The responsibilities of an advisor to a fraternity or sorority vary depending on the organization's specific needs and strengths and the officers within it. The advisor should get to know the students of the organization and assess the contributions they can make to the organization.
The organization/advisor relationship benefits the organization, students, and the advisor. Some of the benefits involved with advising a student organization are as follows:
- Provides a unique opportunity to get to know and work with students outside the classroom or office.
- The reward of watching the organization develop to its fullest potential.
- The reward of watching students develop their skills and talents.
- The chance to informally share knowledge and expertise on relevant topics.
- An opportunity to feel satisfaction and accomplishment through making a unique contribution to a particular group of students.
- The chance to serve students, the University, and the larger community.
College students, typically aged 18 to 22, are in a phase of learning and personal development. Due to the annual turnover of members and officers, the continuity within student organizations can be challenging. However, advisors play a crucial role in providing stability and ongoing support, offering valuable information and context that helps bridge the gap from year to year.
Primary
- Meet regularly with the president and other officers to discuss critical organizational issues.
- Maintain visibility among the organization's members by regularly attending meetings, interacting with members, and attending appropriate events or programs.
- Partner with alumni and/or the organization’s headquarters if needed.
- Assist the organization in setting and evaluating goals.
- Ensure officer transitions are effective and timely.
- Work in partnership with Greek Life staff to foster a positive fraternity/sorority experience for the undergraduate members.
- Actively communicate with members and Greek Life Office staff.
- Be knowledgeable about procedures and policies associated with the University.
- Attend Greek advisor meetings when requested by the Greek Life Office.
- Ensure new members know who the advisor is and feel comfortable reporting issues or concerns to them.
Financial
- Advise the treasurer on all matters related to the organization’s finances.
- Provide guidance around preparing budgets, financial reports, and Federal Tax Forms (e.g., 990).
- Establish rapport with the treasurer and encourage the financial soundness of the organization.
- Educate the officers on the ethical and appropriate use of organizational funds.
- Assist the treasurer in informing new members of their financial responsibilities.
Standards Board
- Advise the officer responsible for the organization’s standards board.
- Attend meetings of the Standards Board to provide support in navigating member accountability and adherence to the organization’s accountability procedures.
- Ensure members are informed of the organization's membership standards each year.
- Guide the standards board members and ensure they follow their internal processes and procedures.
- Assist the organization in creating a culture of peer accountability.
New Member Education/Onboarding
- Provide guidance and support around new member education.
- Assist the new member educator(s) in developing the organization’s new member plan each semester. This includes:
- Setting goals
- Identifying activities
- Calendar coordination
- Reinforce the University's expectations regarding the new member process
- Attend new member meetings.
- Ensure new members know who the advisor is and feel comfortable reporting issues or concerns to them.
Membership Recruitment
- Advise the recruitment officer/recruitment team.
- Be familiar with the Greek Council's recruitment rules.
- Facilitate recruitment workshops (skill building, brand identity, recruitment planning, etc.).
- Ensure the organization follows its process for membership selection.
Risk Reduction
- Advise the risk manager and ensure all members are educated annually on the organization’s risk management policy and relevant University policies.
- Advise students on managing the organization’s operations and the potential and perceived risks involved in organizational activities or events.
- Provide students the support and opportunity to make decisions that advance the organization and empower them to minimize or eliminate risks to an acceptable level.
The advisor should get to know the members and assess the contributions they can make to the organization. The advisor and students should have an open, honest relationship where they share ideas, receive feedback, and build trust.
Additionally, advisors should:
- Provide guidance and advice to the organization.
- Attend officer/executive meetings when needed or as expected.
- Advise/mentor the student leaders.
- Meet regularly with the president and other officers to discuss important issues within the organization.
- Actively communicate with members and Greek Life staff.
- Be knowledgeable about procedures and policies associated with the University.
- Actively aid in the members’ personal development.
An advisor will assume numerous roles which are not mentioned below. A key idea to remember is that advisors are not the organization's leaders. Advisors provide guidance, insight, and perspective to students as they work on projects, but advisors should not be doing the work. The students should make the decisions, as they are accountable for those decisions and for the successes and failures of their organization.
There are many different approaches to advising. Each advisor will develop a style that is most comfortable for them and the students they work with. The following are some of the roles advisors may assume:
Mentor
Many students will come to see their advisor as a mentor, and the success of these relationships can last many years and be rewarding for both the student and the advisor.
Dunkel and Schuh (1998) identify four qualities that characterize good mentors:
- Good mentors have been successful in their own professional endeavors.
