Signature-Only Advisor? The Sky’s the limit, but so is the cement.

1. Signature-Only Advisor?The Sky’s the limit, but so is the cement. Presented by: Robert Mead-Colegrove Director of Orientation and New Student Programs Jeffrey Wood Vice Treasurer, United Students Government Buffalo State College

2. Introductions and Goals of the Session • Introduce self • Affiliation (s) with student groups • What do you hope to gain from this session?

3. Types of Advisors • Coaching Advisor • Dictator Advisor • Ghost Advisor • Signature Advisor • Antagonistic Advisor • Personal Gain Advisor • Others?

4. Conceptual Framework/Model for Advisor’s Impact on Student Groups

5. Mead-Colegrove & Wood (2009) STUDENT GROUP

6. STUDENT GROUP

7. Mead-Colegrove & Wood (2009) STUDENT GROUP

8. Mead-Colegrove & Wood (2009) STUDENT GROUP

9. Dr. Bruce W. Tuckman • Forming, Storming, Norming, and Performing (FNSP) Model Published 1965 • Adjourning was added in the late 1970s • Currently directs the Academic Learning Lab at Ohio State University

10. Overview • FNSP model explains team development as: • maturity, relationships, ability and leadership styles within a group and how they change • Leadership styles flow through: • directing, coaching, participating, delegating, and eventually detaching • Tuckman’s theory is congruent with: • Tannenbaum & Schmidt Continuum and Hersey’s and Blanchard’s Situational Leadership model

11. Forming,Storming, Norming,Performing • Orientation/testing/dependence • Identify the boundaries of interpersonal and task behaviors • Establishment of dependency relationships with leaders and other members • Roles and responsibilities are unclear and processes maybe ignored • Directing style of leadership

12. Forming,Storming, Norming,Performing • Conflict is evident • Cliques develop when members resist group influences • Polarization around interpersonal issues and emotional response to task • Members attempt to establish themselves in group • Clarity of purpose • Coaching style of leadership

13. Forming,Storming, Norming,Performing • Group cohesion • In-group feeling develops • New standards evolve and roles develop • Intimate and personal opinions may be expressed • May engage in group social activities • Leader facilitates and enables • Participatory leadership style

14. Forming,Storming, Norming,Performing • Roles become flexible and functional • Structural issues resolved; they are aware of what and why they are doing tasks • Team does not need to be instructed or assisted • Decisions are made using group developed criteria • Disagreements occur, but are resolved positively • Delegating style of leadership

15. Adjourning • Added after the first four stages • Dissolution of the group • The task is complete and group is not needed • May be stressful if unplanned • Takes us beyond the idea of ‘functioning group’ • ‘Good-bye’ to roles and members

16. Considerations • Stages may be deviated from or skipped entirely • There is some overlap between categories; not clear cut • Model is linear based, not cyclical • Regression to previous stages may occur • Helps to make sense of a phenomenon we all experience

17. From a former advisor’s perspective From a student’s perspective

18. Top 10 bits of Advice from both perspectives. • Why are you in a group? • What do you want to get out of a group? • Drop dead weight fast! • Advisors only advise! • The group is for the students. • Know the rules, know the process, and know your role. • Each one, teach one. • Recruitment is everyone’s job. • Gatekeepers can kill a group. • Are you preparing for the future of your organization or are you just doing things for your group today? • Remember the past but make the Future. Remember where your group came from, but move toward the future.

19. The story of trees.Leadership Jazz by Max DePree

20. Comments, Questions, Concerns?