Crafting Successful Advisor Training & Development Programs for Professional and Faculty Advisors

1. Crafting Successful Advisor Training & Development Programs for Professional and Faculty Advisors NACADA Summer Institute, Colorado Springs, 2011 Kathy Stockwell NACADA President Fox Valley Technical College stockwel@fvtc.edu Marsha Miller NACADA Assistant Director Kansas State University miller@ksu.edu

2. Definitions Training: activities undertaken per-service through advisors’ first year. Development: ongoing education and learning that academic advisors receive after the first year and throughout their careers. Givans Voller, Miller, and Neste, 2010 Comprehensive advisor training and development: Practices that deliver

3. “The ‘art of advising’—the ability to seamlessly synthesize and apply information about the student and the institution to individual student situations in ways that help students grow and make the most out of their college experience—is in large part learned in the advising chair. Advisors develop excellence over time, student by student, through an experiential synthesis of the conceptual, informational and relational components of advising.” Folsom, Joslin, and Yoder From Advisor Training to Advisor Development: Creating a Blueprint for First-Year Advisors

4. Write down three topics you would like to see addressed in advisor training and development on your campus

5. Given that experience is crucial to developing skills as an advisor, we still understand that.......... “Perhaps the most important need in academic advising today is effective training.” Jeffrey L. McClellan Content Components for Advisor Training: Revisited

6. Let’s try it out! • Imagine you have a training or development need. • How do you know it? Who needs it? Who is going to do it? Who is going to assess it? Is there follow-up? • Before we get started, a review…

7. Content considerations • Training & Development must clearly be tied to institutional Advising Mission, Goals, and Outcomes • Topics should be chosen based on need and interest • Content should directly connect with the expected advisor outcomes and the student learning outcomes that will be assessed by the program

8. Which elements should be included? Remember: Three components of quality advising Informational What advisors need to know; includes internal and external environment, student needs, & advisor self knowledge. Relational The skills advisors need to possess in order to dotheir jobs effectively Conceptual What advisors must understand

9. “The substantive information that academic advisors need to know falls into four groups — the internal environment the external environment student needs advisor self-knowledge.” L.C. Higginson (2000) A Framework for Training Program Content Informational component

10. Example • Informational (internal) • How to utilize a Degree Audit report or use the Student Center; • What requirements do students have? • Program info, policies; FERPA; • Resources, referral processes; • Academic integrity • On-line resources • Policies and procedures • Referral services; Early warning systems • Transfer options

11. Example Informational/Relational(External) • Knowledge of the higher education community, the local communities, and the job market—helps advisors link education with the “real world” the students will be entering • Service learning experiences • Job outlook projections • Professional associations • Networking opportunities • Continuing education

12. Relational (student needs) A good advisor training and development program stresses communication skills, the essence of effective advising. Listening Paraphrasing Questioning Supportive/encouragement strategies

13. Types of Conversations • Conversations that are: • Informational • About the Student • About the future (including goal setting) • Drake, Hemwall & Stockwell, 2009 • Faculty Advising Pocket Guide

14. Questions fall into three categories • Involvement • Draw students into the conversation: Why are you in college? • Clarifying • Follow-up questions to find out more • Continuing • Questions that help students expand on a point. • Drake, Hemwall & Stockwell, 2009 • Faculty Advising Pocket Guide

15. Example • Relational • Use interactive exercises; • group discussion, and team-building; interview/advising skills; • Communication skills; • Rapport building; • New ideas to try

16. Conceptual (student needs & self-awareness) • A good advisor development program stresses a personal philosophy or understanding one’s advising role and purpose. • You have TRANSFERABLE SKILLS already! • Higginson believes advisor training must include a focus on self-awareness

17. Example Conceptual (Student needs) • Understanding a degree vs. an education • How to use a ‘big picture approach’ to your educational experience; • Definition of advising; Developmental theories • Role of advising, Advising styles • Relationship between advising and persistence • Relationship between advising and career planning • Rights and responsibilities of advisors/advisees • Ethical issues • Student characteristics Gender and racial composition; Test scores; Number of students on financial aid; attrition and retention patterns)

18. Example • Conceptual (Advisor self-awareness) • What do I as an advisor bring to the advising setting? • Attitudes • Beliefs • Knowledge • Philosophy

19. Potential Topics for any advisor Advising as Teaching Introduction to advising roles and tasks Transferring current skills to new situations Developing new techniques Student development Resources and Referrals Legal and ethical issues (FERPA) Relational skills Advising special populations Advising delivery strategies

20. Before you get started, consider… • Needs Assessment: What kind of training do you need to provide (needs assessment?) • Logistics: When are staff available for training? Where will the training held? (what’s possible in the space available?) • Planning: What are you training on? Are you addressing the key elements? • Other: Are there formal programs already accessible? Who is currently advising on your campus? (are they in a position to help out? Can you tap in?) • What kind of training did they get? (and from who?)

