1. Advisor Resources
Congratulations on your position as a student organization advisor at the University of Pittsburgh! We are
sure that you will find this role to be a rewarding and exciting addition to your professional position.
Recognizing thatour advisors come from a variety ofbackgrounds with various levels ofexperience, we
have put together a setof resources thatwill help you to be successful. Feel free to contactthe Student
Organization Resource Center (SORC) at any time with questions or concerns regarding the
responsibilities and expectations ofstudentorganization advisors.
Bestof luck this year!
SORC

2. Role
As an advisor to a studentorganization at the University of Pittsburgh, you will provide support, guidance,
and build rewarding relationships with members ofyour group. Given the myriad ofpurposes, activities,and
objectives ofstudentgroups, the role of advisors will vary among organizations. You may assume one or
more of the following roles:
Educator
As an advisor, your role ofeducator will often come through modeling behavior. Remember: do things right
and do the right thing. You are guiding students to become responsible leaders by serving as a positive role
model and resource person. Ifthe organization needs to learn how to run a meeting, balance a budget, or
plan an event, you may also find yourselfteaching students about group processes and functions.
Mentor
Many group members come to see their advisor as a mentor for their personal and professional
development, especially if they are seeking an education and career in your field. Students may be looking
for someone to review their resume, connectthem to professionals in their field, or be a sounding board to
discuss their futures. Mentoring relationships can be very rewarding for both you and your students, and
last for many years to come.
Motivator
You may have to motivate your group members to carry outtheir plans and achieve their goals. Some
students will respond well to recognition and reward, while others work from intrinsic motivation and strive
to feel competentor make a difference. Take some time to think about (or even directly ask) the type of
motivation that your students bestrespond to, and find ways to incorporate itinto your advising style.
Conflict mediator
Inevitably, students are going to join the organization with different agendas, goals, and ideas abouthow
things should function. Conflict can occur among and between leaders, members, and other organizations.
It may be necessary to meetwith students and have them discuss issues openly with one another. Ask
them how they can work together, pointout the organization’s mission, and ask how their conductis
helping the group achieve its mission.
Policy interpreter
All SORC-certified student organizations are governed by a constitution, and operate under a setof
policies,procedures and rules. Students may be unaware ofor misinterpret the organization’s policies,
causing them to act inappropriately. The more you know aboutthe guidelines under which your group
functions, the better advising you can provide on how policies should translate to action.
Team builder
As the group elects new officers and new members join the organization, you may need to take initiative to
provide intentional, team building opportunities. Team building is importantbecause itfosters positive
relationships among group members, which helps the organization function as a unit and work through
conflict. You can conducta workshop to engage students in this process,working with the group officers to
develop and implement it.

3. Reflective agent
One of the mostimportant components to learning outside ofthe classroom is providing time for students to
reflecton how and what they are doing. Ask your officers abouthow they think they are performing, their
strengths, and their weaknesses. Discuss their thoughts on their performance, and provide honest
feedback and constructive criticism. Ifstudents evaluate themselves higher or lower than you expect,
provide concrete examples ofactions they took that contradicttheir self-perceptions. Ask how they can
improve areas ofweakness and how you can help them.

