Adapting and Implementing Appreciative Advising Framework to Train Orientation Leaders

Expanding upon the work of Hendley (2010) who introduced the concept of adapting the six phase Appreciative Advising framework (Bloom, Hutson, & He, 2008) to orientation leader training, this article demonstrates how to construct and implement an effective training program for orientation leaders. It provides practical application of each phase of Appreciative Advising for bother orientation training facilitators and orientation leaders. In doing so, this article demonstrates how the six phases of Appreciative Advising offer a framework that incorporates and emphasizes the development of the informational, conceptual, and relational skill sets desired from orientation leaders. This development begins during training and transcends to leaders' interaction with incoming students. Appreciative approach to training has the power to positively impact the orientation leaders as well as the new students.

Gateways to Campus Culture

New student orientation is one of the places where the meanings of institutional cultural artifacts such as campus traditions, rituals, language, architecture, and other aspects of an institution's history are communicated. After visiting three public universities, the author discovered that while orientation directors were generally aware of the significance of cultural artifacts at their institutions, it was ultimately the student orientation leaders who passed on the meanings of these artifacts on to other students (both new students and new student orientation leaders). As part of a qualitative case study utilizing focus group interviews, the orientation leaders identified formal and informal ways in which they communicate the meanings of cultural artifacts to new students.

“I Don’t Just Give Tours”

Undergraduate student orientation leaders play a vital role in many new student orientation programs. Although the leaders assume many responsibilities, little is known about how these students benefit from this experience. This qualitative study examined what students learned from being student orientation leaders. Students’ learning occurred in four areas: intrapersonal growth, skill development, understanding of others, and understanding of the institution. Results of this study highlight the benefit of incorporating upper division leaders into orientation programs. In addition, it illustrates how new student programs provide a valuable experience for upper-division continuing students as well as new students in transition.

Longitudinal Comparison of Orientation Leader Learning Outcomes

Orientation leaders (OLs) play a vital role on college and university campuses. They are primarily responsible for transitioning new students into institutions, yet little is known about the learning and development outcomes of the experience. This study compares longitudinal data from 10 years of orientation leader cohorts measuring their pre-, mid-, and post-learning across a set of seven institutionally endorsed student development outcomes (SDOs). Findings indicate growth across all of the seven SDOs within each year but not from year to year. It makes a case that the orientation leader experience has a significant impact on student leader development.

Retention Principles For New Student Orientation Programs

New student orientation programs are effective retention strategies. It is important, however, that directors remember the basic tenets to ensure that success. This article reviews the need for a balanced program and suggests ways to develop student responsibility, to make the program attractive to students, to utilize faculty and staff members effectively, and to select and train student orientation leaders well. Observations on how to best utilize campus constituencies to provide a strong program for freshman, transfers, and for parents will be highlighted.

Becoming an Orientation Leader

Orientation Leaders (OLs) are a part of most orientation programs. Because research has focused predominantly on staff selection and training, little is known about the impact that becoming an OL has on the OLs themselves. Using self-authorship as a framework, this study explored how various aspects of becoming an OL served as catalysts for self-authorship development. OLs participated in semi-structured interviews. Five characteristics of the OL experience emerged as catalysts for self-authorship development.

A Legacy of Leadership

A selective and prestigious paid student leadership position, orientation leaders help new students and their parents or guests make the transition to University of California, Merced through relationship-building activities, student life presentations, goal-setting exercises, and academic advising in 1-day orientation sessions throughout the summer. Readers of this article will gain insights into recruiting, hiring, and forming strong teams by effectively utilizing returning staff. Named legacy orientation leaders by the author of this article, the returning staff members’ new title is reflective of the elevated responsibility and opportunities they have within our program. The legacy orientation leader application and interview processes, recruitment efforts, and participation in individual and group interview processes are discussed. Through these involvements, legacy leaders become torchbearers of program traditions and values in recruiting and selecting new orientation leader staff.

Orientation Leader Training

Orientation directors are continually searching for a strong conceptual framework to undergird and improve their training of orientation leaders (OLs). Instead of developing a series of random, discrete training exercises, it is preferable that orientation practitioners structure and develop training using an established, proven conceptual framework. Looking beyond traditional training methods such as meetings, retreats, and employee handbooks can produce unique perspectives to revamp OL training. The purpose of this article is to advocate the use of the six phases of Appreciative Advising to enhance the training and leadership development of orientation leaders.