Student Organization Advisor

Training Manual

Office of Student Involvement

Student Development

Table of Contents
Introductionpg. 3
Questions to Ask Before Becoming a Student Organization Advisor...pg. 4
What is an Advisor?...............................................................................................................pg. 5-6
Advisor Dos and Donts....pg. 7-8
Student Involvement Theory..pg. 9
Tuckmans Model of Organizational Development.......pg. 10-11
Leadership Transition.pg. 12-14
Leadership Transition Checklist..pg. 15
Outgoing Officer Reflection Activity.pg. 16-17
Student Organization Advisor Agreement...pg. 18
Motivationpg. 19
Accountability..pg. 20
Collaborating and Co-Sponsorship with OSI.pg. 21-24
Resourcespg. 25-26
Appendix I...pg. 27
Appendix II.pg. 28

Student Organization Advisor Training Manual 2

Introduction
This training manual was designed over the summer and fall of 2014 to assist current and
new student organization advisors on Kalamazoo Colleges campus. The idea for this manual
was developed in accordance that all student organizations must have an on-campus advisor.
This guide was modeled after the American College Personnel Association Advisor Manual and
other resources used in student involvement programs across the nation. The manual
incorporates student development theories such as Sanfords (1967) Theory of Challenge and
Support, Tuckmans (1965 & 1977) Model of Organizational Development, and more. These
theories can help provide a clearer understanding of the need for advisors with the student
organization on Kalamazoo Colleges campus.
Through the creation of this manual I was able to meet and connect with faculty, staff,
and students to develop a stronger understanding of the community and how it would benefit
from a manual such as this one. I was able to collaborate with the Office of Student Involvement
and incorporate some already existing materials to assist in being a phenomenal student
organization advisor, especially in the transition process which can be the most difficult at times.
There are other resources incorporated throughout and at the end of the manual that were
beneficial in the development of this manual and I recommend looking further into them as well.
After months of hard work and dedication I hope this manual is a resource that will assist
in your daily adventure of being a Student Organization Advisor.

Eric Hilldorfer
Graduate Intern
Office of Student Involvement
Kalamazoo College

Student Organization Advisor Training Manual 3

Questions to Ask a Group Before Becoming a

Student Organization Advisor
Before becoming a student organization advisor there are many aspects to consider ensuring how
effective you will be. Before meeting the group or during the first interaction here are few
questions that should be considered or asked during this interaction:
How much involvement is expected or needed?
How often does the group meet?
How many major activities does the group plan per semester?
How experienced are the student leaders?
How do your skills match the needs of the organization?
What are some of the problem areas that your organization specifically needs advisory
assistance in dealing with? Ask for past examples.
What are some of the ways the advisor can be more helpful to the group?
If the advisor is expected to attend meetings are they to be a silent observer at meetings or an
active participant?
Should you interrupt during meetings if you think the group is getting off track? How? When?
If things get unruly, should you interrupt or remain silent?
Is the advisor expected to give feedback? How? When?
Are there areas of the organization that are hands off to the advisor?

These are not all of the questions that should be considered, but just a few. When interacting
with the group, think about their mission and their purpose. This will help in the creation of new
and more questions that will provide better guidance and clarity in the role of student
organization advisor.

Student Organization Advisor Training Manual 4

What is An a Student Organization Advisor?

A student organization advisor is a faculty or staff member who is requested to provide support
and guidance to officers and members of a student organization. The advisor not only serves as a
representative of the group in an official capacity, but also as an advocate for the group.

Why Serve as a Student Organization Advisor?

Advising a student organization can be a very rewarding experience for faculty and staff.
Working with students outside structured classroom experiences or staff roles allows faculty and
staff an opportunity to share information and resources and to teach hands-on skills such as
leadership styles, organizational ethics, and event planning.

How to Become a Student Organization Advisor?

1. Give your name and contact information to the Office of Student Involvement. (email and
names)
2. Be asked by a student to advise their organization.
3. Ask a student organization on campus that you are interested in they need an advisor. It
could be their mission, purpose, involvement with the community, etc. that attracts you to
them.

