Presented by: Christina Wolfe-ChandlerAdvisor Training Coordinator at California Polytechnic State University

Using Habley’s Framework to Create a Comprehensive Advisor Training Program

Pair and Share

Discuss the extent of advisor training that currently exists at your institution / department.

Training History: Cal PolyPrior to Summer 2013

• Decentralized model of advising

• Advisors housed in their respective colleges

• Training occurred within the college and each center had a training “plan”

Starting Summer 2013

• Shared model of advising

• New centralized advising center staffed by general advisors

• College advisors remain housed in their respective colleges

• Campus‐wide standardized advisor training program developed

Developing Your Training

Getting StartedConsider Needs

Key IndividualsStakeholders, decision‐makers, 

committee members, trainers, 

technical support, etc.

Budget and TimeHow much money do you need? 

How much time is needed to 

develop and provide trainings?

Conduct Needs Assessment

Assess what training is needed on 

campus through focus groups, 

surveys, open forums, etc.

Consider Format

Who and When

Who will be trained (new vs. 

experienced)? Will advisors be 

trained upon hire, time of year, 

etc.?

Duration of Training

What should the length of training 

be (hours per day/number of 

days/ number of weeks, etc.)?

Program Outcomes and Assessment

Create outcomes based on needs 

assessment and use data to 

evaluate and revise training.

Habley’s Training Classification

Informational

Conceptual

Relational

Habley’s Training Classification

Informational

What advisors need to know:

• Policies

• Procedures

• Processes

• Academic programs (curriculum)

• Campus resources

• Student demographics

• Technology: Advising tools / web-

based resources

Habley’s Training Classification

Conceptual

What advisors need to understand:• Definition / purpose of advising

• Role of advising at the institution

• Institutional and advising missions

• Relationship of advising to

retention

• Expectations and responsibilities

• Ethical issues in advising

• Advising theories/philosophies

• Student development theories

Habley’s Training Classification

Relational

How advisors develop relationships:

• Personal awareness & development

• Communication competencies

• Interpersonal skills

• Cultural competencies

• Rapport building

• Interviewing skills

• Making appropriate, effective

referrals

• Handling difficult situations

Pair and Share

What are the benefits of building your advisor training program around Habley’s framework?

Format Your Training• Content Order and Flow

Format Your Training• Content Order and Flow

• Delivery Method

Format Your Training• Content Order and Flow

• Delivery Method

• Training Materials

• Discussion Topics• Case Studies• Role Playing Scenarios• Checklists• Supplemental Reading & 

Homework Assignments

Format Your Training• Content Order and 

Flow

• Delivery Method

• Training Materials

• Evaluation and Assessment Tools

• Case Studies

• Role Playing Scenarios

• Quick Check Quizzes

• Written Advising Philosophy

• Final Quiz

• Training Evaluation (satisfaction)

• 3‐Month Follow‐Up Meeting

• First Year Development Checklist

Trainee Feedback“Material provided was a great overview of what to expect as an academic advisor.”

“Extremely helpful! Enjoyed it!”

“Very well presented, organized, and helpful introduction to the university, policies, and advising.”

“Thank you for having me! Was really great to spend time with professional advisors from throughout campus.”

“I thought this was a great training course and definitely has given me a solid foundation to start from here at Cal Poly.”

“I loved that it was 2 hours per day. It broke it up into small chunks that allowed us to take in the info and not get overwhelmed with all the material.”

“The handouts and websites were very user friendly and applicable.”

Thank You!Resources:

Folsom, P. (2007). The New Advisor Guidebook: Mastering the Art of Advising of Advising Through the First Year and Beyond. Manhattan, KS: National Academic Advising Association.

Folsom, P., Joslin, J., & Yoder, F. (2005). From advisor training to advisor development: Creating a blueprint for first-year advisors. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year-Advisors.htm

Ford, S.S. (2007). The Essential Steps for Developing the Content of an Effective Advisor Training and Development Program. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/clearinghouse/advisingissues/AdvTrng-Steps.htm

Habley, W.R. (1995). Advisor Training in the Context of a Teaching Enhancement Center. In. R.E. Glennen & F.N. Vowell (Eds). Advising as a Comprehensive Campus Process. (pp. 75-79). (National Academic Advising Association Monograph Series No. 2). Manhattan, KS : National Academic Advising Association.

McClellan, J.L. (2007). Content Components for Advisor Training: Revisited. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Training-Components.aspx

QOTFC The Clinical Educator's Resource Kit. (2007, July 10). Retrieved from http://www.qotfc.edu.au/resource/?page=65375