| ||||
Summary Job Description | Tasks | |||
Coordinate activities in residential facilities in secondary and college dormitories, group homes, or similar establishments. Order supplies and determine need for maintenance, repairs, and furnishings. May maintain household records and assign rooms. May assist residents with problem solving or refer them to counseling resources. | Enforce rules and regulations to ensure the smooth and orderly operation of dormitory programs. | |||
| ||||
Provide emergency first aid and summon medical assistance when necessary. | ||||
| ||||
Mediate interpersonal problems between residents. | ||||
| ||||
Administer, coordinate, or recommend disciplinary and corrective actions. | ||||
| ||||
Communicate with other staff to resolve problems with individual students. | ||||
| ||||
Counsel students in the handling of issues such as family, financial, and educational problems. | ||||
| ||||
Make regular rounds to ensure that residents and areas are safe and secure. | ||||
| ||||
Observe students to detect and report unusual behavior. | ||||
| ||||
Determine the need for facility maintenance and repair, and notify appropriate personnel. | ||||
| ||||
Collaborate with counselors to develop counseling programs that address the needs of individual students. | ||||
| ||||
Develop program plans for individuals or assist in plan development. | ||||
| ||||
Hold regular meetings with each assigned unit. | ||||
| ||||
Direct and participate in on- and off-campus recreational activities for residents of institutions, boarding schools, fraternities or sororities, children's homes, or similar establishments. | ||||
| ||||
Assign rooms to students. | ||||
| ||||
Provide requested information on students' progress and the development of case plans. | ||||
| ||||
Confer with medical personnel to better understand the backgrounds and needs of individual residents. | ||||
| ||||
Answer telephones, and route calls or deliver messages. | ||||
| ||||
Supervise participants in work-study programs. | ||||
| ||||
Process contract cancellations for students who are unable to follow residence hall policies and procedures. | ||||
| ||||
Sort and distribute mail. | ||||
| ||||
Supervise the activities of housekeeping personnel. | ||||
| ||||
Order supplies for facilities. | ||||
| ||||
Supervise students' housekeeping work to ensure that it is done properly. | ||||
| ||||
Chaperone group-sponsored trips and social functions. | ||||
| ||||
Compile information such as residents' daily activities and the quantities of supplies used to prepare required reports. | ||||
| ||||
Accompany and supervise students during meals. | ||||
| ||||
Provide transportation or escort for expeditions such as shopping trips or visits to doctors or dentists. | ||||
| ||||
Inventory, pack, and remove items left behind by former residents. | ||||
| ||||
CompGeo Salary Survey Benchmark Job Summary and Competencies
Residential Advisers
The Benchmark Job Description below represents the specific Position Characteristics of the job used in the Salary Survey. Benchmark Job Descriptions should be inspected carefully to review the degree of matching between an organizations' Job and the Salary Survey Benchmark. Matching internal Jobs to Salary Survey Benchmark Jobs should not be done on Job Title alone. A thorough comparison of Salary Survey Benchmark to Internal Job Descriptions is recommended. A good overlap should exist on any comparisons used on critical Job Dimensions and Competencies.- Job Description
- Knowledges
- Skills
- Abilites
- Tools and Technology
- Education and Experience
- Alternate Job Titles
- Salaries
| ||||
Important Knowledge Competencies | Competency Description | |||
Psychology | Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. | |||
| ||||
Customer and Personal Service | Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. | |||
| ||||
Public Safety and Security | Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. | |||
| ||||
Therapy and Counseling | Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. | |||
| ||||
Administration and Management | Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. | |||
| ||||
English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | |||
| ||||
Sociology and Anthropology | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. | |||
| ||||
Personnel and Human Resources | Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. | |||
| ||||
Education and Training | Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. | |||
| ||||
Philosophy and Theology | Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. | |||
| ||||
| ||||
Important Skill Competencies | Competency Description | |||
Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. | |||
| ||||
Active Listening | Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. | |||
| ||||
Speaking | Talking to others to convey information effectively. | |||
