2. 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.
3. 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
4. Natalie’s Staff
• Manages 3 Upperclassman/Graduate
Apartment Buildings
• Supervises 450 students and 9 Resident
Assistants
5. 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
6. 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
7. What Do You Do…
• with your staff to motivate them?
• with your staff to appreciate them?
8. 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
9. 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.
10. History of S.A.N.D.
An organization
elicits the
performance it
rewards.
-Diane Hodges
11. 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.
12. 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
13. S.A.N.D. Competencies
ACPA Competencies S.A.N.D.
Advising and Helping Compassionate
Assessment, Evaluation and Research Purposeful
Ethics Virtuous
Legal Foundations Diplomat
Leadership and Leader
Management/Administration
Pluralism and Inclusion Includer
Student Learning and Development Educator
Teaching
14. “Keep it Simple”
ACPA Competency S.A.N.D. Competency
• Advising & Helping • Compassionate
– Application of theories – A student staff member
and skills related to who builds meaningful
providing support, relationships. They
direction, feedback, establish healthy,
mutually beneficial
critique, and guidance
relationships with other
to individuals and
staff members and
groups. residents.
15. “Keep it Simple”
ACPA Competency S.A.N.D. Competency
• Ethics • Virtuous
– The ability to assess – A staff member that
daily activities from an demonstrates
ethical perspective, as humanitarianism. They
well as understanding understand, appreciate,
and applying ethical and promote service
learning while upholding
standards to one’s work
all policies and following
proper procedures.
16. “Keep it Simple”
ACPA Competency S.A.N.D. Competency
• Leadership & Management • Leader
Administration – A student staff
– Influencing, motivating, member who
and enabling others to demonstrates effective
leadership. They are
contribute toward the skilled in guiding and
effectiveness and success assisting their staff,
of their organization… peers, and community
deployment of resources in meeting goals.
to advance mission,
goals, initiatives.
17. “Keep it Simple”
ACPA Competency S.A.N.D. Competency
• Assessment, Evaluation & • Purposeful
Research
– A student staff member
– Design and who appreciates the
implementation of application of theory to
quantitative and practice. Identifies a
qualitative techniques need/learning outcomes
and tools focused on and evaluates process
student learning and
satisfaction…and other
emergent issues
18. “Keep it Simple”
ACPA Competency S.A.N.D. Competency
• Pluralism & Inclusion • Includer
– An understanding and – A student staff member
valuing of diverse who understands and
groups and views, civic appreciates cultural and
engagement, and social human differences. They
responsibility. encourage
multiculturalism and
cross-cultural interaction
19. “Keep it Simple”
ACPA Competency S.A.N.D. Competency
• Legal Foundations • Diplomat
– A student staff member
– The ability to assess who is the peacemaker.
daily activities from a They incorporate the
legal perspective as well ethical reasoning into
as understanding and action and appropriately
applying knowledge of challenge the unfair,
unjust, or uncivil behavior
legal issues to one’s of other individuals or
work environment and groups.
relationships.
20. “Keep it Simple”
ACPA Competency S.A.N.D. Competency
• Teaching • Educator
– Knowledge and understanding – A student staff member
of concepts and principles of
teaching, learning, and training
who understands their
theory and how to apply them role in student learning
to improve student affairs and development. They
practice thrive on sharing newly
• Student Learning and Development
learned information with
– Knowledge and understanding
of concepts and principles of
others.
student development and
student learning theories.
21. “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.
24. 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)
25. 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)
26. 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
27. Reinforcement Methods
(Pavlov, 1890)
Source: Principles of Management and Organizational Behavior by Bauer, Carpenter, and Erdogan
31. Pre-Test Results & Feedback
3.5
3
7 Being purposeful is an
important aspect of the RA
position
2.5
2
13 Being an educator is an
important aspect of the RA
1.5
position
1
0.5 14 I feel competent in my
ability to educate others
0
Strongly Agree Agree Neutral Disagree Disagree Strongly
Agree Slightly Slightly Disagree
32. Post-Test Results & Feedback
3.5 Post-Test Results
3
Being purposeful is an
2.5 important aspect of the RA
position
2
1.5
Being an educator is an
1 important aspect of the RA
position
0.5
0
I feel competent in my
ability to educate others
33. 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
34. 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
35. 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.
36. Qualitative Research
Strengths 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
37. Qualitative Feedback
• 10 out of 11 Student Staff reported that
S.A.N.D. positively impacted their staff
dynamics.
– Appreciation has built community
– Humor
38. 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.
39. 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?
41. •
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.
Notas do Editor
Before we start what would you like to learn from this presentation….
Mid YearWhere are you at?What are you strong at?What can you be strengthening?AnnualWhere were you and where are you now?Did you overcome any obstacles?What areas can you improve on/maintain?
Discuss paying attention to the little things….remember how when I was an RA, I burnout easily, SAND was created to appreciate the positive interactions…
The need for achievement (n-ach)The n-ach person is 'achievement motivated' and therefore seeks achievement, attainment of realistic but challenging goals, and advancement in the job. There is a strong need for feedback as to achievement and progress, and a need for a sense of accomplishment.The need for authority and power (n-pow)The n-pow person is 'authority motivated'. This driver produces a need to be influential, effective and to make an impact. There is a strong need to lead and for their ideas to prevail. There is also motivation and need towards increasing personal status and prestige.The need for affiliation (n-affil)The n-affil person is 'affiliation motivated', and has a need for friendly relationships and is motivated towards interaction with other people. The affiliation driver produces motivation and need to be liked and held in popular regard. These people are team players.
