Advisor Handbook

Advisor Handbook

This handbook has been developed by the Office of Student Activities & Leadership to inform faculty and staff advisors at the University of Michigan of procedures and policies that will aid in the implementation of an organization's events. It also details resources available and contacts that will be helpful in assisting with the organization.

You may also choose to download the entire document in Word format (coming soon).

Welcome

Advising a Student Organization

Programming Information

  • Event Policies & Guidelines
  • Program Facilities

Financial Information

Other Campus Policies

Programming Resources

Welcome

The Office of student Activities & Leadership (SAL) is available to assist you in your mission as well as provide training, education, programs and services for other advisors, and student organizations. We encourage you and your students to use SAL as a resource and to participate in the training programs that will be offered throughout the year.

Part of our mission is to offer advising to students, faculty, and staff on how to develop leadership skills. Some of the ways we offer support is by facilitating meetings, custom design workshops, training seminars, or retreats on a variety of topics from parliamentary procedure to strategic planning.

As a student organization advisor we challenge you to develop programs that provide activities that foster a greater understanding of academic pursuits, diversity, internationalism, and service to the community.

The Office of Student Activities & Leadership
2205 Michigan Union
734-763 5900

Advising a Student Organization

An important part of any student organization is the advisor. The University believes an advisor serves a very important function to the organization, and to the campus activities program. The selection of an advisor provides a new perspective, opportunity for feedback and support to the organization. His/her experience and position with the University helps provide the ability to serve as a mentor and consultant.

There is a tendency for an organization to select an advisor and feel that it has met requirements and that nothing more is necessary. The ideal relationship between the advisor and the student organization would be a partnership providing the basis for good decision-making and leadership of the organization.

Advisors have obligations to their organizations and to the University, and organizations have obligations to their advisor as well as the University. Ideally, the relationship between the advisor and the organization would involve trust and respect. The advisor must feel that s/he can depend on the organization to act in a manner that is responsible, and the organization must feel that is can depend on the advisor to act in a manner that is responsible as well.

Legal Issues
One of the most frequently asked questions about advising students groups concerns the legal liability of the advisor. In general, the advisor is responsible for giving advice to student organizations. The advisor would not be held liable unless they are involved in illegal activities or deemed negligent in their duties. Using one’s best judgment will help determine what needs to be done in the event that an activity is potentially dangerous or unethical. An advisor who utilizes appropriate techniques to insure the safety of the participants will usually not be judged liable should a participant become injured.

When issues arise, the opinions of the advisor should be sought and given proper consideration. Although the advisor is not responsible for policy making, s/he may make recommendations and should expect that these will be considered. The literature on student organization advising suggests three main functions of responsibility for advisors. These functions are: (1) maintenance or custodial of the organization; (2) group growth and leadership; and (3) program content and coordination. The advisor will perform certain functions within any of the three categories. The three categories, as described, provide a classification, a rationale, and validity to group advising.

Maintenance or Custodial Functions include those activities that help maintain the group and minimize the difficulties it encounters. The advisor serves as a link to the past, interprets university policies, and helps the group maintain a positive image. It is recognized that any of these activities may call for careful consideration by the advisor and a great deal of working with the officers or members of the organization.

Group Growth & Leadership Functions are designed to aid the group in improving its effectiveness in operations and to help it progress towards its goals. Activities that may fall within this category are teaching techniques of leadership, helping the officers understand the principles of organization and administration, helping the group develop self-discipline and a sense of responsibility, stimulating activities, and helping the group concentrate on its goals.

Program Content & Coordination Functions may be seen as an expansion of the group growth functions. The advisor should assume an active role by introducing new program ideas and insisting that the group do more than just maintain itself. A key role of the advisor is to enhance the thinking of the group by pointing out new perspectives, providing ideas for new projects and supplying expert knowledge. The advisor may urge the group to develop programs with an academic focus and help the members to exercise classroom and learned skills.

