The relational core competency area includes an ability to develop the interpersonal and communication skills needed to facilitate a learning and student-centered, inclusive and culturally competent advising relationship. The ability to reflect on and adapt one’s practice.
The ability to:
Create rapport.
Employ a variety of communication strategies to facilitate authentic expression and exchange of information. Verbal and non-verbal behavior that communicates warmth, inclusivity, cultural humility, support, and interest in the student’s life experiences, interests and goals (Folsom, 2013). Establish and maintain relationships that support learning, growth, discovery, connectedness, progress and success. An advising practice oriented toward relationship building.
The ability to employ interviewing, questioning, and active listing techniques (Folsom, 2013)
Ability to Manage Appointment Time
The ability to facilitate student interactions to ensure student’s needs are met and appointment time and parameters are used productively. Sensitivity to the need for follow-up and additional appointments if necessary (Folsom, 2013).
Ability to Document Student Interactions
Document advising interactions appropriately (Folsom, 2013) as per institutional guidelines (purpose of the appointment, resources and referrals provided, actions taken and next steps, etc.) and in accordance with student wishes, particularly when recording sensitive information. In a shared notes environment, ability to take notes that are factual, progress oriented, and helpful for the next advising interaction and reduce the student’s burden to reconstruct complex academic histories, actions and/or circumstances.
Use core relational skills to facilitate problem solving, goal setting, planning, and decision-making and to extend educational opportunities.
Ability to employ a wide range of interpersonal skills and strategies that support student development and learning: critical reflection, identification of strengths and interests, exploration, goal setting, listening, clarifying and connecting, praise and reward, motivating and supporting, identifying skills, providing challenge and support (Cohen, Steele & Ross, 1999), recognizing and giving constructive feedback, assessing, describing, interviewing, questioning, and active listening techniques.
The ability to use the interpersonal skills to facilitate problem solving, goal setting, planning, and decision-making (i.e., exploring interests and strengths, evaluating options, etc.).
An ability to use questioning, reflection, and personal narrative to help students identify meaingful educational opportunities, personalize their experiences, and extend educational opportunity (Champlin-Scharff & Hagen, 2013).
Communicate in an inclusive and culturally competent manner in a variety of cultural contexts (verbally and non-verbally).
Develop intercultural competence through: awareness, knowledge, and skill development (Pedersen, 2002) and mindset and skillset (Bennett, 2009). Practice communication flexibility and an ethnorelative mindset (Ting-Toomey & Chung, 2011)– e.g. staircase model, intercultural development theory, intercultural effectiveness, global competencies, etc.
As provided in UC Berkeley's Gold Folder resources,the ability to observe indicators of student distress and to "consult, document, involve others and refer" as appropriate.
The ability to observe indicators of distress: academic, physical, psychological, safety risk (as provided in UC Gold Folder) and consult, document and refer students as appropriate through knowledge of campus resource structures. An understanding of crisis management and interventiaon strategies (UCPD protocols, etc.) and the abilit to confer with and involve specialists as needed.
The ability to observe and check overall wellbeing (Cohen & Lee, 2015) and to appropriately consult and refer studetns with special needs, in crisis, or needing additional professional support (e.g., special physical or mental health resoures). (As outlined in the UC Berkeley Advancing Practice workshop "Scanning for Wellness").
The ability to employ basic counseling techniques.
An ability to employ basic counseling techniques (listening, empathy, genuineness, unconditional postitive regard (Rogers, 1956) etc.(see also Drab n.d.) and employ “compassionate candor” (Hunn as quoted by Wilcox, 2015) when engaging in difficult conversations. Intervene and refer as necessary.