using habley's framework to create -...
TRANSCRIPT
![Page 1: Using Habley's Framework to Create - NACADAapps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/...Presented by: Christina Wolfe-Chandler Advisor Training Coordinator at California](https://reader036.vdocument.in/reader036/viewer/2022062606/5fde793a13982c3fea277796/html5/thumbnails/1.jpg)
Presented by: Christina Wolfe-ChandlerAdvisor Training Coordinator at California Polytechnic State University
Using Habley’s Framework to Create a Comprehensive Advisor Training Program
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Pair and Share
Discuss the extent of advisor training that currently exists at your institution / department.
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Training History: Cal PolyPrior to Summer 2013
• Decentralized model of advising
• Advisors housed in their respective colleges
• Training occurred within the college and each center had a training “plan”
Starting Summer 2013
• Shared model of advising
• New centralized advising center staffed by general advisors
• College advisors remain housed in their respective colleges
• Campus‐wide standardized advisor training program developed
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Developing Your Training
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Getting StartedConsider Needs
Key IndividualsStakeholders, decision‐makers,
committee members, trainers,
technical support, etc.
Budget and TimeHow much money do you need?
How much time is needed to
develop and provide trainings?
Conduct Needs Assessment
Assess what training is needed on
campus through focus groups,
surveys, open forums, etc.
Consider Format
Who and When
Who will be trained (new vs.
experienced)? Will advisors be
trained upon hire, time of year,
etc.?
Duration of Training
What should the length of training
be (hours per day/number of
days/ number of weeks, etc.)?
Program Outcomes and Assessment
Create outcomes based on needs
assessment and use data to
evaluate and revise training.
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Habley’s Training Classification
Informational
Conceptual
Relational
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Habley’s Training Classification
Informational
What advisors need to know:
• Policies
• Procedures
• Processes
• Academic programs (curriculum)
• Campus resources
• Student demographics
• Technology: Advising tools / web-
based resources
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Habley’s Training Classification
Conceptual
What advisors need to understand:• Definition / purpose of advising
• Role of advising at the institution
• Institutional and advising missions
• Relationship of advising to
retention
• Expectations and responsibilities
• Ethical issues in advising
• Advising theories/philosophies
• Student development theories
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Habley’s Training Classification
Relational
How advisors develop relationships:
• Personal awareness & development
• Communication competencies
• Interpersonal skills
• Cultural competencies
• Rapport building
• Interviewing skills
• Making appropriate, effective
referrals
• Handling difficult situations
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Pair and Share
What are the benefits of building your advisor training program around Habley’s framework?
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Format Your Training• Content Order and Flow
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Format Your Training• Content Order and Flow
• Delivery Method
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Format Your Training• Content Order and Flow
• Delivery Method
• Training Materials
• Discussion Topics• Case Studies• Role Playing Scenarios• Checklists• Supplemental Reading &
Homework Assignments
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Format Your Training• Content Order and
Flow
• Delivery Method
• Training Materials
• Evaluation and Assessment Tools
• Case Studies
• Role Playing Scenarios
• Quick Check Quizzes
• Written Advising Philosophy
• Final Quiz
• Training Evaluation (satisfaction)
• 3‐Month Follow‐Up Meeting
• First Year Development Checklist
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Trainee Feedback“Material provided was a great overview of what to expect as an academic advisor.”
“Extremely helpful! Enjoyed it!”
“Very well presented, organized, and helpful introduction to the university, policies, and advising.”
“Thank you for having me! Was really great to spend time with professional advisors from throughout campus.”
“I thought this was a great training course and definitely has given me a solid foundation to start from here at Cal Poly.”
“I loved that it was 2 hours per day. It broke it up into small chunks that allowed us to take in the info and not get overwhelmed with all the material.”
“The handouts and websites were very user friendly and applicable.”
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Thank You!Resources:
Folsom, P. (2007). The New Advisor Guidebook: Mastering the Art of Advising of Advising Through the First Year and Beyond. Manhattan, KS: National Academic Advising Association.
Folsom, P., Joslin, J., & Yoder, F. (2005). From advisor training to advisor development: Creating a blueprint for first-year advisors. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year-Advisors.htm
Ford, S.S. (2007). The Essential Steps for Developing the Content of an Effective Advisor Training and Development Program. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/clearinghouse/advisingissues/AdvTrng-Steps.htm
Habley, W.R. (1995). Advisor Training in the Context of a Teaching Enhancement Center. In. R.E. Glennen & F.N. Vowell (Eds). Advising as a Comprehensive Campus Process. (pp. 75-79). (National Academic Advising Association Monograph Series No. 2). Manhattan, KS : National Academic Advising Association.
McClellan, J.L. (2007). Content Components for Advisor Training: Revisited. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Training-Components.aspx
QOTFC The Clinical Educator's Resource Kit. (2007, July 10). Retrieved from http://www.qotfc.edu.au/resource/?page=65375