- Good mentors behave in ways worthy of emulation.
- Good mentors are supportive in their work.
- They are patient, slow to criticize, and willing to work with those who are less well-developed in their careers.
Good mentors are not afraid to delegate tasks to colleagues and are not threatened by others who exhibit talent and initiative. They support students who have been unsuccessful and praise those who have been successful.
Good mentors provide periodic, detailed, and honest feedback to the student.
Supervisor
There are many similarities between advising and supervising, and many skills and styles are transferable. Dunkel identifies the components of this style as a supervisory cycle, many of which are transferable to effective advising.
Team Building: In team building, an advisor’s role is to work with the president and executive board soon after their appointment or election. Team building establishes relationships that will enhance the ability of the organization's leadership, members, and advisors to work.
Performance Planning: This includes writing position descriptions, determining and listing expectations, and setting goals.
Communication: The third stage of supervision is regular communication, which includes the transfer of knowledge. Communication can take many forms, both verbal and nonverbal.
Recognition: An advisor will participate in various meetings with students. These students may express a wide range of emotions, and to respond effectively in unexpected situations, a working knowledge of these characteristics and backgrounds can be helpful. Some situations may require documenting the incident for the advisor’s protection and the protection of the institution. Written documentation should include the specific nature of the exchange, the date and time, the individuals involved, and the outcome of the exchange. Advisors should contact the Greek Life Office if they are unsure if information should be reported to the University.
Team Builder
When new officers are elected, or new members join the organization, advisors may need to assist in team building. Team building is important because it enhances the students' relationships with the advisor. Positive relationships help the organization succeed and work through conflicts and difficult times.
Team formation does not occur by accident but rather through an intentional design and process. To achieve the goal of creating an effective team, it's essential to facilitate an intentional experience/activity. If schedules allow, an organization could plan a full-scale retreat focused on team building and goal setting to engage students more deeply in this process. The advisor may consider working with the student officers to develop a plan and to have them implement it. Training students in effective techniques for team building will keep students invested in the organization and give them the opportunity to learn what it takes to build a team. Resources on team-building activities are available from the Greek Life Office, or the office can conduct a team-building experience with the organization.
Conflict Mediator
Inevitably, students are going to join the organization with different agendas, goals, and ideas about how things should function and the direction they should be taking. This is a natural part of running an organization and conflict that is properly managed can lead to a more successful and active organization. If conflict is ignored and not handled, the potential for the organization to become inactive is increased. When working with students who have come into conflict, it may be necessary to meet with them and have them discuss their issues with each other. In many cases, it may be necessary to remind them that they both want what is in the best interest of the organization, ask them how they think they can work together, and point out the organization’s purpose, and ask how their conduct is helping the organization achieve its purpose.
Sometimes, one student may be causing problems with other students. In many cases, this student may not realize their actions are causing a problem. In this case, speaking with the student individually could be helpful. Chances are no one has met with the student previously and discussed how their attitudes are impacting other people and how those attitudes or actions can be changed to make the situation better. In many cases, the student will appreciate honest feedback.
Educator
As advisors work with student organizations, students will undoubtedly look to them for guidance and assistance. When working with students, advisors will find ample opportunities to help them learn. There may be formal educational moments such as workshops on how to run meetings or a seminar on topics related to the organization’s purpose. There may be informal moments when a student doesn’t follow through on a commitment, or a project doesn’t occur as anticipated. As an advisor, the role of educator will often come through the role modeling of behavior, guiding the student in reflection of their actions, and being there to answer questions.
Motivator
As an advisor, one needs to motivate students to excel, carry out their responsibilities, and achieve their goals. Advisors need to serve as “cheerleaders,” working to keep students excited about all their potential successes. Advisors can motivate students through the recognition of their efforts by appealing to their desire to create change and helping them connect their experiences here at the University to the experiences they will have in the future.
Policy Interpreter
Student organizations operate under University policies. Some student organizations affiliated with inter/national organizations are also responsible to those entities. At times, students may not comply with these policies. The more knowledgeable an advisor is about these policies, the better guidance the advisor can give to the students on their actions. Relevant policies are located in the policy section of the manual.
Adaptability is essential to success as an advisor. Not all students are the same, and neither are all student organizations or advisors. Hence, the best advisors assess the developmental level of the organization and adjust accordingly. Individual students are at one of several levels of development in an organization.
One of the most recognized advising models in the field of student affairs was developed by Kathleen E. Allen. This model includes the following stages:
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Student Organization Stages
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Advisor Styles
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Infancy: Students exhibit a low level of commitment, a lack of knowledge, and limited responsibility for their actions.
