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Advisor as Coach. Part 2. Coaching and Advising. Coaching is…. Advising is…. helping students realize their goals in education through guiding, teaching, motivating, and mentoring. h elping someone realize their goals through guiding, teaching, motivating, and mentoring.

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coaching and advising
Coaching and Advising

Coaching is…

Advising is…

helping students realize their goals in education through guiding, teaching, motivating, and mentoring

  • helping someone realize their goals through guiding, teaching, motivating, and mentoring
score the advising relationship
“SCORE” the advising relationship
  • Define a contract with your advisees
    • Scope
    • Consequences
    • Outcomes
    • Roles
    • Evaluation
tools of the advisor as coach
Tools of the advisor as coach
  • Active listening—listening at levels 4 & 5
  • Questioning
  • Clarifying, reflecting, and using intuition
  • Good use of vocalics and nonverbal cues
  • Asking permission to address an idea or topic
  • Feedback
bridges model of change
Bridges’ model of change
  • The Ending
    • People feel avoidance, disbelief, shock, anger, and carelessness & people self-sabotage
  • The Neutral
    • Get over the “ick” and feel withdrawn, detached, confused, lack attentivenessthen start to get creative and try new things
  • The New
    • People participate in the change and have behavior consistent with the change and start to feel more confident
  • As advisors, we help through The Ending by…
    • Helping students get info to understand the changes
    • Helping students understand what is ending and what is the same
    • Helping students acknowledge losses
  • We help through The Neutral by…
    • Helping students see what they know & don’t know
    • Helping them manage expectations
    • Encouraging experimentation
  • We help through The New Beginning by…
    • Encouraging open conversations about setbacks
    • Helping students celebrate success

What specific ways might this model of change apply in the advising setting?

coach advisor as motivator
Coach/Advisor as Motivator
  • Helps advisee find meaning in his/her role as student
  • Helps the advisee build confidence
  • Helps the advisee identify reinforcing consequences (rewards)
motivating advisees in the beginning needs assessment
Motivating Advisees in the beginning: Needs Assessment
  • Questions
    • Does the student….
      • Have a high level of commitment?
      • Have awareness of positive consequences that will result from success and negative consequences from failure?
      • Have the belief that he or she can accomplish or handle school work, program requirements, etc.?
      • Find responsibility interesting and enjoyable?
      • Have a natural inclination or aversion to doing school work, working on program requirements, etc.?

What do you see as the most common problems with motivation?

motivating advisees in the beginning needs assessment1
Motivating Advisees in the beginning: Needs Assessment
  • Helps the advisee identify a personal sense of ownership for completion of a goal
    • Show that the task at hand is important and why
  • Helps advisee see how consequences are tied to performance
    • What are positive consequences you can identify in your program?
    • What are negative consequences you can identify in your program?
  • Helps identify whether advisees’ confidence levels are realistic
    • What experience should advisees have to be successful in your programs?
    • What do you do when an advisee appears overconfident?
motivating advisees in the beginning needs assessment2
Motivating Advisees in the beginning: Needs Assessment
  • Helps the advisee feel challenged by his/her responsibilities
    • What kind of fun can an advisee have in your program?
    • How will the challenges of your program help your advisee do better?
    • Show your advisee how to find meaning in pursuing a degree in your program
  • Helps the advisee see if the major (and, ultimately, the career) fits that person’s personality
    • If not, how can we help the advisee identify other options?
    • If the advisee was forced into this program by other circumstances, what can you do to motivate the advisee?
advisor as motivator
Advisor as Motivator
  • Helps advisee see the bridge b/t what he/she desires & values AND the roles and responsibilities they have as students
    • How can we do this?
  • Ability and confidence need aligned realistically—encourage confidence but keep it real
    • What are ways to encourage confidence?
  • Recognize accomplishments, even small ones
  • Appreciate efforts
  • Offer support and assistance
  • Be sympathetic to challenges
  • Validate recent accomplishments and encourage more
  • Reinforce the importance of school
  • Smile

When confidence is low but ability is acceptable

advisor as motivator1
Advisor as motivator
  • Sometimes, advisees are overconfident in their abilities—what can we do?
  • Provide specific, timely observations of performance and effectiveness
  • Inquire about source of perceived expertise, knowledge, experience
  • Identify potential challenges, pitfalls and unforeseen consequences

When student is overconfident and ability is not acceptable

motivation
Motivation
  • Adult learning
    • Adults like to know why they are learning something
    • Adults do best when learning is self-directed
    • Adults need to connect information to what they know (share work-related experiences)
    • Adults perform better when taking a problem-solving approach—need to see learning as a solvable problem
      • What can we do when students do not take this view?
    • Adults need intrinsic and extrinsic motivators
      • Advisors help students identify how their beliefs and desires can be motivating
      • Advisors remind students of external consequences, positive and negative
motivation and behavior
Motivation and behavior
  • Cognitive behavioral therapy
    • Have a student identify a belief and treat the belief as a hypothesis (“If you believe _____, then what if…”)
    • May need to teach coping skills first because students will be confronted with uncomfortable scenarios
    • How might you use this to encourage motivation?
    • How might you use this to align abilities with confidence in an overconfident student?
advisor as mentor
Advisor as mentor
  • Helps the student effectively use skills and traits in context of the realities of college
mentoring advisees in the beginning needs assessment
Mentoring advisees in the beginning: Needs Assessment
  • Determines if the advisee…
    • Has a clear understanding of his or her role as a student
    • Has clearly defined tasks
    • Has a well-defined career path
    • Understands career interests
    • Understands (well) the culture and norms of the college and the workplaces in which they will work
advisor as mentor1
Advisor as Mentor
  • Helps the advisee determine the next steps in his/her career
    • Identify with the advisee the types of careers he/she could have in the future
    • Shows advisee how steps in college will advance the student towards career goals
  • Helps the advisee see the role a career and school plays in his/her life
    • How might you help an advisee determine ultimate career goals and articulate the ideal working environment? Why is this useful to the advisee?
  • Helps the advisee find out how to get things done in school, for an internship, to get a job, etc.
    • Also helps to determine if student is comfortable in the organization—what do we do if not?
advisor as mentor2
Advisor as mentor
  • Role of the mentor
    • Connect advisee to others in the organization (Do you haveexamples of people in the institution from your experience?)
    • Share experiences and provide knowledge of formal and informal processes of the school and future workplaces
    • Provide career guidance
advisor as mentor3
Advisor as mentor
  • Mentoring tips
    • Put yourself in their shoes—what did you wish you had known as a student?
    • Make mentoring a priority—meet the commitments you make with students
    • Spend more time listening than advising when necessary
    • Maintain confidentiality
    • Stick with what you know and refer to others about things you don’t know
    • Being right is not as important as being understood and respected
    • Identify principles that made you successful and share those with students—what principles would you share with students?