The advisor function may differ from organization to organization to align with the group’s mission and their various objectives. Also, roles and advising techniques might need to be readjusted to accommodate any new circumstances or environmental factors that may arise throughout the year. Advisors should help their group become independent from them and encourage them to make their own decisions. It is important that the relationship between the organization and advisor be mutually satisfactory. Each can learn from the other, and benefit from the relationship.

Advisor Roles and Responsibilities

Staff and faculty advisors who volunteer their time and service to a student organization have an interest in the mission and goals of the organization. An advisor serves as a resource and consultant to the group, while students retain responsibility for the overall direction, programming decisions, and mission of the group.

Advisors play an important role in the development of students by providing support and guidance while assisting students in making the most of their experiences here at Michigan. As an advisor to a student organization, you will be expected to:

The Role of an Advisor

  • Attend executive board and organization meetings on a regular basis.
  • Accompany organizations when attending off-campus meetings, conferences, conventions or any other activity where the organization is representing the University.
  • Monitor the financial accounts of the origination and approve monetary requests for the organization for both university funds and private account funds.
  • Assist the organization in learning how to effectively run meetings, solve problems and negotiate the university system.
  • Resolve conflicts between members as needed.
  • Serves as a valuable campus resource. Students can contact for information, assistance and guidance.
  • Shares knowledge and expertise in selected areas.
  • Helps facilitate the year-to-year changes in membership and organizational officers.
  • Serves as a liaison between the University administration and the organization in regard to policies and financial obligations.
  • Can work with other advisers to help solve intra group conflict.

Responsibilities of an Advisor to the Student Organization

  • Advising a student organization can be challenging when faced with student expectations. The staff at the Office of Student Activities & Leadership realizes this challenge and is available to assist in the training, intervention and organizational development needs as required.
  • As a new advisor to an organization, you will serve as a resource and support person as well as a facilitator of creativity and innovation for the group. Students will learn from their co curricular experiences, but they will learn more effectively if guided by a concerned and knowledgeable faculty/staff adviser.
  • An advisor can provide continuity for the group and can serve as an excellent resource by drawing upon the contacts s/he has developed at the university and in the community.
  • Advising is an essential ingredient in the development of a strong student organization. Involving students in the decision making process at the University and providing educational experiences will help our students to become more effective employees, responsible citizens, and well rounded individuals.

Strategies for Successful Advising Relationships

Adapted from "Effective Student/Advisor Relationships", by Mary Ann Gwost, Student Activities Programming

Preparing to work with students

  • Do a self-assessment of past experiences, current expectations, future plans, and knowledge. Make concrete plans for enhancing or developing deficient areas.
  • Assess what you are looking for in the advising relationship. What personal or professional needs are you trying to satisfy and are they appropriate?
  • Learn about the history, structure and goals of the organization, but don't allow tradition to dictate to you or the students. Effective advisers honor the past and keep what is working for the group, but are also active change agents.
  • Make sure your expectations of roles and relationships are understood.
  • Determine which advising style is most appropriate for the group's stage of development and needs. There may be times when you will need to adjust your advising styles as the organization develops.
  • Consider your responsibility as a role model. Understand the impact your personal and professional behavior, communication style, values and opinions have on students.

Working with Students

  • At the initial meeting or orientation, assist students with a self assessment of both their programming and organizational skills.
  • Clarify responsibilities roles and expectations. Evaluate throughout the year by discussing how well these are being met, what needs to be changed or modified, etc.
  • Inform the students that the responsibility for maintaining the advising relationship is shared with the students.
  • Keep the lines of communication between students and advisor open, direct, and honest. Understand that there will be some differences in opinions.
  • Allow for mistakes, different value systems, communication styles, and standards.
  • Allow for growth, change and learning in each other.
  • Provide feedback on a regular basis.

