ILLINOIS STATE UNIVERSITY
Registered Student
Your Partner For Success
Organization Advisor
Handbook
2014-2015
Student Involvement Center
A unit of the Dean of Students Office
Bone Student Center 229C
(309) 438-3212
Illinois State University
Table of Contents
General Information
Working with Your RSO
Welcome
3
Understanding your Role
15
Why Serve as an Advisor?
4
Understanding the RSO
16
Benefits of Advising
5
Ways to interact with your RSO
17
Helping your RSO to Grow
18
Motivating Students
19
What does it mean to be an Advisor?
Expectations of an Advisor?
6-7
8
9
How much time will being an
Resources and Exercises
Conflict Management
Handling Issues with Students
Resolving Conflict
10—13
Books, Articles, and Websites
20
14
Advisory Roles Exercise
Advisory Expectation Exercise
21-22
23
Advisor Tips from A to Z
24
This document is available in alternative formats upon request by contacting
the Student Involvement Center, BSC 229C, 309-438-3212.
2013-2014 RSO Advisor HANDBOOK
Welcome
Welcome RSO Advisor!
Thank you for supporting our students by serving as an advisor to an Illinois State University
registered student organization (RSO). While a tremendous amount of learning takes place on a
daily basis within the walls of our classrooms, the Dean of Students Office recognizes and
encourages the student development that occurs through involvement the variety of experiences
and interactions with other students, faculty and staff every day. As an advisor, you have the
opportunity to facilitate such growth in a unique and personal way.
Serving as a RSO advisor, you bring to life the goals of Educating Illinois. By developing
relationships with the organization and its leaders, you will provide students with individualized
attention which “places the learner at the center of learning and scholarship.” It is through these
valuable interactions that students experience both the small-college atmosphere and largeuniversity opportunities that make ISU the great institution that it is.
Through this handbook, we hope to provide you with valuable tools and resources to help both you
and your students get the most out of this experience. The staff of the Student Involvement
Center, a Unit of the Dean of Students Office is here to assist you throughout your tenure. Please
do not hesitate to contact us if you have any questions, concerns, or suggestions.
Thanks for your commitment to the students of Illinois State University.
Steven Klay
Coordinator, Student Involvement Center
Dean of Students Office
Welcome
3
Illinois State University
Why Serve as an Advisor?
Student organizations are that, “student” organizations, and should be operated from that
perspective. Student organizations are required to have an advisor who is either a full -time
faculty or staff member. Students, teaching assistants, and graduate assistants are not
eligible to advise registered student organizations. The Student Involvement Center will not
assign advisors but will make suggestions as to who might be appropriate. In most
situations, advisors ser ve in a voluntary capacity and may accept, decline, or withdraw from
the role at any time by notifying the president of the student organization and the Student
Involvement Center.
The role of an advisor varies, but it is always an important one. The scope of an
organization’s activities, the effectiveness of its officers, the availability of the advisor, and
several other factors determine the nature of an advisor’s involvement in the group. Advisors
should never be just a signature on university forms . A wise organization not only recognizes
the value of having a good advisor, but also uses that advisor as a resource person whenever
and wherever necessar y.
Based on their expertise and experience, advisors can often supply significant insights on
group matters such as goal setting, program ideas, conflict resolution, and group growth. In
short, a good advisor can help nurture an organization’s success and help students to grow
and develop within the organization. Typically, organizations that have active advisors grow
more quickly, are more visible on campus, and are more successful in fulfilling their purposes
and goals. Some organizations may even find it helpful to have more than one advisor for
specialized functions. It is hard to build a strong, successful organization, and that’s no
secret. Do not overlook the importance of your help as an advisor.
Because the advisor’s role is vital to the success of a registered student organization (RSO),
it is essential to provide the resources necessar y to aid you in being successful. This
handbook is meant to guide you through this process and help you make decisions regarding
your role within the organization.
Why Serve as an Advisor?
2013-2014 RSO Advisor HANDBOOK
Benefits of Advising

The satisfaction of seeing and helping students learn and develop new skills.

Watching a disparate group come together to share common interests and work toward
common goals and an understanding of differences.

Developing a personal relationship with students.

Furthering personal goals or interests by choosing to work with an organization that
reflects one's interests.

Sharing one's knowledge with others.

Observing students in and out of the classroom.

Watching a student move from a membership role to a leadership role or from being a
reserved member to an outgoing member.

