Developing effective training opportunities for academic advisers is important for student satisfaction and persistence. As stated by King (2000), “to ensure that academic advisers are prepared to address these factors and to work with students effectively, a comprehensive and ongoing adviser training program is essential” (p. 289). This brief article describes a comprehensive and ongoing training program based on the concept of layers, or tiers, at a small, urban college campus.
The following training program was designed to assist in the training and development of faculty advisers at a commuter institution. Most faculty advisers had very little formal advising training and gained their skills by the “learn as you go” method and one-on-one observations with more seasoned faculty colleagues. A layered, or tiered, approach to training was developed to assist faculty advisers in understanding the philosophy of advising, student development issues, as well as particular state and college policies and procedures.
Tier training consisted of offering several training sessions each semester and clustering sessions together to build upon each other. For example, three to four training sessions were offered in each tier, and one tier was offered each semester. Each individual training session was designed to build on previous training sessions, and participants were rewarded after completing all training sessions in a tier.
Tier I included individual training sessions on theory to practice, institution policies and procedures, and computer training. Tier II included training sessions on special populations, ethical and legal issues, and undecided and indecisive students. Each training topic was divided into small components. At the end of each training session, time was allowed for reflection and sharing.
Developing relevant materials is important to the success of adviser training. Consider the following topics when creating and implementing training opportunities.
Know your audience.
- Who needs this information?
- Who wants this information?
- What is the purpose of the training?
- Why is the training important?
Plan ahead.
- What is the intended outcome?
- What existing resources can be used?
- What resources/tools can be developed?
- What group discussion questions or activities can be developed?
- Who will be the trainer(s)?
Model interactive learning.
- How can training sessions model interactive learning?
- How can the ice be broken to initiate interactive learning?
- What active participation exercises can be used?
- How can theory be blended with practical application?
Develop handouts/materials.
- What materials can be distributed to participants before training for reflection?
- What materials can participants keep for further reference?
Participants were rewarded after each tier. A Certificate of Completion was presented to each adviser after each completed tier. Faculty members included the certificate in their promotion and tenure portfolio; professional staff members presented their certificates to supervisors during annual evaluations. In addition, providing incentives such as snacks or lunch was a plus.
Participant evaluation was an important component of training events. An evaluation tool can be as simple as asking participants to evaluate (on paper) the training session in one minute, or a bit more complex by developing a short (two- or three-item) evaluation instrument. For our training, a short three-item instrument was developed for participant feedback. One item stated, “I still have questions regarding this topic. My questions are ...” Regardless of the type of evaluation, remember that the purpose is to help direct future training events.
Developing and planning training activities can be a monumental task. With a little planning and thought, you can develop a successful program.