Roles of an Advisor
Each advisor is unique and possesses their own skill set, but most advisors will be asked to take
on multiple roles during their time. Here is a list of different roles that an advisor might take on:
Mentor
The students have selected you because they feel a connection and wish for you to assist in the
leadership of their organization. They need an Obi-Wan for their Luke and that is you! They will
look to you for advice and you need to be prepared. If you agreed to be part of this organization
you need to take interest in the members. Know their background and the history of the
organization. You are not just assisting them in skills to be effect members for an organization
but effective members for life. CHALLENGE AND SUPPORT! (Sanford, 1967).
Team Builder
When new members or officers join you may be looked to for assistance in the transition or
collaboration process. It is important to encourage positive relationships and interactions
amongst the group members. To create an effective team you can assist the students in
developing workshops to strengthen team memberships.
Conflict Mediator
There will be conflict in almost any group so you better be prepared for when it arises. The
students will cause problems with an individual, multiple members, or the entire organization.

Student Organization Advisor Training Manual 5

You have to know when to step in or provide assistance to help alleviate the situation. Talk with
the students about the problem. Be investigative. Ask questions.
Reflective Agent
One of the most important components of learning is being able to reflect on experiences. This is
essential to the individual/group growth and development. Make sure the students are
incorporating a reflective piece into their work. This can take place after board meetings, general
meetings, and/or events. Some things to pose to the students to reflect on, How did everything
go? What could have been executed better? How could have it been executed? What went well?
Are they achieving their goals they created and the ones you created for them? Students usually
have the answers it just might take them some time to get to the answer. Always make sure they
are reflecting on both failures and successes. Not just one or the other.
Also, if you do not already, set up time for yourself to reflect upon your work with the group.
Pose similar questions you would ask the students to answer and apply them to your work with
the group.
Educator
Similar to the mentor, you are guiding the student but with more direction and understanding. Be
knowledgeable about the groups purpose and mission. The students will come to clarification on
certain things and this is where the educator role occurs. Also as an educator, allow the students
to make their own decisions even if they do not agree with your ideas or motives. It is important
to let them be autonomous in their actions. The key for this is to use the reflective agent skills,
and create a safe place for them to learn from their mistakes.
Motivator
As an advisor you have to motivate the students to conduct work, execute goals, and motivate
others. In an ideal word the students would not need this motivation they would just go and
accomplish everything they set out to do. But that is not always the case. Motivate students
through their recognition of their activities and efforts and find out their motivators. Once again,
ask questions. Be relational.
Policy Interpreter
All student organizations operate under rules, policies, and procedures. Some of those policies,
procedures, or rules can be unclear or sticky and the students need someone to clarify them. That
is where the advisor can come into play. The more you know about these policies the more you
can assist the students in their work.

An advisor will take on many roles. These are just a few, so be prepared to provide guidance,
insight, and perspective to any and all students that you will work within your role.

Terms and definitions for this section where developed using the ACPA Advisor Manual (2005).

Student Organization Advisor Training Manual 6

Advising Dos
This is a list of things to keep in mind while being an advisor to a student group. It is an
extensive list, so you do not have to worry if you do not do everything. It is ok. These are things
to think about and focus on when you are working with your student organization. Just like being
a good student leader it takes time to be a great advisor to a student organization.
Assist officers with procedural matters. Be knowledgeable of the organizations purpose and
constitution and help the general membership adhere to them. READ THEIR CONSTITUTION!
Be knowledgeable about, and comply with federal, state and local laws and ordinances, as well
as campus policies. Inform the group of pertinent policies.
Empower students to take action and to take satisfaction in seeing the student organization
succeed.
Allow the group to succeed, and allow the group to fail and stop when appropriate. Learn
when to speak, when not to speak. Remember to let the students make the decisions while you
provide guidance and advice.
Represent the group and its interests in staff and faculty meetings. Reach out to other advisors
or departments (i.e. Office of Student Involvement) for assistance.
At the beginning, develop clear expectations about the role of the advisor and your relationship
to the organization.
Get to know the members (especially the executive board). Learn what they want to get out of
the organization. Maintain a complete officer and membership list with addresses and phone
numbers.
Develop a strong working relationship with all the officers. Establish as needed meetings with
individual members of the organization who need additional guidance in their officer or
committee positions.
Discuss concerns with officers in private and praise them in public.
Meet with the officers and help set goals. Encourage the Executive Board to disseminate
reports (such as financial reports) to the general membership on a regular basis. Do this at least
once a semester/quarter
Orient new officers and members to the history and purpose of the group and help them to
build upon it. Help members look toward the future by developing long-term goals and
communicating those plans to future members.
Help to resolve intragroup conflict.
Help to develop the leadership potential within the group.
Be visible and choose to attend group meetings and events. At the same time, know your
limits. Establish an attendance schedule at organization meetings, which is mutually agreed
upon by the advisor and the student organization.
Reflection takes place after meetings, events, and at the end of each quarter/semester.
Help students find a balance between activities and their academic responsibilities.
Keep your sense of humor and enthusiasm. Share creative suggestions and provide feedback for
activities planned by students.
Serve as a resource person. The advisor does not set the policy of the group, but should take an
active part in its formulation through interaction with the members of the group. Since members
and officers in any organization are ordinarily active only as long as they are students, the
advisor can serve as a continuity factor for the group.
Student Organization Advisor Training Manual 7

