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NACADA Executive OfficeKansas State University

2323 Anderson Ave, Suite 225Manhattan, KS 66502-2912

Phone: (785) 532-5717 Fax: (785) 532-7732

e-mail: nacada@ksu.edu

© 2015 NACADA The Global Community for Academic Advising

The contents of all material in this presentation are copyrighted by the National

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infringement is a violation of federal law and is subject to criminal and civil penalties.

NACADA and National Academic Advising Association are service marks of the National

Academic Advising Association.

The Global Community for Academic Advising

Developing and Implementing Advisor &

Staff Training and Development Programs

Casey SelfArizona State University

• No matter the audience, 5 common elements need to be incorporated into the content of the training and development program:

• Informational, Relational, and Conceptual (Habley, 1986, King, 2000, and Brown 1998).

• Technology and Personal (McClellan, 2007)

• Informational: What advisors need to understand and know about institutional policies, procedures and programs

• Relational: The skills and attitudes advisors need to use to engage students in goal setting, academic planning and decision making.

• Conceptual: What advisors need to understand about the students they serve, as well as about their work as advisors.

• Technology: An understanding of and skill in the use of technological resources is critical for job performance and important to conceptual and informational understanding.

• Personal: An understanding of self (as an advisor) requires knowledge about one’s values and levels of concentration, stress, emotions, commitment, etc., AND an ongoing awareness of self and the application of skills in self-assessment, self-regulation and growth.

T&D Committee

Needs Analysis

Goals and Outcomes

Assign Content to Elements

Method of Delivery

Assessment

Marketing

Evaluation

Certificate of Completion

Revisions

10 Steps in Creating an

Advisor Training and

Development Program

Spence, 2010

STEP 1: Create an Advisor Training and Development Advisory Committee

• Include representatives from all interested groups.

• Include representatives from non-advising areas and/or other stakeholders (Who are your stakeholders?)

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Who is our audience?

• New faculty advisors?• Experienced faculty advisors?• New staff advisors?• Experienced staff advisors?• Peer advisors?• Support staff?

STEP 2: Create a training and development needs analysis

Find out what advisors need/want to learn withSurveys Focus Groups

STEP 3: Develop goals and outcomes for the training and development program

Goals address the purpose of the program. Why are we developing this training and development program?

Outcomes are the things we expect advisors to learn as a result of participating in the program.

New Advisor ProgramThe advisor will…

Experienced Advisor ProgramThe advisor will…

Conceptual understand the university’s mission for academic advising.

comprehend career counseling theory.

Relational understand student expectations in the advising relationship.

demonstrate effective conflict resolution skills.

Informational understand the course repeat policy for the university.

know how to direct students to scholarship opportunities

Personal become aware of how to balance personal and professional interactions with students.

learn how their learning style enhances their interactions with peers.

Technical become aware of the various technologies utilized to support the advising process.

demonstrate ability to make exceptions in the degree audit system.

Outcomes ExampleEstablish goals and outcomes

that are SMART

SpecificMeasurableAchievableRealisticTangible

(Brown, 1998; King, 2000)

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STEP 4: Analyzing the results of the needs analysis

Using outcomes identified for the program, assign content into five categories of elements:

• Conceptual• Relational• Informational• Technology• Personal

STEP 5: Develop the method for the delivery of the content

Lecture

Group Discussion

Internal/External Presenters

Case Studies

On-Line Video Vignettes

Role Play Panel Presentations

Resources

• Experienced advisors and/or faculty• Campus administrators/subject experts• NACADA Academic Advising Consultants

and Speakers Service• NACADA Clearinghouse• NACADA Publications• Others?

STEP 6: Develop Assessment

How do we know the participants met the outcomes?

• Application of knowledge in essay format. Participants answer questions to demonstrate application. A rubric is used to evaluate the results.

• Objective exams: multiple choice, matching, fill in the blank, etc.

• Role play or demonstration

STEP 7: Marketing and Communication

How will you invite advisors to participate in the program?

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STEP 8: Program Evaluation

How will you find out what the participants thought about the program?

• In-person session evaluation• On-line survey• Focus Group

What information would be helpful in order to improve the program in the future?• Were there any suggestions for adding or

deleting content?• Did the participants like the program? • Did they prefer a different delivery method?• Did the participants believe it met their

needs?

STEP 9: Acknowledge Completion of Program

• Present framed certificate• Send a letter to the participant and to

their supervisor• Administration participation and

visibility• Other?

