CPAC 2014

Kim Kushner, Coordinator for Student Development & LeadershipKim.Kushner@colorado.edu303-492-5675

Lindy Stein, Residence Hall DirectorLindy.Stein@ colorado.edu303-492-7732

University of Colorado Boulder

ADVISING, SUPERVISING,

MENTORING, OH MY! WHAT HAT DO YOU

WEAR?

Tell us: Your Name Your School Why you are at this session What you would like to get out of the session

INTRODUCTIONS

Review terminology for some of our most important job responsibilities

Articulate and further define difference between advising and supervising

Reflect on professional role and its relationship to advising

Share best practices and struggles with student organization advising

Create action plan/goals to better your role as an advisor and student affairs practitioner

AGENDA/OUTCOMES

Managing, Supervising, Advising and Mentoring: Each Requires a Unique Hat for the Professional by Monica Marcelis Fochtman

Advisor Resource Training (ART), National Association of College and University Residence Halls (NACURH)

FRAMEWORKS

Advise (v.): offer advice, to counsel; recommend, suggest; inform, notify

Manage (v.): to direct the affairs or interests of; direct or conduct business affairs

Manager (n.): One who controls resources & expenses

Mentor (n.): A wise and trusted counselor or teacher

Supervise (v.): To have the charge & direction of

Supervisor (n.): One who supervises

ADVISE, MANAGE, MENTOR, SUPERVISE: THE BASICS

DRAW YOUR STUDENT AFFAIRS HAT

Advise: Wearing the Hard HatManage: Wearing the Clown HatMentor: Wearing the Wizard HatSupervise: Wearing the Captain’s and First Mate’s Hat

ADVISE, MANAGE, MENTOR, SUPERVISE: THE UNIQUE HATS WE

WEAR

ADVISORS SHOULD: ADVISORS SHOULD NOT:Develop a good rapport with the students Become such an advocate that they lose

their objective point of view

Suggest Impose

Work with the executive board to complete tasks

Do the work of the President or for other members of the executive board

Help ensure that the group examines all sides of an issue

Lose their objectivity or sense of the bigger picture/purpose

Help develop a sense of team spirit and cooperation

Allow the organization to become a one or two-person operation

Be assertive on necessary issues Be laissez faire or autocratic

Have a relationship with the group that allows challenge, support, and growth

Be the parent or smothering administrator

Attend all of the group’s meetings and programs

Assume they are to handle everything and will benefit without your presence

Treat members as individuals and work with those unique styles and skills

Practice the same style of advising throughout the year or as the student leadership changes

ADVISOR OVERVIEW

A resource person A planner A financial counselor A role model A consultant A sounding board A liaison A developer

ROLES OF AN ADVISOR

Starting Point:The advisor and group should determine jointly the advisor’s role

Let students discuss what they feel advisor’s role in group should be

The advisor should state a definition of the role, including institutional pressures that affect it

ROLES OF AN ADVISOR: BEGINNING AND EVALUATION

Evaluate the Role: Is the advisor following the agreed-upon role? Is there a need to renegotiate the role? Is the advisor available to the group? Is the advisor appropriately involved at meetings? Is the advisor helpful to individual officers and members?

Does the advisor offer constructive feedback and appropriate suggestions?

Does the advisor share information concerning institutional policies and procedures with the group?

Does the advisor assist leaders in learning and using group development tools?

ROLES OF AN ADVISOR: BEGINNING AND EVALUATION

What works for you as an advisor and balancer of so many professional responsibilities/hats?

Where do you still need to grow? Write down 3 SMART goals you have for this year regarding your advising role

SMART: Specific, Measurable, Achievable, Realistic, Time-Framed

FINAL THOUGHTS: BEST PRACTICES/GOAL SETTING

FINAL QUOTE