 Be consistent with your actions. Model good communication skills and listening skills.
Develop good rapport.
Be available in emergency situations.
Head off situations that might give rise to poor public relations for the student group or
College.
Introduce new program ideas with educational flavor; point out new perspectives and directions
to the group; and supply the knowledge and the insight of experience.
Carefully review monthly financial reports from the organization treasurer or business
manager. Familiarize yourself with the group's financial structure, from where the treasury is
derived (i.e. dues, fundraising, etc.), for what the money is used, how money is allocated, and
how the money is budgeted; assist in budget development and execution.
Learn the strengths and weaknesses of the group. Offer support when necessary; but also allow
people to make their own mistakes and learn from them.
Encourage feedback and the evaluation process.
Plan and encourage attendance at leadership training.
Guide and assist students in becoming responsible leaders. Stop dangerous, deadly, and illegal
activity.
PROVIDE SUPPORT. Give the group autonomy but offer feedback, even when it is not
solicited. Let the group work out its problems, but be prepared to step in when called upon to
assist. Challenge and Support (Sanford, 1967).

Advising Donts
As advisors to student organizations we have the best intentions to assist them, but we cannot
dictate their every move. If you find yourself doing any of these, step back and re-evaluate the
situation. What can you do to be a more effective leader? Here is a list:
Know it all.
Be the leader or run the meeting.
Say I told you so.
Impose your own bias.
Manipulate the group, impose, or force your opinions.
Close communications.
Tell the group what to do, or do the work of the president or other members of the executive
board.
Take everything so seriously.
Take ownership for the group, be the parent, or the smothering administrator.
Miss group meetings or functions.
Be afraid to let the group try new ideas.
Become such an advocate that you lose an objective viewpoint.
Allow the organization to become a one-person organization.
Be laissez-faire or autocratic.
Assume the group handles everything okay and doesnt need you.
Assume the organizations attitudes, needs and personalities will remain the same year to year.
Student Organization Advisor Training Manual 8

STUDENT INVOLVEMENT THEORY

Student involvement refers to the quantity and quality of the physical and psychological energy
students invest in the college experience. Such involvement takes many forms, such as
absorption in academic work, participation in extracurricular activities, and interaction with
faculty and other institutional personnel.
The greater the students involvement in college, the greater will be the amount of student
learning and personal development. Astin (1984)
There are two key players that help create successful involvement on campus. There is the
Students (Campus Residents as Astin addresses them) and the Faculty and Staff. Collaboration
between the two helps create a dynamic and beneficial relationship for the two parties as well as
the overall campus community (Astin, 1999).

Campus Residents:
Living in a residence hall is positively associated with many forms of in involvement on
campus including interaction with faculty and staff, involvement in student government,
and socialization in on campus student organizations pertaining to their values, interests,
skills, and personalities.
On campus residents are more likely than commuters to be involved in campus
extracurricular activities.
With at least 50% of all K College students living on campus they can become easily
involved in on campus activities and student organizations
Faculty and Staff
Focus less on content and teaching techniques and more on what students are actually
doing. How motivated they are and how much time and energy they are devoting to the
learning process
Student personnel workers and other staff members typically operate on a one-to-one
basis with students. They are in a unique position to monitor the involvement of their
students in the academic process and to work with individuals in an attempt to increase
involvement whether it is need in or out of the classroom

Student Organization Advisor Training Manual 9

Tuckmans Model of Organizational Development (1965 &1977)

Starting a student organization or working with an existing one occurs through stages in the
developmental process. Bruce Tuckman develop a plan for advisors or student leaders to assist in
the development of an effective organization.

Forming:
The first stage of the model is developing or understanding the purpose of the organization. As
the advisor it is important that all of the governing documents are read to have clear guidelines
and a purpose for the organization. At this is stage the organization identifies their roles as
officers and the advisor should be given or develop a set of expectations.

Coordinate retreat/workshop
Review Organizations mission/purpose
Identify expectations for everyone
Provide initial to do list for Executive Board

Storming
The second stage of the model is about strengthening the group and reinforcing the principles
and values that make the group unique. Develop activities that create stronger communication or
community building just like in the first stage but with more depth.