Responsibilities of the Student Organization to the Advisor

The first step an organization should take is to develop criteria for selecting a good advisor. The criteria should realistically represent the group's expectations. For example, the ideal advisor might have the following traits:

  • A strong belief in the organization
  • The ability to serve as a role model
  • The desire to help students
  • The willingness to invest time and expertise
  • An interest in leadership development
  • The ability to motivate/encourage others
  • A sense of humor
  • An interest in the student's personal growth and development beyond the classroom

All prospective advisors should receive a list of selection criteria and an explanation of the organization's history, purpose, programs, needs and expectations. This gives them the opportunity to study the organization and decide if they truly are interested in fulfilling the responsibilities and demands of the position.

In addition, it is the responsibility of the student organization to do the following:

  • The new advisor should be given an orientation relating to all the activities for the year.
  • Inform the advisor of all meetings in advance.
  • Minutes of meetings as well as other materials should be submitted to the advisor, as these materials are made available to the members.
  • The officers of the organization should maintain a close relationship with the advisor and provide opportunities for the advisor to meet as many members as possible.
  • Organizations should invite the advisor to all events, as a way of keeping him/her informed of activities sponsored by the organization, and to allow feedback regarding the proposed activity/event.
  • If situations arise that may cause problems for the organization or any member of the organization, the advisor should be informed immediately.
  • Organizations should update the advisor with the financial condition of the organization.
  • Organizations should recognize that an advisor should not be committed to any type of obligation unless he/she agrees to the commitment.
  • An organization should be aware that the advisor is providing services without compensation and should be appreciated and respected for doing so.

Advisor Tidbits

Advisor Advantages

Single Advisor

  • Give an organization undivided attention
  • Direct energy to the organization
  • Provide consistency
  • Gets to know and fully understand the organization's dynamics, executive board, and membership

Co-Advisors

  • Share workload for advising
  • Double the brainpower and feedback opportunities
  • Provide varied perspectives
  • Can work specifically with members of leadership or particular programs

Retaining An Advisor Over the Years

  • Provides continuity and stability
  • More easily provide advice on history of organizational affairs
  • Establishing rapport is generally easier when the organization has observed the advisor's performance over a period of time

Changing Advisors

  • This allows more faculty or staff members to have the opportunity to serve as advisors
  • Allows for some sharing of the advising load
  • A new viewpoint, a fresh and perhaps more creative approach is possible with new advisors.
  • There is also the possibility that some members of an organization know members of the faculty or staff that they would like to have involved with their organization

The Role of the Advisory Boards

Advisory Boards play an important role in the development of student organizations by providing a support system and Informational network for the organization. The expertise of the members of the Board can be valuable asset to the students by providing a sound personal knowledge base from which the officers and members can draw from.

Student organizations that receive funding from the University will be responsible for selecting a 57 member Advisory Board composed of staff and faculty, and a student representative from the organization. Members will serve a two-year term commitment up to a maximum of 6 years. The Advisory Board supports the efforts of the student organization, reviews bylaws and strategic plans, reviews annual advisor and organization evaluations, and makes the necessary recommendations upon evaluating the organizations strengths and weakness.

Characteristics of A Good Advisor

  • Is personally and professionally interested in being an advisor.
  • Listens constructively, attempting to hear all aspects of students' expressed problems.
  • Sets aside enough regular scheduled time to adequately meet the advising needs of students assigned to him/her.
  • Knows school policy and practice in sufficient detail to provide students with accurate, usable information.
  • Refers students to other sources of information and assistance when referral seems to be the best, student-centered response to be made.
  • Recognizes the uniqueness of each student and accepts the individual student as a growing entity.
  • Views long-range planning as well as immediate problem solving as an essential part of effective advising.
  • Shares his/her advising skills with working colleagues who also are actively involved with advising.
  • Continually attempts to improve both the style and substance of his/her advising role.
  • Willingly and actively participates in and completes advisor-training programs, both initial and in-service, when available.

