A Proposal For A Comprehensive Training And . - Template
A Proposal for a ComprehensiveTraining and ProfessionalDevelopment ProgramAcademic Advising, Career Counseling, and SupervisorsRespectfully submitted,Members of the Project Development Group for Training and Professional DevelopmentStudent Support Advisory CommitteeNovember 05, 2009Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 1
Table of ContentsAcknowledgments (3)Brief History (4)Charge and Scope (5)Current Members (6)Importance of T&PD (7-8)Probable Facts (7)Literature (8)Vision Statements (9-10)Academic Advising and Career Counseling (9)Process and Timeline (11-13)Process Used(11)f2008(12)s2009(13)Definitions (14-16)C-P(14)S-T(15)Building Capacity and Sustainability(16)T&PD Program (10)Building Capacity : Identified Issues (17)Sustainability (18-19)Criteria for Decision Making (18)Framework (20-25)Stewardship(21)CoreCompetencies(22)Critical Components (28-30)Closing (46-47)Frequently AskedQuestions (46)Next Steps(47)Elements of Excellence in T&PD ored oposedStandards(42-45)
AcknowledgmentsWe would like to thank the following people for helping us envision acomprehensive training & professional development program Laura Coffin Koch, SVVPIlene Alexander, CTLStacy Doepner-Hove, OHRCharlie Nutt, NACADAAcademic AdvisorsCareer CounselorsMembers of the Student Support Advisory CommitteeMembers of the Standing Committee on Academic Advisingand Career CounselingMembers of the Collegiate Student Affairs AdministratorsDirectors of Career ServicesBoard members of Academic Advising NetworkBoard members of Career Development Network and many othersTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 3
Brief HistoryIn fall 2006, Laura Coffin Koch called together a large working group, the Student SupportAdvisory Committee (SSAC), to address the recommendations put forth in the StrategicPositioning Task Force Report on Student Support. The members of SSAC represent abroad base of student support professionals as well as administrators with direct and indirectresponsibilities for student support services. In addition to the SSAC, a number of taskgroups were formed to develop specific strategies and additional recommendationsdesigned to improve how we work with students in order to improve graduation, retention,and student satisfaction as well as how we can better support student service professionals.From this process, specific recommendations were made and approved by senior leadershipacross the Twin Cities campus.Thus, the Project Development Group on Training and ProfessionalDevelopment was formed.Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 4
Charge and ScopeTo develop a training and professional development program that complimentsexisting training across campus for academic advising and career counseling. Develop purposeful coordination of trainingInvestigate the training needs of various staff populations,i.e., new or seasoned staffAssess the landscape to determine broad topical areaswhere there are needs for trainingInvestigate a theme-based approach to training that canoffer cohesiveness to campus-wide training while honoringthe great work that is being done in colleges, units, anddepartments. Coordinate the implementation of a themebased training plan each yearFind experts to lead the training (always being mindful ofour own in-house expertise), and develop training asneededInvestigate the need for a web resource that aggregatestraining opportunities across student services and providesinformation for the reader about each training topic. Workwith campus services to develop the web resourceSolicit multiple stakeholders’ opinions to inform ProjectDevelopment Group’s recommendations and decisionsWork with the Student Support Advisory to help informProject Development Group’s recommendations anddecisions Create a method for registration, tracking, andrecognition for participation in trainingAssessment of T&PD needs of academic advisors andcareer counselorsEvaluation of all aspects of program effectiveness onceimplemented, including impact of program onprofessional experiencesInvestigate a half-day student services fair open to allstudent services office to learn about each service at theUniversityInvestigate expanding the scope of the ProjectDevelopment Group to all professionals in studentservicesTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 5
Current MembersWithout the knowledge, skill, and dedication of the members, this comprehensive proposalwould have never been written.NameCollege or UnitJennifer L EndresCLATeresa M FruenCCEKatrina Ginther ThompsonCDesAmy S HackettCEHDBecky HallCo-chairAndy HoweCo-ChairElizabeth HruskaCDN/St. Paul Career CenterAnny LinCarlsonAngela FredericksCFANSEmily M McCreightAAN/ITAndrea RaichNursingJennifer RosandAcademic Health CenterMeaghan ThulCo-chairWith sincere gratitudeWe acknowledge the members of the T&PD project group for theiroutstanding work over the past year. The members created a processthat at times were challenging and frustrating and rewarding and funwhile keeping an unyielding focus on our framework to develop aproposed program that can be tailored and flexible and grounded incontinuous improvement, core competencies, and stewardship –characteristics of an awesome learning team.We, as co-chairs, learned a great deal about leadership from eachmember. For that, we are grateful.Sincerely,Meaghan Thul,Becky Hall, &Andy HoweTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 6
Importance of T&PD: Probable FactsWhat are the probable facts for the next three years and how can T&PD support bestpractices while easing the impact of issues?Probable Facts Limited and reduced budgets Limited and reduced number of staff Limited and reduced staff morale Increased number of students Increased responsibility for individual staff Increased expectations of all stakeholders Increased technology initiatives Increased change to adjust for budget constraints Increased accountabilityT&PD Assistance Continuous improvement Core competencies Stewardship Tailored and flexibleTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 7
