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Preventative burnout measures for RAs on college campuses: an innovation study
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Preventative burnout measures for RAs on college campuses: an innovation study
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Content
Preventative Burnout Measures for RAs on College Campuses: An Innovation Study
by
Patricia Allison Mendoza Lyczkowski
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December, 2020
© Copyright by Patricia Allison Mendoza Lyczkowski 2020
All Rights Reserved
The Committee for Patricia Allison Mendoza Lyczkowski certifies the approval of this
Dissertation
Emily Sandoval
Alan Green
Kenneth Yates, Committee Chair
Rossier School of Education
University of Southern California
2020
Abstract
This study conducted a needs’ analysis to examine the knowledge, motivation, and
organizational factors necessary to create an innovative wellness program for resident assistants
in Residential Life at Pacific Ocean University (a pseudonym). The Clark and Estes (2008) gap
analysis problem-solving framework revealed the assets and needs of Residential Life. Mixed
methods were utilized to collect survey data from 13 participants and interview data for five
participants. Survey results and interview findings revealed a need to provide professional staff
with models of peer departments that successfully identify resident assistant position stressors.
There is also a need to increase staff confidence in the understanding of preventive burnout
measures. Finally, there is a need to provide professional staff with the support, resources, and
culture to implement the wellness program. The data revealed that 61.54% of participants only
slightly agreed that current departmental culture motivates professional staff to implement
practices that prevent burnout. Coupled with interview findings, this revealed that the required
departmental culture to best support resident assistants is currently not in place.
Recommendations for the department to implement a wellness program are made. The New
World Kirkpatrick Model (2016) was used to create an implementation and evaluation plan to
measure the effectiveness of this new program. This study may be useful for other Residential
Life departments to best support the wellness of resident assistants.
iv
Dedication
To my family, this achievement is for all of us.
To my favorite pups, Lunabear, Jake, and Rory.
To my stepfather, Rommel, a hardworking and devoted father and husband. I am inspired by
your work ethic and unconditional love for our family.
To my brothers, Joey and Nico. There is nothing more I enjoy in the world than being your
sister. Being away from you both has been challenging over the last few years, especially during
the course of this program and the writing process. As you continue to grow up (so quickly and
too quickly), I am so grateful for our FaceTime calls, texts, Christmas mornings, laughs, and
airport pickups. Sorry I took all the brainy genes.
To my mom, Marissa. Thank you for all of your sacrifices. I admire your courage in
immigrating to a new country, perseverance during tumultuous times, commitment to provide for
our loved ones, and adamancy in knowing your value and what you deserve. Your sacrifices
have paved the way for our successes.
To my Mama and Papa. I love you both so much. Mama, you are the woman who instilled in
me a passion and love for education and to be educated. You are my first and favorite educator.
I will always remember the smell of your perfume, the touch of your jewelry, the taste of your
cooking, and the sound of your voice. I have always tried to make you proud and I will never
stop trying.
v
Acknowledgements
To my wonderful committee, Dr. Kenneth Yates, Dr. Alan Green, and Dr. Emily
Sandoval.
Dr. Yates, you are a real one. Thank you for the weekly phone calls, Zoom office hours,
and constant guidance. I know you always said to ping you with small sections at a time, so
thank you for letting me get away with pinging you with pages at a time. At least we can say that
your morning cup of coffee was never lonely. Your devotion to me and all of your students is
unparalleled. Without you, this achievement would not be possible. I will miss our check-ins,
laughs, and of course, your infamous Hawaiian shirts.
Alan, thank you for your continued support. It has always been a pleasure to work with
you in a professional capacity. I am grateful that we have our academic experiences as well.
Thank you for your accessibility as well as your wisdom in this process.
Emily, thank you for supporting me in my professional and academic journey. Who
would have thought that four years after a TPE interview in Indianapolis that we would be here?
Thank you for role modeling excellence and compassion in our field. I am grateful that our paths
crossed.
USC Residential Education, thank you for taking a chance on a brand-new professional
from New Jersey. I am thankful for my colleagues, those that have come and gone and those that
are still here. To all of the students I have worked with over the last few years, thank you for
your impact. I am privileged to have learned, grown, laughed, befriended, and been in an
awesome band with you.
vi
Table of Contents
Abstract iv
Dedication v
Acknowledgements vi
List of Tables x
List of Figures xii
Chapter One: Introduction 1
Background of the Problem 2
Importance of Addressing the Problem 3
Organizational Context and Mission 4
Organizational Performance Status/Need 5
Organizational Performance Goal 6
Description of the Stakeholder Groups 7
Stakeholders Groups’ Performance Goals 8
Stakeholder Group for the Study 9
Stakeholder Critical Behaviors 10
Purpose of the Project and Questions 10
Conceptual and Methodological Framework 11
Definitions 11
Organization of the Study 12
Chapter Two: Review of the Literature 13
Influences on the Problem of Practice 13
The Experience of College Students in the United States 14
College Resident Assistant Leaders 17
Residential Life’s Role in RA Wellness 21
vii
Conceptual Framework 27
Stakeholder Knowledge, Motivation, and Organizational Influences 27
Chapter Three: Methodology 34
Purpose of the Project and Questions 44
Conceptual and Methodological Framework 44
Assessment of Performance Influences 45
Participating Stakeholders and Sample Selection 60
Instrumentation 61
Data Collection 62
Data Analysis 64
Trustworthiness of Data 64
Role of Investigator 65
Limitations 65
Chapter Four: Results and Findings 66
Participating Stakeholders 67
Determination of Assets and Needs 67
Results and Findings for Knowledge Causes 68
Results and Findings for Motivation Causes 80
Results and Findings for Organization Causes 88
Summary of Validated Influences 98
Chapter Five: Recommendations and Evaluation 103
Purpose of the Project and Questions 103
Recommendations to Address Knowledge, Motivation, and Organization
Influences
103
Summary of Knowledge, Motivation, and Organization Recommendations 123
Integrated Implementation and Evaluation Plan 124
viii
Summary of the Implementation and Evaluation 140
Limitations and Delimitations 141
Recommendations for Future Research 142
Conclusion 143
References 145
Appendix A: 153
Appendix B: 160
Appendix C: 163
Appendix D: 164
ix
List of Tables
Table 1: Organizational Mission, Global Goal, and Stakeholder Performance
Goals
8
Table 2: Summary of Assumed Knowledge Influences on Stakeholders Ability to
Achieve the Performance Goal
33
Table 3: Summary of Assumed Motivation Influences on Stakeholder’s Ability
to Achieve the Performance Goal
37
Table 4: Summary of Assumed Organization Influences on Stakeholder’s Ability
to Achieve the Performance Goal
41
Table 5: Summary of Knowledge Influences and Method of Assessment 48
Table 6: Summary of Motivation Influences and Method of Assessment 55
Table 7: Summary of Organization Influences and Method of Assessment 58
Table 8: Survey Results for Factual Knowledge of Resident Assistant Wellness
Program
68
Table 9: Survey Results for Conceptual Knowledge of Resident Assistant
Wellness Program
70
Table 10: Survey Results for Conceptual Knowledge of Resident Assistant
Wellness Program
71
Table 11: Survey Results for Conceptual Knowledge of Resident Assistant
Wellness Program
73
Table 12: Survey Results for Procedural Knowledge of Resident Assistant
Wellness Program
74
Table 13: Survey Results for Procedural Knowledge of Resident Assistant
Wellness Program
75
Table 14: Survey Results for Procedural Knowledge of Resident Assistant
Wellness Program
77
Table 15: Survey Results for Metacognitive Knowledge of Resident Assistant
Wellness Program
79
Table 16: Survey Results for Value in Residential Life responsibilities 80
Table 17: Survey Results for Self-Efficacy in implementation of RA Burnout
Prevention Measures
84
x
Table 18: Survey Results for Positivity in integration of wellness components in
RA Selection, Training, and Supervision
85
Table 19: Survey Results for Interest in integration of wellness components in
RA Selection, Training, and Supervision
87
Table 20: Survey Results for Resources (Staff) Related to Implementation of
RA Wellness Program
88
Table 21: Survey Results for Resources (Time) Related to Implementation of
RA Wellness Program
89
Table 22: Survey Results for Alignment of RA Recruitment Process to
Components of RA Wellness Program
91
Table 23: Survey Results for Alignment of Departmental Emergency Response
to Components of RA Wellness Program
93
Table 24: Survey Results for Alignment of Departmental Supervisory Practices
to Components of RA Wellness Program
95
Table 25: Survey Results for Cultural Setting at Residential Life at Pacific
Ocean University (POU)
96
Table 26: Knowledge Assets or Needs as Determined by the Data 98
Table 27: Motivation Assets or Needs as Determined by the Data 100
Table 28: Motivation Assets or Needs as Determined by the Data 101
Table 29: Summary of Knowledge Influences and Recommendations 104
Table 30: Summary of Motivation Influences and Recommendations 111
Table 31: Summary of Organization Influences and Recommendations 116
Table 32: Outcomes, Metrics, and Methods for External and Internal Outcomes 126
Table 33: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 128
Table 34: Required Drivers to Support Critical Behaviors 129
Table 35: Evaluation of the Components of Learning for the Program. 137
Table 36: Components to Measure Reactions to the Program 138
xi
List of Figures
Figure 1: Clark and Estes (2008) Gap Analysis Model 45
xii
1
Chapter One: Introduction
Although institutions of higher education continue to change, the experience of attending
college is consistently, chronically stressful (MacGeorge et al., 2005). Stress can negatively
affect persistence for college first-years in particular (Perrine, 1999; Zhang & RiCharde, 1998).
It can also negatively influence GPA and therefore continued enrollment at institutions of higher
education (Zajacova et al., 2005). Finally, stress is a factor that can result in burnout, a concept
that profoundly influences college students. While burnout impacts college students in general,
those that serve in leadership capacities such as the resident assistant role are also particularly
vulnerable to stress (Fuehrer & McGonagle, 1988).
Resident assistants are student leaders that can help the students in their communities
relieve stress. Tasked with meaningful community building, resident assistants become mentors
to their residents and often provide advice and support to reduce stress. Additionally, resident
assistants participate in departmental training in which they learn about campus services and
programs that can help college students reduce their stress levels. This ranges from encouraging
residents to use the services at the health centers and fitness facilities to scheduling an
appointment at counseling services. Finally, resident assistants are also responsible for
implementing community events which are oftentimes programs that are low-risk and include
activities and refreshment.
While resident assistants are directly benefiting their residential populations through their
leadership, resident assistants themselves still experience stress. In addition to being students
themselves, they also invest a great deal of time and energy in serving others that need
assistance. The additional responsibilities of a high-touch position can result in stress and
burnout. Preventative programs and measures to combat burnout from a departmental level can
2
assist resident assistants as they navigate the academic year. However, such efforts may not be
prioritized or commonplace. When resident assistant burnout is not considered, these student
leaders may be less likely to achieve optimal personal and academic success and less likely to
develop the inclusive communities they were selected to create. Therefore, this study examines
an innovative approach to preventing burnout among the resident assistants.
Background of the Problem
There is a growing amount of literature that focuses on college student stress and its
resulting behaviors (Cushman & West, 2006). One such behavior is the increase in stress.
Stress, or a stimulus that can either positively or negatively impact an individual, is one factor
that can contribute to burnout experienced by students. Past studies have indicated that between
75%-80% of college students are moderately stressed and 10%-12% are severely stressed.
College students that reported increased levels of stress have pinpointed various causes of stress
to academic, extracurricular, financial, and relational sources (Pierceall & Keim, 2007; Pryor et
al., 2010). A team of Harvard Medical School researchers also examined results conducted by
the American College Health Association-National College Health Assessment in spring 2015.
The results reported that three out of four students reported at least one stressful life event in the
past year. Moreover, over 20% of participants reported six or more stressful events in the past
year. Reported events were either a result of or took place during time in college or university
(Younghans, 2018). Experiences of stress can result in college burnout. Burnout is negatively
related to students’ academic performances and it is also a predictor of decreased mental health.
Burnout also heavily impacts students’ abilities to learn and therefore limits academic success in
the classroom (Saville et al., 2018). Examining the various subpopulations of college students, a
few populations in particular are at a greater risk of burnout.
3
College student volunteers and leaders are two specific populations that devote their time
and talents to benefit others. Due to the additional time and energy expended, these college
student subpopulations may experience a greater risk of burnout than others (Kao, 2009).
Resident assistants are among college campuses’ most popular and well-known student leaders
and volunteers. These students are responsible for creating inclusive communities through
facilitation of intentional interactions, educational programming, and emergency response.
Although a position of student leadership, the resident assistant role is similar to other service-
oriented positions such as those in education, social services, and nursing. Resident assistants
also work with large numbers of people and under straining circumstances at times. As a result,
resident assistants may experience burnout that impacts wellness and retention to the position
(Stoner, 2017). This concern is two-fold as the burnout of resident assistants can impact
Residential Life’s mission to create safe and inclusive residential spaces for the populations they
directly serve. Moreover, burnout of resident assistants impacts the resident assistants
themselves as it can interfere with their abilities to achieve personal and academic success while
enrolled in higher education (Hardy & Dodd, 1998).
Importance of Addressing the Problem
The problem of burnout among resident assistants in the college or university setting is
important to solve for a variety of reasons. As a result of being more susceptible to emotional
exhaustion, depersonalization, and reduction of personal and academic accomplishment, resident
assistants are impacted in many ways. Namely, personal wellness, persistence in the resident
assistant role, and overall position performance. Literature has shown, however, that resident
assistant burnout can be reduced if residential education or residential life staff members
seriously consider preventative measures to do so (Hardy & Dodd, 1998). Examples include the
4
development of workshops to proactively manage stress and restructure of departmental
processes including emergency response to reduce negative effects of protocol for when resident
assistants serve on emergency response rotation and may be privy to serious concerns
(McCarthy, 2019). Without more thoughtful measures that consider potential burnout, resident
assistants may continue to experience unsustainable levels of stress in addition to stress
experienced as a result of academics and other pertinent aspects in college life. Burnout
experiences not only impact the resident assistants themselves, but they can also impact the
resulting community that the resident assistant is responsible for creating. As these student
leaders are oftentimes responsible for supporting and mentoring anywhere between twenty to
fifty residents, these students' college transitions and experiences may also be compromised.
Organizational Context and Mission
Residential Life (a pseudonym; RL) is a university office within the Division of Student
Affairs at Pacific Ocean University (a pseudonym; POU). Similar to other campus offices
including the four major Cultural Centers, Student Health, Greek Affairs, and Campus Programs,
RL has a direct influence on students. RL provides support to both undergraduate and graduate
students in order to produce a meaningful residential experience. This experience is rooted in
educational programming, referral to resources, and presence of emergency response to secure a
safe living space. The mission of Residential Life is to support the holistic development of
community members. RL seeks to produce inclusive communities that promote the personal and
academic success of its residents. In order to actualize this mission, RL staff is composed of
various levels including resident assistant staff, professional staff, and upper-level leadership.
Currently, RL is composed of 21 professional staff members, 11 identified as male and 10
identified as female. The resident assistant cohort is composed of 206 students, 89 identified as
5
male and 117 identified as female. Resident assistants are either undergraduate or graduate
students, and range from the age of 18 to 27. The purpose of the 21 professional staff is to
directly support the 206 resident assistants as they are the frontline of assistance to the 10,000
students that reside in residential communities.
Organizational Performance Status/Need
In order to fulfill its mission and continue fostering a safe, educational, and meaningful
residential experience for 10,000 residents, it is imperative that Residential Life creates and
implements preventative measures to eliminate burnout experienced by the resident assistant
staff. As the resident assistants serve as the most immediate touchpoint to this large volume of
students, Residential Life departmental staff must administer all necessary steps in order to
support resident assistants in this role. Failure to do so can result in the compromised retention
of resident assistants and diminished academic and personal successes of students that serve in
the resident assistant position. Hetherington et al. (1989) administered the Maslach Burnout
Inventory and found that lower personal accomplishment scores were associated with diminished
levels of peer support, reduced levels of positive temperament, and fewer hours devoted to
campus involvement. If there are fewer resident assistants serving and/or if resident assistants
are struggling to achieve academic and personal successes, this may result in a reduced
residential experience for students that live in the communities. After all, the resident assistant
presence can produce several positive results including increased personal development of
residents and elevated academic performance (Arboleda et al., 2003; Stassen, 2003). Many
residents who may rely on the resident assistant for community building, resource sharing, and
peer mentorship may not gain access to a residential community that encourages social
integration and campus involvement (Astin, 1999). As a result, the departmental mission of
6
Residential Life could not be actualized. Therefore, the department needs to implement
preventative measures to eliminate resident assistant burnout. Such measures can be employed
prior to recruitment, during on-boarding, and throughout supervision of resident assistants during
the academic year. Currently, existing methods are few and/or limited in their success. This
research and the current status within the organization provide the rationale for this innovation
study.
Organizational Performance Goal
The Residential Life department at POU has established the goal that by February 2022,
Residential Life will implement an innovative wellness program for resident assistants. This
goal will involve aspects including review of current recruitment practices, resident assistant
onboarding processes, ongoing supervision and training of these student leaders, and ongoing
communication with the upper-level leadership of Residential Life. The Residential Life staff
established this goal after an assessment was conducted with the 2018-2019 resident assistant
cohort in spring 2019. The assessment indicated areas that need improvement in order for
Residential Life to best support the resident assistant staff as they in turn support the residential
student population. The achievement of Residential Life’s goal in this matter will be measured
by staff retention rates in May 2023, the final month outlined in the resident assistant position
agreement. It is important for the organization to implement new preventive measures to
eliminate resident assistant burnout for several reasons. If the department is unable to do so, it
risks losing resident assistant staff. If resident assistants are lost throughout the course of an
academic year, the residential communities face a deficit of support and resources thus resulting
in lower quality residential experiences facilitated by Residential Life. A compromised
residential experience reflects the department’s ability to achieve its original mission statement.
7
Description of Stakeholder Groups
There are several stakeholders that contribute to the organizational goal. Residential Life
departmental staff collectively is the most influential stakeholder as they have the most impact
creating preventative burnout measures for the benefit of the organization's resident assistants.
Residential Life staff directly creates and oversees the processes that recruit, onboard, supervise,
and develop the resident assistants. Such processes can provide avenues for preventative
measures to be implemented. The Division of Student Affairs is the larger, structural framework
that houses Residential Life. The Division can provide various resources including additional
financial and staff support in order to help create preventative measures. In addition, the
Division of Student Affairs can serve as a direct connection to higher university leadership,
including the President’s Cabinet, in case additional support was requested or required to enact
change. Outside of larger structures, faculty in residence hired by Residential Life are also
stakeholders that contribute to the organizational goal. Faculty in Residence directly work with
resident assistants in order to build community through intentional interactions and program
development. While much interaction between the two groups mostly involves residents, Faculty
in Residence have a wealth of experience from their respective fields and areas of research. This
knowledge could contribute to the development of the most effective means to create
preventative burnout measures.
Residential Life staff was selected as the stakeholder of focus because staff of this
department have the most direct impact on resident assistants. Staff incorporate the
organization’s mission through everyday practice in that it is through the development of, and
the partnership with, resident assistants that optimal residential experiences are created. By
February 2022, Residential Life staff will implement at least three new preventative burnout
8
measures. This is a new initiative. While resident assistant burnout has been considered, these
student leaders still experience a certain degree of burnout while serving. Table 1 describes the
mission and the stakeholder goals of Residential Life. The mission of the organization is rooted
in university student success while the stakeholder goals are developed for specific campus
parties in mind that can further the overall mission. While there are several stakeholders that can
contribute to the achievement of the mission and respective organizational goal, the stakeholder
of focus is the staff of Residential Life as they have the most direct impact on the retention of
resident assistants.
Stakeholder Groups’ Performance Goals
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission of the organization is to foster inclusive communities that provide opportunities for
residential students to achieve personal and academic success in conjunction with other members
of the campus community.
Organizational Performance Goal
By February 2022, Residential Life will implement an innovative wellness program for
resident assistants.
Stakeholder 1
Division of Student Affairs
Stakeholder 2
Faculty in Residence
Stakeholder 3
Residential Life
Professional Staff
9
By October 2021, the Division
of Student Affairs, with
oversight of offices including
Campus Programs and Student
Health, will create one (1)
informal event specifically
created for resident assistants
to serve as an outlet from the
resident assistant position.
By August 2021, all Faculty in
Residence will produce and
facilitate one (1) interactive
presentation regarding stress
management during Resident
Assistant Student Leadership
Development summer training.
By March 2021,
Residential Life
professional staff
will implement a
resilience workshop
to include at least
three new
preventative burnout
measures through
the “Emerging RA
Development” or
ERAD onboarding
process conducted in
the spring semester.
Stakeholder Group for the Study
While the combined efforts of all aforementioned stakeholders will contribute to the
achievement of the organizational goal of implementing preventative measures to eliminate
resident assistant burnout, it is important to understand the resident assistant position intimately
and the potential factors that could lead to stress and overall burnout from serving in this type of
student leadership. Therefore, the stakeholders of focus for this study will be all Residential Life
professional staff. The stakeholders’ goal is that they will implement a resilience workshop
through the “Emerging RA Development” (ERAD) onboarding process that includes at least
three new preventative burnout measures. The ERAD process occurs on a yearly basis and takes
place after the newest cohort of resident assistants are selected. ERAD takes place during March
and its purpose is two-fold. First, to educate resident assistants on how their strengths, gathered
from completing the Strengths Quest Assessment, can be utilized in the resident assistant
position. Second, to learn more about the resident assistants as students so that they can be
placed in the appropriate residential community. Reviewing previous curricula of ERAD
demonstrate that Residential Life staff has not yet taken the opportunity to educate on topics
10
such as resilience, stress management, and more, topics that could combat potential onset of
positional burnout. The organizational goal is to implement an innovative wellness program for
resident assistants. The gap in performance, therefore, is 100%.
Stakeholder Critical Behaviors
The following are considered critical behaviors for the Residential Life professional staff:
1. Residential Life professional staff emphasize resilience and time management abilities
during the RA recruitment season.
2. Residential Life professional staff incorporate burnout prevention topics into
departmental training at least twice per academic year.
3. Residential Life professional staff emphasize wellness strategies as they supervise RAs
on a daily basis.
Purpose of the Project and Questions
The purpose of this project is to conduct a needs’ analysis in the areas of knowledge,
motivation, and organizational resources necessary to reach the organizational performance goal
of producing an innovative wellness program for resident assistants. The analysis will begin by
generating a list of possible needs and will then move to examining these systematically to focus
on actual or validated needs. While a complete needs’ analysis would focus on all stakeholders,
for practical purposes the stakeholder to be focused on in this analysis will be all Residential Life
professional staff including resident Directors, assistant directors, associate directors, and
director.
As such, the questions that guide this study are the following:
11
1. What are the knowledge, motivation, and organizational factors necessary to be
addressed by Residential Life staff in an innovative wellness program for resident
assistants?
2. What are the recommended knowledge, motivation, and organizational solutions to those
needs?
Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational goals and identify the gap between the actual performance level and the preferred
performance level within an organization, will be adapted for needs’ analysis as the conceptual
framework. The methodological framework is a qualitative case study with descriptive statistics.
Assumed knowledge, motivation and organizational needs will be generated based on personal
knowledge and related literature. These needs will be validated by using surveys, interviews,
literature review and content analysis. Research-based solutions will be recommended and
evaluated in a comprehensive manner.
Definitions
The following terms are used throughout this study:
● Stress: a stimulus that can positively or negatively impact an individual (Feldt, 2008).
● Burnout: A psychological syndrome of emotional exhaustion, depersonalization, and
reduced personal accomplishment (Maslach & Jackson, 1981).
● Residential Life: University office, located within the Division of Student Affairs, that is
responsible for the creation of safe, educational, and inclusive residential communities
(Inkelas et al., 2006).
● Resident Assistant: Undergraduate or graduate student leader under Residential Life. A
resident assistant or RA is responsible for working directly with anywhere between 20-65
residents. Acting in a variety of capacities, RAs are charged with implementing a
Residential Curriculum Approach, providing resources and services to residents,
engaging in emergency response, and maintaining positive working relationships with
their direct supervisors (resident directors) and staff team (Manata et al., 2017).
12
● Residential Curriculum Approach: Intentional way of promoting learning in a residential
community. Rooted in developmental theory and research, the residential curriculum
approach is rooted in a department’s learning goals and objectives. The purpose of the
residential curriculum approach is to support the institutional mission in settings outside
of the classroom (Kerr et al., 2017).
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about resident assistant burnout.
The organization’s mission, goals and stakeholders as well as the initial concepts of gap analysis
adapted to needs analysis were introduced. Chapter Two provides a review of current literature
surrounding the scope of the study. Topics of college student stress, student leader burnout, and
potential solutions to eradicate burnout will be addressed. Chapter Three details the assumed
needs for this study as well as methodology when it comes to choice of participants, data
collection and analysis. In Chapter Four, the data and results are assessed and analyzed. Chapter
Five provides solutions, based on data and literature, for addressing the needs and closing the
performance gap as well as recommendations for an implementation and evaluation plan for the
solutions.
13
Chapter Two: Review of the Literature
College student leaders, including resident assistants, are a student subpopulation on
campus that may experience a greater risk of burnout compared to other students (Fuehrer &
McGonagle, 1988; Kao, 2009). The role of the resident assistant is pivotal to the mission of
Residential Life. Resident assistants are responsible for creating an educational and inclusive
community through mentorship, communication of campus resources, implementation of
educational programming, and participation in emergency response. If resident assistants
experience burnout, not only are they directly impacted in their abilities to achieve personal and
academic success, but the communities they are responsible for serving are jeopardized as well.