Teach confrontation/communication skills

Develop a team building activity
Review the mission/purpose

Norming
The third stage is about creating a culture of tradition and familiarity. This is where groups
develop annual programs or events that are align with their mission and/or values of the
organization. Also, at this stage it is important to continue prior activities such as team building
and strengthening group communication.

Create and run a more in-depth team activity

Start a new program or tradition to engage the members

Performing
Take a step back and let the organization run by its own accord. As an advisor take a step back to
let the students conduct their business and to measure how effective they are without the direct
guidance of an advisor. This is really where an advisor can incorporate the challenge and support
model to allow for more autonomy within the group.

Step back and allow for the students to conduct business

Ensure the members are on task
Support members and provide feedback. Challenge and Support
Student Organization Advisor Training Manual 10

Adjourning
The last stage of this developing plans for transition and ensuring the organization will be able to
succeed when change occurs using the previous four stages to maintain stability within the
group.

Develop a transition report/plan

Coordinate end of year event
Develop an Assessment/Evaluation for the group, members, and advisor

With this theory, even though there are stages the events are not always taking place
sequentially. For example, the group might already be established and have strong
communication and community, but no real traditions. As an organization advisor it might be
ideal to step in and assist in stage three, norming, and help create an annual activity or tradition.
No group is the same and it is important to identify what stage they are at and as an organization
advisor where your assistance can be provided.

Student Organization Advisor Training Manual 11

Leadership Transition
One of the most important roles of an advisor is to assist in officer transition. Kalamazoo College
is a unique place as the student leaders are typically either 2nd year students or seniors as the
majority of students in their junior year study abroad. Therefore, a number of student
organizations have young leaders and some are in their first leadership role ever. It is imperative
for the student organization to have an effect transition period so they can be successful for their
next term.
Also, to be noted that the Office of Student Involvement holds transitioning presentations every
year that are conducted by Kate Elizabeth-Leishman Yancho. It is also required that transition
takes place before the 5th week of the Spring Quarter.

A leadership transition is:

A process.
A time to exchange necessary knowledge and information for future success.
A group activity.
A time to reflect on the past year.
A time to learn from past mistakes.
A time to establish goals for the future.
An important part of successful student organizations and groups.

Four major components of officer transitions are:

Selecting new officers

Identifying key information to be shared
Communicating key information to new officers
Officers assuming their new roles

Tips for your Leadership Transition

Hold a transition event for your organization. This may be at a regularly scheduled
meeting. Give outgoing officers 1-on-1 time with incoming officers to exchange
information and allow time for new officers to ask questions.
Evaluate position descriptions. At the end of each year, outgoing officers should review
existing position descriptions to see if all items are still relevant to the job or to expand
responsibilities to include anything that may have been added. If position descriptions do
not yet exist, have the outgoing officers create those descriptions.
Recruit new people to your organization. Though working with your group of
friends/professional network can be great, it can often lead to limited idea sharing and
Student Organization Advisor Training Manual 12

internal conflict. Consider recruiting newer members to leadership positions that have
shown an interest in the organization.
Dedicate meeting time to information sharing. Though you may have communicated
with your outgoing officers that they should meet with the incoming officers, schedules
get busy and sometimes this just doesnt happen. Dedicating meeting time to information
sharing will ensure that time is spent on this important task.
Provide binders (or electronic access to important documents) to each officer to be
passed on at the end of the year. Providing your officers with the materials needed to
create a binder will make them more likely to follow through. Consider spending a little
time preparing the binders with a nice cover, labeled tabs, and common information that
will be useful to all members. Be sure to include an information session on the binders in
your training at the beginning of the year so officers know what information to include in
their binder.
Introduce new officers to key resources. There are many people in the community with
whom your officers will interact. Be sure to introduce them personally to these resources
while informing your new officers of how the resource can help them in their position.
Review or revamp your organizational goals. At an early meeting with your new
officers, revisit your organizations goals. Have the group examine them and make sure
they are still relevant or if they have expanded. If your organization has not yet
determined its goals, do that with your new leadership early!
Be honest and realistic about where you have been and where you are going. In one of
your final meetings of the year, be sure to discuss the year as a whole and encourage
members to discuss both the strengths and weaknesses of the year and your events. A
private structured reflection activity that would be turned into the leaders of the group
might allow members to open up about the year in a more honest way.
Dont be afraid of trying something new. We often get caught up in the but thats how
we have always done it mentality. Times are constantly changing, and just because
things worked well last year, does not mean they will work well the next year. Challenge
the group to look at new ways to do traditional things. Look for different groups to
collaborate with on campus. Try new events. We all grow with change!