4. Expectations
While the nature of the advisor / studentorganization relationship will vary based on the needs ofgroups,it
is expected that you will take responsibility for keeping informed aboutthe activities ofyour organization,
making yourselfaccessible to the group, and for building relationships with the officers and members.
While advisors are responsible for overseeing the organization and providing guidance for decision-making,
you are not responsible for the actions or policies ofstudentorganizations.
The bestway to begin building relationships and establishing specific advisor / organization expectations is
to getto know the students you are advising and learn what they expectofyou. Some questions to ask:
 How often does the group meet?
 What are the organization’s normal processes and procedures?
 What are the organization’s major plans for the semester?
 What issues / problems (ifany) does the organization anticipate this year?
 How much involvement does the group desire or expect ofthe advisor?
 What is the responsibility ofthe organization to the advisor?
 What is the preferred method ofcommunication for everyone?
 Is feedback from the advisor expected? When and how would the group like feedback?
 Should the advisor intervene ifthings getoff track, in the eventofa heated discussion, etc.?
 How can the advisor be more helpful to the group?
Advising Do’s & Don’ts
While it is impossible to predictevery scenario and how you mightreact to it, there are general behaviors
that help and hinder group functioning. We have identified a set of Do’s and Don’ts to implementand avoid
as an advisor.
Do:
 Meetwith your group’s leaders atleastonce per semester
 Discuss the nature of your involvementwith the organization’s leaders
 Collaborate on a set of expectations and form a mutually agreed upon contractwith the group
 Develop working relationships with the officers and members ofyour group
 Assistin group conflictresolution
 Allow students to make decisions, take charge ofplanning, and carry out events on their own
 Make yourselfknowledgeable aboutSORC policies and procedures to serve as a resource person
 Expectto encounter studentproblems unrelated to the organization. Be familiar with resources
offered by the University of Pittsburgh, and refer students to appropriate offices ifnecessary.
 Empower your organization to be successful
 Supportthe academic success ofstudents
 Read and understand the following university policies:
o Events Involving Minors
Refer to the Guidelines for Events Involving Minors for specific policies that organizations
must adhere to when planning events where minors will be present.
o Campus Security

5. o Student Organization Travel
Review the Advisor’s Role in studentorganization travel and vehicle rental.
Don’t:
 Run the organization meetings, step in to solve problems,assume decision making power
 Sign something without reading and discussing itwith the officers of your group
 Assume responsibility for the group’s decisions, outcomes, failures, or successes
 Assume that the group does notneed your guidance and support
 Impose your personal values or beliefs on the group
 Miss meetings or events that you’ve committed to
 Expectthe group’s goals,values, and personalities to remain the same year to year

6. Group Development
To maximize your effectiveness as an organization advisor, itis helpful to have an understanding ofgroup
formation and development.
Bruce W. Tuckman’s Stages ofGroup Development:
1. Forming
What it means:
The group is slowly coming together. This phase is characterized by shyness,uncertainty, and
difference among members.
How it applies to your organization:
A new semester (especially in the Fall), is a time that students are looking for new ways to get
involved. New members may look to experienced studentleaders and the advisor for guidance and
direction. Roles and responsibilities within the group are unclear, but extraverted members may
quickly assume a leadership role.
Your role as the advisor:
In this stage, consistency and continued supportofthe advisor is essential. Be prepared to answer
questions regarding the group’s purpose and objectives.
2. Storming
What it means:
Members are vying for leadership and position. This is often the mostuncomfortable stage ofthe
group’s life, as disagreements and competition are prevalent.
How it applies to your organization:
Students may be struggling to find their place within the organization at this stage. As members
attempt to establish themselves, cliques and power struggles may be evident. Decisions do not
come easy, and there is plenty ofuncertainty.
Your role as the advisor:
Keeping the group focused on goals and objectives is important at this stage. Understand that
conflict is normal, and this is a key pointwhen you may serve as a mediator. Facilitating team
building and communication workshops can help bring the group together and understand each
other to work effectively.
3. Norming
What it means:
The group’s identity is taking shape, as objectives and purpose are being examined.The big
questions are, “What do we stand for?” and “Why are we here?” Norms and rules for behavior are
being established. This stage can readily slip back into Storming.

7. How it applies to your organization:
In this stage, students are engaged and having fun. As agreementand consensus form, members
settle into roles and respond well to leadership. There is general respectfor leaders, and power
may be shared by members in committees or otherwise.
Your role as the advisor:
Continue to build relationships among and between leaders and members. Have leaders establish
goals, discuss each other’s work styles, and develop processes to accomplish tasks.
4. Performing
What it means:
Roles have been established,goals and processes have been determined,and the group can
begin working within a relatively stable structure.
How it applies to your organization:
Members are aware of their goals and objectives, and focused on achieving them. The group is
autonomous, and able to function with little to no leader / advisor interference. Conflict may occur
but is generally resolved positively.
Your role as the advisor:
As the group moves in a positive direction towards accomplishing goals, the advisor will naturally
be in the background for supportand guidance. This is a very rewarding experience to see the
organization carrying outtasks and taking ownership oftheir work.
5. Adjourning
What it means:
This is a stage ofcompletion and disengagement. Members will be proud ofwhat they have
accomplished and what they have experienced in the organization. This is a time to recognize what
the group has done and prepare to move on.
How it applies to your organization:
As the academic year ends, students will be making decisions on continuing membership, running
for leadership positions, or looking for other opportunities the following year.
Your role as the advisor:
This is an opportunity for you to work with members on their nextsteps. How can they be more
involved nextyear? If they are graduating, what are the transferable skills they can take with them?
It is important to work with outgoing officers to transition the new officers so they are prepared to
enter their new roles. Don’t forgetto celebrate all that the group has accomplished throughoutthe
year.