In this chapter, there will be a review of college student stress, college student burnout, and then
college student leader populations that may be more vulnerable to stress and burnout. Narrowing
the focus to resident assistants, the role of Residential Life professional staff will be reviewed
followed by the explanation of knowledge, motivation, and organizational influences’ lens used
in the study. The chapter will be completed with a presentation of the conceptual framework.
Influences on the Problem of Practice
Literature has indicated various aspects to consider when creating a resident assistant
wellness program. The success of a wellness program begins with the initial recruitment and
selection of the incoming resident assistant cohort. Jaeger and Caison (2006) found that the
expectations and responsibilities associated with the resident assistant position can create a
stressful environment. Therefore, the success of the resident assistant begins with the initial
selection. Incorporating an assessment of emotional intelligence during resident assistant
selection can pinpoint which candidates demonstrate higher degrees of emotional intelligence.
Emotional intelligence can benefit the resident assistants as they build community and navigate
14
the positional responsibilities. After students are selected and begin the onboarding process,
Residential Life’ staff can develop workshops that focus on stress management and prevent
burnout (Hardy & Dodd, 1998). Throughout the academic year, as resident assistants are fully
immersed in their role, professional staff can also have more productive supervisory
conversations as they can encourage resident assistants to redirect passion for helping others, a
popular reason to become a resident assistant, in the most appropriate way. This redirection
stems from literature that has shown that in order to reduce burnout during college, student
leaders should approach activities in a “harmoniously, passionate way” (Saville et al., 2018).
While the existing literature has produced a handful of thoughtful solutions to combat resident
assistant burnout, it is evident that additional research is necessary to put forward more current
and detailed practices that fit the needs of the present resident assistants.
The Experience of College Students in the United States
When students attend college, they must not only get their academic bearings, but they
must also establish where they will live. Students have the ability to live on campus in
residential halls, off-campus in privately-owned locations, or commute from home. Literature
has shown that on-campus residence promotes positive academic results. This is due to higher
levels of student involvement and engagement with the college (Astin, 1984; Chickering, 1971,
1974; Pascarella, 1984; Pascarella et al., 1994). Beginning with information on college student
stress and how unaddressed stress can produce burnout, this study focuses on the residential
experiences of college students. It will specifically focus on those that serve in leadership roles
in the residential communities, the resident assistants.
15
College Student Stress
College students experience high levels of stress and such trends continue to grow on
campuses (Castillo & Schwartz, 2013). One study found that there are six main factors that
contribute to stress levels including academic workload, outside influences, lack of internal
motivation, physical and mental healths, faculty attitudes and behaviors, and others. Outside
influences encompass family issues, financial hardships, and co-curricular activities (Cushman &
West, 2006). Another study found that an inverse relationship exists between student
perceptions of general life satisfaction and stress/anxiety. Students that identify as female are
also more likely to report stress in comparison to students that identify as male (Weinstein &
Laverghetta, 2009). College campuses can consider the factors that contribute to college student
stress. An increased awareness can equip stakeholders with the knowledge to make more
informed policies to combat growing mental health concerns, increase student perceptions of
general life satisfaction, and support student persistence (Castillo & Schwartz, 2013).
Professional staff should recognize the challenges associated with college student stress. If the
stress is not adequately addressed, stress on college campuses may result in burnout.
College Student Burnout
Burnout among college students can impact physical and mental well-being as well as
personal and academic success (Koeske & Koeske, 1991). It influences the ability of students to
learn in a classroom thereby limiting academic accomplishment (Kao, 2009). One tool to
identify burnout among college students is the Maslach Burnout Inventory, or the MBI. MBI
assesses the three components of burnout including emotional exhaustion, depersonalization, and
reduced personal accomplishment. The MBI traditionally assesses a group of people in a
particular organization. MBI is not designed nor intended for individual assessment (Maslach et
16
al., 1996). Stakeholders on a college or university campus can utilize this tool to determine the
burnout levels of groups of individuals. The results of the MBI assessment can gauge current
levels of burnout, if applicable. The MBI is one measure to capture burnout on college
campuses. Such information can be used to ideate best practices to support college students.
College Student Burnout Prevention
There are various methods to prevent burnout among college students. University
stakeholders can first operate on a microlevel and focus on how students perceive their workload
demands. These include personal, academic, and co-curricular obligations. University agents
can then take steps to modify the student perception process. For example, college students can
be encouraged to reassess their individual demands and can also be discouraged to implement
negative emotion-focused coping strategies (Alarcon et al., 2011). One study found that when
individuals engage in reflection, a positive emotion-focused coping strategy, they are more aware
of their needs in a given setting. Remaining cognizant of one’s personal needs can contribute to
personal wellness and therefore reduce potential burnout (Fearon & Nicol, 2011). This
demonstrates that student burnout is not necessarily associated with specific workloads. Burnout
is instead linked to the perception of a student’s workload and their abilities to navigate it. In
addition to student perception, college students’ negative temperaments may also predispose
them to experience burnout. Negative temperament relates to all three dimensions of burnout
(Maslach et al., 1996). In contrast, positive temperaments rooted in optimism and enthusiasm,
positively correlate with personal accomplishment. Positive temperaments can counteract a
student’s identified stressors or frustrations (Jacobs & Dodd, 2003).
University stakeholders should also recognize that social support from peers specifically
can prevent burnout. Involvement in a peer-support group can enhance perceived health and
17
reduce perceived workload (Peterson et al., 2008). On a college campus, certain groups may not
have access to substantial peer support. Such groups include marginalized populations such as
first-generation college students. In this case, intentional outreach can be conducted by
university administrators and faculty to ensure that support takes place (Alarcon et al., 2011).
Overall, burnout prevention efforts that can address the needs of college students can begin on an
individual level and continue into the institutional level. It may be most effective to
simultaneously implement measures on both levels in order to optimize burnout prevention.
However, certain subpopulations of the college student population, like college student leaders,
are even more at risk of experiencing stress and burnout.
College Resident Assistant Leaders
While enrolled in college or university, students have the opportunity to engage with a
variety of leadership opportunities. Students may choose to participate in such activities for a
multitude of reasons including financial benefits, resume development, relationship-building, and
networking with faculty and staff (Astin, 1984). One opportunity available on residential
campuses is the resident assistant position (Boone et al., 2016).
History of Resident Assistant Position
Position Details
A resident assistant is tasked with cultivating a community in their residential area by
forming meaningful relationships with students. They develop personal rapport through
intentional interactions. Resident assistants are also referral agents. If a resident shares a
challenge, resident assistants are trained to provide resources and services to address the student
concern (Boone, 2018). These student leaders also serve in a capacity to educate their peers on
various topics. Educational moments are a result of programs, bonding activities, and/or
18
implementations of a residential curriculum approach, depending on the given institution.
Finally, resident assistants also participate in emergency response (ER) or duty. ER refers to a
system in which residents can contact resident assistants with questions or concerns. In this
structure, resident assistants are also supported by professional staff to ensure that the concerned
resident is assisted (Aamodt et al., 1981). As the landscape of higher education continues to
change, the resident assistant position has changed as well. When the position first originated,
the role was simpler: connect with residents. However, it has become more complex. Currently,
resident assistants may experience the following during their time of service: mental health
concerns, conflict mediation, burdensome administrative work, educational programming,
attendance at meetings, and more (Boone et al., 2016). Despite the increasing complexity of the
resident assistant position, many college students are still eager to apply for the position.
Resident Assistant Motivation to Seek Position
There are several reasons as to why college students still continue to apply for the
resident assistant position. Boone (2018) found that the top reasons include a desire to help
others, financial benefits of room and board, and the opportunity to engage with fellow resident
assistants. Another study implemented a factor-analysis and produced six main factors that
represent why students apply. The six include: helping others, professional development,
personal development, interest in power, financial assistance, and membership to the Residential
Life community (Deluga & Winters, 1991). Residential Life professional staff should be aware
of the main motivations for application in order to maximize the recruitment, training, and
supervision of resident assistants. Boone (2018) specifically posits that an understanding of such
motivations can better inform resident assistant supervision resulting in greater positional
successes. It is evident that despite the numerous tasks resident assistants are responsible for
19
completing, college students are still interested in applying and holding the position. However,
the complexity of expectations can produce burnout among resident assistants.
Resident Assistant Burnout
Burnout impacts the general college student population; however, college student leaders
are more susceptible. Resident assistants are included in this subpopulation (Fuehrer &
McGonagle, 1988). Deluga and Winters (1991) conducted a factor analysis that identified six
main factors as to why students wanted to become resident assistants. Factors associated with
greater levels of stress included financial benefits, professional development, and personal
development. Outside of application motivations that result in stress, literature has found that
there is a relationship between lower job performance and higher levels of both emotional
exhaustion and depersonalization. Emotional exhaustion and depersonalization are two aspects
of burnout. Combining these high levels with potential illness, stress, and personality, resident
assistants may experience burnout. Such burnout can impact resident assistant performance and
personal wellness (Stoner, 2017).
Personal identities and attributes of resident assistants can also result in burnout. Female
RAs in first-year communities unable to express values through practice in the position are more
likely to experience burnout (Fuehrer & McGonagle, 1988). Additionally, female RAs
demonstrate a great degree of emotional exhaustion, a component of burnout, compared to their
male resident assistant counterparts. This is more evident when job related tasks result in high
interpersonal involvement between resident assistants and their communities (Hetherington et al.,
1989). Aside from gender identity, age and class year also impact burnout. Schaller and Wagner
(2007) found that sophomore resident assistants may need additional support from Residential
Life professional staff in order to avoid burnout. When examining personal characteristics of
20
resident assistants, it is critical to consider the chronic hardiness, the CH, of the individual. CH
is a cognitive dimension that influences the perception of work and stress on a daily basis. A
study found that CH is significantly related to severity of emotional exhaustion (Nowack &
Hanson, 1983). Related to CH, resident assistants’ levels of self-efficacy can also impact their
job satisfaction and perceptions of positional performance. If resident assistants develop their
self-efficacy, or the belief in themselves to fulfill job responsibilities, they would be more likely
to experience improvements in job satisfaction and perceptions of positional performance
(Denzine & Anderson, 1999). Finally, a resident assistant’s personal habits can also result in
burnout. Benedict and Mondloch (1989) found that health habits contribute to positive physical
wellness (diet and exercise) and mental (counseling and support system) wellness.
The structure of the resident assistant position itself can also produce burnout among the
college student leaders that serve in this capacity. One of their most important roles is to help
others. Resident assistants typically enjoy helping their residents (Hetherington & Kerr, 1988).
However, one study found that when resident assistants refer their residents to professional
counseling services, this can be an emotionally taxing experience that results in burnout (Reingle
et al., 2010). Additionally, resident assistant responsibilities also include participation in an
emergency response (ER) rotation. Due to involvement in ER and relationship building with
resident assistants, they may be more likely to encounter non-suicidal self-injury (NSSI). Those
encountering NSSI are more likely to experience higher levels of secondary traumatic stress and
burnout compared to resident assistants that did not (McCarthy, 2019).
Compared to college students that are not involved on campus, college student leaders are
more likely to experience burnout. In particular, specific position requirements of the resident
assistant role may take an emotional toll. Stakeholders such as Residential Life professional staff
21
should be aware that exposure to NSSI and counseling referrals are two potential causes of
burnout among resident assistants. These sources are directly linked to the position itself.
Outside of positional responsibilities, specific attributes, personalities, and habits of the resident
assistants themselves can produce burnout. These include personality, self-efficacy, cognitive
hardiness, and health habits. Resident assistants serve large populations of residents on college
campuses. For individuals that are charged with helping others, one must consider who helps the
helper. As resident assistants are recruited, selected, trained, and supervised by Residential Life
staff, these professionals have a large role in promoting resident assistant wellness.
Residential Life’s Role in RA Wellness
On a college campus, there are various organizational structures in place to promote the
success and wellness of the enrolled students. In four-year institutions, there is typically a
Division of Student Affairs that is tasked with this major responsibility. While this division may
have different names, the various departments that fall under it are united in the mission to
provide support and services for students to achieve personal and social success. Residential
Life is typically an office under the leadership of the Division of Student Affairs. Residential
Life is responsible for the cultivation of safe, engaging, and educational residential communities.
In order to actualize that mission, Residential Life recruits, selects, trains, and supervises resident
assistants. As Residential Life interacts with resident assistants the most frequently and
intimately, they have a responsibility to resident assistants to prevent burnout (Canto et al.,
2017).
22
Resident Assistant Burnout Prevention
Literature has found that there are three main avenues to prevent burnout among the
resident assistants. Burnout methods can be embedded in the recruitment, training, and
continued supervision of this student leader population.
Recruitment of RAs
One strategy that Residential Life professional staff can combat resident assistant burnout
is through their recruitment strategies when seeking candidates for the resident assistant position.
Literature shows that the motivation for students to apply for the resident assistant position
includes desire to help others, financial perks, and membership to the Residential Life
community. Professional staff that closely interact with resident assistants should be mindful of
these motivations during the recruitment process (Boone, 2018). Additionally, staff can modify
the selection process and place an emphasis on helping behaviors and community membership.
A strategic alignment between applicant values and recruitment can support the intrinsic
motivations of candidates to persist past selection (Deluga & Winters, 1991).
Staff can also intentionally appeal to and seek candidates that are harmoniously
passionate as opposed to obsessively passionate. Saville et al. (2018) found that “harmonious
passion” is positively correlated with self-efficacy. On the other hand, “obsessive passion” is
positively correlated with exhaustion and cynicism. During recruitment season, staff are advised
to remind candidates that it is important to approach all resident assistant responsibilities in a
harmonious manner. In addition to seeking harmoniously passionate candidates, Residential Life
staff can also consider the emotional intelligence of their candidates. Current selection processes
include written applications, interviews, and activities that may not necessarily capture the
emotional intelligence of potential resident assistants. Emotional intelligence is beneficial as it is
23
a helpful skill that these student leaders can use to develop their residential communities (Jaeger
& Caison, 2006).
The recruitment of resident assistants is a time frame that presents several opportunities
to infuse methods to prevent burnout. When examining the reasons for why resident assistants
are motivated to apply for the position, noting the reasons for motivation can prove to be
beneficial at a later time when students assume the resident assistant position. Additionally,
having the candidates understand the way in which they can approach the resident assistant
responsibilities can aid with preventing burnout. Once resident assistants are recruited and
selected, they must enter training. Resident assistants first participate in a month-long course
titled Emerging Resident Assistant Development. Outside of this course, Residential Life
prepares two formal training periods including the traditional Resident Assistant Training that
occurs for two full weeks before the residents move into their facilities and then another training
two days before the start of spring semester titled Winter Resident Assistant Training.
Training of RAs
Another strategy to prevent burnout is through the formal trainings
implemented by Residential Life professional staff. Benedict and Mondloch (1998) found that
current health habits greatly influence resident assistant burnout. Such habits pertain to one’s
physical health, including diet and exercise, and mental health, including counseling and support
systems. Healthy habits are significantly associated with the wellness of resident assistants
(Nowack et al., 1985). Active discussion and emphasis on the importance of maintaining healthy
behaviors can positively impact the ways in which resident assistants navigate the academic year
(Benedict & Mondloch, 1989). Similar to health habits that can be further developed, chronic
hardiness, or CH, is a cognitive dimension that can be developed as well. Deepening a resident
24
assistant’s CH can reduce or even eliminate burnout while these student leaders are in the
position (Nowack & Hanson, 1983).
During training, it is also critical for professional staff to consider the impact of a resident
assistant’s identities. For example, biological sex and gender roles can shape a resident
assistant’s environment. These topics can be naturally integrated into equity and inclusion
training sessions. Devoting time for resident assistants to reflect on how their personal identities
can impact their experiences can allow resident assistants to develop strategies to prevent
burnout (Cousineau & Chambers, 2015). Beyond equity and inclusion, Koch (2016) found that
topics traditionally covered in resident assistant training include campus resources, community
development, group facilitation, programming, roommate issues, faculty partnerships, alcohol
use, and student conduct. Recent years indicate that time for diversity and inclusion have now
been re-allocated for topics regarding safety and security. Additionally, little time is devoted to
personal wellness, time management, and emotional resilience. Development of these skills
support resident assistants as they prevent burnout (Fuehrer & McGonagle, 1988). Finally,
Residential Life staff should revise the typical delivery of high intensity, emotionally taxing
training over the course of several days. Trainings should be revised to be more concise and
engaging (Stoner, 2017).
When developing training on safety and security topics, professional staff must remember
that resident assistants, when exposed to delicate situations involving mental health, do not have
the same training as adult professionals to navigate the emotional burdens associated with others
during crises. As resident assistants come to the position with varying familiarity and
understanding of mental health concerns of college students, professional staff can incorporate
more training topics regarding self-care as well as more information regarding non-suicidal self-
25
injury. Professional staff can also work to ensure that resident assistants have streamlined access
to mental health services (McCarthy, 2019).
Training provided by Residential Life staff can greatly benefit newly hired and even
returning resident assistants. The training should be thoughtfully curated both in content and
execution. Residential Life’s training should appropriately prepare resident assistants so that
they achieve great success in the position. As potential impact on residential communities can be
great, Residential Life has a large responsibility to properly equip their resident assistants with
important skills and knowledge. While the formal training occurs right before both the fall and
spring semesters, continued training of resident assistants occurs on a daily basis through
supervision of the Residential Life professional staff.
Continued Supervision of RAs
The final avenue to eliminate burnout is to consider the ways in which Residential Life
professional staff continually supervise resident assistants for the duration of their contract.
Traditionally, the resident directors of a Residential Life department are responsible for resident
assistant supervision. One component resident directors can focus on is personal
accomplishment. Resident assistants report a sense of greater personal accomplishment
compared to non-resident assistants; therefore, re-visitation of the personal accomplishment can
assist resident assistants as they may cope with components of burnout. Additionally, an
informed awareness of how a resident assistant’s personal identities (gender and other
demographic factors) can impact the degree of burnout, can help guide the type of supervision
professional staff provide to their resident assistants (Hetherington et al., 1989). Another
component is self-efficacy. A resident assistant’s level of self-efficacy can impact their job
satisfaction and own perception of performance. If resident assistants are able to increase their
26
levels of self-efficacy, they are more likely to experience improved job satisfaction and
performance perceptions. Professional staff can help resident assistants build up self-efficacy
through continued supervision (Denzine & Anderson, 1999).
Resident directors can also gauge how their resident assistants are handling their
professional workloads. When it comes to safety and security, resident assistants feel a
responsibility to assist. This is especially true in the realm of college student mental health
trends as resident assistants may come into contact with residents facing mental health
challenges (Castillo & Schwartz, 2013). Professional staff can also ensure that resident
assistants have routine access to mental health services as they continue to monitor their
wellness. Additionally, they are supervising resident assistants from a knowledgeable and
supportive stance so that resident assistants can also set healthy boundaries with residents
(McCarthy, 2019).
Supervision is another method to prevent resident assistant burnout as a result of serving
in the position. The academic year offers multiple opportunities for resident directors to engage
with their resident assistants through weekly one-on-one meetings and team meetings. These
opportunities allow for supervisory staff to develop rapport with their students and to guide them
in their development as a resident assistant and as a student (Reynolds, 2011). By maintaining
relationships with these student leaders, more effective supervision can occur through skill
development and resource referral. Additionally, professional staff can continue to benefit from
additional education and training to best serve their students. For example, an understanding of
how personal identities can impact the presence or degree of burnout. This insight can better
inform more effective supervision (Paladino et al., 2005). The continued supervision of resident
assistants is the last major tenant of preventing burnout. In conjunction with the recruitment and
27
training of resident assistants, these three components are the basis of a wellness program to
prevent burnout. Preventing burnout not only benefits the resident assistants themselves but it is
one barrier eliminated when creating thriving residential communities on a college campus.
Conceptual Framework
Clark and Estes (2008) Gap Analysis focuses on utilizing evidence-based theories and
frameworks to produce solutions for challenges present in educational environments. While this
type of problem-solving is traditionally utilized in business settings, it can be tailored to fit
educational environments, including higher education, due to its regard for learning, motivation,
and breadth and depth of performance. The Gap Analysis process stems from the importance of
identifying goals and separating goals specific to the organization from those for the stakeholders
influential to the achievement of the goal(s). Solutions for the demonstrated problem of practice
are rooted in comprehensive evidence found in appropriate literature. In this particular study, the
Clark and Estes (2008) framework will be adapted as a needs analysis for innovation. The
following section will provide more information on the stakeholder-specific KMO assumed
influences.
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge and Skills
According to Anderson and Krathwohl (2001, 2002), there are four types of knowledge.
The four types include: factual, conceptual, procedural, and metacognitive. Factual knowledge
encompasses the foundational aspects that individuals must know to move forward in a specific
area. Conceptual knowledge describes the relationships that these aforementioned aspects share
with one another within an overarching theme. Procedural knowledge refers to how to do
28
something and the implementation of specific strategies to do so. Finally, the last of the four
types is metacognitive knowledge, the knowledge of one’s thoughts or cognitive processes.
Clark and Estes (2008) state that performance gaps are more than likely the product of
three types of challenges: knowledge and skills, motivation, and organizational factors.
Challenges associated with knowledge and skill may result in the stakeholder’s inability to know
how to achieve a particular goal. The goal of this specific gap analysis is to determine the
importance of understanding and defining the causes of a performance gap. By doing so, it will
lead to the development and facilitation of a principal-based solution (Clark & Estes, 2008;
Rueda, 2011). This study will identify and evaluate the knowledge and skill influences of
Residential Life professional staff including declarative factual, conceptual, procedural, and
metacognitive (Clark & Estes, 2008).
Declarative Factual Knowledge Influences
Anderson and Krathwol (2001, 2002) state that factual knowledge consists of the basic
information that individuals must know to be familiar with an area of expertise or navigate
challenges in that area. Factual knowledge also embodies the language or details someone must
know in order to understand a given issue and provide a solution in that area of expertise (Rueda,
2011).
Residential Life professional staff need to have the factual knowledge of the
components of a wellness program for the recruitment, training, and continued supervision
of RAs. Professional staff should be aware of the factors that can make up a wellness program
for their resident assistants. During the recruitment season for resident assistants, there are
various ways to convey information about what the resident assistant position entails. Residential
Life professional staff are able to advertise the position through websites, information sessions,
29
marketing material, student nominations, and more. These are avenues in which staff can have
transparent conversations with interested students about the qualities to have or the qualities to
strengthen in order to be successful as a resident assistant and prevent burnout. Qualities include
emotional intelligence and the ability to approach the resident assistant responsibilities in a
harmoniously passionate way (Jaeger & Caison, 2006; Saville et al., 2018). Beyond recruitment,
professional staff are also able to prevent burnout in the way they supervise resident assistants.
An awareness of exposure to mental health concerns, for example exposure to non-suicidal self-
injury, and its impact on resident assistants is important for professional staff to have in order to
provide quality supervision (McCarthy, 2019). This information can contribute to a growing
body of factual information that professional staff can possess in order to enact a preventative
burnout program for resident assistants.
Conceptual Knowledge Influences
Anderson and Krathwol (2001, 2002) define conceptual knowledge as someone’s
knowledge base regarding categories, principles, theories, models, and structures present in a
given area of expertise. Essentially, conceptual knowledge encompasses the interrelationships
between smaller entities of a larger framework that allow them to work with one another.
Residential Life professional staff need to know how a resident assistant’s identities
can impact the degree of emotional exhaustion experienced while serving in the position.
As resident directors begin to build supervisory relationships with their resident assistants, they
will inevitably learn more about their personal identities. Hetherington et al. (1989) found that
gender identity, age, and class year affiliation can impact potential emotional exhaustion, a
tenant of burnout, among resident assistants. Gaining insight on a resident assistants’ identities,
30
can better equip a professional staff member in supervising their resident assistants. Elevated,
continued supervision is another method to facilitate a preventative burnout program.
Residential Life professional staff know that the expectations and responsibilities
affiliated with the resident assistant role can produce a stressful environment for that
resident assistant. Many aspects of the resident assistant role can produce stress for the student
leader. One of the most challenging aspects of the position is to balance work and life as
resident assistants often share a living environment with their resident assistants (Blimling,
1998). An understanding of these stressors can serve as part of the blueprint for a preventative
burnout plan.
Residential Life professional staff know that burnout impacts college students,
especially students in leadership capacities such as resident assistants. Burnout impacts the
general population of college students, however, student leaders on campus are even more at
risk. Resident assistants are considered campus student leaders (Fuehrer & McGonagle, 1988).
Student leaders are more likely to experience burnout as a result of increased responsibilities and
the growing complexity in having to balance various tasks (Hetherington et al., 1988).
Procedural Knowledge Influences
Procedural knowledge refers to the set of skills needed in order to apply concepts learned
by individuals (Anderson & Krathwol, 2001, 2002). According to Clark and Estes (2008), an
individual’s learning is optimized when one gathers skills and practices them frequently. Over
time, individuals learn when to best administer their skill sets.
Residential Life professional staff need to know how to incorporate time
management and wellness topics in pre-training and continual training to combat stress
and burnout. Koch (2016) found that topics traditionally covered in resident assistant training
31
include campus resources, community development, conflict mediation, and student discipline.
Topics such as personal wellness and time management were often absent. In order to move
forward with a preventative plan, Residential Life professional staff must know how to cover
topics that could effectively provide strategies to combat potential burnout. Such workshops,
discussions, or activities could be rooted in stress management, work and life balance, and
development of resilience (Fuehrer & McGonagle, 1988; Jaeger & Caison, 2006).