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Director: Has a high concern for the end result but is not very concerned about the process. This matches with students in the infancy stage.
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Adolescence: Students increase their programming skills, their interest, commitment, and sense of responsibility to the organization.
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Teacher/Director: Exhibits a high concern for both product and process. Correlates with students in the adolescence stage.
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Young Adulthood: Students become competent and continue to increase in areas of commitment and responsibility.
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Advisor/Teacher: Concern for product low because students handle this when in the young adulthood stage; high concern for process. Correlates with students in the young adulthood stage.
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Maturity: Students now show a high degree of competency in many areas and demonstrate a commitment to the organization that extends into taking responsibility for their own actions as well as the organization’s actions.
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Consultant: Product and process concerns are low because students assume responsibility in both areas. At this point, students are in the maturity stage.
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Allen, K. (1981). Choosing the effective advising style. Programming, 1-3.
There can be a common misconception about the term "social" in relation to fraternities and sororities. Some might believe it refers solely to parties and social events, but advisors should understand the broader and more substantive role it plays within these organizations.
Additionally, being aware of this misconception is critical to an advisor’s success, as well as that of the organization, as they must understand and reinforce the message that no student organization’s purpose should revolve around alcohol. Instead, there should be a healthy balance of commitment to community, leadership, and academics. This approach helps members develop into well-rounded individuals who can effectively manage various aspects of their lives while creating positive and meaningful memories.
Community Building: Social fraternities and sororities are dedicated to fostering a supportive community. Members form strong bonds, creating a network that provides emotional, academic, and personal support akin to a family environment.
Leadership and Personal Growth: These organizations offer numerous leadership opportunities. Members take on roles and responsibilities that help them develop critical skills such as leadership, project management, and teamwork, preparing them for future professional endeavors.
Academic Excellence: Fraternities and sororities should prioritize academic achievement and provide resources to help members succeed. This includes all member study groups, tutoring services, and scholarship programs, reinforcing the importance of education and intellectual development.
Professional Networking: Membership in a fraternity or sorority opens doors to extensive networks of alumni and professionals. These connections offer mentorship, career guidance, and job opportunities, aiding members long after their college years.
Balanced Lifestyle: While social events are part of the experience, they should be balanced with commitments to community, leadership, and academics. This approach helps members develop into well-rounded individuals who can effectively manage various aspects of their lives.
Advisors can categorize their support into three major areas:
Organizational Maintenance
These routine activities are essential to the ultimate success of an organization and may include:
- Ensuring organizational continuity by periodically reviewing the constitution/bylaws, minutes, files, and/or traditions with students.
- Serving as a resource for students, especially regarding University policies, regulations, and procedures.
- Coaching the officers in the principles of good organizational and administrative practice.
Organizational Growth
One of the most rewarding aspects of working with student organizations is assisting an organization in setting its vision for the future. An advisor's experience and guidance can prove invaluable by:
- Keeping the organization focused on its development and goals.
- Remembering and assisting the organization as it develops, matures, and transitions.
- Pointing out new opportunities, perspectives, and directions to the organization.
- Developing self-discipline and responsibility among members.
Motivation
Many students need nothing more than encouragement from someone who has an active interest in what they are doing. Advisors can motivate students in ways that ensure that they are learning and having fun. Advisors can encourage and support an organization by:
- Attending organizational meetings, retreats, and events whenever possible.
- Remaining as available as possible to assist the organization.
- Supplying expert knowledge and insight.
- Providing problem-solving suggestions and serving as a role model for creative decision-making and flexibility (problems can create stressful circumstances for students).
- Supporting all areas of the student organization especially through direct interaction. This practice may vary from organization to organization based on the organization’s needs and goals.
- Each year, the organization's student leadership and the advisor should meet to determine the advisor's role and expectations and the advisor’s expectations of the students (see Expectations and Reflection Worksheet in the resource section of this manual).
Fraternities and sororities benefit greatly from advisors. An advisory relationship is a great opportunity for students to feel that they have a resource and an individual who is there for them. Here’s how advisors can benefit students through support and advising:
- Assist the organization in learning how to run meetings effectively, solve problems, and meet certain standards/expectations.
- Encourage open communication and help resolve conflicts between members as needed.
- Serve as a valuable resource that members can contact for information, assistance, and guidance.
- Share knowledge, experience, and expertise in selected areas.
- Help facilitate the year-to-year changes in membership and executive officers.
- Serve as a liaison between the University administration and the organization in regard to policies and procedures.
