CPAC 2014 Kim Kushner, Coordinator for Student Development & Leadership colorado.edu Lindy Stein, Residence Hall Director colorado.edu 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 Hat  Manage: Wearing the Clown Hat  Mentor: Wearing the Wizard Hat  Supervise: 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 studentsBecome such an advocate that they lose their objective point of view SuggestImpose Work with the executive board to complete tasksDo 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 issuesBe 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 programsAssume 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