30 Reminders for Effective Advising

  • Care about the students you advise by showing empathy, understanding, and respect.
  • Establish a warm, genuine, and open professional relationship.
  • Evidence interest, helpful intent, and involvement.
  • Be a good listener.
  • Establish rapport by remembering personal information about students that you advise.
  • Be available; keep office hours and appointments.
  • Provide accurate information.
  • When in doubt, refer to the catalog and advisor's manual.
  • Know how and when to make referrals, and be familiar with referral sources.
  • Don't refer too hastily; but don't attempt to handle situations for which you are not qualified.
  • Have students contact referral sources in your presence.
  • Contact students you advise frequently; don't always wait for students to come to you.
  • Don't make decisions for students; help them make their own decisions.
  • Focus on students' strengths and potential rather than limitations.
  • Seek out students you advise in informal settings.
  • Monitor students' progress toward educational goals.
  • Determine reasons for poor academic performance and direct students to support services.
  • Be realistic with the students you advise.
  • Use all available information sources.
  • Clearly and professionally, outline students' responsibilities.
  • Follow up on commitments made to the students you advise.
  • Encourage students to consider and develop career alternatives when appropriate.
  • Keep an anecdotal record of significant conversations for future reference.
  • Evaluate the effectiveness of your advising.
  • Don't be critical of other faculty or staff to students.
  • Be knowledgeable about career opportunities and job outlook for various majors.
  • Encourage students to talk by asking open-ended questions.
  • Don't betray confidential information.
  • Categorize students' questions; are they seeking action, information, or involvement and understanding.
  • Be yourself and allow students to be themselves.

Needs Assessment

For Use by Student Organizations

Adapted by The Office of Student Activities & Leadership (SAL)
University Of Michigan, Ann Arbor, MI

Name of Student Organization

Instructions: For each skill, please check the level that, in your opinion, best applies to your organization as a whole. (Use NI = Needs Improvement, S = Satisfactory, E = Excellent, NA = Not Applicable). If any of the skills do not apply to your organization, check not applicable. Please be as accurate and honest as you can in your answers, since they will be used to help develop training for all student organizations on the campus

Skill Area

Planning and Goal Setting

  • Reaching decisions as a group
  • Setting goals as a group
  • Short term planning
  • Long range planning
  • Organizational needs assessment

Involvement/Awareness

  • Involving students from different racial, ethnic and gender groups
  • Recruiting new members
  • Motivating/retaining members
  • Programming and publicity
  • Inter-group communication skills
  • Team building
  • Financial management
  • Conflict management

Leadership

  • Holding effective meetings
  • Officer roles and responsibilities
  • Running effective meetings
  • Leadership transition
  • Delegation and time management
  • Working with the University
  • Program/project management
  • Program implementation/evaluation
  • Advising
  • Other (Please specify):

The most effective way(s) for our group to get training in the areas would be:

Meetings with our adviser

Having a retreat

Copies of articles or other written materials sent to our president to share with the group

Workshop specifically designed for our organization

Attendance at the Leadership Institute or Workshop Series sponsored by the Office of Student Activities & Leadership

Other (please specify)

Program Planning Checklist

  • Complete a needs assessment
  • Select a program topics
  • Determine goals of the program
  • Confirm the speaker/performer, etc. (if one is needed)
  • Confirm the date and time of the program
  • Reserve the location
  • Confirmation letter sent to speaker/performer (if there is one)
  • Complete a budget
  • Contact food services and complete necessary paperwork (if being catered)
  • Hold an orientation meeting with those involved in the program (performer, etc.)
  • Reserve/order any needed equipment
  • Gather needed materials (handouts, markers)
  • Design publicity and/or campaign (flyers, banners, door hangers, teasers)
  • Prepare introductions and closing remarks (if needed)
  • Decide on an evaluation measure (how will you know if the goals of the program have been met?)
  • Set up the room conducive to the program
  • Thank folks for attending event
  • Thank all those involved with planning and implementation of program (and send thank you notes)
  • Evaluate the program - Were the goals of the program met? Is the program worth repeating? How could it be done better in the future?
  • Return any borrowed equipment
  • Pat yourself on the back for a successful program!!