Transition Roadblocks

Not devoting enough time to transition. Though you may not be able to change when
your elections take place, you can effect how much time is devoted to the actual
transition. Though you may trust your members to take care of certain transition aspects
outside of the scheduled transition times, it is important to devote some scheduled time to
this process. We know you are all busy, planning it in your meeting agendas will help
ensure it happens.
Not including all important members in transition planning. Be sure to involve all the
necessary parties in your transition planning. This should include at minimum your
outgoing and incoming officers. Think about other members of your organization that
could contribute a lot to the transition process and how it will affect the future of the
organization.

Student Organization Advisor Training Manual 13

Not allowing members a safe space for communication and reflection. It is important
that all members feel comfortable sharing their thoughts with the organization. Some
times, it can be challenging to share negative feedback/constructive criticism in front of
other group members. Think about ways to allow all members to share feedback in a
private/anonymous way, whether that is an anonymous feedback form that is filled out in
a meeting or an online survey. This will allow your group members to express their
honest opinions about the group which will ultimately contribute to the future success of
the organization.

NOTES:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
*All information on Leadership Transition was compiled by Kate Elizabeth-Leishman Yancho,
Assistant Director of Student Involvement at Kalamazoo College
Sources
Bonner foundation. Planning a leadership transition. Retrieved from
http://www.bonner.org/resources/modules/modules_pdf/BonCurPlanLeadTransition.pdf.
Craig, A. (May 2009). 8 tips for effective student leader transition. Campus Activities
Programming.
Lyons, S. and Parkinson, H. (April 2009). The office transition decathlon. Campus Activities
Programming.

Student Organization Advisor Training Manual 14

Leadership Transition Checklist

Update binders/shared drives with all necessary documents.
Share combinations and passwords for relevant items.
Share account numbers and budget information.
Reconcile all outstanding financial issues.
Introduce new leaders to key resources. Think of the people
that you go to most for assistance.
Schedule meeting time to focus on the leadership transition.
BREATHE!
Review (or create) each position description for your
organization/committee.
Review your organizations mission statement and
constitution with your group.
Create organizational/committee goals for the following
year.
Develop a calendar for the upcoming year.
Determine the organizations/committees meeting date and
time for the following year.
Share contact information with the group and create a
master contact list.
Complete the incoming and outgoing officer reflection
activities.
Reflect, as an organization/committee, on the past year.
Use a SWOT Analysis to assist in the process.
Celebrate your organizations/committees successes and
appreciate those that contributed to it.

Student Organization Advisor Training Manual 15

Outgoing Officer Reflection Activity

My top three toughest challenges as a leader were:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
My three best practices as a leader in this organization are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
The three most important documents relating to my work in this organization are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
The names and positions of three key people in the community and what they get done are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
The three best ways to recruit volunteers are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
The three yearly activities in my committee (and my role in making each happen) are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
If I were to do this year over again, I would do these three things differently:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
Three questions I have for the outgoing leadership are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
The three reasons I am most excited to be a leader of this organization are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
Student Organization Advisor Training Manual 16

Three new ideas I have for this organization are:

1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
Three things that I thought this years leader did really well are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
Three things that I thought our group could have done better this year are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
Three groups/organizations that I would like to collaborate with next year are:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________
I anticipate my top three toughest challenges as a leader to be:
1.) _____________________________________________________________________
2.) _____________________________________________________________________
3.) _____________________________________________________________________

Student Organization Advisor Training Manual 17

STUDENT ORGANIZATION ADVISOR AGREEMENT

This sheet was designed to assist student organizations and their advisors in communicating
about the expectations of their relationship. This is simply a guide. Please use it as you see fit.
Organization (full name):_____________________________________________________________
Organization Leader: _______________________________________ Phone: _________________
Advisor: ___________________________________________________ Phone: _________________
Official Mission Statement of the Organization:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3-5 goals your organization has for the year (Reported on Leadership Transition Worksheet):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Role of the Advisor(How hands off or hands on will this relationship be? What does the stu org need
from an advisor? What can the advisor reasonably give to the stu org? ):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Communication(preferred methods, frequency, reasonable response time, etc.):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Attendance Expectations (meetings, events, etc.):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Other Expectations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Leader Signature: ____________________________________________ Date: ________________
Advisor: _____________________________________________________ Date: _______________

Student Organization Advisor Training Manual 18

Motivation
Sometimes finding motivation can be the most difficult part for students, as well as the advisors.
Everyone is motivated by different things and this can factor into the performance of the
individual. As an advisor it is important to keep and learn what motivates the students.

