A proven model for screening prospective residence hall assistants (RAs), training them in critical interpersonal and leadership skills, selecting the best candidates, and giving them strong supervisory support on the job is presented in this comprehensive guide. After an introductory chapter on the historical context within which RAs operate residence halls and the modern program's purposes and goals, chapter 2 outlines several problems and issues in RA selection. A recommended selection and training program that evolved from detailed student feedback is described. Chapters 3-7 give the theories and concepts necessary for providing resident assistants with effective leadership. It is suggested that prospective instructors should know the basics of student development and how to apply the knowledge. They should be familiar with student development and residential theory, the impact of residence halls on students' personal and academic development, interpersonal skills theory, and leadership development theory and practice. Chapter 8 focuses on how to teach the training program, and chapter 9 presents the actual training program, including the rationale, goals, and methodology for each of the 20 sessions. After an extensive experience-based elaboration of the evaluation and problems in a training model in chapter 10, chapter 11 is devoted to the issues of supervising resident assistants. The need for supervision once the training program is completed--to assure a program's effectiveness--is noted. An extensive bibliography is included. (Author/LC)