Being recognized by the students from an organization for your service.

Serving as a mentor for students.

Networking with colleagues involved as advisors of similar organizations.
Benefits of Advising
5
Illinois State University
What does it mean to be an Advisor?
The role of an advisor is dependent upon the needs of the student organization. Therefore, it
is recommended that the advisor and the student organization discuss, at length, their
expectations of each other and firmly clarify roles and functions. Open dialogue will tailor
the relationship to fit the needs of the organization and the desires of the advisor. ( See
expectations section for details and forms to walk you through this process ).
The role of the advisor can be teacher, consultant, legacy, counselor, supervisor or a hybrid of
roles. The organization and the advisor must determine the degree to which each of these
roles is used. The responsibilities of the advisor will be shaped and developed, based on the
role you assume. Specific responsibilities of each role can include:
Teaching and Coaching - the advisor ser ves as a resource expert in his or her area of
specialization and channels the group’s energy in productive and developmental directions.
To teach and coach effectively, the advisor must take an active role, rendering advice and
counsel as circumstances indicate.
Consulting on programs - advisors offer ideas for projects and events being careful not to
dominate program planning. The advisor must be willing to give constructive criticism when
the group is wrong and offer words of praise for work well done.
Providing continuity - turnover in student organizations is high and often the only link with
the immediate past is the advisor. The advisor can steer group members clear of mistakes
and help them avoid the proverbial “reinventing the wheel.” Serving as the group’s memor y
and continuity link, the advisor helps new officers build histor y and develop long -term plans
for the future of the organization.
Counseling individual students - invariably, as the advisor interacts with individual members,
he/she will encounter students with personal problems that are affecting the work of the
organization. The sympathetic interest in an individual student on the part of the faculty or
staff advisor is a traditional role of the college professor and one that has a long and proud
histor y in higher education. The counseling role might require individual consultation on a
personal level or referral to the student counseling service. On such a large campus, this
type of relationship may provide one of the few personal links between students and the
University.
What does it mean to be an Advisor?
2013-2014 RSO Advisor HANDBOOK
What does it mean to be an Advisor? (cont.)
Interpretation of policy - the advisor is constantly in the position of interpreting the
institution’s policies and regulations pertaining to student organizations. He or she should
see that the group follows the policies and procedures and keeps track of changes, revisions,
and exceptions to the policies.
The staff of the Student Involvement Center can answer questions concerning the
interpretation or application of policies and regulations pertaining to student organizations.
Super vision - although his or her major responsibility is not regulatory or disciplinary, the
advisor has a responsibility to keep the best interests of both the institution and the
organization in mind. At times, the advisor may need to remind the organization of
institutional policies so that violations do not occur. The advisor may also work with the
organization’s officers to establish and maintain internal group standards and regulations for
conduct.
Fiscal Agent - advisors ser ve as fiscal agents for their RSOs. This would include providing
signatures for any expenditures, but particularly those involving the University.
Emergency intervention - occasionally, there may be times when an advisor can lend
assistance in an emergency or other problematic situation facing the organization. The
advisor’s good judgment can be the saving grace in event of mishaps, emotional infighting, or
personal crisis.
The advisor’s role may include a few more responsibilities that var y from organization to
organization, such as super vising finances, attending social activities and organization
meetings, monitoring the scholastic achievement of group members, and guiding members in
the methods of good record keeping and transition. Advisors may also be helpful in
reminding the organization about important reporting requirements, such as annual
registration, annual program fund requests, and submitting information changes to the
Student Involvement Center. If you need more assistance, please view the Advisor y Role
Exercise located in the Appendix.
What does it mean to be an Advisor? (cont.)
7
Illinois State University
Expectations of an Advisor
An Organization's Expectations of an Advisor
It is very important that the advisor and the organization communicate their expectations to each other.
The advisor should be very clear about the things he/she will do, and the things he/she will not do. Of
course, the expectations will vary according to the needs of the organization and the advisor.
It is recommended that when you first become an advisor you have a meeting with the officers of the
organization to discuss expectations and goals for both parties. It is also helpful to have these meetings
once a year or when there is turnover in the officer positions. Please see the Advisor Expectations
Exercise in the Appendix.
You are not expected to manage the responsibilities of the registered student organization or perform
work that the students should carry out. Be very clear and upfront with the officers about what you are
able and willing to do. The membership of most organizations changes each semester or year. So, the
focus on some of your duties will change periodically. Being prepared for the changes within the
organization will help you to best serve the students in times of transition. Remember to allow the
organization to thrive or decline on its merits and allow the students to determine the direction for the
registered student organization.
Expectations of an Advisor
2013-2014 RSO Advisor HANDBOOK
How Much Time Will Being An Advisor Take?
This is a general list of expectations that an organization may have of an advisor. Complete this worksheet
with the leaders of the organization to determine the frequency and magnitude of your responsibilities as
an advisor.
Attend general meetings.
□ Yes
□ No
How often ________
Attend executive committee meetings.
□ Yes
□ No
How often ________
Remind officers of deadlines.
□ Yes
□ No
How often ________
Speak up during discussion if you have relevant
information.
□ Yes
□ No
How often ________
□ Yes
□ No
How often ________
□ Yes
□ No
How often ________
□ Yes
□ No
How often ________
□ Yes
□ No
How often ________
□ Yes
□ No
How often ________
State the advisor responsibilities to the organization.
□ Yes
□ No
How often ________
Evaluate each planned activity.
□ Yes
□ No
How often ________
Keep the official files and copies of correspondence in
your office if needed.
□ Yes
□ No
How often ________
Volunteer for appropriate tasks.
Attend organization activities on campus..
Attend organization activities off campus.
Request to see the treasurer’s books.
Mediate interpersonal conflicts that arise.
How Much Time Will Being An Advisor Take?
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Illinois State University
Handling Issues with Students
The following lists are provided so that an advisor may have a better idea of the types of problems he/she may face with
their organization. This list is not all-inclusive, but hopefully the suggestions can serve as a guide. Additionally there is
also a list of advisor tips located in the appendix. Under each listed problem are suggestions for addressing and fixing
the problem.
Leadership Problems
• The leader does not consult with the organization before making significant decisions.
o Have a meeting with the leader to discuss the importance of consensus building and developing
ownership in members by letting them be part of the decision making process.
• The leader appears incompetent because he/she does not have self-confidence, is non-assertive, and lacks
interest in the organization.
o Since the rest of the organization looks to the leader for direction and support, try to work closely with the
leader to develop his/her skills and confidence. If the leader lacks interest in his/her position, ask why
he/she is in the position and help him/her to see how he/she is affecting the organization.

