.N.D. Competency• Leader– A student staff member
who demonstrates effective leadership. They are skilled in guiding and assisting their staff, peers, and community in meeting goals.
“Keep it Simple”
“Keep it Simple”ACPA Competency
• Assessment, Evaluation & Research– Design and
implementation of quantitative and qualitative techniques and tools focused on student learning and satisfaction…and other emergent issues
S.A.N.D. Competency• Purposeful– A student staff member
who appreciates the application of theory to practice. Identifies a need/learning outcomes and evaluates process
“Keep it Simple”
ACPA Competency• Pluralism & Inclusion– An understanding and
valuing of diverse groups and views, civic engagement, and social responsibility.
S.A.N.D. Competency• Includer– A student staff member
who understands and appreciates cultural and human differences. They encourage multiculturalism and cross-cultural interaction
“Keep it Simple”
ACPA Competency S.A.N.D. Competency• Diplomat– A student staff member
who is the peacemaker. They incorporate the ethical reasoning into action and appropriately challenge the unfair, unjust, or uncivil behavior of other individuals or groups.
• Legal Foundations– The ability to assess
daily activities from a legal perspective as well as understanding and applying knowledge of legal issues to one’s work environment and relationships.
“Keep it Simple”
ACPA Competency S.A.N.D. Competency• Educator– A student staff member
who understands their role in student learning and development. They thrive on sharing newly learned information with others.
• Teaching – Knowledge and understanding
of concepts and principles of teaching, learning, and training theory and how to apply them to improve student affairs practice
• Student Learning and Development– Knowledge and understanding
of concepts and principles of student development and student learning theories.
“Keep it Simple”
• Supervisor Recognition–This award is specifically from the RHD
regarding things that may not exactly fit into a S.A.N.D. category, but is deserving of recognition.
S.A.N.D. Demonstration
Theory Concepts Behind S.A.N.D.
Theoretical Concepts
• Professional Development–Assessment of Needs (McClelland, 1985)–Motivation (Carpenter)
• Positive Reinforcement (Pavlov, 1890)• Staff Development–Challenge and Support (Sanford, 1967)
• Staff Dynamics (Tuckman, 1965)
Professional Development:Assessment of Needs
(McClelland, 1985)
• The need for achievement (n-ach)
• The need for authority and power (n-pow)
• The need for affiliation (n-affil)
Student Appreciation: Nurturing & Developing
Professional Development:
Motivation (Carpenter)Dimensions Occupation Profession
Theory, intellectual Absent Present
Relevance to social values Not relevant Relevant
Training period Short Long
Non-specialized Specialized
Involves things Involves symbols
Subculture Subculture
Unimportant Important
Motivation Self-interest Service
Autonomy Absent Present
Commitment Short term Long term
Sense of Community Low High
Code of Ethics Underdeveloped Highly developed
Source: D. Stanley Carpenter, Student Services: A Handbook for the Profession
Reinforcement Methods (Pavlov, 1890)
Source: Principles of Management and Organizational Behavior by Bauer, Carpenter, and Erdogan
Challenge and Support (Sanford, 1967)
Staff Dynamics (Tuckman, 1965)
• Forming• Storming• Norming• Performing• Adjourning
Source: "Bruce Tuckman's 1965 Forming Storming Norming Performing team development model"
RESULTS
Pre-Test Results & Feedback
Strongly Agree
Agree Agree Slightly
Neutral Disagree Slightly
Disagree Strongly Disagree
0
0.5
1
1.5
2
2.5
3
3.5
7 Being purposeful is an important aspect of the RA position
13 Being an educator is an important aspect of the RA position
14 I feel competent in my ability to educate others
Post-Test Results & Feedback
Strongly
Agree
Agree
Agree Sl
ightly
Neutral
Disagre
e Sligh
tly
Disagre
e
Strongly
Disagre
e0
0.5
1
1.5
2
2.5
3
3.5
Post-Test Results
Being purposeful is an im-portant aspect of the RA position
Being an educator is an im-portant aspect of the RA position
I feel competent in my abil-ity to educate others
Qualitative Feedback
• 100% (11/11) of the Student Staff reported that SAND made them feel appreciated. – Peer Recognition-7– Contributes to a sense of caring among staff-2– Encouragement-1– Supervisor Recognition-1– Role Model-1
Qualitative Research• 100% reported that SAND contributed to their
understanding of their role as a Resident Assistant–Understand areas of improvement as a
Resident Assistant–Understand the different roles of the
Resident Assistant– Learn from their peers and gain valuable
knowledge
Qualitative Research
• 9 out of 11 Student Staff reported feeling motivated to fulfill a competency by participating in SAND.
• 1 out of 11 Student Staff reported feeling not motivated.
• 1 out of 11 Student Staff reported feeling internal motivation.
Qualitative ResearchStrengths Weaknesses
Awareness of strengths and weaknesses Modesty
Positively impacted staff dynamics Not willing to go above and beyond
Motivated to acquire new competencies Feeling of disappointment
Enhanced Staff Morale Non –enthusiastic staff member
Peer Recognition Limited staff relationships
Appreciation Students may feel they have a competency, but do not receive a nomination
Keepsake
Qualitative Feedback
• 10 out of 11 Student Staff reported that S.A.N.D. positively impacted their staff dynamics. – Appreciation has built community– Humor
Qualitative Feedback
• 10 out of 11 Student Staff reported that they enjoyed SAND. – Recognition-5– Fun-5– Challenge -1
• 1 out of 11 Student Staff reported mixed emotions.
Reflection
• Are any of your techniques/tools research based?• How do you assess your staff’s needs?• What steps can you take to ensure that
the needs of your staff are being met?
S.A.N.D.Giveaway!
Citations• Dweck, C.S. (2001). Resources in education. Philadelphia, PA: Psychology Pr.• McClelland, D.C. (1985). Human motivation. United States: Scott, Forseman
and Company.• Komives, S.R. , & Woodward, D.B. (2003). Student services. San Francisco,
CA: Jossey-Bass Inc Pub.• DeNisi, A.S., & Griffin, R.W. (2004). Human resource management. Boston,
MA: Houghton Mifflin Harcourt (HMH).• Evans, N.J., Forney, D.S., & Guid-DiBrito, F. (1998). Student development in
college. San Francisco, CA: Jossey-Bass.• Chickering, A.W., & Reisser, L. (1993). Education and identity. San Francisco,
CA: Jossey-Bass.• Yukl, G. (2006). Leadership in organizations. Upper Saddle River, NJ: Pearson
- Prentice Hall.• ACPA. About ACPA. Retrieved from http://www2.myacpa.org/au/index.php• Deluga, R.J., & Winters Jr., J.J. (1991). Why the Aggravation? Reasons
students become resident assistants, interpersonal stress, and job satisfaction. Journal of College Student Development, 32, 546-552.
• Bierman, S.E., & Carpenter, D.S. (1994). An Analysis of resident assistant work motivation. Journal of College Student Development, 35, 467-474.
• Tuckman, Bruce. (1965) Forming Storming Norming Performing team development model.