Importance of T&PD: LiteraturePerhaps the most important need in academic advising today is effective training. While it is likely someadvising professionals and researchers would argue this point, referencing the need for increasedaccountability, the importance of student retention, the call for effective assessment and evaluation processes,and other similar issues, underlying all of these imperatives is the need to develop and support effectiveadvising. Furthermore, it is evident that while exemplary practices exist for the development of advisors atmany institutions, much remains to be accomplished in order to lift the level of advising effectiveness (Habley,2000; King, 2000).Comprehensive professional development programs must be expanded and strengthened to includeopportunities for dialogue and conversations about the connection between academic advising andpersistence as well as exemplary practices from other institutions. Institutions with Centers for Teaching andLearning or Excellent in Teaching and Learning should coordinate such comprehensive professionaldevelopment programs through these centers (How do we create a culture of importanceof academic advising, Nutt, 2008).Institutions “ must have a system for regular staff evaluationand must provide access to continuing education and professionaldevelopment opportunities, including in-service trainingprograms and participation in professional conferencesand workshops (Council for the Advancement of StandardsIn Higher Education: Academic Advising andCareer Services).Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 8
Academic Advising and Career CounselingWe envision the University of Minnesota, Twin Cities, as a recognized globalleader in delivering collaborative, developmental, and holistic undergraduateacademic advising and career counseling. We will be a model for servicesthat encourage students to be engaged with a diversity of ideas, people, anddisciplines and that support students through exploration, reflection, andengaged citizenship.Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 9
T&PD ProgramBecome the global leader in the preparation and on-going development of professionalsin student services.In part, the vision of academic advising and career counseling on the Twin Cities campus is tobecome “a recognized global leader in delivering collaborative, developmental, and holisticundergraduate academic advising and career counseling.” Given our vision, becoming a bestpractice in training and development of professionals in student services sets our aim too low. Wemust strive then to become the global leader in the on-going development of professionals in studentservices.Similar to a teaching hospital that prepares outstanding health professionals and conducts cuttingedge research on health and wellness, the University can position itself to be the global leader in thetraining and development of professionals in student services and in the theory to practice ofsupporting learning and development of undergraduate students.The program we are proposing would set a new standard of excellence intraining and development of professionals in student services.Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 10
Process and TimelineEarly in the process, members decided to use an adapted version of a programdevelopment process model called ADDIE, (1) Analysis, (2) Design, (3)Development, (4) Implementation, and (5) Evaluation.Through a series of feedback loops with members’ respective colleges,department, units, and centers, the members learned about current activities,process, policies, and issues in their own areas as well as campus-wide.Currently, the process to develop a T&PD program is at the Implementation stageand being reviewed by relevant stakeholders to determine resolutions of issues ofbaseline standards and funding.Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 11
TimelineSeptemberBrainstormedgeneral list ofideas aminitiatives.Determined listof issuesaround T&PD.Conducted anenvironmental scan ofcurrent activities,issues, policies,programs of T&PD oncampus.DecemberDetermined listof bestpractices onand offcampus.Presentedproposalto SSACDevelopedproposal ofprogram.: Indicates feedback loopTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 12
TimelineFebruaryMay - JulyMarch - AprilReviewedfeedback fromcollege unitsand madeappropriatechanges.Reviewed SSACrecommendationsand madeappropriatechanges.Sent final draft ofprogram to thecollege units forreview.Narrowed listto the finaldraft ofprogrammaticaspects.Generated finallist of ideas forcoordination andtechnology.Beganconsideringpossiblesolutions toissues.AugustFinalizedproposedsolutions tomanyoutstandingissues.SeptemberDeterminedfinal wordingandpresentationformat.Next Steps: See Slide 45Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 13
DefinitionsContent: specific information that academic advisors, career counselors, and theirsupervisors need based on their development stage.Coordinating Committee on Training and Professional Development: made up ofmembers from across colleges and units and chaired by a member from the Office ofStudent Affairs, Office of Undergraduate Education, and a member from a college orunit. Committee is charged with the overall coordination and communication of noncollege/unit specific training for academic advising and career counseling.Delivery modes: ways in which information can be delivered, such as one-on-one,small group, online, in print, etc.Employee (Professional) Development: “a joint, on-going effort onthe part of an employee and the organization for which he orshe works to upgrade the employee's knowledge, skills, andabilities” (Office of Human Resources at the Universityof Minnesota).Program: see “Structure”Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 14
DefinitionsStaff: academic advisors, career counselors, and direct supervisorsStanding Committee on Academic Advising and Career Counseling: charged bythe Office of Undergraduate Education to support the enhancement of academicadvising and career counseling services. Committee is made up of representationfrom all colleges and selected Board members of AAN and CDN.Structure: the overall program that supports the delivery of training initiativesTraining: used to develop specific knowledge or skill and usually facilitated by anexpert. Series of systematic trainings often lead to employee/professionaldevelopment.Training Initiatives: key ideas, themes, concepts, and projects that are imperative tothe success of the training programTraining and Professional Development (T&PD): helping develop and enhancethe key competencies that enable individuals “.to perform current or futurejobs” (McLagan, P., 1989). T&PD may also include mentor and leadershipdevelopment, and training facilitation.Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 15
