Developmental Advising 101 Generation Z

1. Developmental Advising 101
Joeven
R.
Castro
Director,
FEU
Student
Development
jcastro@feu.edu.ph

2. “Communica@on
enables
leadership
and
produc@vity”
(Johansson,
Miller,
Hamrin,
2011;
Herriot,
2002)

3. • Developmental
Advising
Issues
&
Trends
• Genera@on
Z
• Communica@on
Landscape

4. Communica<on
Landscape
S
R
S
R
C
C

5. Communica<on
Landscape

6. • Born in 1996 to present
• Can’t clearly
remember details
of 9/11

7. • Adept
Smartphone
users
• Acquire
informa<on
on
demand
• Trust
the
advice
of
friends
more
than
authority
figures,
organiza<ons,
and
brands
on
social
media
• Frequently
use
technology
to
escape
struggles
of
offline
life
• Less
face-­‐to-­‐face
communica<on
• Constantly
deal
with
cyber-­‐bullying
as
par<cipants
or
vic<ms
• Penchant
for
instant
gra<fica<on
• Mul<-­‐taskers
who
prac<ce
par<al
aRen<on

8. • Preference
for
quick
answers
than
longer
problem-­‐solving
approach
• Inability
to
curate
voluminous
data
• Task
switching
leading
to
shorter
aRen<on
span
-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐
• Increasingly
collabora<ve
• Always
in
search
of
feedback
&
rewards
• Want
jobs
with
more
social
impact
• More
entrepreneurial,
community-­‐oriented,
• More
prudent
• More
realis<c
• More
tolerant
of
diversity

9. So
What?

10. Learner-­‐centered
mentoring
is
developmental
for
both
mentor
and
mentee.
Mentoring
and
coaching
will
require
more
processing
and
investment.

11. MINDSET
• Students
as
allies
or
co-­‐creators
of
policies
• Consulta<ve,
not
top-­‐down
Issue/s
1. Will
I
not
lose
my
“posi<on”
as
a
teacher?
2. Should
all
school
policies
be
consulted
with
students?

13. PLANNING
• Framework
for
student
ac<vi<es
• Thrust
of
Projects
(short-­‐term,
medium
term)
• Deliverables
per
student
leader,
per
organiza<on
Issue/s
1. What
are
the
bases
of
the
framework
and
thrust?

14. Communica<on
Collabora<on
Cri<cal
Thinking
&
Problem
Solving
Crea<vity
&
Innova<on
Cultural
Adapta<on
Sample
1:
5
Cs
of
the
21st
Century
Leader

15. REWARDS
SYSTEM
• Paradigm
shib
from
punishment
due
to
non-­‐
compliance
to
rewards
for
compliance
• Example:
Priori.ze
endorsement
of
proposals
for
organiza.ons
that
completed
post-­‐event
reports
Issue/s
Will
there
be
no
penal<es
at
all
for
a
student
leader’s
misdemeanor
or
an
organiza<on’s
non-­‐compliance?

16. COMMUNICATION
STRATEGY
1. Use
mul<ple
channels
2. Ini<ate
small
talks
3. Implement
note
taking
as
a
house
4. Respect
privacy
and
confiden<ali
5. Create
communica<on
protocols
in
social
media
use.

17. MEANINGFUL
LEADERSHIP
• Engage
in
community
projects
(from
immersion,
design,
execu<on,
evalua<on)
• Provide
op<ons
of
student
experiences
• Increase
socio-­‐poli<cal
awareness

18. “We
are
in
an
era
of
‘networked
intelligence’
that
provides
opportuni<es
for
co-­‐learning
and
collabora<on.
As
mentors
and
coaches,
our
fundamental
role
is
to
bring
out
the
best
in
our
students
according
to
their
individual
defini<ons
of
success
and
their
learning
pace.
Guide
them
especially
on
the
ob-­‐forgoRen
core
values.
We
need
more
allies
in
development
and
let’s
tap
their
crea<vity
and
willpower
to
achieve
common
goals.”
Joeven
R.
Castro