Why Train When You Can Transform

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Why Train When You Can Transform?

• Nora Allen
• Janet Spence
• University of Louisville
• NACADA National Conference
• October 2007

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We will cover

• Training vs. development
• Adult learning
• Building an advisor development program
• Tips and techniques
• The University of Louisville MAC program
• Trials and tribulations and the lessons learned
• QA

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Training vs. Development

• Training
• Instruction
• Learning Development

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Training

• Teaching the subject to reproduce tasks and/or
  information automatically and consistently
• Gain speed and accuracy
• Reproduced under pressure
• Foundational knowledge

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Examples of Training Activities

• Scavenger hunt on your website for campus
  resources
• On-line tutorial for learning your SRS
• Incorporate a practical scenario into technology
  training
• Shadowing and practical training
• Games
• advisors feud for a group to learn campus
  statistics or policy
• matching games for individuals match the policy
  to the problem
• Truth or myth

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Instruction

• Helps the learner apply learned information
  beyond the automatic response
• The ability to generalize
• Short-term, narrow focus
• Application
• Begin problem solving

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Learning and Development

• Complex activity
• Experience ability to adapt
• Purpose is change
• Move from mere application to analysis, synthesis
  and evaluation
• Self reflection

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Three Factors That Affect Learning

• Ability
• Prior knowledge
• Motivation

Stolovitch, H.D. Keeps, E.J., 2002.
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Adult Learning

• Goals are realistic and important
• Ego avoid attack on competence
• Real world experiences
• Theory to practice
• Feedback
• Small group activities move learning beyond
  understanding
• Accommodate the diversity
• Transfer of learning not automatic, must be
  facilitated
• Facilitators help participants learn from each
  other

Speck, 1996
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Adult Learning Cont.

• Learning is cumulative
• Rumelhart Norman accretion, tuning,
  restructuring
• Factors in learning people, structure, culture

Merriam, S.B. Caffarella, R.S., 1991.
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Building an Advisor Development Program

• Research
• Look at best practice
• Identify stakeholders
• Get input survey, focus groups, retreat,
  institute
• Mission, vision, goals objectives, definition
• Advisor learning outcomes
• Format
• Lesson plan
• Assessment

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The UofL Experience

• How we did it.

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Timeline

• Dec. 2004 Provost makes a commitment to best
  practice in academic advising at UofL and hired
  Director of Advising Practice.
• Feb. 2005 Provost provides a grant to send 19
  advisors and directors to the 2005 NACADA
  Assessment Institute.
• Spring 2005 A mission, vision, definition, goals
  objectives for professional advising at the
  UofL are adopted.
• April 2006 Assistant for Advisor Development
  hired.

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Timeline Cont.

• Summer 2006 Research exemplary programs and best
  practice.
• Sept. 2006 Retreat with representation from all
  advising units.
• Oct. 2006 Consult with NACADA at the 2006
  National Conference
• Late Fall 2006 Designed pilot program.
• Spring 2007 Pilot launched.
• Summer 2007 Began exploratory stage for faculty
  development program.
• Fall 2007 Launch mandatory program for
  professional advisors

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Research

• Best practice
• Visited exemplary programs
• Consultation
• CAS standards and guidelines

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NACADA Core Values
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Advising as Teaching Learning
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Hableys Components of Training

• Conceptual
• Informational
• Relational

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Advisor Learning Outcomes

• Know
• Do
• Value

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From ALOs to Structuring the Program

• Choose format seminars, workshops, electronic,
  classes
• Develop a lesson plan
• Develop Assessment
• Pilot group
• Evaluate and revise
• Launch
• Evaluate and revise

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The University of Louisville

• The Master Advisor Certification Program (MAC)

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The UofL MAC consists of

• Advisor Education Seminars
• Each seminar consists of three half day sessions
  over a three week period
• Collegial model
• Facilitators faculty, advisors, students,
  experts
• AES1 Conceptual, Relational, Informational
• AES2 Implementation of learning into practice

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Assessment

• AES1 problem based essay
• AES2 plan to incorporate learning into practice
• Send out an evaluation that is returned
  anonymously
• Focus groups/debrief

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Beyond the MAC

• In-Service Days
• Webinars
• Food for Thought (lunch and learn)
• Conference sharing event
• Social events holiday party, TGOO
• UWAC, Advising Center Directors, sub-committee
  work

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Next phase..

• MAC
• Future development initiatives
• Faculty development
• Peer and support staff
• Compensation
• Create new surveys

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Trials, Tribulations, Lessons Learned

• Mandatory
• Assessment
• Faculty

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Questions?
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Thank You!

• Nora Allen, Asst. Director for Advisor
  Development, University of Louisville,
  nkalle01_at_louisville.edu
• Janet Spence, Director of Advising Practice,
  University of Louisville, janet_at_louisville.edu

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References

• King, M. (2000). Designing effective training for
  academic advisors. In V.N. Gordon, W.R. Habley,
  Associates (Eds.), Academic advising A
  comprehensive handbook (pp. 289-97). San
  Francisco Jossey-Bass.
• Merriam, S.B. Caffarella, R.S. 1991. Learning
  in adulthood. San Francisco Jossey-Bass.
• Stolovitch, H.D., Keeps, E.J. 2006 (12th
  printing). Telling aint training. Alexandria,
  VA ASTD
• Vowell, F., et al. (2003). Advisor training
  Exemplary Practices in the Development of Advisor
  Skills. (NACADA Monograph No. 6). Manhattan, KS
  National Academic Advising Association.

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• Nora Allen, University of Louisville
• Janet Spence, University of Louisville
• Why Train When You Can Transform
• Code 393
• 2007 NACADA Annual Conference
• Contact Info
• Nora Allen nkalle01_at_louisville.edu
• Janet Spence janet_at_louisville.edu