A rivalry exists between leaders in the organization.
o Depending on the situation, the advisor can meet with the leaders to talk through how things are working
within the organization and lead the conversation to the leadership of the organization and have them
reflect on their roles and effectiveness as leaders. Highlight some of the issues within the organization
and ask each of them how they can help to resolve what is going on. Let them take ownership of their
actions. A more passive way to handle this situation is to do a team-building exercise with the leaders
or a personality assessment (i.e. Myers-Briggs), which will allow the leaders to see the various roles
that are needed to make a group work, as well as the preferences of each personality type.
• The leader is overloaded with work, and has too many time conflicts.
o Many student leaders take on too much. When you see that a leader is overloaded, talk about it and see
how you can help, but don’t take on the student’s responsibilities for him/her. Teach him/her about the
importance of delegation or time management, or selecting the most important things to be a part of…
even if it means you’ll lose him/her as the leader of the group.
Membership Problems
• Low attendance at meetings.
o There are three basic reasons why attendance at meetings can be consistently low: (1) the organization
has not recruited many members; (2) the meetings are not well run; or (3) the members do not feel a
vested interest in the organization because they have not helped to produce or do anything. It could
also be a combination of these things. The first step is to identify what is, or is not, happening, and then
determine how the organization can fix the problem.
Handling Issues with Students
2013-2014 RSO Advisor HANDBOOK
Handling Issues with Students (cont.)
• Members have low satisfaction and morale, are bored, do not communicate well, feel left out, are apathetic, or
appear to be incompetent.
o Start with the leaders because these are the students that the other members look to for morale and
motivation. Discuss with them what is going on and how they can turn things around.
o Hold a social function in place of a meeting…this will re-energize members.
o Work with the officers to structure meetings to include a team building activity or mixer for students to be
active and involved.
• Members compete for attention.
o Find a way to recognize each member for the work they do, but focus more on the group process and
success.
• An individual member's goals differ from those of the organization.
o Have a mission and goal setting meeting. It is important for the organization and individual member’s goals
to match for the group to move forward. In this process, the organization could change or reaffirm its
goals, or students could lose interest and leave.
• There exists a lack of trust among members.
o Do an exercise for team-building or trust-building.
o Figure out the root of the problem and work on that.
• Programs fail.
o When a group does not work together or know how to do something, failure is right around the corner. If a
program fails, reflect with the organization on why it happened and what can be learned for next time.
• Program succeeds, but only a few members do the work.
o This is a common situation, and it is not necessarily a problem. Some events/activities only require the
support of a few members. Problems arise when the whole organization needs to pull together to produce
an event and members do not pull their weight or let the team down.
o Following up with the individuals that did not pull their weight to see what went wrong. During that
conversation, and at a general body meeting, highlight the importance of teamwork and being
dependable, as well as the negative effects of not being a team player. Understanding consequences is
an important step of personal development.
• There is a lack of ideas.
o Lack of ideas comes when members are not interested or they do not feel their ideas are valued. Help them
feel valued and interested.
Handling Issues with Students
11
Illinois State University
Handling Issues with Students (cont.)
Organizational Problems
• Meetings are disorganized.
o Assist the leader in creating an agenda and how to delegate tasks effectively during the meeting.
• Meetings are too long.
o See above suggestion.
• The organization suffers from financial problems.