Residential Life professional staff need to know how to pinpoint specific stressors of
the resident assistant position in order to modify the position accordingly. Living in the
same space as the residents that one serves is one of the most difficult aspects of the resident
assistant position. Therefore, creating spaces in which resident assistants can experience a
degree of separation between themselves and residents can be helpful. This may include a
guarantee of a separate living space and encouragement to spend time away from the residential
community and campus (Blimling, 1998). Additionally, resident assistants find referring
students to seek counseling services challenging as well. Reingle et al. (2010) found that
escalating resident mental health concerns to the professional staff level can assist in protecting
the mental healths of resident assistants themselves
Residential Life professional staff needs to know how to modify resident assistant
protocol when resident assistants engage with residents with mental health concerns. When
interacting with students who participate in non-suicidal self-injury, or NSSI, resident assistants
feel a responsibility to assist. However, resident assistants may not be able to navigate the
emotional stress that is associated with assisting in comparison to full-time staff with the
appropriate education and training. Residential Life can emphasize the importance of utilizing
mental health services when supervising resident assistants. Additionally, they can help resident
32
assistants develop appropriate boundaries between themselves and their residents (McCarthy,
2019). Although higher education continues to change, mental health concerns are still present
on many college and university campuses. As resident assistants are student leaders that also
live with the community they serve, they could be exposed to the residents’ mental health
concerns. Working with residents with mental health concerns can be emotionally exhausting
and lead to burnout. Procedural knowledge is necessary for Residential Life staff to have in
order to create and exercise a preventative burnout program for resident assistants.
Metacognitive Knowledge
According to Krathwol and Anderson (2001, 2002), metacognitive knowledge includes
the knowledge of one’s thoughts or cognitive processes. By nature, metacognitive knowledge is
strategic or reflective knowledge so that it equips individuals in problem solving and similar
tasks.
Residential Life professional staff need to know how to reflect on the outdated
nature of literature discussing burnout trends and solutions for a resident assistant
wellness program. Literature that discusses the impact of healthy habits on potential resident
assistant stress and burnout has been present for around three decades (Nowack et al., 1985;
Benedict & Mondloch, 1989). Additionally, a study that found that a cognitive dimension,
chronic hardiness, can be further developed by resident directors as they work with their resident
assistants to prevent burnout is also from the 1980s (Nowack & Hanson, 1983). Many solutions
suggested to prevent resident assistant burnout, including healthy habit creation and modification
of cognitive hardiness are quality, but dated solutions. Over thirty years later, resident assistant
33
burnout prevention could benefit from more recent research. Table 2 summarizes the
stakeholder’s influences and the related literature.
Table 2
Summary of Assumed Knowledge Influences on Stakeholders Ability to Achieve the Performance
Goal
Assumed Knowledge Influences Research Literature
Declarative Factual (terms, facts, concepts)
Residential Life professional staff need to have the
factual knowledge of the components of a wellness
program for the recruitment, training, and continued
supervision of RAs.
Jaeger & Caison, 2006; McCarthy, 2019;
Saville et al., 2018.
Declarative Conceptual (categories, process
models, principles, relationships)
Residential Life professional staff need to know
how a resident assistant’s identities can impact the
degree of emotional exhaustion experienced while
serving in the position.
Hetherington et al, 1989.
Residential Life professional staff know that the
expectations and responsibilities affiliated with the
resident assistant role can produce a stressful
environment for that resident assistant.
Blimling, 1998
Residential Life’ professional staff know that
burnout impacts college students, especially
students in leadership capacities such as resident
assistants.
Fuehrer & McGonagle, 1988.
34
Procedural
Residential Life professional staff need to know
how to incorporate time management and wellness
topics in pre-training and continual training to
combat stress and burnout.
Koch, 2016.
Residential Life professional staff need to know
how to pinpoint specific stressors of the resident
assistant position in order to modify the position
accordingly.
Blimling, 1998; Reingle et al., 2010.
Residential Life professional staff needs to know
how to modify resident assistant protocol when
resident assistants engage with residents with
mental health concerns.
McCarthy, 2019; Reingle et al., 2010.
Metacognitive
Residential Life professional staff need to know
how to reflect on the outdated nature of literature
discussing burnout trends and solutions for a
resident assistant wellness program.
Benedict & Mondloch, 1989; Nowack et al.,
1985; Nowack & Hanson, 1983.
Motivation
General Theory
Ambrose et al. (2010) defines motivation as one’s personal investment in achieving a
desired state or objective. The three indices of a learner’s motivation include active choice,
persistence, and mental effort (Clark & Estes, 2008). Active choice is evident when one’s
intention progresses to action when completing a specific objective. Persistence occurs when
one continues actions regardless of challenges or distractions. Finally, mental effort results in
strategies to achieve the initial objective.
35
Stakeholder/Topic Specific Factors
The three indices are, in turn, driven by psychological constructs, primarily value, self-
efficacy, emotions, and interest. Each is described below as it relates to the Residential Life
professional staff.
Value
Clark and Estes (2008) state that value is a learned belief about the effectiveness or
benefits of a particular objective that can be changed without self-awareness. The emulation of
such value or interest in an area of expertise can cultivate positive values in a learner.
Residential Life professional staff needs to value the components of a wellness
program to eliminate resident assistant burnout. Recruitment, training, and supervision of
resident assistants are three factors that can serve as a basis for a wellness program (Kao, 2006;
Koch, 2016; Stoner, 2017). Residential Life professional staff play a large role in the
development and implementation of burnout prevention measures. Before enacting any change,
professional staff must show that they value these solutions in order to adopt, modify, and
execute these solutions successfully to the benefit of the resident assistants.
Self-Efficacy
Bandura (1997) and Clark and Estes (2008) posit that self-efficacy is one’s confidence in
their own ability to achieve a given task or goal. Additionally, the completion of these tasks and
goals can produce a meaningful, long-term impact.
Residential Life professional staff needs to have confidence that they can implement
preventative measures to eliminate resident assistant burnout. Hardy and Dodd (1998)
propose various solutions that professional staff can execute to prevent burnout. Solutions range
from developing stress management workshops to exercising intentionality when assigning
36
resident assistants to particular residential communities. Additionally, as resident assistants are
expected to develop meaningful interpersonal relationships with a large number of people,
encouraging them to engage in forms of self-reflection and self-care can contribute to an
appropriate work-life balance (Skovholt & Trotter-Mathison, 2011). Before solutions are
actualized, however, professional staff must show that they have the confidence to implement
such solutions in order to adopt, modify, and execute them successfully to the benefit of the
resident assistants.
Emotions
Emotions include the mood or attitude an individual retains while attempting to complete
a given task or goal (Clark & Estes, 2008). As a result, one’s attitude regarding the pursuit of an
objective can impact the way the objective is achieved. For example, if an individual feels that
the given objective is achievable and believes that the objective is worth the investment of time
and energy, the positive attitude can meaningfully impact the task at hand. Completion of tasks
could be timelier or of higher quality (Clark & Estes, 2008).
Residential Life professional staff needs to feel positive about integrating a wellness
program in the recruitment, training, and supervision of resident assistants. Literature
supports various ways to combat resident assistant burnout. Recommendations on an individual
level among resident assistants include adaptation of workload perception, contribution positive
team morale, and development of emotional intelligence (Kao, 2009). Additionally, from a
departmental level, crafting appropriate training delivered in more thoughtful and effective ways,
can help augment resident assistant resilience and prevent burnout (Koch, 2016; Stoner, 2017).
With many potential solutions to implement as part of the preventative burnout plan, professional
staff must show they feel positive about the solutions.
37
Interest
In this context, there are two different types of interest, situational and personal. Both
types can impact motivation exhibited by an individual (Pajares & Valiante, 2006). Situational
interest is a type of interest that initially catches the attention of the learner. Personal interest is
interest that continues to captivate a given learner and motivates them to act (Bandura, 1986).
Residential Life’ professional staff needs to be interested in integrating the
components of a wellness program in the recruitment, training, and supervision of resident
assistants. There are creative ways in which professional staff of Residential Life can produce a
wellness program for the benefit of their resident assistants. Such methods are grounded in the
selection, training, and professional oversight of resident assistants (Kao, 2009; Koch, 2016;
Stoner, 2017). In order to move forward with this three-pronged approach to tackle resident
assistant burnout, it is evident that Residential Life professional staff must have the motivation
influences of value, self-efficacy, mood, and interest in order to produce meaningful impact.
Table 3 shows the stakeholder’s influences and the related literature.
Table 3
Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance
Goal
Assumed Motivation Influences Research Literature
Value
Residential Life professional staff need to value the
components of a wellness program to eliminate resident
assistant burnout.
Kao, 2009; Koch, 2016; Stoner, 2017.
38
Self-Efficacy
Residential Life professional staff needs to have
confidence that they can implement preventative
measures to eliminate resident assistant burnout.
Hardy & Dodd, 1998; Skovholt & Trotter-
Mathison, 2011.
Emotions
Residential Life professional staff needs to feel positive
about integrating a wellness program in the recruitment,
training, and supervision of resident assistants.
Kao, 2009; Koch, 2016; Stoner, 2017.
Interest
Residential Life professional staff needs to be
interested in integrating the components of a wellness
program in the recruitment, training, and supervision of
resident assistants.
Kao, 2009; Koch, 2016; Stoner, 2017.
Organization
Clark and Estes (2008) and Rueda (2011) assert that organizational factors, including
resources, policies and procedures, and culture, are one of the three challenges that contribute to
a performance gap.
Resources
Professional staff in Residential Life require resources including time, money, and
employees in order to achieve performance goals (Clark & Estes, 2008).
Residential Life needs trained staff to produce and implement a wellness program to
eliminate resident assistant burnout through recruitment, training, and supervision. The
comprehensive plan to eliminate resident assistant burnout includes three components that are
developed and implemented by professional staff of Residential Life (Boone et al., 2016). Staff
are vital to the successes of this plan. For example, their awareness of the key motivations for
the resident assistant position shapes the type of recruitment, training, and supervision of resident
39
assistants in the department. The appropriate amount and quality of professional staff should be
considered when creating all aspects that can prevent resident assistant burnout (Jacobs & Dodd,
2003; Stoner, 2017).
Residential Life staff needs time to thoughtfully craft a wellness program to
eliminate resident assistant burnout through recruitment, training, and supervision. A
multi-approach plan to eliminate resident assistant burnout includes recruitment, training, and
supervision practices created and implemented by professional staff of Residential Life (Boone
et al., 2016). The amount of time given to staff to do so can impact potential successes of this
plan. For example, effective and high-quality supervision can be delivered by professional staff
if there is enough time for staff to supervise each resident assistant adequately. Items including
excessive administrative work, divisional or departmental projects, and more can take away from
precious time that could be spent in developing the resident assistants appropriately (Hardy &
Dodd, 1998; Stoner, 2017).
Policies and Procedures
Policies include the standards created by a given department while procedures provide a
guiding framework for staff members to complete a given objective (Clark & Estes, 2008). The
policies and procedures of Residential Life can impact whether or not professional staff can meet
the objective of implementing a wellness program for the benefit of resident assistants. (Rueda,
2011).
Residential Life staff needs to have a recruitment process that aligns with the
components of a wellness program that will eliminate resident assistant burnout. Boone et
al. (2016) pinpointed the major reasons as to why students apply for the resident assistant
position. Main motivations include an opportunity to assist peers, financial perks, and formation
40
of relationships with fellow resident assistants. In this case, Residential Life should be aware of
key motivations for application in order to shape resident assistant recruitment. Deluga and
Winters (1991) found similar reasons as to why students apply for the resident assistant position.
Therefore, professional staff should reframe the recruitment process with a greater emphasis on
helping behaviors and resident assistant team cohesiveness. Doing so allows professional staff to
deepen intrinsic motivations of resident assistant candidates. Therefore, once these candidates
are selected, the presence of strong intrinsic motivations can prevent potential burnout that a
resident assistant may have experienced while serving in this capacity on campus.
Residential Life staff needs to have emergency response procedures that align with
the components of a wellness program that will eliminate resident assistant burnout.
McCarthy (2019) found that resident assistants that encounter non-suicidal self-injury or NSSI
are significantly more likely to experience greater levels of secondary traumatic stress and
burnout compared to resident assistants that may not encounter residents that exhibit NSSI.
Current emergency response protocols and systems may unnecessarily place resident assistants
in challenging situations that can be detrimental for them. One potential area is exposure to non-
suicidal self-injury and other mental health related concerns. The modification of Residential
Life emergency response procedures to minimize and even eliminate resident assistant exposure
to such concerns can serve as a burnout prevention measure.
Residential Life staff needs to have supervisory practices that align with the
components of a wellness program that will eliminate resident assistant burnout. Numerous
responsibilities, multiple roles on campus, and frequent interactions with residents can cause
resident assistants to be more prone to stress and burnout compared to non-resident assistants.
Those in more demanding communities, such as first-year communities, may actually receive
41
less support from their supervisors. Therefore, an increase in supervisory support can reduce
resident assistant burnout (Hardy & Dodd, 1998). Updating supervisory practices so that they
are more conducive to creating an environment in which supervision matches the tenants of a
wellness program to eliminate resident assistant burnout is critical for the personal and academic
successes of resident assistants (Saville et al., 2018).
Cultural Models
Gallimore and Goldenberg (2011) and Rueda (2011) assert that cultural models are
structural components of a given organization that include behaviors, practices, values, and
policies. These components are not necessarily visible to others, but carry a large influence.
Residential Life staff needs to be part of a culture that aligns with prevention of
resident assistant burnout through recruitment, training, and supervision. While
Residential Life professional staff strive to improve in their field’s core competencies, continued
progress can still be made. Promotion and development of student progress is a core competency
recognized by many professional staff members (Reynolds, 2011). Changes that take place at a
departmental level can enact positive change if rooted in guiding values and competencies. A
profession’s core competencies can create the blueprint for effective change to be produced. In
order for Residential Life professional staff to move forward with a plan regarding prevention of
resident assistant burnout, it must consider the knowledge, motivation, and organization
influences. Table 4 shows the stakeholder’s influences and the related literature.
Table 4
Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the
Performance Goal
42
Assumed Organization Influences Research Literature
Resources (time; finances; people)
Residential Life needs trained staff to produce and
implement a wellness program to eliminate resident
assistant burnout through recruitment, training, and
supervision.
Boone, 2018.
Residential Life staff needs time to thoughtfully
craft a wellness program to eliminate resident
assistant burnout through recruitment, training, and
supervision.
Boone et al., 2016.
Policies, Processes, & Procedures
Residential Life staff needs to have a recruitment
process that aligns with the components of a
wellness program that will eliminate resident
assistant burnout.
Boone et al., 2016; Deluga & Winters, 1991.
Residential Life staff needs to have emergency
response procedures that align with the components
of a wellness program that will eliminate resident
assistant burnout.
McCarthy, 2019.
Residential Life staff needs to have supervisory
practices that align with the components of a
wellness program that will eliminate resident
assistant burnout.
Hardy & Dodd, 1998; Saville et al., 2018.
Cultural Model
Residential Life staff needs to be part of a culture
that aligns with prevention of resident assistant
burnout through recruitment, training, and
supervision.
Reynolds, 2011.
43
The literature reviewed above in connection with the influences for Residential Life
professional staff to achieve their goal of innovating a RA wellness program will be used as a
foundation for data collection in Chapter Three.
44
Chapter Three: Methodology
Purpose of the Project and Questions
The purpose of this project was to conduct a needs’ analysis in the areas of knowledge,
motivation, and organizational resources necessary to reach the organizational performance goal
of producing an innovative wellness program for resident assistants. The analysis began by
generating a list of possible needs that were then systematically examined to focus on actual or
validated needs. While a complete needs’ analysis would focus on all stakeholders, for practical
purposes the stakeholder of focus for this analysis was Residential Life professional staff
including resident directors, assistant directors, associate directors, and director.
As such, the questions that guided this study were the following:
1. What are the knowledge, motivation, and organizational factors necessary to be
addressed by Residential Life staff in an innovative wellness program for resident
assistants?
2. What are the recommended knowledge, motivation, and organizational solutions to those
needs?
Conceptual and Methodological Framework
The guiding framework of this research project was Clark and Estes’ (2008) gap analysis.
This framework involves systematic, analytical methods to refine organizational goals and
determine the current and ideal performance level in a given organization. In order to fulfill an
organization’s goals and close performance gaps, one must determine the underlying causes of
the problem (Clark & Estes, 2008). In order to properly assess the issue, one must identify the
causes and the three major areas they may fall under including knowledge and skills, motivation,
and organizational factors (Clark & Estes, 2008; Rueda, 2011).
45
The Clark and Estes (2008 gap analysis model used in the study was the innovation
model. Innovation models are used when organizations, like Residential Life, attempt to apply
new initiatives or processes. A knowledge and skills, motivation, and organizational needs
assessment was implemented to determine how Residential Life could achieve the performance
goal. Figure 1 shows the model illustrating the Gap Analysis Process.
Figure 1
Clark and Estes (2008) Gap Analysis Model
Assessment of Performance Influences
Chapter Two’s literature review identifies the knowledge, motivation, and organizational
(KMO) influences that impact Residential Life professional staff facilitating a wellness program
to reduce and eliminate resident assistant burnout. The purpose of this study was to implement a
needs analysis in the aspects of knowledge and skill, motivation, and organizational factors to
achieve Residential Life’s performance goal of administering an innovative wellness program for
resident assistants to eliminate positional burnout by February 2022. In order to understand the
46
KMO needs of this performance goal, Clark and Estes (2008) gap analysis model was used. The
following section describes the qualitative methods, including survey and interview questions,
that were utilized to assess the knowledge, motivation, and organizational needs.
Knowledge Assessment
In Chapter Two, the literature review provided several assumed knowledge influences
that influence Residential Life professional staff as they facilitate a resident assistant wellness
program. Anderson and Krathwohl’s (2001, 2002) four knowledge types including factual,
conceptual, procedural, and metacognitive, served as the foundation for the knowledge
influences observed in this study. These influences can also be found in Table 5. They are
accompanied by the assessment methods for collecting data specific to the knowledge aspects.
Factual Knowledge
In order for Residential Life professional staff to conduct their critical behaviors, they
must have the factual knowledge of the components of a wellness program for the recruitment,
training, and continued supervision of resident assistants. The utilization of inquiry methods that
require participants to state, explain, or discuss what they may know can determine the level of
one’s factual knowledge (Anderson & Krathwohl, 2001). In this context, professional staff must
possess the knowledge of underlying facts, additional details, and language relevant to a resident
assistant wellness program. To gauge the factual knowledge, professional staff were surveyed
and interviewed. Table 5 conveys an overview of these methods as well as sample survey items
and interview questions.
Conceptual Knowledge
The literature indicates that Residential Life professional staff has the knowledge of the
components of a wellness program to eliminate resident assistant burnout and the knowledge that
47
these components are grounded in best practices related to the recruitment, training, and
continued supervision of resident assistants. Anderson and Krathwohl (2001, 2002) assert that
the use of inquiry methods should also allow participants to communicate interrelationships
among basic components embedded in a larger entity that allow them to function together.
Therefore, this requires knowledge of foundational classifications and principles of a resident
assistant wellness program. To gauge the conceptual knowledge, Residential Life professional
staff were surveyed and asked interview questions. Table 5 shares an overview of these methods
as well as sample survey items and interview questions.
Procedural Knowledge
The procedural knowledge that Residential Life professional staff must have in order to
enact their critical behaviors include knowing how to incorporate time management and wellness
topics in pre-training and continual training to combat resident assistant stress and burnout,
knowing how to identify specific stressors of the resident assistant position in order to modify
the position accordingly, and knowing how to modify resident assistant protocol when these
student leaders engage with residents with mental health concerns. Anderson and Krathwohl
(2001, 2002) encourage the use of inquiry methods that would allow participants to demonstrate
how to do or perform something. These methods require the knowledge of specific skills
involved with a given task, including strategies, methods of inquiry, and standards to use such
skills and strategies. To gauge the procedural knowledge, Residential Life professional staff
were surveyed and asked interview questions. Table 5 provides an overview of these methods as
well as sample survey items and interview questions.
Metacognitive Knowledge
48
In order for Residential Life professional staff to perform their critical behaviors, they
must reflect on the outdated nature of literature discussing burnout trends and solutions for a
resident assistant wellness program. Anderson and Krathwohl (2001, 2002) recommend the use
of inquiry methods that require participants to showcase knowledge of thinking as well as
awareness and knowledge of personal methods for learning and cognition. This requires the
knowledge to reflect on and be more cognizant of one’s personal beliefs and information
regarding planning strategies. In order to gauge metacognitive knowledge as a need, Residential
Life professional staff were surveyed and asked interview questions. Table 5 provides an
overview of these methods as well sample survey items and interview questions.
Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed Knowledge
Influences
Survey Interview
Declarative Factual (terms,
facts, concepts)
Residential Life professional
staff need to have the factual
knowledge of the components of
a wellness program for the
recruitment, training, and
continued supervision of RAs.
Multiple choice
A wellness program to
eliminate resident assistant
burnout is grounded is best
practices related to
a) Recruitment of RAs.
b) Training of RAs
c) Continued.
Supervision of RAs
d) All of the above.*
What do you believe are the
components of a wellness
initiative to eliminate RA
burnout?
49
Declarative Conceptual
(categories, process models,
principles, relationships)
Residential Life professional
staff need to know how a
resident assistant’s identities can
impact the degree of emotional
exhaustion, a tenant of burnout,
experienced while serving in the
position.
Multiple choice. Choose the
best option to complete the
sentence.
An awareness of a resident
assistant’s personal identities
(racial identity, gender
identity, etc.)...
a) should not impact
supervisory practice as
it is irrelevant
information.
b) distracts from the
department’s mission
to create safe and
inclusive residential
communities.
c) can impact the degree
of emotional
exhaustion
experienced while
serving as an RA
therefore should guide
supervisory practice.*
Please explain the
relationship between resident
assistant personal identities
and burnout.
Residential Life professional
staff know that the expectations
and responsibilities affiliated
with the resident assistant role
can produce a stressful
environment for that resident
assistant.
Multiple choice. Choose the
best option to complete the
sentence.
The roles and responsibilities
of the resident assistant
position:
a) Are manageable by all
RAs.
b) Can produce a
stressful environment
for RAs.*
Explain the relationship
between RA responsibilities
and the type of environment
it produces for RAs.
50
c) Are standard on a
weekly basis
regardless of time of
year.
d) Have remained
consistent since the
position’s inception.
Residential Life professional
staff know that burnout impacts
college students, especially
students in leadership capacities
such as resident assistants.
Multiple choice. Choose the
best option to complete the
sentence.
When comparing college
student leaders to non-college
student leaders, college
student leaders...
a) Are more susceptible
to burnout.*
b) Just as prone to
burnout as non-college
student leaders.
c) Experience less
burnout.
Explain the relationship
between college student
leaders and burnout.
Procedural
Residential Life professional
staff need to know how to
incorporate time management
and wellness topics in pre-
training and continual training to
combat stress and burnout.
Multiple choice. Choose the
best answer to complete the
sentence.
Consider this scenario:
You are now tasked with
creating the resident assistant
pre-training, eRAd (Emerging
RA Development). When
designing the pre-training,
eRAd (Emerging RA
Development), you
Consider this scenario: A
parent contacts you and
shares that they were an RA
at their alma mater. Now,
their child is interested in
applying to become an RA.
However, the parent
expressed concern about
potential burnout. They are
curious to know what steps
Residential Life takes to
prevent RA burnout. How
would you respond?
51
incorporate the following
topics.
a) Time management.
b) Stress management.
c) Resiliency
development.
d) Self-care.
e) All of the above.*
f) None of the above.
Residential Life professional
staff need to know how to
pinpoint specific stressors of the
resident assistant position in
order to modify the position
accordingly.
Check all that apply based on
your professional experience
in Residential Life.
Given my knowledge of the
resident assistant position and
what resident assistants have
shared with me, I recognize
that the following aspects can
be considered position
stressors:
a) Participation in the
emergency response
rotation.*
b) Fostering meaningful
relationships with
team members and
supervisory staff.*
c) Implementation of the
residential curriculum
approach.*
d) Assisting residents
with mental health
concerns.*
e) General administrative
responsibilities
including paperwork
Demonstrate how you
pinpoint specific stressors of
the resident assistant
position.
52
and attendance at
meetings.*
Residential Life professional
staff needs to know how to
modify resident assistant
protocol when resident
assistants engage with residents
with mental health concerns.
Multiple choice. Choose the
best answer to complete the
sentence.
One way to modify the
emergency response protocol
to prioritize resident assistant
wellness when they encounter
mental health concerns is to
a) Have the RA take the
lead on a situation
even when
professional staff are
present.
b) Recommend RAs to
frequently serve on
the emergency
response rotation to
gain more experience.
c) Encourage only RAs
to follow up with
residents since they
have already
established rapport.
d) Require that RAs meet
with their supervisor
so they receive
appropriate follow up
and resources.*
Walk me through how you
would modify resident
assistant protocol when
resident assistants engage
with residents with mental
health concerns.
Metacognitive
Residential Life professional
staff need to know how to
reflect on the outdated nature of
Multiple choice. Complete the
sentence.
Main Q: How does the
department know it is
effective in eliminating RA
burnout?
53
literature discussing burnout
trends and solutions for a
resident assistant wellness
program.
As a department, we
demonstrate that we value
resident assistant wellness by
a) Implementing
professional
associations’ best
practices that
eliminate RA burnout.
b) Reviewing what
departmental practices
could be altered to
prioritize RA
wellness.
c) Engaging with peer
institutions to discuss
best strategies to
promote RA wellness.
d) All of the above.*
e) None of the above.