STEP 10: Revise program for next year or cohort

• 2010

• Planning, Implementing, and Assessing Training and Development Programs

• Training and Developing Different Types of Advisors

• Delivery Systems and Tools for Advisor Training and Development

• Delivery Systems for Special Content

• Exemplary Practices

• 2007• Setting the Stage: Growth

Through Year One and Beyond• Theories of Academic Advising:

Understanding the Conceptual Framework

• Managing Information• Building Relational Skills• Conducting Effective Advising

Sessions: Putting it All Together• Professional Development• Creating and Effective Advisor

Development Program• Exemplary Practices

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Iowa Growth Chart ExamplesFolsom, P. (Ed.). (2007). The New Advisor Guidebook, Monograph #16.

N E W A D V I S O R D E V E L O P M E N T C H A R T

Conceptual Framework Year One Year Two and BeyondRole of advising and advising center in the institution

Reads, discusses, and understands CAS standards and NACADA concept of advising and Statement of Core Values of Academic Advising.

Annually reviews CAS standards, NACADA Core Values, as well as institutional and office missions as means of improving individual, office, and campus-wide advising.

Institutional and office missions Reads institutional and center missions. Conceptually understands how academic advising relates to those missions.

Same as above.

Job description and evaluation Understands how job description relates to institutional and office missions. Requests or is provided feedback throughout the first year. Has clear understanding of office expectations and evaluation system.

Uses feedback from evaluation tools to set goals for professional growth and improvement. Uses opportunity to provide feedback on evaluation process as appropriate.

Family Educational Rights and Privacy Act (FERPA)c

Is trained on and has basic understand- ing of FERPA. Asks for clarification if in any doubt about specific situations.

Applies FERPA with few questions.

Advising Knowledge: Institution Year One Year Two and BeyondPolicies, regulations, procedures, and deadlines

Knows or knows where to find and explain to student basic (most important, used, likely to impact student) institutional policies, regulations, and procedures as well as is able to show or tell students about important deadlines.

Knows basic policies, regulations, and procedures. Understands nuances and varied interpretations of basic institutional policies. Knows the basis on which exceptions and appeals are granted or denied as well as the process and dead-lines for appeals. Knows or knows where to find specialized (pertaining to specific student populations, majors, colleges, or programs) policies, procedures, and regulations.

Excerpted with permission from The New Advisor Guidebook: Mastering the Art of Advising Through the First Year and Beyond. Copyright 2007 by NACADA: The Global Community for Academic Advising. www.nacada.ksu.edu.

Iowa Growth Chart ExamplesAdvising Knowledge: Tools & Resources Year One Year Two and Beyond

General catalog and other university, college, or departmental publications, hand- outs, and Web sites

Is sufficiently familiar with printed and electronic resources relevant to one’s position so can use them efficiently in student conferences (i.e., locate the resource quickly and have frequently used materials bookmarked).

Is extremely knowledgeable about printed and electronic resources. Integrates usage seamlessly into student conferences, teaching students how to use them.

Advising technology: E-mail, student information systems, and degree audits

Learns and is able to use basic functions in advising technology, such as electronic transactions necessary to obtain necessary information about students (grades, ACT scores, current registration) and university resources, conduct student conferences, maintain student caseload and files, make referrals, and exchange information with colleagues.

Has mastered basic functions of advising technology. Uses technology efficiently in advising conferences and to manage student caseloads and traffic (e.g., is able to send specific student populations targeted E-mail). Is able to use advanced aspects of systems effectively (e.g., moves easily among multiple technologies within advising session and organizes E-mail for efficient access).

Advising tools: checklists, handouts, and degree audits

Is able to locate and distribute handouts to students as appropriate. Uses office handouts (e.g., checklists for specific types of student appointments) in advising situations.

Efficiently targets use of resources to individual students. Fully integrates use of materials in conferences. Develops office handouts as appropriate for new majors, programs, and special student populations.

Organizational system Develops initial, rudimentary system for organizing information in a way that allows advisor to retrieve information efficiently when working with students via phone, E-mail, or in person.

Has well-developed organizational systems to manage both print and electronic information. Is able to access information quickly when working with students via phone, E-mail, or in person.

Art of Advising (Relational) Year One Year Two and BeyondSelf-knowledge Recognizes variety of advising styles among other

advisors. Gains insight into personal advising style and own advising voice. May try various approaches to find a good fit for personal style. Identifies and gains insight into personal cultural assumptions.

Fully develops advising style over a period of years. Works to expand approaches to meet needs of individual students. Is able to step outside of personal and cultural assumptions when working with students, colleagues, and external constituencies.