21. Who Is Being Trained? • New or experienced professional advisors? • New or experienced faculty advisors? • Faculty advisors in different disciplines? • Administrators • Peer advisors? • What skill level are they at (growth chart) • What is their willingness to participate? • Can you combine groups for effectiveness?

22. Important considerations • Topics should be focused and engaging • Participatory training can be powerful (involve participants if applicable) • Programs should be developmental (don’t cover too much) • Topics and programs must be evaluated • Can you secure support from key individuals? (financial, or otherwise). Having verbal support for moving forward is essential

23. Getting started: • Conduct a “Needs Survey” (what do advisors want to learn about?; what do advisors need to know about?) SAMPLE? Use Growth Chart? • Establish goals and outcomes for training • Different types of training are needed for different types of advisors and/or topics. Determine an approach that fits your goal • Publicize the objectives in advance

24. Things to consider: Logistics • Where will the training be held? • How long will the event last? • What will the format be? Group discussion, Webinar, Panel, case studies, chat rooms, etc. • Marketing/invitation to training • Information available on line? • Required attendance? Encouraged? • Build in some incentives for training • Evaluate the training program

25. Things to consider: Training Techniques Presentation Large group and small group discussion Case studies Role playing Intranet

26. Things to consider: Training Formats • One or Two Full-Day • Several One Hour • Online • Conference/Seminar Attendance • Staff Development Day • Webinars • Panel Discussions • Advising listserve or chat rooms • Advising Newsletter, paper or online • Monographs, journals, handbooks • Case Studies • Advising Handbook • Mentoring

27. Note: • Training and development programs should never be viewed by developers or participants as isolated events • Training and development programs need to address the diverse needs of the learner population

28. “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” Anthony Robbins American advisor to leaders

29. Follow-up • Lunch ‘n Learns/Brown Bag lunches • Newsletters • Web page • Book clubs • Weekly advising tips posted on electronic bulletin board • 1-2 hour workshops during staff development days

30. Discussion Questions • What are some new ideas for Advisor Development? • What has worked or could work on your campus? Why? • What improvements could be made in your training program? • How will you know the program is successful (assessment)?

31. Resources

32. Resources Scenes for Learning and Reflection: An Academic Advising Professional Development DVD Scene 1: Adult learner returning to college Scene 2: Lack of progress Scene 3: Upset transfer student Scene 4: Advisor error Scene 5: First-generation student Scene 6: Student complaint Scene 7: Student with personal issues Scene 8: Advising a student athlete Scene 9: Faculty advisor & FERPA privacy issues Scene 10:  Proactive parenting • Scene 1:  Peer advising • Scene 2:  Advising the high achieving student • Scene 3:  Student in search of the ideal major • Scene 4:  Difficult student shopping for an answer • Scene 5:  Probation student academic priorities • Scene 6:  Student athlete returning after academic dismissal • Scene 7:  Group advising using an advising syllabus • Scene 8:  Returning veteran facing adjustment issues • Scene 9:  Privacy issues in phone advising • Scene 10: Student discloses depression

33. Specific examples: Book Club • Cultural competency • Campus experts to lead discussions • Advisor-driven • Office supports by buying a copy • Optional • Revolving participation • Addresses conceptual, informational and relational aspects

34. Specific examples: campus tours • Departmental or program updates • Departmental perspective • Face to face meetings encourage proactive networking • Updates and improves campus information and stream-lines referrals • Endless list of departments and unit updates • Increases feeling of ‘community’ on campus • Conceptual & informational

35. Specific examples: Student panels • Cultural competence • External presenters/campus members • Repeatable • Student perspective invaluable • Generates additional programming • Conceptual, informational, relational

36. Specific examples: Open houses & discussion groups • Target specific groups • Invite them to attend an open house, reception or discussion re: advising • Repeatable • Enhances visibility and extends network • Can be around any topic (conceptual, informational and relational)