Advisors (long beware)
Advisors: Book I
I am aware that most of what I am about to write applies to Chapter officers or members as well . . . but we don't expect this much from them
The way I think of being an advisor as a Chapter member is that you have freely assumed a responsibility and job description. Emphasis on the word freely.
So in my eyes you have chosen to place yourself in a position of perceived authority and expertise. To me, you begin the proverbial "A" . . . now you have to keep it.
In terms of legitimacy, your authority is not in question; it’s derived from the National, or in some cases from the chapter.
The expertise part is harder. To be a genuine resource to a chapter, or group of chapters, you have to be exactly that . . . a resource. Which can be an incredible growing experience because most of what we learn through our groups is applicable to the outside arena.
So some of what I want to go into is different than what I would call
off the cuff advisorship, where you only bring what you have learned from your previous chapter, maybe some workshops, and the wisdom you may, or may not, have accumulated with experience.
I want to talk about Advisors and Volunteers as Leaders that enhance the Greek experience.
Now a comment about knowledge: Not only is it important to know things, but also it may be more important to know where to go to find things out. Awareness of the limits of our knowledge is important. So get familiar with what sources of information are available about leadership, groups, marketing, the Greek System, and all things that translate into getting things done well.
Two major things you provide for the chapter are Continuity and Perspective:
Continuity Fraternities are Sororities are kind weird as an example of groups or corporations etc. We have an almost complete membership change every 3-4 years . . . and yet still exist! And lets face its really almost every two years. This is where a good advisor can be golden. You can provide a memory over successive years by keeping good records and help the chapter build on itself. How? By keeping track of programs and good ideas and keep passing on the good to each new generation. For example, something simple like officer/program notebooks. I have seen some chapter EC’s institute them and then successive EC’s get lax which creates a gap in records. Also let me slip this in here: You can really help implement the chapter’s 3-5 year Strategic Plan. More on that later.
Perspective Often time chapter members and/or officers are kind of starry eyed on the magical utopia they want to create, but then the semester starts and they get lost in the muck of the trenches. You, as the advisor, can provide that perspective they need to keep focused on the big picture even as they feel overwhelmed by the small details. By consistent review with the chapter you can keep them moving within their plan.
A couple things you need to develop for yourself are expertise and models.
Experitse: Ok so we need to become experts . . . First start at home. Read your GLO’s Exec manuals. They are provided, often free on the net, absorb them and make notes. Read other organizations exec manuals etc. Plagiarizing is punished in school but rewarded with promotions and bonuses in real life! Especially if we can synthesize what we learn and improve on it! Do a search on leadership books and see which ones seem recommended. Get some of the cute funny ones also, they are easier to read and often simplify what should be kept simple. (we’ll have to make a different post to suggest a leadership reader list). There are probably 5-10 basic principles of leadership that everyone makes big money restating in one million different ways.
Wish I knew that before I spent hundreds on them . . .* sigh* Don’t forget to talk to people, this site is a great resource, I spent a year on sites like Greek Source and Duncan’s Webpages before I even started my chapter, it gave me a great edge. And revealed some major deficiencies in some of the alum volunteers I met.
Models: Now you need to take the knowledge you developed and create a series of models to deal with the different aspects of Chapter operations. Basically this means being able to recognize that a situation “looks like” this “type” of problem and you have several different types of responses available right away, that you can either refine to the situation or throw away all together if the situation proves “Unique”. Make up some simple note cards with questions on them to help out. For example, for recruitment:
- How much is money is budgeted and for what?
- How many people do we have working orientation?
- Who is on the recruitment team and why?
- Etc.
If you write some simple stuff in question form that uses the knowledge that you have learned it makes it easier to avoid missing things. Like a checklist, and it also helps you spot problem areas.
How a 3-5 year Strategic Plan can keep you honest: This is something no chapter should be without. It’s a comprehensive plan that should have measurable and have time sensitive goals in every aspect of the chapter’s operations: A blueprint of what the chapter will be doing. It should be large enough that the chapter and its individuals have room to grown and flexible enough that the how(individual events) can change but firm enough that the why(Principles and relationship to the school) and what(the effect trying to be achieved) remain consistent.
The existence can also help you remain grounded and focused on where you are trying to help and how. Some of the problems mentioned in some of the above posts may be partly because the Advisors don’t have a clear and consistent view of what they are supposed to be doing. The object of a 3-5 year plan is to keep everyone on track.
Some more general comments:
Consistent Presence What littlegirlblue and others said is very true. If you only come down when there are problems you will become like the albatross and about as popular as a harbinger of doom. Try to make consistent appointments . . . and keep them!
Defend the unpopular opinion Related to what Katey said, try defending people that are right but unpopular from being character assassinated it spoils their experience, hurts the chapter, and creates a dangerous environment. That is how things like hazing can get really out of hand, there is no place for people to go against the vocal leaders in the chapter, even when they may have more support than they know from the silent majority (often sheep-like). Actually this is supposed to be the responsibility of any civic minded member (but doesn’t happen) and then the responsibility of the officers (which still doesn’t happen) and ultimately the President (usually fails there also *sigh*).
Chapter Contract/Evaluation You should have a contract between you and the chapter that encompasses your behaviors as an advisor also with periodic built scheduled review. That way honest communication can go back and forth in a less threatening way and before things build up. No one should say they haven’t seen you for 6 months without having brought it up after the first 1 or 2. Also, the document protects you from people just trying to cause problems because you have a definite job description.
Confrontation:
Katey I have definitely found reasons not to confront advisors over issues, or not know how, especially if the gap was in my mind incomprehensible. And you know what? Avoiding the situation because I thought it would worsen my relations with an advisor or not do much good . . . NEVER HELPED CHANGE THE SITUATION!
When in doubt confront, when in emotional conflict about it, write it down first and get them the written copy and then discuss it. That way all your thoughts are on the table and you won’t find yourself tongue tied, or verbally manipulated. And if you can’t agree, ask a simple question . . . “It seems that we are at an impasses, who do I go to next?” It may not do much good, volunteer and badly run organizations are notorious for backing up the bad decisions of their subordinates, they usually would rather cover-up than correct and they know that they will outlast your attention as an undergraduate.
But . . . at least you will be performing consistent to your beliefs.
Got to eat so . . . To be continued . . .
[This message has been edited by James (edited June 28, 2001).]
[This message has been edited by James (edited June 28, 2001).]
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