- Promote the organization and the fraternity and sorority experience at Sewanee to your colleagues, students, and community members.
- Provide positive encouragement for the organization and recognize their achievements throughout the year.
- Encourage members to get the most out of their college experience by participating in other co-curricular activities and leadership opportunities.
- Keep informed with “hot topics” regarding the fraternity and sorority industry via news articles, websites, etc.
Each advisor should openly discuss what kind of role they should play with the organization. Some organizations have a pool of advisors to assist them with different aspects of the organization (financial, standards/judicial, programming, etc.). Some advisors have a high level of involvement with every aspect of the organization, whereas others have a less involved role. It is based on the organization’s needs and what the students and advisors feel is appropriate. Here’s a non-exhaustive list of what advisors should do:
- Assist officers with procedural matters. Be knowledgeable of the organization’s purpose and constitution and help the general membership adhere to them.
- Be knowledgeable about and comply with federal, state, and local laws and ordinances, as well as University policies. Inform the organization of pertinent policies.
- Empower students to act and to take satisfaction in seeing the student organization succeed.
- Allow the organization to succeed and allow the organization to fail (to a reasonable degree).
- Learn when to speak and when not to speak. Remember to let the students make the decisions while the advisor provides guidance and advice.
- At the beginning of the relationship, develop clear expectations about the role of the advisor and the advisor’s relationship to the organization.
- Get to know members on an individual level, especially the officers.
- Develop a strong working relationship with all the officers.
- Learn what the students want to get out of the organization. Maintain a complete officer and membership list with contact information.
- As needed, establish meetings with individual members of the organization who need additional guidance in their office or committee positions.
- Discuss concerns with officers in private and praise them in public.
- Meet with the officers and help them set goals. Encourage the executive board to disseminate reports (such as financial reports) to the general membership on a regular basis.
- Orient new officers and members to the history and purpose of the organization and help them to build upon it. Help members look toward the future by developing long-term goals and communicating those plans to future members.
- Help to resolve internal organization conflict.
- Enjoy the impact an advisor can have on the student’s development.
- Help to develop the leadership potential within the organization.
- Be visible and choose to attend meetings and events when appropriate. At the same time, advisors should know their limits. Establish an attendance schedule at organization meetings that is mutually agreed upon by the advisor and the organization.
- Know the organization’s limits. Help students find a balance between activities and their academic responsibilities.
- Keep a sense of humor and enthusiasm. Share creative suggestions and provide feedback for activities planned by students.
- Serve as a resource person. The advisor does not set the organization's policy but should actively participate in its formation through interaction with its members. Since members and officers in any organization are ordinarily active only as long as they are students, the advisor can serve as a continuity factor for the organization.
- Be consistent with your actions. An advisor should model good communication and listening skills and develop good rapport.
- Be available in emergency situations.
- Intervene when situations arise that might give rise to poor public relations for the organization or University.
- Introduce new educational program ideas, point out new perspectives and directions for the organization, and supply knowledge and insight. Carefully review monthly financial reports from the organization's treasurer or business manager. Familiarize yourself with the organization’s financial structure, from where the funds are derived (dues, fundraising), for what the money is used, how money is allocated, and how the money is budgeted; assist in budget development and execution.
- Learn the strengths and weaknesses of the organization. Offer support when necessary, but also allow people to make their own mistakes and learn from them.
- Plan and encourage participation in leadership development opportunities.
- Do things right and do the right things. Guide and assist students in becoming responsible leaders.
- Provide support. Give the organization autonomy but offer feedback, even when it is not solicited. Let the organization work out its problems but be prepared to step in when called upon to assist.
Once again, this list is not meant to be all-encompassing, but it serves as a tool
for determining the role an advisor should have. It is also important to bear in mind that the job of an advisor is not always an easy one. At times, advisors must make difficult decisions or take an action that is not popular with the organization. It is important to realize that an advisor’s first responsibility is to the health and well-being of the students and to uphold campus and community policies and expectations.
Advisors should NOT:
- Be the leader or “run” the organization.
- Say, “I told you so.”
- Impose one's bias.
- Manipulate the organization, impose, or force one’s opinions.
- Close or limit communications.
- Tell the organization what to do or do the work of the members/executive board.
- Take ownership of the organization or be the “parent” or helicopter advisor.
- Be afraid to let the organization try new ideas.
- Become such an advocate that one loses an objective viewpoint.
- Be laissez-faire or autocratic.
- Assume the organization handles everything okay and doesn’t need an advisor (or doesn’t need an advisor who’s present).
- Assume the organization’s attitudes, needs, and personalities will remain the same year to year.
