Peer Advisor Program
The School of Engineering (SoE) has recently launched an Orientiation Program for the successful integration of new administrative employees into our culture(s). One component of our initiative is a Peer Advisor Program to provide support and guidance to the administrative officers (AOs) who carry on the myriad of tasks involved in the effective functioning of the School's departments, divisions, labs, centers, and programs (DLCs, for short).
Effective orientation begins even before an employee's first experience at MIT. Human Resources (HR) has developed a comprehensive program that includes a checklist to ensure that as many fundamental needs as possible can be accomplished prior to the first day of employment, for example, acquiring an email address. The first day provides an opportunity to create a good first impression, to make a new employee feel welcome. This requires the active involvement of the DLC. Here is a checklist of meetings a DLC may want to use in welcoming and orienting new AOs.
A successful orientation does not end with the first day, or the first month, but continues in various capacities throughout the first year. After an initial welcome to the DLC, the SoE Peer Advisor program intends to pair a new administrative officer (AO) with a more experienced one who has been trained to serve as a peer advisor. Whenever possible, the peer advisor will have experience in a DLC model similar to the one the new administrator is joining. Since there are several models of departments, labs, and centers, a primary task for peer advisors is to provide context for and integrate the key administrative processes and tasks new AOs are responsible for managing in their DLCs.
Qualities of a peer advisor
Advisors will be selected based on extensive job knowledge, demonstrated success in MIT administration, and evidence of having earned the respect of their colleagues. In addition, they need to be proud of the School.
We believe effective advisors share a number of the following characteristics. This composite is based on observations provided by many mentors and authors. While any single peer advisor may not possess all of the characteristics, effective peer advisors have many of these qualities:
- they listen to and communicate effectively with others
- they are patient
- they exhibit a good feeling about administration at MIT
- they recognize and encourage excellence in others
- they are committed to supporting and interacting with their colleagues
- they are empathetic and understand the views of others
- they like to help others
- they exercise good judgment in decisions regarding themselves and the welfare of others
- they are sensitive to the needs of others and recognize when others need support, direction, assistance, or independence
The advisor/advisee relationship
Successful administrators place a high value on clarifying their own expectations and understanding the expectations of others. Thus, this is the way we begin our advisor/advisee relationships. Examples of expectations that the advisor and advisee might want to clarify at the beginning of their relationship include:
- the goals of the relationship
- the amount and kind of support the advisee will need and what the advisor can provide
- the roles the advisor finds comfortable
- the roles the advisee finds natural
- the frequency, length, and types of contact including availability and accessibility
- the duration of the relationship
The advisor/advisee relationship will evolve over time. For example, the pair will
- become acquainted and share values and goals
- communicate initial expectations and agree on common procedures, stages of fulfillment, objectives met, and professional growth
- redefine the relationship
Therefore, the guidelines may be revisited and updated at various stages.
While it is the advisor's responsibility to serve as an informational resource on policies, procedures, and culture, as well as to maintain confidentiality when appropriate and provide constructive feedback, it is the advisee's responsibility to demonstrate an eagerness to learn from others, to be trusted with information, and to receive constructive criticism with an open mind.