Probing Q: How do you
monitor a need for change in
your departmental practices?
Probing Q: How do you
decide the best ways to
address RA burnout?
Motivation Assessment
Motivation is an internally driven process that initiates and supports goal-directed
behavior (Clark & Estes, 2008; Rueda, 2011). Chapter Two’s literature review discusses several
assumed motivation influences that impact Residential Life professional staff as they facilitate a
resident assistant wellness program anchored in effective recruitment, training, and continued
supervision practices. These influences are listed in Table 6 and are joined by the assessment
methods for collecting data specific to the motivational aspects of value, self-efficacy, mood, and
interest.
Value
For Residential Life professional staff to implement their critical behaviors, they need to
value the tasks associated with facilitating a resident assistant wellness program to eliminate
54
positional burnout. Value was assessed by asking the professional staff about the importance
they associated with components of a suggested wellness program for resident assistants. Table
6 demonstrates an overview of these methods as well as sample survey items and interview
questions.
Self-Efficacy
In order to assess the motivational influence of self-efficacy, one must be able to evaluate
one’s own personal abilities to implement the functions they conduct in the group (Bandura,
2006). This study assessed Residential Life professional staff to identify their confidence levels
with implementing preventative measures to eliminate resident assistant burnout. To evaluate if
the motivational influence of self-efficacy is an asset, professional staff were surveyed and asked
interview questions. Table 6 shares the methods that will be used as well as samples of the
survey items and interview questions.
Mood
In order to assess mood, interview questions were specifically designed to be open-ended
in order to determine emotional reactions and capture the personal experiences of Residential
Life professional staff. This form of needs assessment was intended to ascertain how positive
professional staff feel about implementing critical behaviors necessary to facilitate a resident
assistant wellness program. Table 6 communicates the overview of methods used as well as
sample survey items and interview questions.
Interest
The last motivational influence that was assessed in this study was the interest, situational
and personal, exhibited by Residential Life professional staff. Situational interest initially
captures the attention of a given learner while personal interest encourages the learner to remain
55
engaged and move forward with specific action (Bandura, 1986). This study assessed the
interest of professional staff to integrate components of a wellness program in the recruitment,
training, and supervision of resident assistants. To gauge the motivational influence of interest,
professional staff were surveyed and interviewed. Table 6 shares the methods that will be used
along with sample survey and interview question items.
Table 6
Summary of Motivation Influences and Method of Assessment
Assumed Motivation
Influence
Survey Interview
Value
Residential Life professional
staff needs to value the
components of a wellness
program to eliminate resident
assistant burnout.
Rank the following
departmental priorities from 1
being most valuable to you and
5 being least valuable to you.
a. Successful
implementation of the
department’s residential
curriculum approach.
b. Development and
implementation of a
wellness program to
eliminate RA burnout.
c. Completion of
administrative tasks
including report
submission and budget
upkeep.
d. Timely communication
with campus partners
when jointly
completing projects.
e. Fair adjudication of
student conduct and
Tell me why it is important,
or not, to implement
preventative measures to
support RA wellness.
Please share an example of a
departmental recruitment
practice that supports RA
wellness.
Please share an example of a
departmental training practice
that supports RA wellness.
Please share an example of a
departmental supervision
practice that supports RA
wellness.
56
sanction completion
follow up.
Self-Efficacy
Residential Life professional
staff needs to have
confidence that they can
implement preventative
measures to eliminate
resident assistant burnout.
Rate your degree of confidence.
I feel confident that the
department is able to implement
preventative measures to
eliminate resident assistant
burnout.
a. Not at all confident.
b. Slightly confident.
c. Moderately confident.
d. Very confident.
e. Extremely confident.
Main Q: How confident are
you in the department’s
ability to implement
preventative measures to
eliminate RA burnout?
Probing Q: What impacts
your confidence?
Probing Q: How consistent is
it?
Mood
Residential Life professional
staff needs to feel positive
about integrating a wellness
program in the recruitment,
training, and supervision of
resident assistants.
Rate your degree of positivity.
I feel positive about the
implementation of a resident
assistant wellness program
rooted in recruitment, training,
and continued supervision
practices.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
d. Strongly agree.
Tell me how you feel about
using a wellness program in
the recruitment, training, and
supervision of resident
assistants.
Interest
Residential Life professional
staff needs to be interested in
integrating the components
of a wellness program in the
recruitment, training, and
Rate your degree of interest.
I am interested in the
implementation of a resident
assistant wellness program
rooted in recruitment, training,
and continued supervision
practices.
Tell me about your interest
level in integrating
components of a wellness
program in the recruitment,
training, and supervision of
resident assistants.
57
supervision of resident
assistants.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
d. Strongly agree.
Organization/Culture/Context Assessment
Clark and Estes (2008) posit that the third aspect of performance gaps is related to
organizational factors including resources, policies, processes, procedures, and culture. Chapter
Two’s literature review reviewed organizational influence factors that impact Residential Life
professional staff as they facilitate a resident assistant wellness program. These organizational
influence factors are organized in Table 6. They are accompanied by the assessment methods
that will be utilized to collect data for the organizational aspects of resources, policies and
procedures, and culture.
Resources
Resources including trained staff and time are necessary for Residential Life professional
staff to enact the critical behaviors linked to the facilitation of a resident assistant wellness
program. In order to identify resources, an organizational influence, professional staff were
asked to complete a survey and respond to interview questions. Table 7 shares an overview of
methods used as well as sample survey items and interview questions.
Policies, Processes, and Procedures
This Clark and Estes (2008) needs analysis explored whether or not Residential Life
professional staff perceived current departmental policies and processes as aligned with the
performance goal of implementing a resident assistant wellness program to eliminate burnout. In
order to gauge this, professional staff were asked to provide survey responses and answer
58
interview questions. Table 7 shares the methods used as well sample survey items and interview
questions.
Culture
The assessment of an organization’s culture including its values and beliefs and its
impact on Residential Life professional staff as they facilitate a wellness program to eliminate
resident assistant burnout is critical. Survey questions and open-ended interview questions were
therefore designed to capture professional staff’s perceptions regarding the existing departmental
structures that motivate them and the collaboration levels between professional staff and student
staff. Table 6 shares an overview of methods used as well as sample survey items and interview
questions.
Table 7
Summary of Organization Influences and Method of Assessment
Assumed Organization
Influences
Survey Interview
Resources (time; finances; people)
Residential Life needs trained staff
to produce and implement a
wellness program to eliminate
resident assistant burnout through
recruitment, training, and
supervision.
At this time, the department
provides training to
professional staff so they are
able to implement a resident
assistant wellness program.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
d. Strongly agree.
Describe the department
training and support that it
provides staff so that they
may create and implement
a resident assistant
wellness program through
recruitment, training, and
supervision.
Residential Life staff needs time to
thoughtfully craft a wellness
program to eliminate resident
assistant burnout through
At this time, the department
allocates time to professional
staff so they are able to
Main Q: What kind of
planning time, if any, does
the department provide to
produce a resident
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recruitment, training, and
supervision.
implement a resident assistant
wellness program.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
d. Strongly agree.
assistant wellness
program?
Policies, Processes, & Procedures
Residential Life staff needs to have
a recruitment process that aligns
with the components of a wellness
program that will eliminate
resident assistant burnout.
Current resident assistant
recruitment involves practices
that contribute to the
prevention of resident
assistant burnout.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
d. Strongly agree.
To what extent does your
department’s resident
assistant recruitment
process align with the
components of a wellness
program that will eliminate
resident assistant burnout?
Residential Life staff needs to have
emergency response procedures
that align with the components of a
wellness program that will
eliminate resident assistant
burnout.
Currently emergency
response protocol in which
the resident assistants serve
involves practices that
contribute to the prevention of
resident assistant burnout.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
d. Strongly agree.
To what extent does the
departmental emergency
response procedure align
with components of a
wellness program to
eliminate resident assistant
burnout?
Residential Life staff needs to have
supervisory practices that align
with the components of a wellness
program that will eliminate
resident assistant burnout.
Your current supervisory
practices contribute to the
prevention of resident
assistant burnout.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
Main Q: Give me an
example of a supervisory
practice that you think
aligns with the
components of a wellness
program to eliminate
resident assistant burnout.
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d. Strongly agree.
Probing Q: Give me an
example of a supervisory
practice that you think
does not align with the
components of a wellness
program to eliminate
resident assistant burnout.
Culture
Residential Life staff needs to be
part of a culture that aligns with
prevention of resident assistant
burnout through recruitment,
training, and supervision.
Current departmental culture
motivates professional staff to
implement practices that
prevent resident assistant
burnout.
a. Strongly disagree.
b. Slightly disagree.
c. Slightly agree.
d. Strongly agree.
Tell me about the culture
that you think is required
for the department to
facilitate an RA wellness
initiative.
Some professional staff
might say that the
environment at POU
Residential Life does not
support the
implementation of an RA
wellness initiative. What
do you think?
Participating Stakeholders and Sample Selection
The stakeholder group of focus for this paper was the professional staff of Residential
Life at Pacific Ocean University (a pseudonym, POU).
Sampling
The criteria used in the sampling for this study include identification as a professional
staff member in Residential Life at POU. Professional staff were classified as full-time
employees of the university that have earned at least a master’s degree in Student Affairs or
related fields. There were 21 professional staff members total including nine Executive Team
members (ranging from assistant director to interim director) and 12 resident directors. As the
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professional staff worked closely with the resident assistants in a direct or indirect manner, all
professional staff were extended the opportunity to complete the survey and interview. As they
were responsible for the development and implementation of recruitment, training, and continued
supervision of resident assistants, all professional staff offered valuable insight for this needs-
analysis as it evaluated these practices as components of a wellness program to eliminate resident
assistant burnout. All participants were de-identified to uphold confidentiality.
Recruitment
For the purpose of this study, the sampling strategy sought out volunteers. Residential
Life professional staff agreed to complete a survey and/or participate in an interview on a
voluntary basis. Survey recruitment was conducted via email. A request for interview
participation was built into the survey form itself. These methods allowed the study to gain
information in the knowledge, motivation, and organizational needs necessary to facilitate a
wellness program to eliminate resident assistant burnout.
Instrumentation
The instrumentation for this study was surveys and interviews. These data collection
instruments are described below.
Survey Design
Fink (2017) asserts that attitudes, beliefs, and/or ideas being measured should be defined
as a survey is created for a given study. An 18-question survey was used for this study in order
to measure Residential Life professional staff knowledge and skills, motivation, and
organizational challenges in regards to an implementation of a wellness program to eliminate
resident assistant burnout grounded in recruitment, training, and continued supervision practices.
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Each survey item was designed to measure staff knowledge, motivational, and organizational
gaps. See Appendix A for the Survey used in the study.
Interview Protocol Design
Maxwell (2013) asserts that creativity and insight should inform protocols as opposed to
a direct conversation of the research question(s) into interview form. Therefore, Maxwell (2013)
informed the interview questions developed that were implemented in this study. A semi-
structured interview protocol was implemented in the study as it offers both a bank of
predetermined questions but allows flexibility to rephrase interview questions or ask
supplementary questions if applicable (Merriam & Tisdell, 2016).
The interview protocol consisted of a series of open-ended questions to assess whether
the KMO influences are assets or actual needs. There were 10 primary questions asked of the
participants. See Appendix B for the Interview Protocol and Questions used for the study.
Observation Checklist Design
No observations were used in this study.
Document Analysis Design
No documents were analyzed in this study.
Data Collection
Upon receiving University of Southern California Institutional Review Board (IRB)
approval, participation was solicited verbally and through email. Participants were given a
consent form, in the form of an information sheet, that included the purpose and processes of the
study. Additionally, it provided information on the time, place, and location for surveys and
interviews. With the participants’ permission, surveys and interviews were facilitated in the
professional staff’s natural environment i.e. Residential Life professional work spaces at Pacific
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Ocean University. All participants were informed that study participation was voluntary and
individuals could remove themselves from the study at any time during the process.
Surveys
Residential Life professional staff that volunteered to complete the survey were emailed a
link by the Interim Associate Vice Provost and took the survey online. All professional staff
were reminded via email, a couple of weeks after the initial communication, to submit survey
responses. The survey results were kept anonymous and the resulting data was de-identified to
uphold confidentiality during the analysis.
Interviews
Residential Life professionals interested in volunteering for the corresponding interview
were asked about their interview interest in the study’s survey. If professional staff marked
“yes,” staff were asked to provide the best method of communication and any relevant details.
For example, if the participant indicated that “phone call” was the best method of contact, the
participant then provided their phone number. Follow-up information on interview logistics
including date, time, and location were finalized through the participant’s preferred method of
contact i.e. phone call or email communication. Participants were also asked if they would be
available for potential follow-up questions once the interview data was transcribed and analyzed.
Observations
No observations of the professional staff for this study.
Document Analysis
No document analysis for this study.
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Data Analysis
For surveys, data collected was analyzed by utilizing descriptive statistics. Means and
standard deviations for each section of the KMO items were reviewed. The researcher identified
patterns as they related to the assumed causes of knowledge, motivation, and organizational
factors. Gaps as a result of lack of knowledge were classified by the types of knowledge
including factual, procedural, conceptual, and metacognitive. Gaps as a result of lack of
motivation were classified by the types of motivation including value, self-efficacy, mood, and
interest. Gaps as a result of organization were classified by resources, policies, procedures, and
processes, and culture. The results of the data analysis informed the solutions directed at closing
the gaps identified.
For interviews, the initial step of the data analysis was to review the transcripts from the
number of interviews that took place and compared the transcripts to the handwritten notes taken
during the interviews. In this process, the transcript data was coded with symbols that
communicated the categories of knowledge, motivation, and organizational factors. KMO
categories were coded so that the researcher was able to organize important information for
analysis (Merriam & Tisdell, 2016). The objective of the coding process was to determine if any
patterns and relationships existed in the data. If so, such patterns and relationships could have
equated to themes and be relevant to the findings of the study.
Trustworthiness of Data
In order to maintain the credibility and trustworthiness of this study, triangulation was
used since two methods of data collection, surveys and interviews, were utilized. The use of two
methods allowed for the comparison and cross-checking of data (Merriam & Tisdell, 2016). In
terms of potential validity threats when working with the study’s participants, it was emphasized
65
that the responses provided would only be used for the purposes of this dissertation. Reiterating
the importance of participant honesty led to valuable findings. The researcher’s design and
methods also moved through a peer review with classmates (Merriam & Tisdell, 2016). The
final precaution was to ensure that participant interviews were professionally transcribed to
confirm the validation and accuracy of the resulting data collection (Maxwell, 2013).
Role of Investigator
Although the investigator in this study was an employee of the organization, no
supervisory conflicts were evident. As a result, the principal investigator, with permission from
the IRB, selected the sample for the study, recruited participants, obtained informed consent, and
collected survey and interview data. The investigator was the main contact for the study, and
also reported the findings and discussion in Chapters Four and Five.
Limitations
The limitations of this study include the professional relationship between the
stakeholders of focus and the researcher. As a result, answers in the surveys and/or interviews
from the stakeholders of focus may have been influenced. Additionally, it is anticipated that
more time to facilitate a full gap analysis with the major stakeholders of the performance
problem could have produced a better-rounded evaluation.
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Chapter Four: Results and Findings
Findings gathered from the data collection will be presented in this chapter as they
pertain to the knowledge, motivation, and organizational (KMO) influences that impact
Residential Life professional staff at Pacific Ocean University (POU) as they implement a
resident assistant wellness program grounded in selection, training, and supervisory practices.
The Clark and Estes (2008) gap analysis approach will inform the analysis of the challenges in
the areas of the knowledge and skills, motivation, and organizational culture of Residential Life.
This approach will support the determination and facilitation of solutions that Residential Life
staff can use to effectively implement a resident assistant wellness program to eliminate burnout.
In order to best identify the KMO needs of Residential Life professional staff to execute a
resident assistant wellness program, eighteen assumed influences were developed from the
literature review conducted in Chapter Two. The influences were organized in the following
areas: knowledge, motivation, and organization. Following, quantitative and qualitative data was
also generated through surveys and interviews to assess the validity of the assumed knowledge,
motivation, and organizational factors Residential Life professional staff may experience when
crafting and executing a resident assistant wellness program. Surveys were released via email
first to the professional staff. An invitation to participate in an interview was featured at the
conclusion of the voluntary survey, therefore, the interview proceeded the survey.
It is important to note that the data collection occurred over a period of time in which
participants were navigating both the COVID-19 pandemic and demonstrations regarding social
injustices in the United States. The influence of these events on the wellness of the professional
staff may have impacted their survey and interview responses pertaining to resident assistant
wellness.
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Participating Stakeholders
The stakeholder group that participated in this study were the professional staff of
Residential Life at Pacific Ocean University (POU). There were 13 participants for the survey
component resulting in 61.9% participation for this stakeholder group. Of the 13 professional
staff that submitted survey responses, five continued with the interview component resulting in
23.8% participation for this stakeholder group. There was no individual demographic
information collected per participant (i.e. race, age, gender, years of experience in Residential
Life, etc.).
Determination of Assets and Needs
This study used two sources of data including surveys and interviews. In order to
validate, or determine whether or not the assumed causes are assets or needs, quantitative data
was collected through a survey. A discussion of assumed causes and a description of this survey
can be found in Chapter Three. Survey results produced data to validate knowledge, motivation,
and organization influences. The information used to validate survey data on assumed causes on
knowledge, motivation, and organizational influences for the proposed implementation of a
resident assistant wellness plan based on recruitment, training, and supervision practices at
POU’s Residential Life were as follows: results with less than 75% agreement indicated a need
at POU. Results with greater than 75% agreement indicated an asset, or strength, at POU.
Interview data was also utilized to support or refute the survey results. Having reached
saturation at five interviews, no new data was evident. Responses with less than 80% agreement
indicated a need at POU. Results with greater than 80% agreement indicated an asset.
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Results and Findings for Knowledge Causes
Residential Life professional staff knowledge causes were measured through surveys and
interviews. The results are presented in the following sections per assumed influence in the areas
of factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive
knowledge. The assumed influences were determined to be assets or determined to be needs
based on the findings.
Factual Knowledge
Influence 1
The first factual influence is “Residential life professional staff need to have the factual
knowledge of the components of a wellness program for the recruitment, training, and continued
supervision of RAs.”
Survey Results. Residential Life professional staff were asked to identify what best
practices serve as the foundation of a resident assistant wellness program. There were four
possible options to select. As Table 8 indicates, 84.62% of the participants selected the correct
answer, all of the above.
Table 8
Survey Results for Factual Knowledge of Resident Assistant Wellness Program
# Factual Knowledge Item (n = 13) Percentage Count
A wellness program to eliminate resident assistant burnout is
grounded is best practices related to:
1 Recruitment of RAs. 7.69% 1
2 Training of RAs. 7.69% 1
3 Continued Supervision of RAs. 0.0% 0
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4 All of the above. * 84.62% 11
Note: An “*” indicates the correct response.
Interview Findings. Participants were asked, “What do you believe are the components
of a wellness initiative to eliminate RA burnout?” All five interview participants were only able
to discuss one component of a proposed resident assistant wellness initiative: supervision. The
responses did not touch on the two other wellness initiative components, recruitment and
department training. Participant 2 stated, “I still need to hold RAs accountable to their position
expectations, but how do I make sure that I’m also being reasonable as a supervisor? I guess
best supporting them through building organic relationships.” Furthermore, Participant 5 shared,
“Implementing a strong support system from the supervisor is very important, they should find
ways to motivate RAs and celebrate even the small victories within the position.” Participant 3
also stated, “You can be mindful of maybe, like, if this is a heavy week for the RA’s academics,
you can be more mindful and flexible if you’re giving out projects.” All three participants
reflected the group’s response that mainly discussed the importance of supervision in eliminating
RA burnout. However, since not all the components were mentioned, this influence is a need for
the interview.
Summary. The assumed influence that professional staff know the components of a
resident assistant wellness program was validated and determined to be an asset in the survey
results, but the influence was not validated and determined to be an asset in the interview
responses. 84.62% of surveyed professional staff were able to accurately select the correct
response of all of the above, which demonstrates that professional staff are able to identify
recruitment, training, and supervision practices as underlying components of a wellness program.
This is 9.62% above the 75% threshold. However, 0% of interview participants were able to list
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all three components as only one component was captured in interview responses. As the survey
was a recognition assessment perhaps it was easier for participants to recognize the correct
responses, however, it is more important to recall the components when designing a wellness
program. Therefore, the interview findings outweigh the survey and, thus, this influence is a
need.
Conceptual Knowledge
Influence 2
The first conceptual influence is “Residential Life professional staff need to know how a
resident assistant’s identities can impact the degree of emotional exhaustion experienced while
serving in the position.”
Survey Results. Professional staff were asked about the connection, or not, between a
resident assistant’s personal identities and supervision practice in Residential Life. There were
three possible choices to select. Table 9 demonstrates that 92.31% of the participants selected
the correct answer, personal identities can impact the degree of emotional exhaustion
experienced as an RA serves, therefore, they should be considered in the supervision of RAs.
Table 9
Survey Results for Conceptual Knowledge of Resident Assistant Wellness Program
# Conceptual Knowledge Item (n= 13) Percentage Count
An awareness of a resident assistant’s personal identities (i.e.
racial identity, gender identity, etc.)...
1 Should not impact supervisory practice as it is irrelevant
information.
7.69% 1
2 Distracts from the department’s mission to create safe and
inclusive residential communities.
0% 0
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3 Can impact the degree of emotional exhaustion experienced
while serving as an RA therefore should be considered in
supervisory practice. *
92.31% 12
Note: An “*” indicates the correct response.
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that professional staff know how a resident
assistant’s identities can impact the degree of emotional exhaustion experienced while serving in
the role was validated and determined to be an asset in the survey results. 92.31% of surveyed
professional staff were able to accurately provide the correct response, which shows that staff
recognize the relationship between an RA’s personal identities and the potential extent of
emotional exhaustion. This is 17.31% above the 75% threshold. As there were no interview
findings made for this influence and because of the high percentage of respondents that answered
with the appropriate selection, this influence is an asset.
Influence 3
The second conceptual influence is “Residential Life professional staff know that the
expectations and responsibilities affiliated with the resident assistant role can produce a stressful
environment for that resident assistant.”
Survey Results. Residential Life staff were asked more about the specific
responsibilities associated with the RA position. There were four possible options that a
participant could select. As Table 10 indicates, 92.31% of the participants selected the correct
answer, can produce a stressful environment for that RA.
Table 10
Survey Results for Conceptual Knowledge of Resident Assistant Wellness Program
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# Conceptual Knowledge Item (n= 13) Percentage Count
The roles and responsibilities affiliated with the RA role:
1 Are manageable by all RAs. 7.69% 1
2 Can produce a stressful environment for that RA.* 92.31% 12
3 Are standard on a weekly basis regardless of time of year. 0% 0
4 Have remained consistent since the position’s inception. 0% 0
Note: An “*” indicates the correct response.
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that professional staff know that the expectations and
responsibilities of the RA role can produce a stressful environment for an RA was validated and
determined to be an asset in the survey results. 92.31% of surveyed professional staff were able
to accurately pick the correct response, which shows that staff understand that facets of the RA
role itself can produce stress for these student leaders. This is 17.31% above the 75% threshold.
As there were no interview findings made for this influence and because of the high percentage
of respondents that answered with the correct response, this influence is an asset.
Influence 4
The third conceptual influence is “Residential Life professional staff know that burnout
impacts college students, especially students in leadership capacities such as resident assistants.”
Survey Results. Professional staff were asked to compare experiences of burnout
between college student leaders and non-college student leaders. There were three possible
options to select. Table 11 illustrates that 76.92% of participants selected the correct answer,
college student leaders are more susceptible to burnout.
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Table 11
Survey Results for Conceptual Knowledge of Resident Assistant Wellness Program
# Conceptual Knowledge Item (n= 13) Percentage Count
When comparing college students to their peers in leadership
positions, college student leaders...
1 Are more susceptible to burnout. * 76.92% 10
2 Just as prone to burnout. 23.08% 3
3 Experience less burnout. 0% 0
Note: An “*” indicates the correct response.
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that staff know that burnout impacts college students,
especially students in leadership capacities such as resident assistants was validated and
determined to be an asset in the survey results. 76.92% of surveyed professional staff accurately
selected the response, college student leaders are more susceptible to burnout. This shows that
professional staff are able to draw connections between college student leaders, like RAs, and
burnout experienced. This is 1.92% above the 75% threshold. Since there were no interview
findings made for this influence and because of the percentage of respondents that answered with
the appropriate selection, this influence is an asset.
Procedural Knowledge
Influence 5
The first procedural influence is “Residential Life professional staff need to know how to
incorporate time management and wellness topics in pre-training and continual training to
combat stress and burnout.”
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Survey Results. Staff members were asked to select what topics should be integrated
into the resident assistant’s pre-training or ERAD (Emerging RA Development). There were six
possible answer choices. As Table 12 indicates, 92.31% of the participants selected the correct
answer, all of the above.
Table 12
Survey Results for Procedural Knowledge of Resident Assistant Wellness Program
# Procedural Knowledge Item (n= 13) Percentage Count
You are now charged with creating the resident assistant pre-
training, ERAD (Emerging RA Development). When
designing the pre-training, you consider incorporating the
following topics:
1 Time management. 7.69% 1
2 Stress management. 0% 0
3 Resiliency development. 0% 0
4 Self-care. 0% 0
5 All of the above. * 92.31% 12
6 None of the above. 0% 0
Note: An “*” indicates the correct response.