o The type of financial problem the organization is experiencing will determine how you will proceed. If the
organization does not have enough money to operate, they can organize a fundraiser, apply for the
Opportunity or Program Fund or implement dues for members. However, if a member of the
organization is embezzling funds, the issue is more complicated. Review the organization’s
constitution and by-laws to check for procedure for removal and financial responsibility of members. If
you feel the situation is too big, set a meeting with the Coordinator of the Student Involvement Center.
• There is no continuity from one year to the next.
o Changing membership is part of the ebb and flow of student organizations, but this does not mean the
organization needs to start over each year. Work with the current leaders to recruit and cultivate new
members and leaders who will take over the next year, and ensure that each officer/leader creates a
transition manual/binder to pass along to his/her successor.
• There is a failure to complete the organization's administrative tasks.
o Review duties with each officer so they know what their responsibilities are, and if they do not choose to
fulfill those responsibilities, find another member who can.
• The organization has no "plan of action."
o It is a good idea to have a goal setting meeting at the beginning of each semester. This gets everyone on
the same page. There should also be a few reassessment/evaluation meetings during the semester to
modify or create new goals.
Intra-organization Problems
• Disagreement between an organization and other student organizations.
o Talk with the advisor of that group, or if they do not have an advisor encourage the student leaders of
each organization meet to discuss what is happening and act as the moderator.
• Disagreement with institutional polices and procedures.
o Set a meeting with the Coordinator of the Student Involvement Center.
Handling Issues with Students (cont.)
2013-2014 RSO Advisor HANDBOOK
Handling Issues with Students (cont.)
Advisor Problems
• Organization members avoid the advisor.
o Do not take it personally. Find a student or two whom you can connect with and slowly work
to integrate yourself into the organization.
• Organization members do not pay attention to the advisor's advice.
o The members will not always listen to the advisor. As long as the decision the students make
is not against organizational, institutional or governmental policies/laws, there is not
much you can do. Sometimes students need to learn from their mistakes. If the students
are always disregarding your advice, reflect on how you are offering your words. Are you
trying to run the organization or are you looking into the best interest of the organization
and offering your thoughts at appropriate times?
• The advisor is overwhelmed by the responsibility.
o The advisor’s job is not to run the organization. Work with the students to balance tasks and
responsibilities.
• The advisor assumes a leadership function.
o Advisors are a part of a student organization to advise, not to assume leadership functions/
positions.
[Adapted from: Lorenz, N. & Shipton, W. (1984). A Practical Approach to Group Advising and Problem
Solving. A Handbook for Student Group Advisers. Schuh, J.H. (Ed.). American College Personnel
Handling Issues with Students (cont.)
13
Illinois State University
Resolving Conflict
There may be times when you witness a conflict happening amongst the members of the RSO. It may also be an
expectation that you intervene and assist in mediating the conflict at hand. Here are a few helpful resources for you to
consider while trying to help one another see the entire picture. If you are unable or unwilling to help resolve the conflict
you can contact the Dean of Students Office for assistance.
5 Strategies of Conflict
Avoidance
Accommodation
Compromise
Competition
Collaboration
People tend to prefer using one of the five strategies or styles of conflict over any other. If you can identify what strategy
is being used you are better able to help the parties communicate and come to some sort of resolution.
One model that gives us a better visual of how conflict starts and what is really behind conflict. Most arguments are
loaded and sometime we never find out until the third of fourth argument about the same thing what the real problem
is.
Position: What we state we want
Interests: What we really want
Needs: What we must have
Conflict is Ok