| ||||
Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. | |||
| ||||
Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |||
| ||||
Coordination | Adjusting actions in relation to others' actions. | |||
| ||||
Negotiation | Bringing others together and trying to reconcile differences. | |||
| ||||
Time Management | Managing one's own time and the time of others. | |||
| ||||
Persuasion | Persuading others to change their minds or behavior. | |||
| ||||
Service Orientation | Actively looking for ways to help people. | |||
| ||||
Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |||
| ||||
Reading Comprehension | Understanding written sentences and paragraphs in work related documents. | |||
| ||||
Writing | Communicating effectively in writing as appropriate for the needs of the audience. | |||
| ||||
Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. | |||
| ||||
Instructing | Teaching others how to do something. | |||
| ||||
Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |||
| ||||
Management of Personnel Resources | Motivating, developing, and directing people as they work, identifying the best people for the job. | |||
| ||||
Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |||
| ||||
Systems Analysis | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. | |||
| ||||
| ||||
Important Ability Competencies | Competency Description | |||
Problem Sensitivity | The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. | |||
| ||||
Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. | |||
| ||||
Oral Expression | The ability to communicate information and ideas in speaking so others will understand. | |||
| ||||
Speech Recognition | The ability to identify and understand the speech of another person. | |||
| ||||
Speech Clarity | The ability to speak clearly so others can understand you. | |||
| ||||
Written Comprehension | The ability to read and understand information and ideas presented in writing. | |||
| ||||
Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. | |||
| ||||
Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |||
| ||||
Information Ordering | The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |||
| ||||
Written Expression | The ability to communicate information and ideas in writing so others will understand. | |||
| ||||
Near Vision | The ability to see details at close range (within a few feet of the observer). | |||
| ||||
Originality | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |||
| ||||
Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. | |||
| ||||
Selective Attention | The ability to concentrate on a task over a period of time without being distracted. | |||
| ||||
Fluency of Ideas | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |||
| ||||
Flexibility of Closure | The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. | |||
| ||||
Speed of Closure | The ability to quickly make sense of, combine, and organize information into meaningful patterns. | |||
| ||||
Perceptual Speed | The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. | |||
| ||||
Time Sharing | The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). | |||
| ||||
Far Vision | The ability to see details at a distance. | |||
| ||||
| ||||
Prerequisite Qualification Category | Education and Experience Level | |||
On-Site or In-Plant Training | Up to and including 1 month | |||
| ||||
On-the-Job Training | Anything beyond short demonstration, up to and including 1 month | |||
| ||||
Required Level of Education | Bachelor's Degree | |||
| ||||
On-the-Job Training | None or short demonstration | |||
| ||||
Required Level of Education | Master's Degree | |||
| ||||
Required Level of Education | Some College Courses | |||
| ||||
| |||
Alternate Job Title(s) | |||
Area Coordinator | |||
Assistant Dean of Students | |||
Associate Dean of Students | |||
Associate Dean of Women | |||
Community Educator | |||
Cottage Parent | |||
Cottage Supervisor | |||
Dormitory Counselor | |||
Dormitory Supervisor | |||
Hall Coordinator | |||
Hall Director | |||
Head Resident | |||
House Father | |||
House Mother | |||
House Parent | |||
Housefellow | |||
Housing Assistant | |||
Housing Director | |||
Housing and Residence Life Director | |||
Residence Director | |||
Residence Hall Director | |||
Residence Life Coordinator | |||
Residence Life Director | |||
Residence Supervisor | |||
Resident Advisor | |||
Resident Assistant | |||
Resident Director | |||
Residential Advisor | |||
Residential Assistant | |||
Residential Counselor | |||
Residential Director | |||
Residential Life Director | |||
Residential Supervisor | |||
Sorority Mother | |||
Sorority Supervisor | |||
| |||||||||||||||||||||
Copyright © 1995
- 2023 International Compensation Technologies and The Clayton Wallis Company. All Rights Reserved World Wide ictcw.com Member, WorldatWork - Formerly American and Canadian Compensation Associations (ACA/CCA) |