Welcoming and supportive atmosphere Sets students at ease. Verbal and nonverbal behavior communicates warmth and support. Greets students warmly. Focuses on and shows interest in student as individual. Maintains eye contact. Uses active listening skills.

Has well-developed interpersonal relations. Is at ease with advisees and sets advisees at ease. Is careful to remember that each student is an individual. Listens carefully to student questions and concerns.

Student conferences Is learning to guide a conference effectively and ensures student questions are addressed while covering topics and information that student needs. Stays within time parameters most of the time. Establishes expectations for students to meet (e.g., making and keeping appointments).

Fully integrates relational and informational knowledge and skills in advising conferences. Is able to triage information appropriately for individual students according to their developmental stage, needs, concerns, and situations. Conference flows more conversationally (i.e., is not merely a question and answer session). Integrates teaching aspect of advising into conference.

Effective referrals Is usually able to match student with appropriate referral and provide stan- dard information (i.e., gained via printed resources and Web sites) to student about referral resource. Seeks information and asks for help to ensure effective match of student and referral.

Has advanced referral skills. Fully integrates detailed knowledge of resources and working knowledge of students to match specific services quickly and accurately to specific student needs. Prepares student for referral.

Iowa Growth Chart ExamplesAcademic Advisor Competencies

• What are key focus areas of knowledge for your campus?

• Who should be a part of creating basic competencies of knowledge for all advisors at your institution?

• Once competencies have been identified, who is responsible for providing the training?

• ASU Example:http://caa.asu.edu/files/images/AAB_Advisor_Training_Outline.pdf

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15 Semester Credit Hour Program

• Foundations of Academic Advising

• Multicultural Advising

• The College Student and the College Environment

• Trends in Career Development

• Learning Principles

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Using NACADA Resources for Professional Development

NACADA Homepage: nacada.ksu.edu/

Using NACADA Resources for Professional Development

Adult learner returning to college Lack of progress Upset transfer student Advisor error First-generation student Student complaint Student with personal issues Advising a student athlete Faculty advisor & FERPA privacy issues Proactive parenting

Peer advising Advising the high achieving student Student in search of the ideal major Difficult student shopping for an answer Probation student academic priorities Student athlete returning after academic dismissal Group advising using an advising syllabus Returning veteran facing adjustment issues Privacy issues in phone advising Student discloses depression

Resources to help craft AT&DScenes for Learning and Reflection:

An Academic Advising Professional Development DVD

Curriculum: What we teach advisorsPedagogy: How we teach the material to advisorsLearning Outcomes: What advisors learn

Final Thoughts Focusing the lens: Crafting successful advisor training and

development sessions

nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-Academic-Advising.aspx

NACADA Core Values

nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Core-values-of-academic-advising.aspx

Questions?

• Best Practices from group

• Thanks for your participation!

• Casey SelfCasey.Self@asu.edu

602-496-0593

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References

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Bartlett, T. & Fischer, K. (2011, November 3). The China conundrum: American colleges find the Chinese-student boom a tricky fit. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Chinese-students-Proe-a/129628/?sid=at&u

Beemyn, B. (2004). Transgender issues in education. Retrieved January 3, 2007 from http://www.glbtq.com/social-sciences/transgender_issues_education.html.

Bensimon, E. M. (Summer 2007). The underestimated significance of practitioner knowledge in the scholarship on student success. The Review of Higher Education, 30, (4), pp. 441–469.

Brown, T. (2008). “Critical concepts in advising training and development.” In V. N. Gordon, W. R. Habley, T. J. Grites, Academic advising: A comprehensive handbook (2nd ed.) (pp. 309-322). San Francisco: Jossey Bass.

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Conley, D. (2000). Honky. New York: Vintage Books.

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Fadiman, A. (1997). The spirit catches you and you fall down. New York: Farrar, Straus, and Giroux.

Folsom, P. (Ed.). (2007). The new advisor guidebook, Monograph #16. Manhattan, KS.: NACADA.

Folsom, P., Joslin, J., & Yoder, F. (2005). From advisor training to advisor development: Creating a blueprint for first-year advisors. NACADA Clearinghouse of Academic Advising Resources Website.

Givans Voller, J., Miller, M. A., & Neste, S. L. (Eds.). (2010). Comprehensive advisor training and development: Practices that deliver (2nd ed.). Monograph #21. Manhattan, KS: NACADA.

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Habley W. R. (1986). Designing advisor training programs. ACT National Conference Seriesunpublished participant notebook: Academic advising as a critical element in student growthand development. Iowa City: ACT, Inc.

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