Conflict is an inevitable part of every relationship of value

Conflict can be resolved so that both parties feel they have ‘won’ and without the need for someone to ‘lose’

Conflict signals a need for change/evolution in a relationship

Conflict can be a healthy and enriching experiences, strengthening relationships rather than weakening them

Conflict can be positive and productive, providing opportunities for learning and mutual understanding
[Adapted from: Olshak, Rick. Mastering Mediation: A Guide for Training Mediators in a College and University Setting.]
Resolving Conflict
2013-2014 RSO Advisor HANDBOOK
Understanding Your Role
Functions of advisors can typically be grounded in three major areas:
Maintenance - advisor y activities that maintain the existence of the student
organization by providing continuity with past history and traditions, consulting on
University policy, ser ving as a role model, arbitrating group conflicts, and providing
advice when called upon. Maintenance functions could probably be considered the
minimal functions expected of a student organization advisor.
Group Growth - advisor y activities that improve the operation and effectiveness of
the group and help it progress towards its goals. Such activities might include
teaching the techniques of good leadership and fellowship, coaching the officers in
the principles of good organizational and administrative practice, developing self discipline and responsibility among group members, teaching elements of effective
group operation, developing plans and procedures for action, keeping the group
focused on its goals, and stimulating, or even initiating, activities and programs.
Program Content - advisor y activities that parallel, supplement, or complement the
formal curriculum of the University. The advisor questions the educational rationale
for the organization’s existence and leads its members into activities that will
contribute to their intellectual development, while enriching campus life. Such
activities might include introducing new program ideas, helping group members
practice skills and concepts learned in the classroom, pointing out new perspectives
and directions, and even supplying expert knowledge and insights.
Understanding Your Role
15
Illinois State University
Understanding the RSO
Organization Stages
Organizations, departments, businesses, etc. will go through various developmental stages: forming, storming,
norming, performing, and adjourning. These stages may begin and end sequentially, or they may overlap. Knowledge of
these stages is useful for the advisor, because many times an advisor may need to change his/her advising style
depending upon the organization's stage of development.
• Forming: In this stage, members determine their place in the organization and go through a testing process.
Harmony and unanimous decisions occur on most decision items, and members get to know each other and
develop rapport. An advisor can provide opportunities for training and development, including icebreakers and
workshops or retreats. Also, the advisor may identify expectations and goals of members and executive officers,
and provide support to the organization.
• Norming: During this stage, the organization begins to develop its own personality. An advisor will notice how the
organization responds to acceptable and unacceptable behavior within the organization. Also during this
phase, the organization may need assistance learning how to confront unacceptable behavior by organization
members. The organization may develop rule’s, or do's and don'ts lists.
• Storming: After norms have been established, individuals develop their own opinions regarding those norms. The
organization discovers that everyone may not share the same opinion within the organization. Conflicts may
arise during this stage, and there is a high level of emotion. The organization will need a strong rapport to
survive this period-and have mutual respect for each other and the organization's vision, mission, and goals.
During this time, the best thing the advisor can do is to recognize what is happening and respond with teambuilding exercises and/or conflict resolution strategies.
• Performing: By this time the organization has made it through some hard times, learned from mistakes, and is
prepared to continue meeting the goals of the organization. At this point, complacency may develop among
members because they are comfortable with each other. An advisor should continue role modeling and
assisting the organization with setting expectations and goals so things keep moving forward.
[switched transforming to performing. Adapted from: Copeland, T.R. (1996, November). Successful Matches Depend
on Adviser's Style, Group Stage. The Bulletin, 8-12.]
Understanding Your Role
2013-2014 RSO Advisor HANDBOOK
Ways to Interact with Your RSO
Advising Styles
Your advising style is the way you interact with the students. An advisor may identify with a particular style, and some
advisors will use a combination of styles. At different points in an organization's formation and development, an advisor
may play various roles. It is important for the advisor to determine what role he/she would like to play in the
organization, and also determine if that role will meet the needs and expectations of the organization.
Examples of Advising Styles:
• Educator: Advising is situational, and the advisor may act as a teacher, coach, consultant, policy interpreter,
continuity provider, and crisis intervener at any given time. The "educator" allows organizations to take risks
and make mistakes while providing support. The educator's philosophy may be: "Students have the ability to
meet their goals; however, my ability to empower them will enhance their natural abilities."
Good time to be an “Educator”: The educator style is valuable in all stages of the organization’s development; however,
there are times when being a combination of one of the following styles and an educator will prove to be more effective.
Being an educator is essential for working with a STUDENT organization; every experience can be a learning one.
• Overseer: The overseer stays at a distance and does not attend all meetings or events, and only intervenes when
called upon. This is not a very popular style because the organization may misinterpret your distance as lack of
attention.
Good time to be an “Overseer”: The only times where it is suggested to be an overseer is when the group is functioning
so effectively that they just need to occasionally check in with you, which is a hard stage to reach, or when the members
of the organization are not following through on your expectations of them. It is not generally beneficial to adopt the
overseer style; try to work with the organization to correct the problem before it gets to that point.
• Referee: The referee educates and oversees while handling organization disputes.
Good time to be a “Referee”: An organization that may need this type of advising style could be at a stage where
organization norms have been established, though the organization discovers individual likes and dislikes regarding
these norms (i.e. storming). Organization members discover that every member in the organization does not share the
same opinion. The advisor should introduce conflict resolution, team building, and meeting management activities. The
advisor should seek to empower the organization members to transform themselves as he/she facilitates.

