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The Advisor’s Role

and Approach in

Preparing an Effective

Student Government

Gary MankaUniversity of South FloridaSarah PerkinsMarquette University

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PRESENTATION AGENDA

Introduction/Why are you here?

Role versus Approach

The Advisor’s Approach

The Advisor’s Role

Integrity Activity

Conclusion

Questions & Answers

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Advisor’s Approach versus

Advisor’s Role Fine line between the two terms

We’ve defined it this way: Approach – What we personally

bring to the equation (or “where I’m coming from”)

Role – Something every advisor should probably do or our Recommendations for Action

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① Use a Values Based Leadership Framework for action

② Ground the framework in a specific leadership theory and definition

③ Integrate the Framework with institutional learning outcomes

④ Situate learning in the students’ experience

⑤ Create a strategic decision-making mechanism for review and change

The Advisor’s Approach

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1. Use a Values-Based

Leadership Framework

A relationship between leaders and collaborators that is based on shared, strongly internalized values that are advocated and acted upon by the leader (Daft, 2005).

In the campus culture today everyone can be considered a leader, and therefore, values-based leadership should be embraced and practiced in both positional and informal roles in student government.

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2. Ground values framework in a

leadership theory & definition

Theory - Relational Model KNOW (Knowledge/head)

BE (Attitudes/authenticity/heart)

DO (Skills/engagement/practice/body)

Why would we use this model?

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Joseph Rost (1993)

Leadership is “an influence relationship among leaders and their collaborators who intend real changes that reflect their mutual purposes” (p. 41).

Denny Roberts (2007)

“Leadership equals conviction in action” (p. 96).

2. (cont) Leadership Definition

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3. Situate learning in the

students’ experience

If I believe in this value then I will act in this manner . . .

Self-Authorship is a shift from reliance on external

authorities to an internal sense of self as the

guiding force that grounds what to believe, our

personal identity, and our relationships (Baxter

Magolda, 1992, 2001).

This means inviting learners into genuine

partnerships in which they reflect on and shape

their own values and have real responsibility for

deciding what to believe and how to act. Both

advisor and advisee benefit mutually.

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Integrity Activity*

An example on how to integrate theory

(Komives, et al. “Veracity” principle)

and the participants’ experience into the

advising approach and role in

developmental workshops.

*Activity adapted from LeaderShape Curriculum.

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4. Integrate the values with

institutional learning outcomes*

Link the learning outcomes withstudent actions to create a values-based framework

Ground the values in a universalethical domain so members cancreate meaning for themselves acrossvarious campus contexts

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* A strong degree of agreement among group

members about the importance of values

and ways of doing business on campus will

promote:

• critical thinking and reflection

• effective communication/creative

controversy

• leadership development

• personal & social responsibility

• cultural proficiency

• holistic well-being

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5. Create a strategic

decision-making mechanism

for review and change

STEP 1 - Look inward, outward and forward when determining future direction

- Create a strategic plan with mission,

vision, and core set of values

- Conduct S.W.O.T. analysis of SG

STEP 2 - Assess Framework/strategic plan against institutional and divisional goals

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The Advisor’s Role

Learn the cyclical patterns of the job –daily, monthly, quarterly, annually –including business operations and fiscal responsibilities

1) Know Your Role

2) Focus on Student Learning Self-Authorship and the Learning

Partnership Model

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3) Create Adaptive Change• The Whole is Greater than the Sum of its

Parts – Synergistic Perspective

• Equality is a Primary Value

• SG Constitution/Statutes are a tool to create

a common good and not a prescription

for action (Block’s empowered manager, 1987)

4) Foster Inclusivity

Throughout the OrganizationDevelop broad knowledge of the dimensions of diversity in conjunction with

emotional intelligence skills (EIL) to promote the global world of the future

instead of the insular world of SG

Emotionally Intelligent

Leadership

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5) Know the Organization and Its

Leaders• Build trusting relationships

6) Promote Student and Staff

Development

7) Practice and Produce Moral

Behavior

8) Integrate Technology when

Feasible

• Distinguish right from wrong and do

right versus just doing things right

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“Leadership entails changing a failedstrategy or revamping a languishingorganization. It requires us to makean active choice among plausiblealternatives, and it depends onbringing others along, or mobilizingthem to get the job done. Leadershipis at its best when the vision is strategic, the voice persuasive, the results tangible.”

--Michael Useem (1998)

Conclusion

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Questions & Answers

?

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ReferencesAllen, S.J., Shankman, M.L. (2008). Emotionally Intelligent Leadership:

A Guide for College Students. San Francisco: Jossey Bass, Inc.

Daft, R.L. (2005). The Leadership Experience, Third Edition. Canada: South-Western.

Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring Leadership For College Students Who Want to Make a Difference, Second Edition. San Francisco: Jossey Bass, Inc.

Komives, S.R., Woodard, D.B., & Associates. (2003). Student Services: a handbook for the profession, Fourth Edition. San Francisco: Jossey Bass, Inc.

Roberts, D.C. (2007). Deeper Learning in Leadership. San Francisco: Jossey-Bass, Inc.

Useem, M. (1998). The Leadership Moment: Nine True Stories of Triumph and Disaster and Their Lessons For Us All. New York: Random House, Inc.