Intrinsic Motivation
Intrinsic motivation is when the individuals motivation comes from within. They seek a desire
to perform a specific task because its results are in accordance within their belief system.
Examples of Intrinsic Motivation:
Acceptance
Curiosity
Honor
Independence
Order
Power
Social Contact
Social Status

Extrinsic Motivation
Extrinsic motivation is when the individuals motivation comes from outside factors. Their
desires to perform come from an outside source. Sometimes performing the task is enough, but
some sort of recognition can boost an individuals motivation.
Examples of Extrinsic Motivation:
Awards
Spoken recognition
Prizes
Certificates

Student Organization Advisor Training Manual 19

Accountability
As the advisor of the student organization one of the biggest components is being able to hold
the students as well as yourself accountable for the involvement within the group.
Some questions to ask:
Do I/they understand and accept the task?
Who are the parties involved?
Is there anybody else that needs to be contacted?
What is the timeline for the task?
Is there a plan if task is not met?
The benefits of holding each other accountable:
Becomes a foundation of trust and commitment
Being able to hold members accountable is how communication between the group can
be the most effective
Ensures that poor performers feel pressure to improve
Identifies potential problems quickly by questioning one anothers approach
Establishes respect among team members who are held to the same standards
Watch for excessive bureaucracy around performance management and corrective action
It is up to organization members to hold one another accountable, but as an advisor of a student
organization it is vital you do your part as well. Make sure to set action plans and deadlines so
the accountability is already in place for the students.

Student Organization Advisor Training Manual 20

Collaborating with OSI*

The Office of Student Involvement is excited to collaborate your organization on co-sponsoring
an event. We have resources available to assist your organization in making a successful
endeavor. Your organization may choose to collaborate an event in one of our existing series:
Tuesdays With, Wind Down Wednesdays, First Fridays, Zoo Flicks, and Zoo After Dark,
OR you may choose to propose a new event on its own. (See Appendix II for a brief description
of the events.)

Guidelines for Co-Sponsorship

The event must be open and advertised to all K College students.

On-campus events are FREE and K College ID will be required for entry.

Fees for students may be associated with Beyond the Hive trips.

The event may NOT be a fundraising event.

Contracts for all outside performers/vendors must come through the Office of Student
Involvement, be College issued, and be signed by a designee of the College.

A marketing plan including a timeline must be submitted to the Office of Student

Involvement for approval at least 3 weeks prior to your event.

All advertising for the event must be reviewed and approved by the Office of Student
Involvement before being distributed.

Other than where pre-determined, budgets for events will be on a per event basis and may
require that the co-sponsoring organization provide additional financial resources.

Your organization will be required to provide volunteers for set-up and tear down as well
as during the event to assist with event management.

Other things to keep in mind

Think beyond your group when planning your event. The events co-sponsored by OSI are
open to the entire campus and should appeal to a wide audience.

Your organization will be intimately involved in the planning and preparation for the cosponsored event. Keeping lines of communication open will be extremely important
through this process.

Designating a contact person(s) who will be able to see the event through to the end is
crucial to the success of the event.
Student Organization Advisor Training Manual 21

You are encouraged to form a promotion/marketing plan for your event beyond what the
Office of Student Involvement will provide (as per the specific agreement). Be creative.

Flexibility in scheduling may be needed. Though we hope to honor all co-sponsorship

requests on the dates desired by the organization, we will be processing many requests
and have other obligations to the Colleges calendar that need to be kept in mind

Frequently Asked Collaborative Partnership Questions

Why should we consider collaborate with OSI?
The OSI has many resources we can offer to help your group gain visibility and recruit new
members. From financial resources to expertise in event planning, working with the OSI will be
beneficial for all involved. Plus, our series programs are well established and have grown over
the past few years. We enjoy collaborating with organizations because it brings new ideas to the
table and attracts a new group of students who might not be familiar with our events and series.

What is expected of my group if we do a collaborative partnership?

It is expected that your group is intimately involved in the planning of the event with OSI. For
example, choosing films and facilitating discussions after screenings for Tuesdays With, to
finding craft projects for Wind Down Wednesday events to planning an entire Zoo After Dark,
we want to help YOUR group bring an event that is unique to our campus. To continue, we
expect that after you turn in a collaborative partnership form, you communicate with us
frequently as logistics are determined. We also expect that you are intimately involved in the
running of the event, which means that you and several members are there to support the event
and improve the quality of it. Additionally, we expect to receive an Event Evaluation Form
within ten days of the event so we can see, in your words, how the event went and add that to our
overall event assessment.