Boss: This style is very authoritative, and people who use it believe they always have the right answers. The boss
expects the organization to take orders and "fall in line."
Good time to be a “Boss”: If the advisor balances this style with "educator," the resulting style is not as bad as it
sounds. In fact, the style can be persuasive and motivating if the advisor has strong interpersonal skills. When the group
is new or if there are internal leadership problems, the boss mentality can move the organization forward. This style is
ineffective if the advisor is threatening or intimidating, or if the president of the organization leads in the same manner.
Ways to Interact with Your RSO
17
Illinois State University
Helping your RSO to Grow
Another perspective on the student-advisor relationship looks at the developmental stage of the organization and
what type of advisement is best for each stage. This theory also suggests that the advisor can adjust his/her advising
style to fit the organization. This might be more difficult to do, but it has the most impact. Determine what level the
organization is at, and modify your style accordingly.
Description of Organization Development Levels
1. Infancy: Students demonstrate low levels of commitment to the organization,
responsibility for their actions; however, they are enthusiastic.
programming skills and
2. Adolescence: Students demonstrate moderate programming skills, interest, commitment and responsibility.
3. Young Adulthood: Students demonstrate competency in programming skills and increasing
a willingness to take responsibility for their own actions.
commitment, plus
4. Maturity: Students demonstrate a high degree of competence in programming and group skills. A
strong
commitment to the group and a willingness to take responsibility for their own and their group's actions.
Matching the most effective advising style to the students' stage of development becomes a simple exercise in
deductive reasoning. The advisor's styles and major role functions are described as follows. If you are needing more
assistance in determining how effective your role is as an advisor please see the Advisor Self Evaluation Exercise in
the Appendix.
[Kathleen Allen, Choosing the Effective Advising Style, Programming Magazine, vol. 16, no. 1.]
Helping Your RSO to Grow
2013-2014 RSO Advisor HANDBOOK
Motivating Students
Some students perceive an intrinsic value, while others perceive extrinsic value in being involved. Understanding what motivates each student will
help you enable him/her to take on responsibilities and become involved in the organization.
What are motives? Needs, wants, drives, or impulses that are directed toward goals. Motives may be conscious or unconscious.
Of course, each individual is motivated by different things, and students join an organization for a variety of reasons. Doing an activity with
students may be beneficial when helping identify what motivates them. Some students may indicate that they are motivated by the attention
received by others for a job well done; some may say they are most motivated by inner desire. There is no one right answer, but an advisor should
be tuned in to the variety of factors that affect motivation so that he/she may better predict what will work and what may not.
What motivates? A student may be motivated by a variety of factors, and no form of motivation will be 100% effective. The following is a list of
different forms of motivation. Some of the examples are extrinsic (motivation coming from an outside source) others are intrinsic (motivation that
stems from the internal desire or goal of the student).