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that professional staff know how to incorporate time
management and wellness topics in pre-training and continual training to combat stress and
burnout was validated and determined to be an asset in the survey results. 92.31% of surveyed
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professional staff were able to accurately select the correct answer, all of the above. This shows
that staff are able to identify time management, stress management, resiliency development, and
self-care as important topics to incorporate into RA pre-training. This is 17.31% above the 75%
threshold. As there were no interview findings made for this influence and because of the high
percentage of respondents that answered with the correct response, this influence is an asset.
Influence 6
The second procedural influence is “Residential Life professional staff need to know how
to pinpoint specific stressors of the resident assistant position in order to modify the position
accordingly.”
Survey Results. Professional staff were asked to identify what aspects of the RA
position could be considered stressors for the students that serve in the capacity. All five answer
choices are possible stressors. Table 13 shows that 46.15% - 61.54% of the participants selected
four of the five answer choices. 76.92% of the participants selected the response, working with
residents with mental health concerns.
Table 13
Survey Results for Procedural Knowledge of Resident Assistant Wellness Program
# Procedural Knowledge Item (n= 13) Percentage Count
Check all that apply.
Based on my knowledge of the resident assistant position and
what resident assistants have shared with me as their
supervisor, I recognize that the following aspects are
considered RA stressors:
1 Participation in the emergency response rotation. * 61.54% 8
2 Development of programming. * 53.85% 7
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3 Implementation of the residential curriculum approach. * 46.15% 6
4 Working with residents with mental health concerns. * 76.92% 10
5 General administrative responsibilities including paperwork
and attendance at meetings. *
53.85% 7
Note: An “*” indicates a correct response.
Interview Findings. Participants were asked, “Consider this scenario: A parent contacts
you and shares that they were an RA at their alma mater. Now, their child is interested in
applying to become an RA. However, the parent expressed concern about potential burnout.
They are curious to know what steps Residential Life takes to prevent RA burnout. How would
you respond?” All five interview participants discussed, in-depth, the role of supervision in
preventing burnout. However, only one interview participant explicitly addressed sources of
burnout in RAs as part of the interview response. Participant 3 stated, “On emergency response
or duty, there’s always someone on the other line that RAs can help and ask questions, like it’s
never going to be solely on them to solve a self-harm situation.” This participant incorporated an
acknowledgement of the RA position itself producing potential stress and burnout, however, as
the four other participants did not integrate a similar acknowledgement, this influence is a need
for the interview.
Summary. The assumed influence that professional staff know how to identify specific
stressors of the resident assistant position in order to modify the position accordingly was
validated and determined to be a need both in the survey results and the interview responses.
Only 46.15% - 61.54% of surveyed professional staff selected four of the five answer options.
This is 13.46% - 28.85% below the 75% threshold. 76.92% of surveyed professional staff
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selected the answer choice, working with residents with mental health concerns, 1.92% above the
75% threshold. This demonstrates that professional staff are unable to identify all possible
stressors of the RA position. Additionally, only one interview participant acknowledged the RA
position description itself as stressful. Both the survey results and interview findings support
that this influence is a need.
Influence 7
The third procedural influence is “Residential Life professional staff needs to know how
to modify resident assistant protocol when resident assistants engage with residents with mental
health concerns.”
Survey Results. Professional staff were asked to identify a possible modification to the
departmental protocol in regards to resident assistants engaging with residents with mental health
concerns. There were four possible options to select. As Table 14 indicates, 84.62% of the
participants selected the correct answer, requiring that RAs meet with their supervisor so that
they receive appropriate follow up and resources.
Table 14
Survey Results for Procedural Knowledge of Resident Assistant Wellness Program
# Procedural Knowledge Item (n= 13) Percentage Count
One way to modify the resident assistant protocol when they
engage with residents with mental health concerns is:
1 Have the RA take the lead on a situation even when
Supervisory Staff are present.
7.69% 1
2 Recommend RAs serve on Emergency Response rotation to
gain more experience.
0% 0
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3 Have only RAs follow up with residents since they have
already established rapport.
7.69% 1
4 Require that RAs meet with their supervisor so that they
receive appropriate follow up and resources. *
84.62% 11
Note: An “*” indicates the correct response.
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that Residential Life professional staff members
know how to modify resident assistant protocol when resident assistants interact with students
with mental health concerns was validated and determined to be an asset in the survey results.
84.62% of surveyed professional staff were able to accurately select the correct response, which
shows that staff understand the best way to modify resident assistant protocol in order to better
support resident assistant wellness. This is 9.62% above the 75% threshold. As there were no
interview findings made for this influence and because of the high percentage of respondents that
answered with the correct response, this influence is an asset.
Metacognitive Knowledge
Influence 8
The first metacognitive influence is “Residential Life professional staff need to know
how to reflect on the outdated nature of literature discussing burnout trends and solutions for a
resident assistant wellness program.”
Survey Results. Residential Life professional staff were asked to identify the self-
reflection practices the department takes to effectively eliminate resident assistant burnout.
There were five possible options to select. Table 15 shows that 46.15% of the participants
selected the correct answer, all of the above.
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Table 15
Survey Results for Metacognitive Knowledge of Resident Assistant Wellness Program
# Metacognitive Knowledge Item (n= 13) Percentage Count
As a department, we self-reflect by
1 Implementing professional associations’ best practices that
eliminate resident assistant burnout.
7.69% 1
2 Reviewing what departmental practices could be altered to
prioritize resident assistant wellness.
38.46% 5
3 Engaging with peer institutions to discuss best strategies to
promote resident assistant wellness.
0% 0
4 All of the above. * 46.15% 6
5 None of the above. 7.69% 1
Note: An “*” indicates the correct response.
Interview Findings. Participants were asked, “How does the department know it is
effective in eliminating RA burnout?” Four out of the five participants discussed that the
department does not necessarily know it is effective in eliminating RA burnout. They continued
to express that this was an area of growth for the department and provided possible solutions.
Participant 1 stated, “I think we need to do more...when we did the RA wellness survey, I think
that helped a lot...sadly, another office did it and we never got that information still which is why
we didn’t do it again.” Participant 3 went on to say, “I think there were avenues where we
could... Progress checks. Evaluations. Due to things outside of our own control, we didn’t have
the opportunity, so I don’t think we currently assess but there are opportunities to do so.”
Finally, Participant 5 shared, “Unfortunately, I don’t think it’s aware. It doesn’t take the pulse of
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the RAs to fully understand how they’re feeling or what they’re going through.” As four of the
five participants communicated departmental uncertainty pertaining to effectiveness in
eliminating RA burnout, the influence is a need.
Summary. The assumed influence that professional staff know how to reflect on the
outdated nature of literature discussing burnout trends and solutions for a resident assistant
wellness program was validated and determined to be a need both in survey results and interview
findings. 46.15% of surveyed professional staff were able to accurately select the response of all
of the above, which demonstrates that the department currently does not necessarily implement
best practices or revise current practices to eliminate burnout. This is 28.85% below the 75%
threshold. 80% of interview participants shared that this is an area of growth for the department.
Both the survey results and interview findings support that this influence is a need.
Results and Findings for Motivation Causes
Value
Influence 9
The first value influence is “Residential Life professional staff need to value the
components of a wellness program to eliminate resident assistant burnout.”
Survey Results. Professional staff were asked to rank departmental priorities from one
being most valuable to them to five being least valuable to them. There were five departmental
priorities for the participants to consider. Table 16 shows that 38.46% of the participants ranked
“components of a wellness program to eliminate RA burnout” as number one or the most
valuable departmental priority. 61.54% ranked it as number two or the second most valuable
departmental priority.
Table 16
Survey Results for Value in Residential Life responsibilities
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# Value Item (n= 13) Ranking Ranking Ranking Ranking Ranking
Rank the following
department priorities from
1 being most valuable to
you and 5 being least
valuable to you.
1 2 3 4 5
1 Accurate implementation of
the department’s new
residential curriculum
approach.
Count- 8
61.54%
Count - 5
38.46%
Count - 0
0%
Count- 0
0%
Count- 0
0%
2 Components of a wellness
program to eliminate RA
burnout.
Count- 5
38.46%
Count - 8
61.54%
Count- 0
0%
Count- 0
0%
Count- 0
0%
3 Completion of
departmental administrative
tasks including report
submission and budget
upkeep.
Count- 0
0%
Count- 0
0%
Count- 5
38.46%
Count- 7
58.33%
Count- 1
3.21%
4 Timely communication
with campus partners when
jointly completing projects
or tasks.
Count- 0
0%
Count- 0
0%
Count- 0
0%
Count- 5
38.46%
Count - 8
61.54%
5 Fair adjudication of student
conduct and sanction
completion follow up.
Count- 0
0%
Count- 0
0%
Count - 8
61.54%
Count- 1
3.21%
Count- 4
35.25%
Interview Findings. Participants were asked the following questions, “Tell me why it is
important, or not, to implement preventative measures to support RA wellness,” “Please share an
example of a departmental recruitment practice that supports RA wellness,” “Please share an
example of a departmental training practice that supports RA wellness,” and “Please share an
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example of a departmental supervision practice that supports RA wellness.” All five interview
participants shared that it was important to implement preventative measures to support RA
wellness. Participant 2 stated, “Because we’ve asked a lot of RAs, that puts a lot on them
emotionally, physically, all sorts of ways. I think it’s important for us to implement some
preventative measures because I think there is high burnout.” When asked to describe a
departmental recruitment practice that supports RA wellness, all five interview participants were
able to speak on the thoroughness, availability, and accessibility of RA Information Sessions
conducted in the fall semester each academic year. The RA Information Sessions occur at the
beginning of the departmental recruitment and share more information with position candidates
so they understand the expectations of serving in this leadership position. However, when
interview participants were asked to speak on a departmental training practice, only two
participants were able to speak on current practices that support RA wellness. Participant 1
shared, “Understanding that RA identities then play into their role and how those can become
stressors...we did a better job of having RAs look at that…” Participant 3 added, “In our training
session around counseling...some slides on RA wellness...we’ve asked for those slides to be put
first so that we can show that we prioritize your well-being, we prioritize your success as RAs.”
Finally, all five interview participants were able to speak on examples of departmental
supervision practices that support RA wellness. Participant 4 stated, “Supervisors will probably
get the most immediate information, once they start to get to know the RAs, they have a better
sense of what the RAs might be struggling with and help from there.” Participant 5 also
mentioned, “Each supervisor has that liberty for flexibility or allow timelines to be a little bit
different depending on what’s going on with each RA.” Although responses regarding
departmental training were less extensive, all five participants were able to speak on the
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importance of implementing preventative wellness measures and how departmental recruitment
and supervision practices can support RA wellness. As a result, this influence is an asset for the
interview.
Summary. The assumed influence that professional staff value the components of a
wellness program to eliminate resident assistant burnout was validated and determined to be an
asset in the interview findings, but the influence was not validated and determined to be an asset
in the survey results. 38.46% of the surveyed professional staff ranked “components of a
wellness program to eliminate RA burnout” as their most valuable departmental priority.
61.54% ranked it as their second most valuable departmental priority. This demonstrates that a
majority of the professional staff recognize the implementation of a residential curriculum
approach as a top priority for the Residential Life department at POU. This 13.46% - 26.54%
below the 75% threshold. However, all five interview participants indicated that it was
important to implement preventative wellness measures and how departmental recruitment and
supervision practices can support RA wellness. As the interview allowed for participants to
speak more in depth about the department’s value in preventative wellness measures, the
interview findings outweigh the survey and therefore, this influence is an asset.
Self-Efficacy
Influence 10
The first self-efficacy influence is “Residential Life professional staff needs to have
confidence that they can implement preventative measures to eliminate resident assistant
burnout.”
Survey Results. Professional staff in Residential Life were asked to provide their degree
of confidence in the department’s ability to implement preventative measures to eliminate RA
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burnout. There were five possible options to select. Table 17 shows that 53.85% of the
participants selected “slightly confident.”
Table 17
Survey Results for Self-Efficacy in implementation of RA Burnout Prevention Measures
# Value Item (n= 13) Percentage Count
1 I feel confident that the department is able to implement
preventative measures to eliminate resident assistant
burnout.
2 Not at all confident. 7.69% 1
3 Slightly confident. 53.85% 7
4 Moderately confident. 23.08% 3
5 Very confident. 15.38% 2
6 Extremely confident. 0% 0
Interview Findings. Participants were asked, “How confident are you in the
department’s ability to implement preventative measures to eliminate RA burnout?” Four out of
five participants stated that they had little to no confidence. Participant 2 stated, “In our current
structure, probably not super confident. The reason being, we are a very top-down structure. If
something comes from our leadership and there’s zero input, I don’t think that's going to work
well.” Participant 5 shared similar sentiments, “I’m not that confident. I think our department
right now is taxed with a lot of different issues. And unfortunately, we’re not able to prioritize
what is most important.” As a majority of the interview participants, four out of five, indicated
little to no confidence, this influence is a need for the interview.
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Summary. The assumed influence that professional staff needs to have confidence that
they can implement preventative measures to eliminate resident assistant burnout was validated
and determined to be an asset in both the survey results and interview findings. 53.85% of
surveyed professional staff responded that they were slightly confident. This demonstrates that
over half of the surveyed professional staff were slightly confident with the department’s ability
to implement such preventative measures. This is 21.15% below the 75% threshold. The survey
results were supported by the interview findings in that four out of five participants shared that
they had little to no confidence in the department. Therefore, this influence is a need.
Mood
Influence 11
The first mood influence is “Residential Life professional staff needs to feel positive
about integrating a wellness program in the recruitment, training, and supervision of resident
Assistants.”
Survey Results. Residential Life professional staff were asked if they agree or disagree
with the following statement: “I feel positive about integrating a wellness program in the
recruitment, training, and continued supervision of resident assistants.” There were four possible
options to select. As Table 18 indicates, 100% of the participants selected strongly agree.
Table 18
Survey Results for Positivity in integration of wellness components in RA Selection, Training,
and Supervision
# Value Item (n= 13) Percentage Count
1 I feel positive about integrating a wellness program in the
recruitment, training, and continued supervision of resident
assistants.
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2 Strongly disagree. 0% 0
3 Slightly disagree. 0% 0
4 Slightly agree. 0% 0
5 Strongly agree. 100% 13
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that professional staff feel positive about integrating
a wellness program in the recruitment, training, and supervision of resident assistants was
validated and determined to be an asset in the survey results. 100% of surveyed professional
staff strongly agreed with the survey prompt which demonstrates a high level of positivity about
the proposed integration of a wellness program in current departmental practices. This is 25%
above the 75% threshold. As there were no interview findings made for this influence and
because of the high percentage of respondents that answered with “strongly agree,” this influence
is an asset.
Interest
Influence 12
The first interest influence is “Residential Life’ professional staff needs to be interested
in integrating the components of a wellness program in the recruitment, training, and supervision
of resident assistants.”
Survey Results. Professional staff were asked if they agree or disagree with the
following statement: “I am interested in the implementation of a resident assistant wellness
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program in the recruitment, training, and continued supervision.” There were four possible
options to select. As Table 19 indicates, 100% of the participants selected strongly agree.
Table 19
Survey Results for Interest in integration of wellness components in RA Selection, Training, and
Supervision
# Value Item (n= 13) Percentage Count
1 I am interested in the implementation of a resident assistant
wellness program in the recruitment, training, and continued
supervision.
2 Strongly disagree. 0% 0
3 Slightly disagree. 0% 0
4 Slightly agree. 0% 0
5 Strongly agree. 100% 13
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that professional staff are interested in the
implementation of a resident assistant wellness program in the recruitment, training, and
continued supervision was validated and determined to be an asset in the survey results. 100%
of surveyed professional staff strongly agreed with the survey prompt which demonstrates a high
level of interest in the proposed integration of a wellness program in current departmental
practices. This is 25% above the 75% threshold. As there were no interview findings made for
this influence and because of the high percentage of respondents that answered with “strongly
agree,” this influence is an asset.
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Results and Findings for Organization Causes
Resources
Influence 13
The first resource influence is “Residential Life needs trained staff to produce and
implement a wellness program to eliminate resident assistant burnout through recruitment,
training, and supervision.”
Survey Results. Residential Life professional staff were asked if they agree or disagree
with the following statement: “At this time, the department provides training to professional staff
so they are able to implement a resident assistant wellness program.” There were four possible
options to select. Table 20 shows that 38.46% slightly agree and 0% strongly agree.
Table 20
Survey Results for Resources (Staff) Related to Implementation of RA Wellness Program
# Resources (Staff) (n= 13) Percentage Count
At this time, the department provides training to
professional staff so they are able to implement a
resident assistant wellness program.
1 Strongly Disagree 30.77% 4
2 Slightly Disagree 30.77% 4
3 Slightly Agree 38.46% 5
4 Strongly Disagree 0% 0
Interview Findings. No interview findings were made for this influence.
Summary. The assumed influence that trained professional staff are needed to produce
and implement a wellness program to eliminate resident assistant burnout through recruitment,
training, and supervision was validated and determined to be a need in the survey results.
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38.46% of surveyed professional staff slightly agreed that the department provides training to
professional staff so they are able to implement a resident assistant wellness program, which
shows that more efforts could be devoted to such a training to actualize a resident assistant
wellness program. This is 36.54% below the 75% threshold. As there were no interview
findings made for this influence and because of the low percentage of survey participants that
responded with slightly agree, and none with strongly agree, this influence is a need.
Influence 14
The second resource influence is “Residential Life staff needs time to thoughtfully craft a
wellness program to eliminate resident assistant burnout through recruitment, training, and
supervision.”
Survey Results. Professional staff were asked if they agree or disagree with the
following statement: “At this time, the department allocates time to professional staff so they are
able to implement a resident assistant wellness program.” There were four possible options to
select. Table 21 illustrates that 30.77% slightly agree and 0% strongly agree.
Table 21
Survey Results for Resources (Time) Related to Implementation of RA Wellness Program
# Resources (Time) (n= 13) Percentage Count
At this time, the department allocates time to
professional staff so they are able to implement a
resident assistant wellness program.
1 Strongly Disagree 23.08% 3
2 Slightly Disagree 46.15% 6
3 Slightly Agree 30.77% 4
4 Strongly Agree 0% 0
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Interview Findings. Participants were asked, “Some professional staff might say that
the environment at POU Residential Life does not support the implementation of an RA wellness
initiative. What do you think?” While this interview question resulted in interview responses
mostly pertaining to culture and setting, one of the interview participants, Participant 1, shared a
response relevant to this assumed influence. Participant 1 stated, “I don’t know if I see us
making it a priority currently to devote the time and energy…. Will it happen in the future?
Depends on the leadership’s goals...I think our department gets pulled a lot of different ways.”
As this is the only interview response that connects the importance of time as a resource to the
implementation of resident assistant wellness measures, this response highlights that this is a
need in the interview.
Summary. The assumed influence that professional staff needs time to thoughtfully craft
a wellness program to eliminate resident assistant burnout through recruitment, training, and
supervision was validated and determined to be a need both in the survey results and the
interview responses. 30.77% of surveyed professional staff slightly agreed, and 0% strongly
agreed, that the department allocates time to its professional staff to be able to implement a
resident assistant wellness program. This is 44.23% below the 75% threshold. Additionally, one
interview participant was able to directly speak on the lack of time devoted to the creation of a
wellness program. Together, the survey results and interview finding demonstrate that this
influence is a need.
Policies, Processes, & Procedures
Influence 15
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The first policies, processes, and procedures influence is “Residential Life staff needs to
have a recruitment process that aligns with the components of a wellness program that will
eliminate resident assistant burnout.”
Survey Results. Professional staff were asked if they agree or disagree with the
following statement: “Current resident assistant recruitment involves practices that contribute to
the prevention of resident assistant burnout.” There were four possible options to select. Table
22 indicates that 30.77% slightly agree and 0% strongly agree.
Table 22
Survey Results for Alignment of RA Recruitment Process to Components of RA Wellness
Program
# Resources (Time) (n= 13) Percentage Count
Current resident assistant recruitment involves
practices that contribute to the prevention of resident
assistant burnout.
1 Strongly Disagree 23.08% 3
2 Slightly Disagree 46.15% 6
3 Slightly Agree 30.77% 4
4 Strongly Agree 0% 0
Interview Findings. Participants were asked, “Please share an example of a
departmental recruitment practice that supports RA wellness.” All five participants were able to
discuss two specific departmental recruitment practices that contribute to the prevention of
resident assistant burnout. Discussed were the delivery of comprehensive and transparent
information sessions on a variety of different dates and times and emphasis on RA wellness.
Participant 2 shared, “This year, we were more explicit with the time commitment that’s
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required. Saying, if you’re already involved in x, y, and z, maybe this isn’t the best...burnout
comes from time management that comes with this.” Participant 3 added, “We share at our info
sessions that we want our RAs to be focusing on wellness and student identity first and we ask
that the RA job will come after that but before other extracurriculars…” Finally, Participant 4
highlighted, “Scheduling information sessions and interviews. We do our best to kind of offer a
wide variety of options.” All five participants were able to speak on specific practices in the
recruitment process to prevent burnout, therefore, this influence is an asset for the interview.
Summary. The assumed influence that professional staff have a recruitment process that
aligns with the components of a wellness program that will eliminate resident assistant burnout
was validated and determined to be a need in the survey results. However, it was validated and
determined to be an asset in the interview findings 30.77% of surveyed professional staff slightly
agreed, and 0% strongly agreed, that the department’s resident assistant recruitment efforts
involve practices that prevent burnout. This is 44.23% below the 75% threshold. The interview
findings show that all five interview participants were consistently able to identify two specific
recruitment practices. Comparing the weight of the survey results and the interview findings, the
survey captured a larger number of participants, at 13 total, with 69.23% of participants surveyed
responding with “slightly disagree” and “strongly disagree.” This contrasts with the five total
interview participants that could name just two recruitment practices that supported wellness. In
this instance, the survey results outweigh the interview findings, thus this influence is a need.
Influence 16.
The second policies, processes, and procedures influence is “Residential Life staff needs
to have emergency response procedures that align with the components of a wellness program
that will eliminate resident assistant burnout.”
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Survey Results. Professional staff were asked if they agree or disagree with the
following statement: “Current emergency response protocol in which the resident assistants serve
involves practices that contribute to the prevention of resident assistant burnout.” There were
four possible options to select. Table 23 shows that 38.46% slightly agree and 0% strongly
agree.
Table 23
Survey Results for Alignment of Departmental Emergency Response to Components of RA
Wellness Program
# Resources (Time) (n= 13) Percentage Count
Current emergency response protocol in which the
resident assistants serve involves practices that
contribute to the prevention of resident assistant
burnout.
1 Strongly Disagree 23.08% 3
2 Slightly Disagree 38.46% 5
3 Slightly Agree 38.46% 5
4 Strongly Agree 0% 0
Interview Findings. Participants were asked, “Consider this scenario: A parent contacts
you and shares that they were an RA at their alma mater. Now, their child is interested in
applying to become an RA. However, the parent expressed concern about potential burnout.
They are curious to know what steps Residential Life takes to prevent RA burnout. How would
you respond?” While this interview question resulted in responses mostly pertaining to the
procedural knowledge influence, two interview participants discussed the structure and past
modifications to the emergency response protocol to better support wellness of resident
assistants. Participant 3 stated, “On emergency response, there’s always someone on the other
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line that they can call to help and ask questions, like it’s never going to be solely on them to
solve a self-harm situation.” Participant 4 also shared, “If there are ideas that come up to prevent
RA burnout, I think we are supportive. I’ve seen some things where we’ve made adjustments to
emergency response, like reducing an RA’s frequency of being on.” As only two out of the five
interview participants discussed emergency response protocol specifically as it relates to resident
assistant wellness, this influence is a need in the interview.
Summary. The assumed influence that professional staff have emergency response
procedures that align with the components of a wellness program that will eliminate resident
assistant burnout was validated and determined to be a need in both the survey results and
interview findings. 38.46% of surveyed professional staff slightly agreed, and 0% strongly
agreed, that the department’s emergency response protocol in which the resident assistants serve
involves practices that contribute to the prevention of their burnout. This is 36.54% below the
75% threshold. The interview findings reveal that two out of the five participants shared
emergency response practices that prevent burnout when prompted about overall departmental
steps to prevent burnout among the resident assistants. The survey results and interview findings
both support that this influence is a need.
Influence 17
The third policies, processes, and procedures influence is “Residential Life staff needs to
have supervisory practices that align with the components of a wellness program that will
eliminate resident assistant burnout.”
Survey Results. Residential Life professional staff were asked if they agree or disagree
with the following statement: “Your current supervisory practices contribute to the prevention of
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resident assistant burnout.” There were four possible options to select. As Table 24 indicates,
76.92% slightly agree with the statement.
Table 24
Survey Results for Alignment of Departmental Supervisory Practices to Components of RA
Wellness Program
# Resources (Time) (n= 13) Percentage Count
Your current supervisory practices contribute to the
prevention of resident assistant burnout.
1 Strongly Disagree 0% 0%
2 Slightly Disagree 23.08% 3
3 Slightly Agree 76.92% 10
4 Strongly Agree 0% 0
Interview Findings. Participants were asked, “Please share an example of a
departmental supervision practice that supports RA wellness.” All five interview participants
were able to identify specific supervision practices. Participant 1 stated, “Having more
conversations about what supervision looks like in terms of compassionate leadership...creating a
mindset that focuses less on tasks and more on the person helps in letting students open up.”