Building Capacity and SustainabilityBuilding Capacity:Leadership (vision, removing barriers, developing new leaders, etc.), resources(financial, physical, human, etc.), and outreach (communication, buy-in, etc.)are key to the success of any project. (Vita and Fleming, 2001)SustainabilityDevelopment of a structure of a program that endures over time and becomessupported as part of the culture of the institution. (Billig, Sherry, and Havelock,2005)Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 16
Building Capacity: Identified IssuesBased on the project groups’ research, the members strongly feel that following issueswill need resolution before any T&PD can be successful.Staff Level Time spent on T&PD of individual Staff varies across colleges and unitsRecognition and incentives for T&PD vary across colleges and unitsBaseline performance competencies vary across colleges and unitsResources allocated to individual staff for off-campus T&PD vary across colleges and unitsCampus-wide Level Communication and coordination of T&PD opportunities vary across colleges and units Inconsistent baseline understanding of academic advisingand career counseling exists Resources for developing and coordinating T&PD varyacross colleges and unitsTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 17
Sustainability:Criteria for Decision MakingAs the process unfolded, members began developing criteria to use when makingdecisions about the proposed program. Does the idea put students first?Does the idea reflect vision, mission, and core values of Academic Advising and Career Counseling?Does the idea compliment (not duplicate) existing training and processes?Does the idea support various levels of knowledge and skill of new and continuing academic advisors, careercounselors, and supervisors?Does the idea support academic advisors, career counselors, and supervisors with helping underrepresentedpopulations?Is the idea flexible and adaptable enough for a variety of needs?Can the idea adapt to change quickly?Does the idea sufficiently meet the identified needs of the primary stakeholders?Can the idea support assessment and evaluation of academic advisors, career counselors,and supervisors?Can the idea utilize the knowledge and skill of existing experts(seasoned staff)?Can the idea provide leadership opportunities for academic advisors,career counselors, and supervisors?Does the idea offer a good balance betweentechnology and human interaction?Does the idea reward, award, or offer incentivesto academic advisors, career counselors,and supervisors for professionaldevelopment?Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 18
Sustainability: Elements of ExcellenceBased on the extensive research conducted by members, the following elementsare critical to an excellent T&PD program: Recognition and rewardDevelopmentalSufficient staff time to participate, reflect, practice, and masterAssessment and evaluationAccountabilityShared responsibilityFlexibility and implement swiftlyLinks to goals and mission of organizationCoordination and communicationSufficient budgetTechnologyTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 19
Mentor and Supervisor SupportFrameworkCONTINUOUSIMPROVEMENTOur framework for training and professionaldevelopment (T&PD) starts with broad principlesfrom the outer layer to examples of more specificdesired outcomes in the inner most layer.Culture of Training andProfessional DevelopmentLeadership DevelopmentCORE COMPETENCIESPRINCIPLESOf T&PDProgramSTEWARDSHIPThe outer layer represents values that werecommon points of discussion in meetings with theT&PD project development group members andfeedback loop processes during the developmentof our framework.The shaded boxes are more specific professionalvalues that help define the broader values in thecorresponding outer most layer.Finally, the inner most layer are examples of morespecific actions and desired outcomes once theT&PD program is established.TAILORED & FLEXIBLELearning OrganizationTraining and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 20
StewardshipThe University has many experts on varioustopics related to the work of academic advisorsand career counselors. Tenacious efforts shouldbe made to find the most appropriate person atthe University to lead any given topic or contentof T&PD. Many academic advisors and careercounselors could and should lead various T&PDworkshops and seminars because of theirexpertise and experiences. Recognition andrewards for this effort should also be available.The University has also many outstanding T&PDservices that we should be utilizing wheneverappropriate.Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 21
Core CompetenciesAcademic advisors, career counselors, andsupervisors should know what is expected ofthem. By developing a list of campus-wide corecompetencies, a set of knowledge and skills thatall staff should possess or work toward, can helpindividuals make better decisions about theirT&PD needs. This list can also help informdecisions about topics and content of ongoingT&PD seminars and workshops.A campus-wide list should be broad enough sothat colleges, departments, and units can add tothe list based on their specific needs.Training and Professional DevelopmentAcademic Advising & Career CounselingUniversity of Minnesota, Twin CitesPage 22
Continuous ImprovementAcademic advisors and career c
A Proposal for a Comprehensive Training and Professional Development Program Academic Advising, Career Counseling, and Supervisors Respectfully submitted, Members of the Project Development Group for Training and Professional Development Student Support Advisory Committee November 05, 2009 Training and Professional Development
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