Shelley Ostermiller & Kira Freed

Advisor Training Academy: Promoting a Culture of Technovation

Reflections on Training How many of you…

participated in a formal training with your employer?

received training from your colleagues? feel you were self-trained? feel that your training adequately prepared you to

begin advising students? currently work at an institution that has a formal

advisor training program?

Research Findings The CAS Standards (2008) emphasizes the importance

of academic advising and training coupled with the student experience: Academic advising is a crucial component of all students’

experiences in higher education. Within this context, students can find meaning in their lives, make significant decisions about their future, be supported to achieve to their maximum potential, and access all that higher education has to offer. When practiced with competence and dedication, academic advising can enhance retention rates. In an age often characterized by impersonality and detachment, academic advising provides a vital personal connection that students need.

Research Findings

NACADA surveyed advising professionals with fewer than three years experience regarding their training experiences: 10% participated in formal training

62% received training from colleagues

23% said they were self trained

(Folsom & Scobie, 2010, p. 17)

Research Findings

“A study of nearly 2000 advisors found more than three quarters believed their training inadequately prepared them to begin advising students. Several claimed they had to seek out information on their own or by simple trial and error.”

(Brown, 2008, p. 310)

Research Findings

“In all of the six ACT national surveys conducted on the status of academic advising, respondents listed lack of training as a major weakness to effective academic advising in all institutional types.”

(Folsom & Scobie, 2010, p. 17)

Advisor Training in 2003 No formal training

Consisted of a catalog and quarterly schedule New advisor spent time observing an

experienced advisor’s student advising sessions Released after 1-2 weeks to see students No assessment or follow up

Consequences of training this way Advisors made many errors Turnover was high

Revised Training, Phase I Brainstormed during weekly advising meetings

Created list of important information that advisors need to know (e.g., admissions, testing, evaluations)

Assigned topics to advisors Advisors worked with content experts in Student

Affairs to develop the materials Set aside small amount of time weekly

Developed first formal training program

Phase I Implementation New advisor assigned to a trainer or

supervisor depending on specialty area Professional/Technical Health Occupations and Education College Prep and Transfer

Advisor received integrated training through individually working through a printed advising

manual face-to-face instruction

Revised Training, Phase I Training Manual Content

Manual broken into modules Contained slide shows, quizzes, activities

Face-to-face Interaction Meetings with trainer to review assignments and

division-specific content Shadowing and reversed shadowing with

experienced advisors Meetings with various campus departments

Training Challenges Printed manual

Costly and time consuming to produce Information became quickly outdated Difficult to track trainees progress

Workload Trainer must train in addition to regular duties

Lack of consistency Needs vary depending on division, trainer and trainee

Personal philosophies and training timelines differ

Revised Training, Phase II To address some of the challenges of the

previous model, advising explored the use of blended training practices Integrating technology in exchange for some face-

to-face time Moving away from high-cost printed materials to

electronic tools

Researched literature and resources in search for best practices in advisor training

Blending as a Training Practice Spectrum of blending practices:

Face-to-face – training is enhanced by using technology, but not usually reduced face-to-face time

Technology-enhanced – face-to-face sessions added to online training modules to give opportunities to apply newly learned concepts and skills

Middle of the spectrum – balanced mix of two practices, generally reduces face-to-face class time by increasing time spent participating in online activities

Benefits and Challenges Benefits:

Learning effectiveness Access, convenience, and consistency Cost effectiveness Maintenance of workload/process Provides “best of both worlds”

Challenges: Finding “right” blend Demand on time Identifying strategies for both environments Can be “worst of both worlds” if not done right

Convenience and Access Documents and archives historical knowledge, allows

work to continue even during the training process

Online platforms provide numerous methods to connect with the information, which may result in a deeper understanding of the material

“Advisor training and development programs that incorporate online resources enhance self-directed learning, provide consistent instructional methods, and include ongoing professional-development initiatives.”

(Pasquini, 2010, p. 123)

Phase II Development Findings supported using an online Learning

Management System for training delivery Recognized as a best practice by NACADA

Research recommended delivering the following information through tech-enhanced instruction: Policies and procedures Systems and software training Historical data Mission and vision, core values and other

important organization information

Phase II Implementation Transitioned to Moodle, Clark College’s

campus-wide LMS Translated advising manual to electronic

modules with files and electronic resources Utilized institutional resources to develop Moodle training sessions Mentoring from eLearning staff Moodle help and tutorials available online

Advisor Training Academy Moodle Demo

https://moodle.clark.edu/

Phase III, Future Directions Create learning objectives and outcomes

for each training module Currently training modules provide learners

with a summary of topics only Learning objectives and outcomes

increase effectiveness Measurable Give both the trainee and trainer

competencies to assess

Phase III, Future Directions Additional topics and tools to consider: Self-reflections & assessments Allows for measurement of retention and

understanding of material Case studies and Role-plays Cultural competency trainings Greater tie-in with the mission and strategic

goals of the college

Questions?

Before you go…

Please complete your evaluation Don’t forget a handout Moodle Guest Log-in for NACADA session

participants

Contact information: Shelley Ostermiller – mostermiller@clark.edu

Kira Freed – kfreed@clark.edu

References Brown, T. E. (2008). Critical concepts in advisor training and development. In V. N.

Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic advising: A comprehensive handbook (2nd ed.) pp. 309-322. San Francisco: Jossey Bass.

Council for the Advancement of Standards in Higher Education (CAS). (2008).

Academic advising programs: CAS standards and guidelines. Retrieved from http://www.cas.edu/getpdf.cfm?PDF=E864D2C4-D655-8F74-2E647CDECD29B7D0.

Folsom P., & Scobie, N. A. (2010). The case for investing in advisor training and

development. In J. G. Voller, M. A. Miller, & S. L. Neste (Eds.), Comprehensive advisor training and development: Practices that deliver. (Monograph No. 21.) Manhattan, KS: National Academic Advising Association, pp. 15-18.

Pasquini, L. (2010). Emerging digital resources: Easy and accessible online tools. In J. G.

Voller, M. A. Miller, & S. L. Neste (Eds.), Comprehensive advisor training and development: Practices that deliver. (Monograph no. 21.) Manhattan, KS: National Academic Advising Association, pp. 123-129.