Participant 2 also mentioned, “I think this department has a big emphasis. Starting with one-on-
ones with the RAs and telling supervisors they can be more bi-weekly allowed us to give back
some time to the RAs.” Finally, Participant 4 stated, “With some returning RAs, we have one of
their duties to be gathering information and pulse check their team and community...we work
with the RAs to figure out how we best change course or best support.” As all five interview
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participants were able to name specific supervision practices that support RA wellness, this
influence is an asset for the interview.
Summary. The assumed influence that professional staff have supervisory practices that
align with the components of a wellness program that will eliminate resident assistant burnout
was validated and determined to be an asset by both survey results and interview findings.
76.92% of surveyed professional staff slightly agreed that their current supervisory practices
contribute to the prevention of resident assistant burnout. This is 1.92% above the 75%
threshold. Additionally, all five interview participants were able to speak on specific supervisory
methods that prevent resident assistant burnout. The content of responses overlapped indicating
consistently in the interview group. The survey results and interview findings support that this
influence is an asset.
Culture
Influence 18
The first culture influence is “Residential Life staff needs to be part of a culture that
aligns with prevention of resident assistant burnout through recruitment, training, and
supervision.”
Survey Results. Residential Life professional staff were asked if they agree or disagree
with the following statement: “Current departmental culture motivates professional staff to
implement practices that prevent resident assistant burnout.” There were four possible options to
select. Table 25 shows that 61.54% slightly agree with the statement.
Table 25
Survey Results for Cultural Setting at Residential Life at Pacific Ocean University (POU)
# Cultural Setting Item (n= 13) Percentage Count
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Current departmental culture motivates professional
staff to implement practices that prevent resident
assistant burnout.
1 Strongly Disagree. 7.69% 1
2 Slightly Disagree. 30.77% 4
3 Slightly Agree. 61.54% 8
4 Strongly Agree. 0% 0
Interview Findings. Participants were asked, “Tell me about the culture that you think is
required for the department to facilitate an RA wellness initiative.” The five interview
participants discussed a variety of topics ranging from valuing the resident assistants to
thoughtful examination of workload associated with each departmental role. Participant 1 stated,
“Put students first...we talked a lot about our residents being first, but also understanding that
RAs are students as well.” Participant 2 shared, “Things that make the RAs feel valued...going
beyond the simple thank you. Yes, I want to say thank you, but how do we show we care?”
Participant 2 also mentioned, “I think there needs to be collaboration.... something that needs
everyone involved.” Participant 5 also touches on examining the department as a whole. They
share, “It really needs to consider all the ways that they promote well-being within every single
position. That’s one of the pieces that’s obviously lacking…” Finally, Participants 3 and 4
speak more on how the workload is actually determined and distributed among staff. Participant
3 stated, “We need to adapt our culture to be okay with that. If we’re going to take work off
RAs, to focus on wellness, totally agree, but then it can’t be shifted up. It needs to absolve in
some way.” Participant 4 shared, “Put the wellness of the RA ahead. But also have the
resources for people to pick up the slack or fill in to maintain safety and integrity to communities
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thriving.” As the responses were inconsistent for the department culture that is necessary to
facilitate an RA wellness program, this influence is a need for the interview.
Summary. The assumed influence that professional staff are part of a culture that aligns
with prevention of resident assistant burnout through recruitment, training, and supervision is
determined to be a need in both the survey results and interview findings. 61.54% of surveyed
professional staff slightly agreed that current departmental culture motivates professional staff to
implement practices that prevent resident assistant burnout. This is 13.46% below the 75%
threshold. While the five interview participants shared valuable responses regarding the type of
culture required for an RA wellness initiative to be successful, there was a lack of consistency in
the responses. This demonstrates that the required culture in the department is not one that the
department currently has; rather, the responses indicate the ideal cultures determined by each
interview participant. Thus, this influence is a need.
Summary of Validated Influences
Table 26, 27, and 28 show the knowledge, motivation and organization influences for this
study and their determination as an asset or a need.
Knowledge
Table 26 shows that five out of eight assumed influences were validated and determined
to be assets through survey results and interview responses. Recommendations to improve the
knowledge influences that were not validated will be discussed in Chapter Five.
Table 26
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Factual
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Residential Life professional staff need to have
the factual knowledge of the components of a
wellness program for the recruitment, training,
and continued supervision of RAs.
Need
Conceptual
Residential Life professional staff need to
know how a resident assistant’s identities can
impact the degree of emotional exhaustion, a
tenant of burnout, experienced while serving in
the position.
Asset
Residential Life professional staff know that
the expectations and responsibilities affiliated
with the resident assistant role can produce a
stressful environment for that resident
assistant.
Asset
Residential Life professional staff know that
burnout impacts college students, especially
students in leadership capacities such as
resident assistants.
Asset
Procedural
Residential Life professional staff need to
know how to incorporate time management
and wellness topics in pre-training and
continual training to combat stress and
burnout.
Asset
Residential Life professional staff need to
know how to pinpoint specific stressors of the
resident assistant position in order to modify
the position accordingly.
Need
Residential Life professional staff needs to
know how to modify resident assistant protocol
when resident assistants engage with residents
with mental health concerns.
Asset
Metacognitive
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Residential Life professional staff need to
know how to reflect on the outdated nature of
literature discussing burnout trends and
solutions for a resident assistant wellness
program.
Need
Motivation
Table 27 shows that three out of four assumed motivation influences were validated and
determined to be assets through survey results and interview findings. Recommendations to
improve the motivation influence that was not validated will be discussed in Chapter Five.
Table 27
Motivation Assets or Needs as Determined by the Data
Assumed Motivation Influence Asset or Need
Value
Residential Life professional staff needs to
value the components of a wellness program to
eliminate resident assistant burnout.
Asset
Self-Efficacy
Residential Life professional staff needs to
have confidence that they can implement
preventative measures to eliminate resident
assistant burnout.
Need
Mood
Residential Life professional staff needs to feel
positive about integrating a wellness program
in the recruitment, training, and supervision of
resident assistants.
Asset
Interest
Residential Life professional staff needs to be
interested in integrating the components of a
wellness program in the recruitment, training,
and supervision of resident assistants.
Asset
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Organization
As shown in Table 28, one out of six assumed organization influences were validated and
determined to be assets through survey results and interview findings. Recommendations to
improve the organization influences that were not validated will be discussed in Chapter Five.
Table 28
Motivation Assets or Needs as Determined by the Data
Assumed Organization Influence Asset or Need
Resources
Residential Life needs trained staff to produce
and implement a wellness program to eliminate
resident assistant burnout through recruitment,
training, and supervision.
Need
Residential Life staff needs time to
thoughtfully craft a wellness program to
eliminate resident assistant burnout through
recruitment, training, and supervision.
Need
Policies, Processes, & Procedures
Residential Life staff needs to have a
recruitment process that aligns with the
components of a wellness program that will
eliminate resident assistant burnout.
Need
Residential Life staff needs to have emergency
response procedures that align with the
components of a wellness program that will
eliminate resident assistant burnout.
Need
Residential Life staff needs to have supervisory
practices that align with the components of a
wellness program that will eliminate resident
assistant burnout.
Asset
Culture
Residential Life staff needs to be part of a
culture that aligns with prevention of resident
Need
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assistant burnout through recruitment, training,
and supervision.
Chapter Five will include recommendations for how to improve the assumed influences
that were not validated. As a result, these assumed influences were determined to be needs in the
findings of this study. Proposed recommendations and solutions will be discussed with
professional staff in the Residential Life department at POU.
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Chapter Five: Recommendations and Evaluation
Purpose of the Project and Questions
The purpose of this project was to conduct a needs’ analysis in the areas of knowledge,
motivation, and organizational resources necessary to reach the organizational performance goal
of creating an innovative wellness program for resident assistants. The analysis began with
generating a list of possible needs and then transitioned to examining these systematically to
focus on actual or validated needs. While a complete needs’ analysis would focus on all
stakeholders, for practical purposes, the stakeholder of focus in this analysis was all Residential
Life professional staff including resident directors, assistant directors, associate directors, and
director.
Therefore, the questions that guided this study were the following:
1. What are the knowledge, motivation, and organizational factors necessary to be
addressed by Residential Life staff in an innovative wellness program for resident
assistants?
2. What are the recommended knowledge, motivation, and organizational solutions to those
needs?
Recommendations to Address Knowledge, Motivation, and Organization Influences
The assumed knowledge, motivation, and organization (KMO) influences in the
following tables were determined to be either needs and assets during data collection. This
chapter discusses information regarding recommendations for each of the knowledge,
motivation, and organizational influences identified as needs and assets in Chapter Four. There
are three sections used to organize the knowledge, motivation, and organizational assets and
needs respectively. Each section begins with a table that summarizes the knowledge, motivation,
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or organizational assumed influence, identification as an asset or need, the evidence-based
principles supporting any related recommendations, and a brief statement on the context-specific
recommended solution.
Knowledge Recommendations
As shown in Table 29, three out of eight assumed knowledge influences were determined
to be needs during the data collection. Specifically, one factual knowledge influence, one
procedural knowledge influence, and one metacognitive knowledge influence were determined
to be needs. However, all conceptual knowledge influences and two procedural knowledge
influences were determined to be assets. For all knowledge influences, determined to be either
needs or assets, evidence-based principles have been identified to inform context-based
recommendations to improve and maintain performance in those areas in the table below.
Table 29
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset
or
Need
Principle and Citation Context-Specific Recommendation
Factual
Residential Life
professional staff
need to have the
factual knowledge of
the components of a
wellness program for
the recruitment,
training, and
continued supervision
of RAs.
Need Information learned
meaningfully and
related back to
previous knowledge is
stored more quickly
and remembered more
accurately because it
is elaborated with
prior learning (Schraw
& McCrudden, 2006).
Provide Residential Life professional
staff with educational opportunities to
connect what they learn about the
components of a wellness program
with what they already know about
resident assistant wellness.
Conceptual
Residential Life
professional staff
need to know how a
Asset How individuals
organize knowledge
influences how they
Provide Residential Life professional
staff with a job aid, in the form of a
concept map, to organize and remind
105
resident assistant’s
identities can impact
the degree of
emotional exhaustion,
a tenant of burnout,
experienced while
serving in the
position.
learn and apply what
they know (Schraw &
McCrudden, 2006).
Creating a schemata
aids learner to
establish knowledge in
a domain (Schraw et
al., 2009).
them what they know about the
impact of a resident assistant’s
identities on potential emotional
exhaustion, an aspect of burnout.
Residential Life
professional staff
know that the
expectations and
responsibilities
affiliated with the
resident assistant role
can produce a
stressful environment
for that resident
assistant.
Asset Information learned
meaningfully and
related back to
previous knowledge is
stored more quickly
and remembered more
accurately because it
is elaborated with
prior learning (Schraw
& McCrudden, 2006).
Creating a schemata
aids learner to
establish knowledge in
a domain (Schraw et
al., 2009).
Provide Residential Life professional
staff with a job aid, in the form of a
visual diagram, to remind them what
they know about the relationship
between resident assistant
expectations and responsibilities and
a stressful environment.
Residential Life
professional staff
know that burnout
impacts college
students, especially
students in leadership
capacities such as
resident assistants.
Asset Information learned
meaningfully and
related back to
previous knowledge is
stored more quickly
and remembered more
accurately because it
is elaborated with
prior learning (Schraw
& McCrudden, 2006).
Creating a schemata
aids learner to
establish knowledge in
a domain (Schraw et
al., 2009).
Provide Residential Life professional
staff with a job aid, in the form of a
concept map, to organize and remind
them what they know about the
impact of burnout on college student
leaders.
Procedural
106
Residential Life
professional staff
need to know how to
incorporate time
management and
wellness topics in pre-
training and continual
training to combat
stress and burnout.
Asset Continued practice
promotes automaticity
and takes less capacity
in working memory
(Schraw &
McCrudden, 2006).
Provide Residential Life professional
staff with a job aid, a checklist, to
remind them to continue to
incorporate time management and
wellness topics in pre-training and
continued training of resident
assistants to eliminate stress and
burnout.
Residential Life
professional staff
need to know how to
pinpoint specific
stressors of the
resident assistant
position in order to
modify the position
accordingly.
Need Modeling to-be-
learned strategies or
behaviors improves
self-efficacy, learning,
and performance
(Denler et al., 2009).
Continued practice
promotes automaticity
and takes less capacity
in working memory
(Schraw &
McCrudden, 2006).
Feedback that is
private, specific, and
timely enhances
performance (Shute,
2008).
Provide Residential Life professional
staff with models of peer departments
that have successfully identified
stressors of the resident assistant
position and as a result, revised the
position. Develop training for staff to
practice stress identification and
receive timely feedback from
supervisors.
Residential Life
professional staff
needs to know how to
modify resident
assistant protocol
when resident
assistants engage with
residents with mental
health concerns.
Asset Continued practice
promotes automaticity
and takes less capacity
in working memory
(Schraw &
McCrudden, 2006).
Provide Residential Life professional
staff with a job aid, a checklist, to
remind them to continue to adapt
resident assistant protocol when
resident assistants interact with
residents that may have mental health
concerns.
Metacognitive
Residential Life
professional staff
need to know how to
reflect on the outdated
nature of literature
Need The use of
metacognitive
strategies facilitates
learning (Baker,
2006).
Provide Residential Life professional
staff with opportunities to use
metacognitive strategies to
implement best practices grounded in
107
discussing burnout
trends and solutions
for a resident assistant
wellness program.
current literature on resident assistant
burnout trends and solutions.
Declarative Knowledge Solutions
The recommendation is to provide Residential Life professional staff with educational
opportunities to connect what they learn about the components of a wellness program with what
they already know about resident assistant wellness. The findings and results showed a need in
factual knowledge regarding the components of a wellness program for the recruitment, training,
and continued supervision of resident assistants. The information processing theory can be used
to make informed recommendations. Schraw and McCrudden (2006) state that information
learned meaningfully and related back to previous knowledge is stored more quickly and
remembered more accurately because it is elaborated with prior learning. This would suggest
that Residential Life professional staff would benefit from educational opportunities to connect
what they learn about the components of a wellness program with what they already know about
resident assistant wellness. Therefore, it is recommended that such educational opportunities
take place during the Residential Life Staff Development, department meetings, committee
meetings, and other office-wide platforms.
According to Hardy and Dodd (1998), Residential Life professional staff are often
encouraged or required to obtain higher education before beginning a position that involves
student engagement. As a result, most professional staff have some type of knowledge of
student wellness or even direct experience in working with resident assistants or student leaders
to navigate their own wellness. Schraw and McCrudden (2006) explain that information
connected back to previous knowledge is stored more quickly and remembered more accurately.
The recommendation is to use opportunities in a department-wide setting at POU for
108
professional staff to connect the components of a wellness program with the knowledge they
have acquired about student wellness.
Procedural Knowledge Solutions
The recommendations is to provide Residential Life professional staff with models of
peer departments that have successfully identified stressors of the resident assistant position and
as a result, revised the position. Additionally, to develop training for staff to practice stress
identification and receive timely feedback from supervisors. The results and findings showed a
need for procedural knowledge on how to pinpoint specific stressors of the resident assistant
position in order to modify the position accordingly. Social cognitive theory and information
processing theory can both be used to make recommendations. Denler et al. (2009) discuss that
modeling to-be-learned behaviors or strategies improves the self-efficacy, learning, and
performance of a learner. Additionally, when learners are able to continuously practice, this
promotes automaticity and takes less capacity in the working memory (Schraw & McCrudden,
2006). Practice coupled with feedback that is private, specific, and timely will also improve the
learner’s performance (Schute, 2008). This would suggest that staff would benefit from models
and training. Therefore, it is recommended that staff are provided with models of peer
departments that have successfully identified stressful aspects of the resident assistant position
and have revised it accordingly as well as training for staff to practice stress identification.
Alarcon et al. (2011) found that residential life departments with more limited resources
can still expand their knowledge regarding resident assistant burnout and wellness with local
sources. They identify networking with local institutions as one cost effective method to tap into
information and processes that prioritize wellness of student leaders. Another cost-effective
method is to create internal opportunities for staff to strengthen their ability to determine specific
109
sources of stress for resident assistants. Such opportunities allow staff to practice and then
receive feedback (Ambrose et al., 2010). Overall, models of effective peer departments and
continued training during the academic year can support professional staff in their identification
of resident assistant stress.
Conceptual Knowledge Solutions
The recommendation is to provide Residential Life professional staff with a job aid, in
the form of a concept map, to organize and remind them what they know about the impact of a
resident assistant’s identities and responsibilities on potential emotional exhaustion, an aspect of
burnout. The results showed no needs in conceptual knowledge of the impact of the resident
assistant position on possible burnout. Information processing theory can be applied to create
recommendations to remind staff of the relationship between the resident assistant role and
burnout. Individuals organize knowledge influences, learn, and apply what they know (Schraw
& McCrudden, 2006). Creating schemata helps learners organize knowledge in a given domain
(Schraw et al., 2009). This would suggest that Residential Life professional staff would benefit
from a job aid, in the form of either a concept map or visual diagram. Therefore, the
recommendation is to provide staff with a job aid, concept map or visual diagram, that shows the
relationship between a resident assistant’s identities and responsibilities and potential emotional
exhaustion.
Schraw et al. (2009) state that the development of schemata assists learners in the
organization of knowledge in a specific area of study. By integrating and providing a visual aid
to describe the relationship between a resident assistant’s identities and responsibilities and
burnout, this can help the learners or the professional staff. Incorporation of a visual and
auditory learning will increase one’s memory capacity (Mayer, 2011). The recommendation is
110
to provide a job aid, like concept map or visual diagram, that communicates the relationship
between a resident assistant’s identities and requirements and the impact on potential emotional
exhaustion.
Metacognitive Knowledge Solutions
The recommendation is to provide Residential Life professional staff with opportunities
to use metacognitive strategies to implement best practices grounded in current literature on
resident assistant burnout trends and solutions. The findings and results showed a need for
metacognitive knowledge to know how to reflect on the outdated nature of literature discussing
burnout trends and solutions for a resident assistant wellness program. Information processing
theory can be applied to make recommendations. Baker (2006) found that the use of
metacognitive strategies facilitates learning such as identifying prior knowledge before
determining best practices that eliminate resident assistant burnout, processing this thinking
process, and assessing strengths and weaknesses of the process. Therefore, it is recommended
that professional staff are provided opportunities to utilize metacognitive strategies to implement
best practices based on current literature.
Koch (2016) shared the importance for residential life departments to continually review
and revise practices implemented during resident assistant training and supervision to consider
wellness. Practices should reflect the most current best practices grounded in literature. The
literature discusses examining departmental practices at least once a year and revising
accordingly. The recommendation is to provide opportunities to use metacognitive strategies to
implement effective strategies rooted in current literature on resident assistant burnout trends and
solutions.
Motivation Recommendations
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Table 30 shows that one out of four assumed motivation influences was determined to be
a need during the data collection. Specifically, the motivational influence of self-efficacy was
determined to be an area for improvement. In contrast, the motivational influences of value,
mood, and interest were identified as assets. For all motivation influences, determined to be
either needs or assets, evidence-based principles have been identified to inform context-based
recommendations to improve and maintain performance in those areas in the table below.
Table 30
Summary of Motivation Influences and Recommendations
Assumed Motivation Influence Asset
or
Need
Principle and
Citation
Context-Specific
Recommendation
Value
Residential Life professional staff
needs to value the components of a
wellness program to eliminate
resident assistant burnout.
Asset Include rationales
about the importance
and utility value of
the task (Pintrich,
2003).
Identify and facilitate
opportunities with the
Residential Life
professional staff to
remind them of the
value of components of
a wellness program to
eliminate resident
assistant burnout.
Self-Efficacy
Residential Life professional staff
needs to have confidence that they
can implement preventative
measures to eliminate resident
assistant burnout.
Need Provide instructional
support (scaffolding)
early on, build in
multiple
opportunities for
practice and
gradually remove
supports (Pajares,
2006).
Provide goal-
directed practice
coupled with
frequent, accurate,
credible, targeted
Encourage
participation of
Residential Life
professional staff in
expert-led workshops
to develop
understanding of
preventative measures
to eliminate resident
assistant burnout to
increase confidence in
the implementation of
such measures.
112
and private feedback
on progress in
learning and
performance
(Pajares, 2006).
Mood
Residential Life professional staff
needs to feel positive about
integrating a wellness program in
the recruitment, training, and
supervision of resident assistants.
Asset Learning and
motivation are
enhanced when
learners have
positive expectancies
for success (Pajares,
2006).
Maintain mood by
reminding the
Residential Life
professional staff why
its work has a higher
purpose to themselves,
resident assistants, and
the department.
Interest
Residential Life professional staff
needs to be interested in
integrating the components of a
wellness program in the
recruitment, training, and
supervision of resident assistants.
Asset Activate personal
interest by providing
choices and control,
subsequently
building upon
personal interests
and prior knowledge
(Schraw & Lehman,
2009).
Maintain interest and
buy-in of Residential
Life professional staff
by having them
connect personal
interests and prior
knowledge to the
components of a
wellness program for
resident assistants.
Value Solutions
The recommendation is to identify and facilitate opportunities with the Residential Life
professional staff to remind them of the value of components of a wellness program to eliminate
resident assistant burnout. The results and findings did not show a need for Residential Life
professional staff to value the components of a wellness program to eliminate resident assistant
burnout. Expectancy value theory can be implemented to make recommendations. Pintrich
(2002) found that it is important to include rationales about the importance and utility value of
113
the task. This would suggest that professional staff could continue to benefit from opportunities
to remind them of the value of wellness program components. Therefore, it is recommended that
professional staff are provided with avenues to remind them of the value of components of a
wellness program to eliminate resident assistant burnout.
The expectancy value theory includes constructs that are predictors of achievement
performance and choice. Such constructs are impacted by psychological, social, contextual, and
cultural influences (Wigfied & Cambria, 2010). Furthermore, positive values coupled with open
discussions can assist in the utility value of learning (Eccles, 2006; Pintrich, 2002). Eccles
(2006) stated that perceived value includes four constructs: intrinsic value, attainment value,
utility value, and the cost value. The utility value, or the perceived usefulness of the future
goals, is a construct that provides value to the professional staff. The recommendation is to
provide staff with ways to remind them of the value of components of a wellness program to
eliminate resident assistant burnout.
Self-Efficacy Solutions
The recommendation is to encourage participation of Residential Life professional staff
in expert-led workshops to develop understanding of preventative measures to eliminate resident
assistant burnout to increase confidence in the implementation of such measures. The results and
findings showed a need in self-efficacy that Residential Life professional staff need to have
confidence that they can implement preventative measures to eliminate resident assistant
burnout. Self-efficacy theory can be implemented to make recommendations. According to
research, it is important to provide instructional support, scaffolding, early on and to build in
many opportunities for practice. As time goes on, supports are gradually removed. Additionally,
it is essential to provide goal-directed practice coupled with frequent, accurate, credible, targeted
114
and private feedback on progress in learning and performance (Pajares, 2006). This suggests that
Residential Life professional staff would benefit from increased confidence in implementation of
measures to preventatively combat resident assistant burnout. Therefore, it is recommended the
professional staff are provided expert-led workshops to develop an understanding of preventative
measures to eliminate resident assistant burnout.
Self-efficacy is defined as an individual’s belief in one's own capacity to execute
behaviors necessary to achieve specific levels of performance (Bandura, 1986). Denzine and
Anderson (1999) consider this information in the context of residential life. They share that
professional staff should enhance their own self-efficacy to increase levels of job satisfaction and
self-reflection of positional performance. Deepening self-efficacy can be completed under the
direction of appropriate content experts. The recommendation is that staff members are provided
expert-led workshops to further an understanding of preventative measures to eliminate resident
assistant burnout.
Mood Solutions
The recommendation is to maintain mood by reminding the Residential Life professional
staff why its work has a higher purpose to themselves, resident assistants, and the department.
The results did not show a need for Residential Life professional staff to feel positive about
integrating a wellness program in the recruitment, training, and supervision of resident assistants.
Self-efficacy theory can be applied to make recommendations. According to Pajaraes (2006),
learning and motivation are enhanced when learners have positive expectancies for success. This
would suggest that professional staff would benefit from a reminder to maintain positivity.
Therefore, it is recommended that professional staff should be provided with reminders on why
their work does have a higher purpose for themselves, resident assistants, and the department,
115
Reynolds (2001) discussed the importance of one’s own emotions when navigating a
professional workplace in the field of student affairs. The literature shares a specific example in
which a team of professional staff members exhibited various levels of positivity while in their
respective positions. Their levels of positivity fueled higher expectations for success and
impacted learning and motivation. This resonates with a similar takeaway of expectancy value
theory (Eccles, 2006). The recommendation is that the professional staff are provided with
reminders of why their work has a higher purpose to themselves, resident assistants, and the
department.
Interest Solutions
The recommendation is to maintain interest and buy-in of Residential Life professional
staff by having them connect personal interests and prior knowledge of the components of a
wellness program for resident assistants. The results did not show a need for Residential Life to
be interested in integrating the components of a wellness program based in the recruitment,
training, and supervision practices of resident assistants. Schraw and Lehman (2009) found that
personal interest can be activated by providing choices and control. Therefore, this can build
upon personal interests and prior knowledge. This would suggest that professional staff would
benefit from connecting personal interests to work-related priorities. Therefore, it is
recommended that the professional staff are provided the opportunity to connect personal
interests and prior knowledge of the components of a wellness program for resident assistants.