Motivation:The Occupational-Professional Model
“Positive reinforcement is anything that occurs after a behavior that increases the likelihood that the behavior will reoccur.” This reinforcement can be a supportive word, such as “good job on that group project,” or an extrinsic reward such as candy or extra recess time. At the beginning of every school day, start the day off on a supportive note. Look for a student that is following directions well and praise this student instead of reprimanding the students that are disruptive or noisy. I feel this tip is helpful, because perhaps the misbehaving students will observe the praise a student that behaves is receiving and follow suit. Reinforcement TheoryReinforcement theory is based on the work of Ivan Pavlov on behavioral conditioning and the later work of B. F. Skinner on operant conditioning.[368] According to reinforcement theory, behavior is a function of its outcomes. Imagine that even though no one asked you to, you stayed late and drafted a report. When the manager found out, she was ecstatic and took you out to lunch and thanked you genuinely. The consequences following your good deed were favorable, and therefore you are more likely to demonstrate similar behaviors in the future. In other words, your taking initiative was reinforced. Instead, if your manager had said nothing about it and everyone ignored the sacrifice you made, you are less likely to demonstrate similar behaviors in the future.Reinforcement theory is based on a simple idea that may be viewed as common sense. Beginning at infancy we learn through reinforcement. If you have observed a small child discovering the environment, you will see reinforcement theory in action. When the child discovers manipulating a faucet leads to water coming out and finds this outcome pleasant, he is more likely to repeat the behavior. If he burns his hand while playing with hot water, the child is likely to stay away from the faucet in the future.Despite the simplicity of reinforcement, how many times have you seen positive behavior ignored, or worse, negative behavior rewarded? In many organizations, this is a familiar scenario. People go above and beyond the call of duty, yet their actions are ignored or criticized. People with disruptive habits may receive no punishments because the manager is afraid of the reaction the person will give when confronted. Problem employees may even receive rewards such as promotions so they will be transferred to a different location and become someone else’s problem. Moreover, it is common for people to be rewarded for the wrong kind of behavior. Steven Kerr has labeled this phenomenon “the folly of rewarding A while hoping for B.”[369] For example, a company may make public statements about the importance of quality. Yet, if they choose to reward shipments on time regardless of the amount of defects contained in the shipments, employees are more likely to ignore quality and focus on hurrying the delivery process. Because people learn to repeat their behaviors based on the consequences following their prior activities, managers will need to systematically examine the consequences of employee behavior and make interventions when needed.Reinforcement InterventionsReinforcement theory describes four interventions to modify employee behavior. Two of these are methods of increasing the frequency of desired behaviors, while the remaining two are methods of reducing the frequency of undesired behaviors.
Theory of Support & Challenge: Sanford, 1967Sanford developed his theory for student development based on a balance of challenge and support. Too much support with too little challenge creates a comfortable environment for the student, where little development is possible. However, too little support with too much challenge makes development an impossible and negative experience.
Forming: What you get when you put a bunch of strangers in a room together: polite, superficial, neutral, non-invasive conversation about inoffensive topics such as weather. People get to know each other at a safe distance. Some personal information is cautiously volunteered. Roles and responsibilities are unclear. The team members don't really know what the team's aims are, other than what they have been told. A leader must give direction and answer lots of question during this stage. Storming: People get to know each other, and get close enough to occasionally get too close. People's comfort zones are challenged as a safe distance is established. Cliques and factions may form, and the appointed leader may be challenged. A pecking order is hammered out and people jostle for status and to find niches for themselves, and define their specialities. If there are powers struggles, this is when they will be. Decisions do not come easily. The team's aims become clearer to individual team members, but there may be disagreements or differences of approach. A leader may need to set expectations of suitable behaviour. Norming: If the storming issues are resolved, consensus is reached, and the social structure becomes stable. Trust deepens, norms coalesce, expectations are named and negotiated, bonding occurs, in-jokes are established and people feel comfortable with each other and their roles and responsibilities in the team. Team members learn each other's strengths and weaknesses. Mostly there is now there is agreement. Where there isn't, facilitation generally works. Socialisation, having fun together, blossoms at this stage. Performing: The team works together without friction. The level of efficiency may be less than it could be, depending on what happened in the last two stages, but it is consistent, and higher than it was while storming conflicts were consuming energy. Members know each other's strengths and weaknesses. Loyalty is a benefit of this stage. Disagreements can generally be resolved within the team. At this stage, teams can work mostly autonomously, with members understanding not only what they should be doing, but also why. Hopefully they can also use the why as a guideline, to vary what they do in response to changing circumstances. Later on, a fifth stage, Adjourning was added. I don't know much about it, but turiya adds: "Adjourning was added because every team/group eventually ends. A good leader/facilitator will make sure there's some kind of proper closing, as people do mourn the ending of groups, even those focused on inane tasks."
Numbers may not add up if Ras expressed multiple ways of feeling appreciated.