Recognition - Recognition is used frequently by advisors. Recognize a member's contribution verbally or in print, in front of the
organization or alone. This is an easy and effective way to motivate someone - almost everybody appreciates a "Thank you!" or
recognition of a job well done. Also note who enjoys public and private recognition.

Achievement - A student motivated by the need for achievement may have a tendency to overcome obstacles, to exercise power, or to
strive to do something difficult as well and as quickly as possible. Achievement is often tied to positive recognition from outside sources.
In a few cases, there can be an internal desire for achievement, so the person would be satisfied by completing a task to the best of his/
her ability.

Desire - Some students are interested in becoming members of organizations or organizations that will lead to a desirable outcome. So,
if the outcome of organization activity is known to be desirable, the student may be more likely to participate.

Value - If the student perceives value in participation, he/she may be more motivated to participate (friendship, professional goals,
personal interests, etc.).

Peer Approval - A student can perceive approval, and may be more likely to participate if provided with appropriate recognition. Caution:
There are many students that join organizations to gain approval/acceptance from their peers to cover up personal issues. Watch for
students who are struggling with self confidence or that stop showing up. Follow-up with students who leave to make sure they are doing
okay, and ask them back if appropriate.
[Adapted from: Dunkel, N.W. & Schuh, J.H. (1998). Advising Student Groups and Organizations. San Francisco: Jossey-Bass Publishers.]
Motivating Students
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Illinois State University
Books, Articles, and Websites
If you are looking for additional resources the Student Involvement Center has a resource center which
includes books, cd’s, activities and much more. Stop in and check out the selection. Below is list of
sources you may want to further investigate according to your interest.
Astin, A.W. (1984). Student involvement: A developmental theory for higher education. Journal of College
Student Personnel, 25, 297-308.
Hovland, M., Anderson, E., McGuire, W., Crockett, D., Kaufman, J., and Woodward, D. (1997)
Academic Advising for Student Success and Retention. Iowa City, IO: Noel-Levitz, Inc.
Floerchinger, D. (1992) Enhancing the role of student organization advisors in building a positive campus
community. Campus Activities Programming, 26(6), 39-46.
Johnson, D.W. and Johnson, F.P.(1991). Joining Together Group Theory and Group Skills. Needham
Heights, MA: Allyn and Bacon.
Lorenz, N. and Shipton, W. (1984). A Practical Approach to Group Advising and Problem Solving. A
Handbook for Student Group Advisors. Schuh, J.H. (Ed.). American College Personnel Association.
Greenwell, GNA. (2002). Learning the rules of the road: A beginning advisor’s journey. Campus Activities
Programming, 35 (2), 56-61.
Vest, M.V. (2002). Years of experience are not enough: Seasoned advisors must continually adapt.
Campus Activities Programming, 35(2), 62-66.
Dunkel, N.W. and Schuh, J.H. (1997). Advising student groups and organizations. San Francisco, CA:
Jossey-Bass.
Student Organization Advising Resources Online
http://ul.studentaffairs.duke.edu/soar/index.html
http://www.wileyeurope.com/WileyCDA/WileyTitle/productCd-0787910333.html
http://www.isu.edu/stdorg/lead/manual/advisor.html
http://www.bgsu.edu/offices/sa/getinvolved/advising.pdf
Books, Articles, and Websites
2013-2014 RSO Advisor HANDBOOK
Advisory Roles Exercise
Determining your role as an RSO advisor can be difficult to work out. Your expectations may not match up with
those of the organization so finding a balance will be a challenge. This exercise, based on a University of Notre
Dame practice, is intended to help you work through that process. Make sure you distribute the second copy to your
organization’s executive board and ask them to complete it as well. Set up a time when you can meet to discuss the
evaluation.
DIRECTIONS
1. Read each statement carefully.
2. Check the box that best represents your view on the statement regarding the involvement of the RSO advisor.
Your choices are agree, disagree, and no opinion.
3. Feel free to write notes and examples in the margins.
4. Once both parties have completed the exercise, compare your similarities and differences.
5. Based on the answers, create a description of the advisor’s role and use that as a working guideline. You may
submit a copy of that to the Student Involvement Center for your file.
SAMPLE
Agree
Disagree
No Opinion
The advisor should meet with club officers every week.
In this example, each party would answer the question and then based on their answers would determine how often
the advisor is expected to meet with the officers.
ATTENDANCE
 Attend all regular meetings of the organization
 Attend officer meetings
Attend organization’s campus activities and programs