Deluga and Winters (1991) discuss the importance for all levels of residential life staff,
from resident assistants to directors in the office, to remember their purpose while serving in
116
their position. While some staff members are motivated by the financial benefits, most choose to
serve to help others. A reminder of one’s purpose while working in residential life departments
can maintain the level of interest in the given position. The integration of personal interests or
common interests can activate and build upon current interest and thus enhance the learning and
motivation of the staff member (Schraw & Lehman, 2009). The recommendation is that staff
members are provided opportunities to connect personal interests and prior knowledge of the
components of a wellness program for resident assistants in order to maintain staff’s level of
interest and buy-in of the program.
Organization Recommendations
As Table 31 shows, five out of six assumed organizational influences were determined to
be needs during the data collection. Specifically, two organizational influences of resources, two
organizational influences of policies, and one organizational influence of culture were
determined to be areas for improvement. However, one organizational influence of policies was
identified as an asset. For all organization influences, determined to be either needs or assets,
evidence-based principles have been identified to inform context-based recommendations to
improve and maintain performance in those areas in the table below.
Table 31
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Resources
Residential Life needs
trained staff to produce and
implement a wellness
program to eliminate
resident assistant burnout
Need Effective change
efforts ensure that
everyone has the
resources (materials,
staff, time, etc.)
needed to do their
Provide Residential Life
professional staff with needs-
based support through
instructional mentorship and
training on the
implementation of a wellness
117
through recruitment,
training, and supervision.
job and that if there
are resource
shortages, then
resources are
aligned with
organizational
priorities (Clark &
Estes, 2008).
program to eliminate resident
assistant burnout.
Residential Life staff needs
time to thoughtfully craft a
wellness program to
eliminate resident assistant
burnout through
recruitment, training, and
supervision.
Need Effective change
efforts ensure that
everyone has the
resources (materials,
staff, time, etc.)
needed to do their
job and that if there
are resource
shortages, then
resources are
aligned with
organizational
priorities (Clark &
Estes, 2008).
Provide Residential Life
professional staff with
structured planning time to
create a wellness program to
eliminate resident assistant
burnout.
Policies, Processes, &
Procedures
Residential Life staff needs
to have a recruitment
process that aligns with the
components of a wellness
program that will eliminate
resident assistant burnout.
Need Effective
organizations
insure that
organizational
messages,
rewards, policies
and procedures
that govern the
work of the
organization are
aligned with or
are supportive of
organizational
goals and values
(Clark and Estes,
2008).
A review committee
composed of Residential Life
professional staff from
various levels to conduct a
comprehensive review of the
department’s recruitment as it
aligns with the components of
a wellness program to
eliminate resident assistant
burnout.
Residential Life staff needs
to have emergency
response procedures that
align with the components
Need Effective
organizations
insure that
organizational
A review committee
composed of Residential Life
professional staff from
various levels to conduct a
118
of a wellness program that
will eliminate resident
assistant burnout.
messages,
rewards, policies
and procedures
that govern the
work of the
organization are
aligned with or
are supportive of
organizational
goals and values
(Clark and Estes,
2008).
comprehensive review of the
department’s emergency
response protocol as it aligns
with the components of a
wellness program to eliminate
resident assistant burnout.
Residential Life staff needs
to have supervisory
practices that align with the
components of a wellness
program that will eliminate
resident assistant burnout.
Asset Effective
organizations
insure that
organizational
messages,
rewards, policies
and procedures
that govern the
work of the
organization are
aligned with or
are supportive of
organizational
goals and values
(Clark and Estes,
2008).
A review committee
composed of Residential Life
professional staff from
various levels to conduct a
comprehensive review of the
department’s supervisory
practices to maintain their
alignment with the
components of a wellness
program to eliminate resident
assistant burnout.
Culture
Residential Life staff needs
to be part of a culture that
aligns with prevention of
resident assistant burnout
through recruitment,
training, and supervision.
Need Changes in the
environment can
affect behavior
(Daly, 2009;
Tuckman, 2009).
Effective
organizations ensure
that organizational
messages, rewards,
policies, and
procedures that
oversee the
organization align
with or are
supportive of
Provide Residential Life
professional staff with a
sustainable culture change to
align prevention of resident
assistant burnout through
recruitment, training, and
supervision.
119
organizational goals
and values (Clark &
Estes, 2008).
Culture Solutions
The recommendation is to provide Residential Life professional staff with a sustainable
culture change to align prevention of resident assistant burnout through recruitment, training, and
supervision. The findings and results showed a need for Residential Life culture to be aligned
with the prevention of resident assistant burnout through recruitment, training, and continued
supervision. Organization theory can be applied to make recommendations. Daly (2009) and
Tuckman (2009) state that changes in the environment can affect behavior. Additionally,
effective organizations ensure that organizational messages, rewards, policies, and procedures
that oversee the organization also align with or are supportive of organizational values and goals
(Clark & Estes, 2008). This suggests that professional staff would benefit from modifications to
the current departmental climate. Therefore, it is recommended that the professional staff
experience a sustainable culture change that includes an alignment with the prevention of
resident assistant burnout through recruitment, training, and supervision.
An effective change effort requires the resources needed to complete the job, and, if
resources are limited, then there needs to be an alignment with the organizational priorities
(Clark & Estes, 2008). Skovholt and Trotter-Mathison (2011) discuss the importance of student
affairs departments to identify and prioritize their set of priorities. The literature details that
student affairs departments, including residential life offices, are typically overtaxed with
numerous responsibilities. As a result, it can be challenging to determine where to invest
resources including time and staff. Therefore, the initial step in producing an effective culture
change is to review and select an office’s top priorities. The determination should be conducted
120
by the office’s team and occur at the beginning of any process. The recommendation is that staff
members are provided a sustainable culture change that includes an alignment with the
prevention of resident assistant burnout through recruitment, training, and supervision.
Policies and Procedures Solutions
The recommendation is to provide a review committee composed of Residential Life
professional staff from various levels to conduct a comprehensive review of the department’s
recruitment process and emergency response protocol as it aligns with the components of a
wellness program to eliminate resident assistant burnout. The results and findings showed a
need in policies and procedures regarding a recruitment process and emergency response
procedure that aligns with the components of a wellness program that will eliminate resident
assistant burnout. Organizational theory can be applied to make recommendations. Clark and
Estes (2008) state that effective change efforts ensure that everyone has the resources to
accomplish their job. Resources can include materials, staff, and time. If there are indeed
resource shortages, then resources should be aligned with the organization’s priorities. This
would suggest that professional staff would benefit from revised policies and procedures.
Therefore, it is recommended that professional staff are provided an avenue, such a review
committee, to conduct a comprehensive review of the department’s recruitment process and
emergency response protocol as it aligns with the components of a wellness program to eliminate
resident assistant burnout.
An effective change effort requires organizations to ensure that organizational messages,
rewards, policies, and procedures that dictate the work of the organization should align with or
are supportive of organizational and values (Clark & Estes, 2008). Jaeger and Caison (2006)
discuss the first component of a given resident assistant wellness program, the recruitment
121
process, and the importance of reviewing the forms of recruitment so that resident assistant
wellness is prioritized. Transparency and intentionality are necessary for successful methods of
recruitment and should be facilitated by a review committee. McCarthy (2019) also touched on
the revisitation of emergency response practices throughout the academic year to maintain the
resident assistant’s wellness at the core of the protocol. Clark and Estes (2008) support these
recommendations as they discuss implementation of an informal audit, or a similar route, of an
organization’s policies and procedures to ensure that they align with the goals of the
organizations. The recommendation is to conduct an in-depth review of the department’s
recruitment and emergency response protocol as they align with the components of a wellness
program to eliminate resident assistant burnout.
The results and findings did not show a need for Residential Life staff to have
supervisory practices that align with the components of a wellness program that will eliminate
resident assistant burnout. Organizational theory can be applied to make recommendations.
Clark and Estes’ (2008) supports the strategy to implement a review committee composed of
Residential Life professional staff from various levels to conduct a comprehensive review. This
would suggest that the professional staff would benefit from the establishment of this committee.
Therefore, it is recommended that the professional staff are provided a review committee to
examine the department’s supervisory practices to maintain their alignment with the components
of a wellness program to eliminate resident assistant burnout.
As stated, effective change effort requires organizations to ensure that organizational
messages, rewards, policies, and procedures that dictate the work of the organization should
align with or are supportive of organizational values (Clark & Estes, 2008). Reingle et al. (2010)
state the importance of creating rapport with the resident assistants of a department and using
122
that rapport to customize the supervision practices implemented by professional staff members.
They also discuss flexibility and adaptability because supervision practice should not remain
stagnant throughout the year. Instead, as the resident assistants are dynamic supervisees,
supervision practices should be consistently re-examined to ensure they fit the needs of a given
resident assistant. The recommendation is to conduct an in-depth review of the department’s
supervisory practices as they align with the components of a wellness program to eliminate
resident assistant burnout.
Resources Solutions
The recommendation is to provide Residential Life professional staff with needs-based
support through instructional mentorship and training on the implementation of a wellness
program to eliminate resident assistant burnout and structured planning time to create said
program. The results and findings showed needs in resources, including trained staff and time.
Organization theory can be applied to make recommendations. Clark and Estes (2008) state that
effective change efforts ensure that everyone has the resources to accomplish their job.
Resources can include materials, staff, and time. If there are indeed resource shortages, then
resources should be aligned with the organization’s priorities. This would suggest that
professional staff would benefit from trained staff and time. Therefore, it is recommended that
professional staff are provided the training and time to implement a wellness program to
eliminate resident assistant burnout.
Effective change effort needs resources, like trained staff and time, to complete the job.
If the resources are limited, there should be an alignment of resources with the organization’s
priorities (Clark & Estes, 2008). Koch (2016) discusses that professional staff in student affairs
across institutions are often asked to do many tasks with little financial support. As a result, an
123
office’s ability to adequately train or prepare staff, or even provide time to implement projects,
may be constricted or jeopardized. A potential remedy would be to provide a platform for
departments to thoughtfully prioritize their responsibilities and ensure that training and time are
in place for staff to complete what they have asked to complete. The recommendation is to
provide Residential Life professional staff with needs-based support through instructional
mentorship and training on the implementation of a wellness program to eliminate resident
assistant burnout and structured planning time to create said program.
Summary of Knowledge, Motivation and Organization Recommendations
The following recommendations were guided by evidence-based principles and address
the knowledge needs and assets. As the RA wellness program is designed, it is recommended to
provide professional staff with opportunities to connect what they learn about the components of
a wellness program with what they already know about wellness. It is also recommended to
provide staff with a job aid, a visual diagram or check list, to remind them what they know about
the impact of resident assistant’s identities and expectations on emotional exhaustion and to
incorporate time management and wellness topics in training. Another recommendation is to
provide staff with models of peer departments that have identified resident assistant position
stressors as well as metacognitive strategies to implement best practices to combat burnout.
The following recommendations were guided by evidence-based principles and address
the motivation needs and assets. It is recommended to remind staff of the value of a wellness
program to eliminate resident assistant burnout. It is also recommended to increase their
confidence by encouraging them to participate in workshops to develop understanding of
preventative burnout measures. Another recommendation is to maintain the mood of staff by
reminding them of the higher purpose of their work with resident assistants. The final
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recommendation is to maintain the interest of staff by having them connect personal interests and
prior knowledge to wellness program components.
The following recommendations were guided by evidence-based principles and address
the motivation needs and assets. It is recommended to provide professional staff with support to
implement a wellness program. It is also recommended to provide a review committee to
examine the recruitment process, emergency response protocol, and supervisory practices to
ensure they align with the components of a wellness program. The final recommendation is to
provide staff with a sustainable culture change to align with the prevention of resident assistant
burnout.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need, and Expectations
The mission of Residential Life (RL) at POU is to foster inclusive communities in which
residential students obtain personal and academic success. As college student leaders are more
susceptible to emotional exhaustion, depersonalization, and diminished personal and academic
accomplishment, resident assistants, and the communities they are responsible for, are impacted
in many ways. RL established the goal that by February 2022, an innovative wellness program
will be implemented for resident assistants. The RL staff established this goal after an
assessment was conducted in spring 2019 that indicated areas for improvement to best support
the resident assistant staff. One of the ways in which the achievement of Residential Life’s goal
will be measured is by staff retention rates in May 2023, the final month of the resident assistant
position agreement. By implementing a wellness program for resident assistants rooted in
recruitment, training, and supervision, RL will be able to revamp their departmental practices to
best support the resident assistant staff. When resident assistants are able to prioritize and
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maintain their wellness, they will successfully be able to carry out the departmental mission of
creating inclusive residential communities. The desired outcome for this project is for the RL
professional staff to develop and facilitate an innovative wellness program to eliminate resident
assistant burnout. Using knowledge, motivation, and organizational tools to achieve the
department performance goal can better support resident assistants in their wellness. When
resident assistants are supported by the RL professional staff in this manner, resident assistants
can better serve their corresponding residential communities to the best of their abilities.
Implementation and Evaluation Framework
The New World Kirkpatrick Model will be used to design an integrated implementation
and evaluation plan for the innovative resident assistant wellness program recommended in this
study (Kirkpatrick & Kirkpatrick, 2016). The objective of this model is to measure the
effectiveness of a given training, optimize the transfer of learning to behavior and organizational
results, and demonstrate the value of training to the organization (Kirkpatrick & Kirkpatrick,
2016). The four levels of this model include (a) Level 1 - reaction is the degree to which
individuals find a training satisfactory, engaging, and related to their position, (b) Level 2 -
learning is the extent to which individuals attain the intended knowledge, confidence, and
commitment based on their participation in the training, (c ) Level 3 - behavior is the extent to
which individuals implement what they learned during training when they return to their position
and finally (d), Level 4 - results is the extent to which the intended outcomes occur due to the
training (Kirkpatrick & Kirkpatrick, 2016).
Clark and Estes (2008) support the four-level model advocated by Donald Kirkpatrick
and recognize it as an almost universally used performance evaluation system since crafted in the
1950s. In the re-imagined New World Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016), the
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model’s four levels should be planned in reverse order beginning with Level 4: Results and
concluding with Level 1: Reaction. The execution phase, on the other hand, begins with Level 1:
Reach and finishes with Level 4: Results.
The recommendation for the stakeholder, RL professional staff, is to implement a
resident assistant wellness program. Results and outcomes are to eliminate resident assistant
burnout and align with the New World Kirkpatrick Model for the purposes of training and
evaluation. These recommendations are to prioritize resident assistant wellness and provide
resources for these student leaders when they experience stress and burnout.
Level 4: Results and Leading Indicators
Level 4: Results is the main reason why training is conducted (Kirkpatrick & Kirkpatrick,
2016). Without relating the contributions of training to their respective outcomes, they can
become meaningless. Leading indicators are measurable and short-term personalized targets that
suggest that the critical behaviors are on track, or not, to meet the desired results (Kirkpatrick &
Kirkpatrick, 2016). Table 32, below, showcases leading indicators, both internal and external, as
well as the metrics and methods for how the indicators will be observed and/or measured. The
recommendations will provide short-term observations and measurements to secure a guide for
the successful implementation of a resident assistant wellness program.
Table 32
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
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Increase the positive
perception of the
department wellness
program for RAs
Number of positive feedback
from RAs, parents, and alumni
Number of positive articles and
media mentions from local
news media outlets
Number of positive social
media mentions from outlets
including Facebook, Instagram,
Twitter.
Professional staff members of
the Residential Life office to
track feedback mentions of
stress, burnout, and wellness to
provide to Division of Student
Affairs leadership
Professional staff members of
the Residential Life office to
track media mentions of stress,
burnout, and wellness to
Division of Student Affairs
leadership
Professional staff members of
the Residential Life office to
track media mentions of stress,
burnout, and wellness to
Division of Student Affairs
leadership
Internal Outcomes
Increase the retention rates
of department resident
assistants
Number of resident assistants
retained from fall semester to
spring semester and number
retained from one academic
year to the following academic
year.
Professional staff, such as
Assistant Director of Selection
and Training, to track the
number of resident assistants
retained.
Increase the prioritization
of resident assistant
wellness within the
department.
Number of mentions of resident
assistant wellness during
department meetings, area
meetings, committee meetings,
and other forms of
communications.
Professional staff, such as
departmental leadership, to track
the number of resident assistant
wellness mentions.
Decrease the number of
resident assistants that
communicate signs or
symptoms of stress or
burnout related to the
resident assistant position
Number of mentions of stress
or burnout of resident assistant
during evaluations, exit
interviews, and meetings with
supervisors
Professional staff, such as
resident directors, to track the
number of resident assistant
stress and burnout mentions.
Level 3: Behavior
Critical Behaviors
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Kirkpatrick and Kirkpatrick (2016) discuss Level 3: Behaviors as the extent to which
individuals apply what they learned during a given training when they return to their position.
Critical behaviors are the select, specific actions, which, if performed consistently in a position,
will have the largest impact on desired results and obtaining success in the organization
(Kirkpatrick & Kirkpatrick, 2016). Table 33 shows three critical behaviors that were identified
that RL professional staff must demonstrate to achieve their performance goals. First, RL
professional staff emphasize resilience and time management abilities during the RA recruitment
season. The following is that RL professional staff incorporate burnout prevention topics into
departmental training at least twice per academic year. The final critical behavior is RL
professional staff emphasize wellness strategies as they supervise RAs on a daily basis. The
specific metrics, methods, and timing for these critical behaviors can be found in Table 33
below.
Table 33
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1.Residential Life
professional staff
emphasize resilience
and time management
abilities during the
RA recruitment
season.
Number of
“resilience” and” time
management abilities”
mentions during RA
recruitment including
mentions in print,
social media,
information sessions,
and interviews
conducted.
All professional staff
that participate in the
recruitment process will
tabulate and compile
mentions to Assistant
Director for Selection
and Training and/or RA
Selection Committee
Monthly reports
throughout
recruitment cycle
(Nov. - Feb.)
2.Residential Life
professional staff
incorporate burnout
prevention topics into
departmental training
Number of
professional staff-led
trainings that discuss
resident assistant
stress, burnout, and
wellness.
All professional staff
that lead the sessions
will provide
presentation materials
for review to the
Assistant Director for
Monthly Reports
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at least twice per
academic year.
Selection and Training
and/or RA Selection
Committee.
3.Residential Life
professional staff
emphasize wellness
strategies as they
supervise RAs on a
daily basis.
Number of wellness
strategies incorporated
into resident assistant
supervision.
All professional staff
that directly supervise
resident assistants will
track and report all
wellness strategies
integrated into
supervision practices to
the Assistant Director
for Selection and
Training.
Monthly Reports
Required Drivers
The New World Kirkpatrick Model discusses required drivers as the
systems and processes that reinforce, monitor, encourage, and reward performance of critical
behaviors (Kirkpatrick & Kirkpatrick, 2016). Required drivers are the preferred on-the-job
training that is implemented after a specific training. The success of reinforcing the skills and
knowledge learned during a training session through the support of the organization will result in
successful application when the individual returns to work. Monitoring and commitment to
execute what was learned during training is the essential indicator of a program’s success for the
learner (Kirkpatrick & Kirkpatrick, 2016). Table 34 shows the required drivers to support critical
behaviors.
Table 34
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Provide a refresher training for professional staff
on potential stress and burnout of resident
assistants while serving in the leadership role
Ongoing 1, 2, 3
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Provide a refresher training to reinforce the
value of a resident assistant wellness program
based on departmental recruitment, training, and
supervision practices
Ongoing 1, 2, 3
Provide a job aid or graphic organizer that
visually denotes the impact of inadequate
departmental recruitment, training, and
supervision practices that may result in resident
assistant stress and burnout
Annually (available
in staff manual and
under ‘Resources’
tab of eRezLife staff
module)
3
Encouraging
Highlight the higher purpose and value of
implementing a resident assistant wellness
program rooted in recruitment, training, and
supervision practices
Monthly 1, 2, 3
Highlight the career value of the procedural
knowledge and skills developed through the
enhancement of resident assistant wellness-
centered departmental practices
Annually 1, 2, 3
Encourage significant learning surrounding
resident assistant wellness to be shared within
the Residential Life professional staff
Monthly 1, 2, 3
Provide resident directors with on-the-job
support to implement wellness-centered
supervision strategies
Ongoing 1, 2, 3
Share success of wellness-centered practices
during department meetings
Monthly 1
Rewarding
Recognize departmental staff members who are
effectively implementing components of the
resident assistant wellness program during
departmental meetings
Monthly 1, 2, 3
Share recognized departmental staff members
with Division of Student Affairs leadership
Monthly 1, 2, 3
External stakeholder groups, including Division
of Student Affairs leadership and Faculty in
Residence, acknowledge and recognize the
progress of the wellness program by the
Residential Life professional staff.
Monthly 1, 2, 3
Monitoring
Assistant Director for Selection and Training
and/or the Selection Committee will report on
progress of organizational goals, specifically
wellness-centered recruitment methods, to the
departmental leadership.
Monthly (Selection
Season, November -
February)
1, 2, 3
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resident directors and assistant directors will
report on the progress of organizational goals,
specifically wellness-centered training methods,
to the departmental leadership.
Monthly 1, 2, 3
Resident directors will report on the progress of
organizational goals, specifically wellness-
centered supervision methods, to the
departmental leadership.
Monthly 1, 2, 3
Third party partner or company conducts review
on the implementation of a resident assistant
wellness program to eliminate burnout
Annually 1
Organizational Support
The leadership of the Residential Life department, including two Associate Directors and
one Interim Director, will be essential in reinforcing, encouraging, rewarding, and monitoring
professional staff’s critical behaviors in implementing a wellness program to eliminate resident
assistant burnout at POU. Department leadership will need to be actively engaged with the
professional staff through various platforms to monitor progress towards the organizational goal.
They will need to allocate financial resources and time for professional staff to be trained on the
implementation of a wellness program and enhance any recruitment, training, and supervision
practices to best support resident assistant wellness. Department leaders will need to carve out a
time and place for professional staff to review any outdated practices that no longer align with
organizational goals. Finally, department leadership should collaborate with professional staff to
develop a reporting plan to document all progress about the implementation of the resident
assistant wellness program to inform all relevant stakeholders.
Level 2: Learning
Kirkpatrick and Kirkpatrick (2016) state that learning is essentially a means to an end, a
process that allows the learner to better perform in their job and give back to the organization.
Five components are applied to Level 2: Learning including knowledge, skills, attitude,
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confidence, and commitment. Through the application of a wellness program training, the
organization will provide professional staff with the importance of the five components of Level
2: Learning. The correlation between Level 2 Learning and wellness program training will
provide the attributes and tools for Residential Life professional staff to facilitate a sustainable
culture change in which resident assistant burnout prevention aligns with recruitment, training,
and supervision practices.
Learning Goals
Based on the recommendations identified in this chapter, learning goals have been
created. At the conclusion of the resident assistant wellness program training, learners will be
able to:
1. Describe the resident assistant wellness program components including departmental
recruitment, training, and supervision practices. (Factual Knowledge)
2. Describe the Residential Life professional staff roles in the implementation of a
departmental resident assistant wellness program. (Factual Knowledge)
3. Describe the process of implementing the resident assistant wellness program.
(Conceptual Knowledge)
4. Review and revise departmental recruitment, training, and supervision strategies to
ensure they are the most current, effective practices. (Procedural Knowledge)
5. Apply revised departmental recruitment, training, and supervision strategies to ensure
they are the most current, effective practices. (Procedural Knowledge)
6. Be confident that they can perform the critical behaviors necessary to facilitate the
resident assistant wellness program at POU. (Self-Efficacy)
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7. Feel positive about implementing the resident assistant wellness program at POU.
(Mood)
8. Initiate strategies to state the goals and values of the organization to align prevention of
resident assistant burnout with departmental practices to produce a sustainable culture
change. (Culture)
Program
The following program is recommended to achieve the eight learning objectives listed
above that address the knowledge, motivation, and organization needs and assets identified in
Chapter Four.
It is recommended that the Residential Life department at POU, supported by the
Division of Student Affairs, network with peer departments in the region and professional
association content experts on resident assistant wellness. Through the networking, experts will
be hired to collaborate directly with the Residential Life professional staff to craft and implement
a resident assistant wellness program. The resident assistant wellness program will be an
initiative in which the professional staff will review, revise, and revamp practices to best support
the wellness of resident assistants. Practices will include those related to recruitment, training,
and supervision. As a result, Residential Life professional staff will facilitate the resident
assistant wellness program to eliminate burnout. The resident assistant wellness program will be
implemented continuously during the academic year due to the supervision component of the
program. However, there will also be an emphasis on the selection practices during recruitment
season (October - February) and an emphasis on training practices during the large-scale training
events (July, August, and January).
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The hired experts will take part in a planning session with Residential Life professional
staff in late May. The planning session will provide a platform for education on the evolution of
the resident assistant role and how their responsibilities in community concerns can impact their
wellness. The session will also be an avenue for the experts and the professional staff to begin to
create an environment in which all that are present demonstrate care and compassion for one
another. Fostering this environment will encourage the professional staff to exercise authenticity
with one another as they begin to deeply engage with resident assistant wellness. For example,
there will be a guided discussion on how each professional position in the department can
contribute to a resident assistant’s wellness. At the conclusion of this planning session,
Residential Life will outline overall goals necessary to implement the resident assistant wellness
program. The hired experts will be responsible for conducting a training for Residential Life
professional staff in mid-July, prior to the arrival and training of the resident assistants in
August.
