Competencies include a blend of what advisors know, do, and value. As you develop competencies, think not only about what you know, but also how this knowledge is translated into practice and expressed through habits, attitudes, and behavior. Advising dispositions (Perkins & Tishman, 1993) help support your approach to advising and include important qualities like empathy, openness, curiosity, creativity, inclusivity, flexibility, and interconnectedness (Claxton, & Carr, 2004) (Maiers, 2012) (Schwartz, 2015). At the heart of competency development is an orientation toward continuous learning. The following examples illustrate how the core competencies are expressed and developed in daily practice.
ConceptualTheory relevant to advisingIn practice: Knowledge: Growth Mindset (Dweck) Skill: Encourage self-regulation, Set high standards, Challenge and support Disposition: Curiosity, Creativity, Risk, Initiative, Persistence |
InformationalKnowledge of programs, policy, rules, regulations and resourcesIn practice: Knowledge: Financial aid regulations and resources Skills: Ability to apply satisfactory academic progress regulations required for financial aid eligibility, Referral strategies, Advocacy Disposition: Interconnectedness, Accessibility, Collaboration |
RelationalInclusive and culturally sensitive communicationIn practice: Knowledge: Pedersen Cultural Competency Model Skill: Self-awareness Disposition: Inclusivity, Openness, Flexibility |
TechnologicalUse systems to track and evaluate student progressIn practice: Knowledge: Ability to use Berkeley’s Student Information Systems Skill: Evaluate progress, read and interpret degree audits, provide accurate information, collaborate and support progress Disposition: Flexibility, Collaboration, Connectedness |
PersonalThe ability to reflect on one’s advising practiceIn practice: Knowledge: An understanding of the factors that contribute to burnout (Maslach) Skill: Open communication Disposition: Self-Awareness, Interconnectedness |