What are the ramifications if my group does not hold up our end of the agreement?
Failure to meet the expectations set forth in the Collaborative Partnership Agreement may mean
that future co-sponsorship opportunities are not available for your group.

How will my group be involved in the process?

Ideally, your group will be very involved. We prefer that the organizations assist with all of the
details of the event including menus (where food is involved), contacting outside performers,
choosing films, coming up with craft project ideas, etc. These decisions may be discussed via
email or at in-person meetings, but we prefer that at least one in-person meeting with multiple
members of your group takes place prior to the event. For larger events (Zoo After Dark, for
instance) this will be required.

Student Organization Advisor Training Manual 22

What assessment is done for each event and will my group have access to that?
We have on-site Event Evaluations at almost all of our events. Those forms are collected and
entered into a database shortly following the program. We also offer online surveys for larger
events and have the ability to do them whenever we feel it necessary. If that is something your
group is interested in, please let us know.
Additionally, for events where swipers are used, we have the ability to run data reports and look
at the demographics of who attended the event. We are happy to share information from both of
those tools if requested. We also have our on-site Event Staff evaluate each program from a
planning standpoint, and require that all groups co-sponsoring with us to complete an Event
Evaluation Form so we have a sense of how YOU feel it went.

Why do we need to be flexible in our scheduling?

With 60+ groups and only 30 weeks to the year, there will be times when multiple groups will be
interested in the same date for a co-sponsorship. If your group is flexible, that will allow us to
work with the maximum amount of groups.
If your group is interested in a specific date for a specific reason (it is a holiday your group
would like to commemorate, it ties in with other events your group if sponsoring, etc.) please
specify that on your form as well as connect with the OSI team member responsible for the series
in person to express that interest.
We will operate on a first-come, first-served basis with dates in regards to co-sponsorships
and the first completed Collaboration Agreement that we receive will get the date
requested.

Do I need to register my event through the online Event Registration System?

No. Since the OSI will be working with you on the planning and implementation of this event,
you will not need to register it separately through the system. Turning in a completed
Collaboration Agreement for the event will suffice.

What if I have an idea for an event that doesnt fit into any of the existing series?
Not a problem! We would love to hear your idea. We have a general Collaboration Agreement
that is not attached to a particular series. Fill that out and be sure to follow up with one of the
OSI team members in person about your idea. Soon!

How will this event be paid for?

As indicated on each form, OSI will cover many, if not all of the expenses for your event.
However, if the budget for your event is beyond what is available, you make opt to apply to
Student Commission, if your organization is eligible, for the balance of the funding.

Student Organization Advisor Training Manual 23

Contact Information for OSI Series :

GameOn@kzoo.edu (OSI Interns)

TuesdaysWith@kzoo.edu (Mark Campbell)
WindDownWednesdays@kzoo.edu (OSI Interns)
StressFreeZone@kzoo.edu (Adriana Jarquin)
First Fridays@kzoo.edu (OSI Interns)
ZooFlicks@kzoo.edu (Tyler Hall)
ZooAfterDark@kzoo.edu (Kate Yancho)
BeyondTheHive@kzoo.edu (Kate Yancho)

*This information can also be found in the Revised Fall 2014 Student Organization Handbook

Student Organization Advisor Training Manual 24

Resources
Advising Student Groups and Organizations (2nd ed.) by Norbert W. Dunkel,
John H. Schuh, and Nancy E. Chrystal-Green
Advising Student Groups and Organizations is a one-of-a-kind book that equips faculty members
and administrators to competently and confidently serve as advisers to clubs and other student
groups. The second edition is here to help colleges and universities keep up with the
skyrocketing number of student groups and shifts in the legal landscape. New chapters on crucial
topics, updated case studies, and a full suite of practical resources simplify the process of
navigating student organizations.

ACPA Advisor Manual developed by the ACPA Commission for Student

Involvement
In the Spring of 2005, the Commission for Student Involvement determined the need for a
standardized Advisor Manual that would be available online for advisors and practitioners to
download and personalize. Over the course of a year, committee members consulted with
Commission members; researched online manuals and other resources; and compiled and edited
reams of information. The result of these efforts is this handbook. While written for student
organizations, these resources may be adapted for Greek or residence hall populations as well.