Attend organization’s internal activities and programs
MEETING INVOLVEMENT
Assist the officers in preparing for meetings
Interrupt meetings to inform officers about violations of University policy
Present personal viewpoint during discussions
Be quiet unless called upon for input
Review minutes
Advisory Roles Exercise
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Illinois State University
Advisory Roles Exercise (cont.)
COMMUNICATION
Review all official correspondence (e.g. flyers, newsletters, posters, etc)
Receive copies of all official correspondence
GOAL SETTING
Actively participate in goal setting process 
Ask the officers to provide regular feedback on goal progression
Continually evaluate organization’s progress towards goals
CLUB DEVELOPMENT
Explain University policies and procedures to the organization as necessary
Consult the organization on the development of a budget
Review all financial documents and expenditures
Work with the officers to develop a sound governing board
Keep the organization notified of campus events and development program
MEMBER DEVELOPMENT
Develop leadership workshops on topics created by organization
Present leadership opportunities available on campus to the organization
Serve as a role model for members
Be available to members to provide assistance on personal matters
Serve as a mediator for the group
Intervene when potential problems arise amongst the officers
REPRESENTATION
Serve as the organization’s spokesperson
Assist in developing a crisis management plan for the organization
Actively participate in the resolution of a crisis
Advisory Roles Exercise (cont.)
2013-2014 RSO Advisor HANDBOOK
Advisory Expectation Exercise
Setting expectations at the beginning of a relationship help to manage emotions and responsibilities of all
individuals involved in attempt to limit conflicts later. As the advisor, you are not expected to do everything
nor are you expected to carry the weight of the organization on your back. In the meeting when you set
expectations be very clear and upfront with the officers about what you are able and willing to do, and
listen to what they desire from you.
The following is a general list of expectations that an organization may have of its advisor. Discuss which
items are the most important and the frequency of the activity/task.

__ Behave as an active member of the organization – showing interest in activities, dedication to
organization, volunteer for appropriate tasks, etc. (except for voting and holding office).

__ Provide alternative thoughts or contributions to help students see both sides of an issue.

__ Attend organization activities, on and off campus. Be cautious of the social events that you
attend. You do not want to put yourself in an awkward situation where underage drinking may
occur.

__ Check major correspondences before they are sent.

__ Provide continuity by acting as a custodian of organization paraphernalia, records, etc., during
the summer and during officer transitions.

__ Inform the organization of infractions of its bylaws, codes, and standing rules.

__ Keep the organization aware of its stated objectives when planning events.

__ Mediate interpersonal conflicts that arise, or refer students to the Dean of Student’s Office.

__ Inform the organization of leadership opportunities in which members can participate.

__ Let the organization work out its problems, including making mistakes and “doing it the hard
way.”

__ Encourage teamwork and cooperation among the officers of the organization.

__ Be familiar with University facilities, services, and procedures that affect organization activities.

__ Represent the organization in any conflicts with members of the University staff.

__ Positively represent and recognize the organization in your university capacity, if applicable.

__ Recommend programs, speakers, etc.
[Adapted from: Dunkel, N. W. & Schuh, J.H. (1998). Advising Student Groups and Organizations. San
Francisco: Jossey-Bass Publishers.]
Advisory Expectation Exercise
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Illinois State University
Advisor Tips from A to Advisor
Z Tips from A to Z
Assist in developing long term goals.
Encourage Broad-based participation.
Promote Cooperation rather than competition.
Encourage Discussion of relevant issues.
Every now and then, you may need to serve as the group’s spokesperson.
Foster a relationship of trust with students.
Be a Good listener.
Help officers improve leadership skills.
Discourage Inappropriate ideas.
Don’t Judge students.
Kick-start enthusiasm.
Meet regularly with the organization’s Leaders.
Teach, don’t enforce, in Most situations.
Let members know expectations and role Now.
Make suggestions to Officers, not to the group.
Praise publicly, criticize privately.
Be accessible and available for any Questions.
Receive all agendas and minutes.
Capitalize on individual member’s Strengths.
Avoid Taking sides and remain objective.
Assist in improving Undertakings.
Be a Valuable resource.
Let the group know you Want to help.
Develop and use constitutional eXpertise.
Provide reasons for Your suggestions.
Go to your organiZation for help. It builds confidence and team spirit.
Advisor Tips from A to Z