8. Top 10 Ways to be a Great Advisor
1. Be available
Provide your office hours and known commitments to your group. Determine how you would like to be
in communication with your students (email, text, face-to-face meetings) and strive to respond within 24
hours. Remember that last minute and emergency situations happen, and your organization will
appreciate a timely response.
2. Stay involved
Keep in regular contact with your group. Attend group meetings and events throughoutthe semester.
Know what is happening now and what is coming up.
3. Be supportive
Provide guidance and advice thatwill empower your group to make decisions and take action. You
have valuable insightto offer that will lend a new perspective to the organization. You do not have to
make things happen for the group, butyou can serve as a resource person and use your connections
across campus to help them accomplish goals.
4. Let them make mistakes
Sometimes the hardestthing to do as an advisor is to do nothing. Learning and growth occur from
making mistakes and learning from failures. Determine the line between a safe failure and complete
meltdown. Remember: we letstudents walk toward the edge; we never letthem fall over.
5. Ask questions
Ask aboutthe organization’s mission and purpose.Ask how things have been done in the past. Ask
what they would like to accomplish this year. Ask to read the group’s constitution. Ask how things are
going. Ask how you can help. When they tell you they have thought of everything, keep asking
questions.
6. Give feedback
Discuss how and when your organization would like feedback.Should you speak up in meetings,or
only jump in if things getoff track? Determine the bestway for you to communicate what the
organization is doing well and what could use improvement. A rule ofthumb: offer praise in public and
criticism in private.
7. Know the rules
Familiarize yourselfwith SORC policies and procedures to effectively advise your organization’s
decision-making. A few key areas to review:
 SORC contract requirements and deadlines
 SORC program planning checklist
 WPU Reservations Office policies
 SGB allocations process

9. 8. Build relationships
Get to know the members ofyour organization outside oftheir role. Ask abouttheir classes, interests,
and what their goals are for the future. Take an interestin their overall well-being, and remind them to
take care ofthemselves. Developing a rapportand earning trust early on will help the organization’s
operations to run smoothly all year.
9. Keep record
Organization officers move in and out of the university every few years. Oftentimes, the group advisor
serves as the historian, with longstanding knowledge ofgroup operations. Keep important reference
documents like the organization’s constitution, policies, procedures, eventcalendar, annual budget,
and officer roles / expectations.
10. Take care of yourself
It’s okay to say “no” sometimes. Your job is to empower and guide your organization to reach their
goals, notto do everything for them. It’s important to find a balance between your professional
commitments, personal life, and advisory role.

10. References
ACPA Commission for Student Involvement. Advisor Manual.
http://www.myacpa.org/sites/default/files/acpaadvisormanual.pdf.pdf
The Pennsylvania State University. Student Organization Advisors Manual.
http://studentaffairs.psu.edu/hub/studentorgs/pdf/advisormanual.pdf
Saint Louis University. Role ofthe Advisor.
http://www.slu.edu/Documents/student_development/learning_communities/SLU%20CSO%20Advi
sor%20Role.pdf
Saint Louis University. CSO Advising Tips.
http://www.slu.edu/Documents/student_development/learning_communities/SLU%20CSO%20Advi
sor%20Tips.pdf
University of Michigan. Top Ten Tips for Effective Advisors...from other advisors.
https://campusinvolvement.umich.edu/content/top-ten-tips-effective-advisorsfrom-other-advisors