This training will be critical to the long-term success of the resident assistant wellness
program. It will begin with current literature on burnout trends among college student leaders,
like resident assistants, and information on how the resident assistants’ personal identities and
assigned responsibilities can produce burnout. This training will also review preventative
measures to best combat burnout. Professional staff will receive materials that condense this
information in the form of a job aid, such as a graphic organizer, so that they are able to refer to
the document during the academic year. These materials will be made available online through
the eRezLife software and printed for the staff manuals. In addition to the literature, professional
staff will engage in scenario-based, role play exercises in which they will be able to apply and
practice the preventative measures they learn. The exercises will be scattered throughout the
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training. The hired experts will be responsible for designing and monitoring the practice
scenarios as well as providing feedback so that professional staff can continue to enhance their
skills and build self-efficacy. Hired experts and Residential Life professional staff will work
together to create a non-threatening, safe environment in which professional staff are
comfortable with engaging in such practice.
Accountability throughout the levels of responsibility in Residential Life is also
important in the implementation of the wellness program. As such, resident directors in
particular, will be made aware that they will continuously work with their supervisors, the
assistant directors, to ensure that supervision practices support resident assistant wellness.
resident directors work most closely with resident assistants, so there will be an emphasis on
compassionate and identity-conscious leadership strategies. Beyond the expert-led scenarios in
which resident directors can practice these leadership strategies, the assistant directors will be
prompted to provide guidance and support of the resident directors’ implementation of strategies
and to communicate any feedback to the department leadership.
The second part of this recommendation is to use part of the training to provide support
for professional staff, all of whom are collectively responsible for the large-scale resident
assistant training events. Hired experts will help the Residential Life department create an
internal review committee, composed of staff from various levels. The committee will determine
if current training methods align with a departmental culture that prioritizes the wellness of
resident assistants. It will also review all training preparations and provide any suggestions for
improvement. Hired experts, especially those from wellness-centric organizations, will also
provide their feedback. POU Residential Life will be encouraged to continue their collaborations
with campus partners to present on wellness. However, they will be advised to incorporate a
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greater emphasis on self-care, time management, resiliency development, and advocacy skills, all
of which can support and strengthen resident assistant wellness.
The last part of this recommendation is to use part of the training to provide support
specific to the professional staff and/or committee responsible for resident assistant recruitment.
Hired experts will assist Residential Life professional staff create an internal review committee,
composed of staff from various levels, to conduct a comprehensive review of recruitment
practices. It will determine if the practices align with a departmental culture that prioritizes the
wellness of resident assistants. It will also examine all communication, publications, and
information session content and provide suggestions for improvement. Hired experts, especially
those hailing from peer departments with wellness-centric recruitment processes, will provide
their feedback as well. POU Residential Life will be encouraged to continue to facilitate a
variety of information sessions to remain accessible to all interested. However, they will be
advised to infuse a greater emphasis on the many responsibilities of the resident assistant
position and the necessary time management skills to be successful. This emphasis during the
information sessions, interviews, and general conversations with candidates will be encouraged.
Evaluation of the Components of Learning
Kirkpatrick and Kirkpatrick (2016) describe learning as the extent to which participants
obtain the intended knowledge, skills, attitude, confidence, and commitment in a given program.
Therefore, in order to evaluate learning, intentional methods, tools, and techniques should be
developed. Table 35 lists the methods and activities that will be utilized to evaluate the
declarative knowledge, procedural skills, attitude, confidence, and commitment of the
Residential Life professional staff engaging in the recommended training program.
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Table 35
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using multiple-choice items
related to the components of a wellness
program for resident assistants
During and at the end of the training session
Pair-Share exercises and Large Group share-
out
During training
Pre and Post Assessment Before and at the end of the training session.
Procedural Skills “I can do it right now.”
Role play exercises of wellness-centered
recruitment, training, and supervision practices
During training
Best practices checklist created by Residential
Life department for professional staff to use to
identify wellness-centered recruitment,
training, and supervision practices to support
the resident assistants
During training
Attitude “I believe this is worthwhile.”
Likert scale survey completed by professional
staff
At the end of the training session.
Residential Life department discussion
regarding value of the program
During and at the end of the training session.
Confidence “I think I can do it on the job.”
Comments from professional staff following
Coaching and mentorship of the professional
staff by the hired experts and Residential Life
department leadership
During and at the end of the training session.
Likert scale survey completed by the
professional staff
During training
Commitment “I will do it on the job.”
Action plan with input from both hired experts
and professional staff that establishes the key
strategies to implement the resident assistant
wellness program
During training
Likert scale completed by professional staff During and at the end of the training session.
Self-Assessments guided by the hired experts During and at the end of the training session.
Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) discuss Level 1: Reaction as the extent to which
program participants find the training session to be satisfactory, engaging, and helpful to their
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position. The objective of the Level 1 is to efficiently establish if the training program and
instructor were effective or not (Kirkpatrick & Kirkpatrick, 2016). Table 36, featured below,
indicates the methods that will be used to determine whether the Residential Life professional
staff find their training program for implementation satisfactory, engaging, and helpful.
Table 36
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Active listening in presentations During training
Active participation in pair-share and group
activities
During training
Asking meaningful questions During training
Hired expert observation During the training
Relevance
Participant pulse check through group
discussion
During training
Customer Satisfaction
Hired expert observation During the training
Participant pulse check through group
discussion
During the training
Evaluation Tools
Immediately following the program implementation, the Residential Life professional
staff members that attended the program will be asked to participate in evaluation activities
related to the impact that the program had on their knowledge, motivation, and practice within
the Residential Life department. Kirkpatrick and Kirkpatrick (2016) propose that the evaluation
of a program’s impact occurs immediately after its implementation as well as after a period of
time. Each evaluation serves a particular purpose.
Immediately Following the Program. The objective of the evaluation immediately after
the program’s implementation is to evaluate Level 1 (customer satisfaction, relevance, and
engagement) and Level 2 (knowledge and motivation) outcomes (Kirkpatrick & Kirkpatrick,
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2016). The evaluation immediately after the program’s implementation will consist of Likert
scale survey questions. The proposed evaluation tool to be utilized immediately after the
program’s implementation can be found in Appendix C.
Delayed for a period after the Program Implementation. Kirkpatrick and Kirkpatrick
(2016) also propose evaluating the impact of the program after a period of time has passed since
the program’s implementation. Delaying the evaluation permits training participants to reflect
on the program’s impact and provides time for program participants to apply what they have
learned. In regards to this specific program, the delayed evaluation will be sent out 12 weeks
after the conclusion of the training program.
The evaluation after a delayed period of time addresses Level 1 (reaction), Level 2
(learning), Level 3 (behavior), and Level 4 (results and leading indicators) outcomes (Kirkpatrick
& Kirkpatrick, 2016). The Likert-scale items that comprise the evaluation will gather feedback
from training participants about changes that occurred due to the program. The proposed
evaluation tool that will be used 12 weeks after the program’s implementation can be found in
Appendix D.
Data Analysis and Reporting
An analysis of findings will be shared with the leadership of the Residential Life
department as well as the leadership of the Division of Student Affairs at POU. Findings will
include results and themes from both the immediate and delayed evaluation as well the internal
and external outcomes from Level 4 and metrics pertaining to the critical behaviors from Level
3. Communicating these findings will serve as a means to celebrating the progress made by the
Residential Life professional staff until that particular point in time. In preparation for this
communication, the Residential Life professional staff will be asked to record testimonials about
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their experience learning about and practicing best practices that ground the resident assistant
wellness program, especially as they relate to the recruitment, training, and supervision of the
resident assistants. The Residential Life professional staff will also be asked to reflect
innovative ways that the Residential Life department can continue to use data to inform decision-
making that best supports the resident assistants and in turn, contributes to thriving residential
communities at POU. The testimonials will be shared with campus partners within the Division
of Student Affairs as they may also engage with student leaders that are similar to those that hold
the resident assistant position. Testimonials will be shared through the electronic monthly
newsletter distributed by the Division of Student Affairs. Additionally, the testimonials will be
available on the Residential Life department website. Finally, the testimonials will be shared
with professional associations of the Residential Life department so that other institutions in the
region and across the nation are able to benefit from the revamped wellness-centered practices.
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model offers a result-oriented framework for the planning
and implementation of evaluative efforts (Kirkpatrick & Kirkpatrick, 2016). This model guides
the creation of meaningful and measurable indicators that begin on the first day of training to
many months after the conclusion of the program. Additionally, this model offers a framework
for determining measurable outcomes that range from the broad, mission-centered indicators to
the smaller-scale learning outcomes and reactions.
The implementation of the recommendations will require the Residential Life department
to use the tools proposed in the study to eliminate the burnout of the resident assistants. The
framework provides a guiding lens to help Residential Life professional staff eliminate burnout
through the implementation of a wellness program rooted in best practices in the recruitment,
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training, and supervision of resident assistants. The re-examination and revision of practices will
equip professional staff to better support and prioritize the wellness of the resident assistants.
Overall, the goal of the organization is to establish thriving residential communities in which
thriving resident assistants are at the center. It is the intervention, prevention, and
implementation of the recommendations that will procure the tools to eliminate resident assistant
stress and best support resident assistants as they serve their residential communities on the front
lines.
Limitations and Delimitations
The limitations and delimitations of this study focus on the knowledge, motivation, and
organizations needs and assets associated with the levels of stress and burnout among resident
assistants in Residential Life. This research focused on the stress and burnout of resident
assistants as they serve in the student leadership capacity and the implementation of an
innovative wellness program created and implemented by professional staff to better support
their resident assistants. The study focused on data obtained from a survey and interviews.
There were limitations to the study. For example, the sample size for the survey was limited to
the 13 participants that completed the survey compared to the 21 total professional staff members
in the department at the time of data collection. This resulted in 61.9%. of professional staff that
completed the survey. However, only 5 participants, or 23.8%, participated in the interview
components of the study. Therefore, limits of the study are related to the constrained
generalizability of the results due to a small and voluntary sampling of professional staff at one
department at one institution (Creswell, 2014).
Additionally, the context of the study involves at least three dominant stakeholders: the
Residential Life professional staff, the Faculty in Residence, and the leadership of the Division
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of Student Affairs. However, in order to remain a feasible study, only one stakeholder was
selected. This stakeholder is the Residential Life professional staff, as they are best positioned to
most effectively influence the remaining stakeholders and are directly responsible for the
wellness of resident assistants. Finally, although data-driven methodologies were utilized, the
study is not necessarily free from the researcher’s personal bias especially in terms of literature
selection and data collection through interviews.
Recommendations for Future Research
Recommendations for future research on this topic should initially focus on data
collection from the other two stakeholders including the Faculty in Residence and the leadership
of the Division of Student Affairs. A more comprehensive and complete gap analysis would be
possible if the research expanded to the remaining stakeholders. Additionally, although the
resident assistant population was not named as an original stakeholder, it may be beneficial to
incorporate their experiences and feedback in the study as the objective of the study is to create
an innovative wellness program that most directly benefits the resident assistants themselves.
Another recommendation for future research should include a larger sampling of
professional staff in Residential Life departments to increase generalizability of the results at
POU. Expanding the sample size for future surveys and interviews and not limiting participation
to volunteers at POU will enrich analysis and the collection of data to reflect the larger work of
Residential Life as a field. Therefore, potentially expanding the study to incorporate multiple
Residential Life departments at various institutions within a given geographic region, can be one
way to increase the generalizability. It would also allow the consumers of this type of research
to have a better understanding of common themes that may emerge from these studies.
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A final recommendation for future research is to create a similar study that focuses on
creating an innovative wellness program for Residential Life professional staff. The interview
participants collectively mentioned the concept of professional staff wellness in their responses.
Specifically, the suggestion that when resident assistant wellness is prioritized, professional staff
wellness could be compromised. More information is necessary to determine the accuracy of
this suggestion and what steps can be taken by various stakeholders to ensure that wellness at all
levels in Residential Life departments, from professional staff to student staff, is valued and
considered in professional practice.
Conclusion
In 2020, the Residential Life department at POU established the goal that by February
2022, it will implement an innovative wellness program for resident assistants. This goal
includes aspects such as the revisitation and revision of recruitment practices, the resident
assistant onboarding processes, continuous supervision and training of resident assistants, and
ongoing communication with the departmental leadership.
This study examined the knowledge, motivation, and organizational needs and assets of
an innovative wellness program, grounded in recruitment, training, and supervision practices, to
eliminate burnout among resident assistants. The utilization of the Clark and Estes’ (2008)
framework to perform a gap analysis produced the survey and interview data in this study. The
data revealed the knowledge, motivation, and organizational assets and needs at POU’s
Residential Life department specifically. Recommendations focused on strengthening each asset
and resolving each need were identified and addressed. Such recommendations were based on
the New World Kirkpatrick Model, so that Residential Life professional staff can most
effectively implement the new resident assistant wellness program. Without measures like the
144
wellness program, burnout will continue to be a rampant issue in the resident assistant
population. At risk are the personal wellness, position persistence, and position performance of
resident assistants. The resident assistant wellness program is a solution that can eliminate
burnout and therefore greatly support resident assistants in their own wellness and in the creation
of the residential communities they work diligently to create.
145
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Appendix A
Residential Life’ Professional Staff Survey Protocol
Responses designed with an asterisk (‘*’) represents the correct answer.
Declarative Factual:
1. A wellness program to eliminate resident assistant burnout is grounded in best practices
related:
a. Recruitment of resident assistants.
b. Training of resident assistants.
c. Continued supervision of resident assistants.
d. All of the above. *
Declarative Conceptual:
1. An awareness of a resident assistant’s personal identities (i.e. racial identity, gender
identity, etc.) ...
a. Should not impact supervisory practice as it is irrelevant information.
b. Distracts from the department’s mission to create safe and inclusive residential
communities.
c. Can impact the degree of emotional exhaustion experienced while serving as a
resident assistant therefore should be considered in supervisory practice. *
2. The roles and responsibilities affiliated with the resident assistant role…
a. Are manageable by all resident assistants.
b. Can produce a stressful environment for that resident assistant. *
c. Are standard on a weekly basis regardless of time of year.
d. Have remained consistent since the position’s inception.
154
3. When comparing college students to their peers in leadership positions, college student
leaders…
a. Are more susceptible to burnout. *
b. Just as prone to burnout as non-college student leaders.
c. Experience less burnout.
Declarative Procedural:
1. Consider this scenario:
You are now tasked with creating the resident assistant pre-training, ERAD (Emerging
RA Development). When designing the pre-training, you incorporate the following
topics:
a. Time management.
b. Stress management.
c. Resiliency development.
d. Self-care.
e. All of the above. *
f. None of the above.
2. Check all that apply based on your professional experience in Residential Life.
“Given my knowledge on the resident assistant position and what resident assistants have
shared with me as their supervisor, I recognize that the following aspects can be
considered position stressors…”
a. Participation in the emergency response rotation. *
b. Fostering meaningful relationships with team members and supervisory staff. *
c. Implementation of the residential curriculum approach. *
155
d. Assisting residents with mental health concerns. *
e. General administrative responsibilities including paperwork and attendance at
meetings. *
3. One way to identify the resident assistant protocol when they engage with residents with
mental health concerns is to:
a. Have the resident assistant take the lead on a situation even when professional
staff are present.
b. Recommend resident assistants to frequently serve on the emergency response
rotation to gain more experience.
c. Encourage only resident assistants to follow up with residents since they have
already established rapport.
d. Require that resident assistants meet with their supervisor so they receive
appropriate follow up and resources. *
Declarative Metacognitive:
1. As a department, we demonstrate that we value resident assistant wellness by
a. Implementing professional associations’ best practices that eliminate resident
assistant burnout.
b. Reviewing what departmental practices could be altered to prioritize resident
assistant wellness.
c. Engaging with peer institutions to discuss best strategies to promote resident
assistant wellness.
d. All of the above. *
e. None of the above.
156
Value:
1. Rank the following departmental priorities from 1 being most valuable to you and 5 being
least valuable to you.
a. Successful implementation of the department’s residential curriculum approach.
___
b. Development and implementation of a wellness program to eliminate resident
assistant burnout. ___
c. Completion of administrative tasks including report submissions and budget
upkeep. ___
d. Timely communication with campus partners when jointly completing projects or
tasks. ___
e. Fair adjudication of student conduct and sanction completion follow up. _____
Self-Efficacy:
1. I feel confident that the department is able to implement preventive measures to eliminate
resident assistant burnout:
a. Not at all confident
b. Slightly confident
c. Moderately confident
d. Very confident
e. Extremely confident
Mood:
1. I feel positive about the implementation of a resident assistant wellness program rooted in
recruitment, training, and continued supervision practices.
157
a. Strongly disagree
b. Slightly disagree
c. Slightly agree
d. Strongly agree
Interest:
1. I am interested in the implementation of a resident assistant wellness program in
recruitment, training, and continued supervision practices.
a. Strongly disagree
b. Slightly disagree
c. Slightly agree
d. Strongly agree
Resources:
1. At this time, the department provides training to professional staff so they are able to
implement a resident assistant wellness program.
a. Strongly disagree
b. Slightly disagree
c. Slightly agree
d. Strongly agree
2. At this time, the department allocates time to professional staff so they are able to
implement a resident assistant wellness program.
a. Strongly disagree
b. Slightly disagree
158
c. Slightly agree
d. Strongly agree
Policies, Processes, and Procedures:
1. Current resident assistant recruitment involves practices that contribute to the prevention
of resident assistant burnout.
a. Strongly disagree
b. Slightly disagree
c. Slightly agree
d. Strongly agree
2. Current emergency response protocol in which the resident assistants serve involves
practices that contribute to the prevention of resident assistant burnout.
a. Strongly disagree
b. Slightly disagree
c. Slightly agree
d. Strongly agree
3. Your current supervisory practices contribute to the prevention of resident assistant
burnout.
a. Strongly disagree
b. Slightly disagree
c. Slightly agree
d. Strongly agree
159
Culture:
1. Current departmental culture motivates professional staff to implement practices that
prevent resident assistant burnout.
a. Strongly disagree
b. Slightly disagree
c. Slightly agree
d. Strongly agree
Corresponding Interview Participation:
1. Thank you for completing this survey. For this study, there is an opportunity to
participate in a corresponding interview. Would you be interested in participating?
a. Yes
b. No
2. In the event a participant marks “yes”: Thank you for your interest in an interview!
Please indicate your preferred method of contact and any relevant details.
a. Phone (Call)
i. Please provide your phone number.
b. Email
i. Please provide your email address.
160
Appendix B
Interview Protocol
Residential Life Professional Staff Interview Protocol Introduction:
Thank you for joining me today to participate in this dissertation study. As you know, my
name is Patty Lyczkowski and I am a Educational Doctorate student at USC’s Rossier School of
Education. The purpose of this study is to conduct a needs’ analysis in the areas of knowledge,
motivation, and organizational resources necessary to reach the organizational performance goal
of producing an innovative wellness initiative for RAs. The initiative will be grounded in the
following components: recruitment, training, and continued supervision of RAs.
The study’s participant names and information including the organization and institution
will be de-identified and kept confidential. The interview should take between 30-45 minutes to
complete.
Before we begin, I would like to ensure that you are aware that we can stop the interview
at any time if in the event you feel uncomfortable with the questions or interview process. I
would like to confirm that you consent to participating in this study:
Do you consent to participating in this study? Wait for response. Thank you.
Lastly, I would like to record this conversation on Zoom in order to maintain accurate
records of participant responses. This is not required if you feel uncomfortable with being
recorded. As the principal investigator, I will be the only person that listens to the recording.
Do you consent to being recorded for this interview? Wait for response. Thank you.
Let’s begin.
*Press “Recording” on the Zoom platform*
My name is Patty Lyczkowski and I am an Educational Doctorate student at USC’s
Rossier School of Education. This is an interview for a dissertation study. I am here with Insert
Participant’s Name on Date. Mr. or Mrs. Insert Participant’s Name, do you consent to being
recorded for this study? Wait for response. [If no, stop recording/ If yes, proceed]. Thank you.
Please let me know if you would like for a question to be repeated and/or included in the
Zoom chat box as well.
We will begin with the first question.
Residential Life Professional Staff Interview Questions
Motivation - Value
161
1. Tell me why it is important, or not, to implement preventative measures to support RA
wellness.
Knowledge - Factual
2. What do you believe are the components of a wellness initiative to eliminate RA
burnout?
Organization - Culture (Shared Beliefs)
3. Tell me about the culture that you think is required for the department to facilitate an RA
wellness initiative.
Knowledge - Procedural
4. Consider this scenario: A parent contacts you and shares that they were an RA at their
alma mater. Now, their child is interested in applying to become an RA. However, the
parent expressed concern about potential burnout. They are curious to know what steps
Residential Life takes to prevent RA burnout. How would you respond?
Motivation - Self-Efficacy
5. How confident are you in the department’s ability to implement preventative measures to
eliminate RA burnout?
Organization - Setting
6. Some professional staff might say that the environment at POU Residential Life does not
support the implementation of an RA wellness initiative. What do you think?
Motivation - Value
7. Please share an example of a departmental recruitment practice that supports RA
wellness.
Motivation - Value
8. Please share an example of a departmental training practice that supports RA wellness.
Motivation - Value
162
9. Please share an example of a departmental supervision practice that supports RA
wellness.
Knowledge - Metacognition
10. How does the department know it is effective in eliminating RA burnout?
Closing
That was the final question. Thank you again for your time today. Your experiences and
responses are valuable to this dissertation study. If I find myself with a follow-up question,
would I be able to contact you? If so, would email be an appropriate way to do so?
Finally, do you have a preference for a pseudonym, or would you like for me to create
one on your behalf? I appreciate your participation.
163
Appendix C
Immediate Evaluation Tool
Level 1 and 2
Level 1 Survey Questions: The learner will be asked to rate what they learned in the course.
Rating Scale: Strongly Disagree, Disagree, Agree, Strongly Agree.
1. I know how stress can affect student leaders, like resident assistants.
2. I know how burnout can affect student leaders, the resident assistants.
3. I know the relationship between the resident assistant’s responsibilities and burnout.
4. I believe that the elimination of resident assistant burnout is worthwhile.
5. I think I can apply what I learned in the resident assistant wellness program to help
resident assistants.
Level 2 Survey Questions: The learner will be asked to rate what they learned in the course.
Rating Scale: Strongly Disagree, Disagree, Agree, Strongly Agree.
1. I understand how to apply wellness-centered recruitment practices to best support
resident assistant candidates.
2. I understand how to apply wellness-centered training practices to best support resident
assistants.
3. I understand how to apply wellness-centered supervision practices to best support
resident assistants.
4. I understand what resources are available to resident assistants if they communicate
stress.
5. I understand how to help resident assistants contact available resources.
164
Appendix D
Delayed Evaluation Tool
Level 1, 2, 3, 4
Level 1 Survey Questions: The learner will be asked to rate what they learned in the course.
Rating Scale: Strongly Disagree, Disagree, Agree, Strongly Agree.
1. I am satisfied with what I learned from the resident assistant wellness program training
program.
2. I am satisfied I can apply what I learned in the training program.
3. I am satisfied understanding resident assistant stress eliminating is worthwhile for my
professional life.
4. I am satisfied and can apply what I learned in the resident assistant wellness program
training program to help resident assistants.
Level 2 Survey Questions: The learner will be asked to rate what they learned in the course.
Rating Scale: Strongly Disagree, Disagree, Agree, Strongly Agree
1. I can apply the practices learned in the resident assistant wellness program to assist me
with managing stress of resident assistant candidates during the recruitment period.
2. I can apply the practices learned in the resident assistant wellness program to assist me
with managing stress of resident assistants during the major training events.
3. I can apply the practices learned in the resident assistant wellness program to assist me
with managing stress of resident assistants during supervision.
4. I have recently applied the lessons learned from the resident assistant wellness program
training program.
Level 3 Survey Questions: The learner will be asked to rate what they learned in the course.
Rating Scale: Strongly Disagree, Disagree, Agree, Strongly Agree
1. I feel the resident assistant wellness program is relevant to the work of the Residential
Life department.
2. I feel the stress education program is relevant to me as a Residential Life professional
staff member.
3. I feel the practices learned from the resident assistant wellness program is relevant to my
professional practice.
4. I feel that a sustainable culture change is important to provide to support the prioritization
of resident assistant wellness in the Residential Life department.
5. I am satisfied with the resident assistant wellness program training program.
Level 4: Survey Questions: The learner will be asked to rate what they learned in the course.
Rating Scale: Strongly Disagree, Disagree, Agree, Strongly Agree
1. I am already seeing positive results from the resident assistant wellness program training.
165
2. I am already seeing positive outcomes for the department as a result of applying what I
learned.
3. I am already seeing positive outcomes for the resident assistants as a result of applying
what I learned.
4. I have seen an impact in increased resident assistant satisfaction as a result of applying
what I learned.
5. I have seen an impact in stronger relationships with resident assistants as a result of
applying what I learned.
Abstract (if available)
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Asset Metadata
Creator
Lyczkowski, Patricia Allison Mendoza
(author)
Core Title
Preventative burnout measures for RAs on college campuses: an innovation study
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
10/12/2020
Defense Date
08/27/2020
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
Burnout,college,gap analysis,OAI-PMH Harvest,preventative measures,resident advisors,resident assistants,residential life,University,wellness
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Green, Alan (
committee member
), Sandoval, Emily (
committee member
)
Creator Email
patty.lyczkowski@gmail.com,plyczkow@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-384005
Unique identifier
UC11666344
Identifier
etd-Lyczkowski-9039.pdf (filename),usctheses-c89-384005 (legacy record id)
Legacy Identifier
etd-Lyczkowski-9039.pdf
Dmrecord
384005
Document Type
Dissertation
Rights
Lyczkowski, Patricia Allison Mendoza
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
gap analysis
preventative measures
resident advisors
resident assistants
residential life
wellness