Student Organization Handbook Revised Fall 2014

This helpful handbook can assist your student organization in developing into a strong student
led group. It can be found on the Office of Student Involvement webpage under the Student
Organizations tab (https://reason.kzoo.edu/studentactivities/stuorgs/). It provides details with
how to work the room reservation website, campus safety and security policies, leadership
training, and other leadership resources.

Student Development in College: Theory, Research, and Practice (2nd ed.)

by Nancy J. Evans, Deanna S. Forney, Florence M. Guido, Lori D. Patton, and
Kristen A. Renn
The second edition of Student Development in College will help student affairs practitioners
understand the developmental challenges facing today's college students. It will provide scholars
with a comprehensive and inclusive overview of the most important student development
theories and related research, including new approaches with which they may not be familiar,
particularly related to social identity development. Most importantly, it will assist student affairs
professionals in designing individual, group, and institutional approaches to work more
effectively with students at various developmental levels and to facilitate student growth.
This second edition includes the "foundational theories" of student development found in the
first edition, but also offers newer integrative social identity theories that look at student
Student Organization Advisor Training Manual 25

development in a more holistic way. These theories are critical for understanding the diverse
student populations of the twenty-first century.

Sanfords (1967) Theory of Challenge and Support

Environments that are weighted too heavily toward support without adequate support are toxic:
they promote defensiveness and anxiety. Those weighted too heavily toward support without
adequate challenge are ultimately boring; they promote lifelessness. Both kinds of imbalance
lead to withdrawal. The balance of support and challenge leads to vital engagement.

Challenge
Low
Disengage

High
Retreat

Low
Support

Stagnate

Maximum Growth

High

Student Organization Advisor Training Manual 26

Appendix I
American College Personnel Association (ACPA) & National Association of Student Personnel
Administrators (NASPA). (2012). ACPA/NASPA professional competency areas: For
Student affairs practitioners. Washington, DC: American College Personnel Association.
American College Personnel Association Commission for Student Involvement. (2005).
ACPA Advisor Training Manual.
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. In
Journal of College Student Development. ppg. 518-529.
Cassidy, K. (2007). Tuckman revisited: Proposing a new model of group development for
practitioners. In Journal of Experiential Education. 29 (3), ppg. 413-417.
Divison of Student Affairs (2013). Student Organization Advisor Handbook: University of
Florida. Retrieved from https://www.studentinvolvement.ufl.edu/Portals/1/Student%20
Organizations/Student%20Org%20Advisors/Advisor%20Handbook%202013-2014.pdf.
Dunkel, N. W, Schuh, J. H., & Chrystal-Green, N. E. (2014). Advising student groups and
organizations. (2nd ed.) San Francisco, CA: Jossey-Bass.
Evans, J.N., Forney, D.S., Guido, F.M., Patton, L.D. & Renn, K.A. (2010). Student Development
in College: Theory, Research, and Practice (2nd ed.) San Francisco: Jossey-Bass.
Micalone, G. & Talor J. (2013). Recognized student organizations adviser training: Iowa State
University.
Sanford, N. Challenge and Support (1967) in Evans, J.N., Forney, D.S., Guido, F.M., Patton,
L.D. & Renn, K.A. (2010). Student Development in College: Theory, Research, and
Practice (2nd ed.) San Francisco: Jossey-Bass.
Tuckman, B. W. & Jensen, M. A. C. (1977). Stages of small-group development revisited. In
Group & Organization Studies. 2 (4), ppg. 419-427.
University of Wisconsin Milwaukee: Center for Student Involvement (2012). Student
organization advisor handbook. Retrieved from http://www4.uwm.edu/sao/organization_
advising/downloads/AdvisorHB%202009.pdf.

Student Organization Advisor Training Manual 27

Appendix II
Tuesdays With...
Student organizations can host a movie, booking reading, guest speaker or similar event that is
related to a topic or aspect of the organization. This allows for students to have a meaningful
conversation.
Wind Down Wednesdays
An event that allows for the students to relax and wind down as the name implies. They event
consist from a musical guest, speaker, fitness activity, and many more events.
First Fridays
Allows the students to experience different cultures, forms of entertainment and more. These
events take place the first Friday of every month.
Zoo Flicks
This is an event that host different current movies that have been released within the last year
and allows for the community to see a popular movie for free or at a minimal cost.
Zoo After Dark
This is a fun, exciting events that take place on Kalamazoos campus after 9pm that encourage
students to learn, have fun, and be safe. One of the more popular events is Monte Carlo Night.

Student Organization Advisor Training Manual 28