Module 3

Best Practices
1. 1. Check-ins on progress
  1. – Quarterly Check-ins – have a quarterly check-in about pathway management – check in on use of budgets, participation, timings for generating OPs/Presentations, and a general assessment on how the Associate is managing their program status months.
  2. – OP Check-ins – every time the Associate turns in an OP the Advsior checks-in by e-mail and/or an Advising session around how the Associate is engaging with criteria. Be sure to include any OP recommendations or requirements in writing as part of the review. Advisors should check previous OP review comments before or during consecutive reviews to track if any progress was made.
  3. – Courtesy Status Check-ins – when associates are on pause for extended periods of time – send a curtsey e-mail at least once every three months.
  4. – Maintain Regular Contact – Be sure to send an e-mail to all active (or short term pause) Associates monthly.
2. 2. Tracking
  1. Track data in the DB, especially the log book – to see patterns.
3. 3. Offering Pathway Management Support
  1. In all cases, remember to be the Associates ally. Utilize the processes outlined for the art of renegotiating to manage any of the following issues. When in design mode, it’s important to experiment with varying solutions/approaches on a case by case basis. If the pattern persists, consider various scenarios with the Associate. Your experiments may not always be explicit, meaning that the Associate isn’t told what you’re trying.
  2. Stimulated by On-line Orientation (OR)
    1. – Encourage the Associate to do the OR simply as an experiment. The OR is a specific length of time and after this time they get to have a predominantly off-line experience. During their experiment work with them to move through any related disruptions. Often the cause is related to issues with IT. Another common disruption is isolation (see below).
  3. Stimulated by the Process of Creating OP 1
    1. – Occasionally an Associate will be extremely stimulated about reflecting on their past or designing their future. If this happens complete contact the DAS if necessary to renegotiate the order of OP submissions.
  4. Stimulated by Changing the LIPD
    1. – Many Associates struggle with renegotiating their LIPD. They are no longer excited about the projects they designed in their LIPD and get stuck in a cycle of low productivity. Either they force themselves to proceed as planned, or they fall out of communication because they feel embarrassed or are dealing with some other form of self criticism related to not following through. It is crucial for the Associate to understand that renegotiations are encouraged. Gaia University seeks to cultivate agility and dynamism. There is no predicting and controlling ones path. There will always be change. How we react to the change is a critical area for skill flex development.
  5. Falling Out of Communication
    1. The reasons for falling out of communication vary. Sometimes it is because the Associate is extremely busy, yet most frequently it is because the Associate feels that they have lost accountability and then are in avoidance, denial or self criticism mode.
    2. – Too busy – First, suggest that the Associate go on pause. Also encourage the Associate to implement a better managing time and managing promises system, whilst also reminding them that it is ok to renegotiate their Gaia U commitments.
    3. – Emotional disruption – Do not judge their behavior. See if they can make factual observations about the cause and effects of their behavior. Work towards removing or transforming the disruption. If the Associate feels that you are a judge rather than an ally they will not seek your support.
    4. – If Degree Associates do not communicate for extended periods of time they may need to be concerned about suspension. Read the Degree Associate manual for more information.
  6. Understanding Lack of Versus Over Engagement
    1. Many Associates create their own stress and drama around their engagement. We generally have three types of Associates in Gaia U. 1) lack of engagement, 2) over engagement, 3) someone recovering or recovered from option 1 or 2. It’s important to notice the attributes of each.
    2. – For example “lack of” engagement leads to an inability to manifest intentions, lack of productiveness, confusion, attachment to flow, lack of attention, competency, focus, direction, and confidence, inability to perform under stress, hidden or suppressed stress and anxiety, limited capacity/edges of comfort, less adaptability, lack of recognition of patterns and awareness of process, and apathy.
    3. – Whereas “overly” engaged leads to attachment to outcomes or progress, control issues, disappointment, stress, anxiety, tension, judgement, resentment, dropped balls, loose or frayed ends, and burn out.
    4. – In the book, Living in Balance by Joel and Michele Levey, there’s a graphical image of comfort zones and edges. On either end we can either rust out from under use or burn out from overuse. The ideal area of living in balance is what they call the learning zones – where we are dynamically/actively engaged in experimenting with our edges – thus the balancing act. It is important that we indicate that each side has unique attributes and outcomes. There is certainly an overlap, for example both experience judgement, resentment and anxiety, but the way it’s experienced varies and certainly the outcomes are different.
    5. – The cause of imbalance is likely stemming from many of the same cultural oppressions and human conditions. Utilizing tools such as RC and despair work are very helpful in breaking disruptive patterns. Using the SBA process and 4 Action Learning Questions are also very useful.
    6. – Because the learning zones are forever in flux, this is a constant balancing act, there is no state of static balance. Helping an Associate become more conscious of this process is crucial. The Advisor can support the Associate by asking important questions, encouraging deeper reflections and proactive decision making – balancing thought with action. The Advisor can also help an Associate engage with and expand their learning edges through active experiments and corresponding reflections.
  7. Not Generating Output Packets
    1. – See if you can unearth the disruption causing the lack of progress. Work with the Associate in moving through any distress patterns. Often times the Associate will be dealing with procrastination or perfectionism. First, encourage them to get extra support. They can attend OP support calls. They may use main advising, skill flex advising or peer to peer sessions for OP creation (the support person can interview the Associate and type/audio record the answers). They may get draft reviews done of their work. They can seek documentation or IT support.
    2. – Here are some tips taken from writetodone.com for dealing with procrastination:
      1. 1) “Boredom can be sneaky, as you might have noticed. There is no neon sign that flashes, “I’m bored.” Rather, our focus slowly drifts away, and we find ourselves disengaged with the task at hand.
      2. The fix: The antidote to boredom is involvement. If you realize you are procrastinating because you are bored, try these:
      3. • Reconnect with your excitement about the project you are working on.
      4. • Work on something else that engages you more.
      5. • Take a break by doing something pleasurable, then take that sense of pleasure back to your project.
      6. • Move your energy by walking or stretching.
      7. • Consider modifying the project in some way so it brings you joy.
      8. • Remember why you are writing – to help, entertain, or move people – and keep that reason foremost in your mind.
      9. 2) Fear – Unexamined fear virtually guarantees that you will procrastinate. Until you experience the benefits of befriending fear, you will resist feeling it. And what better way to avoid fear than to slip off into mindless and harmful activities.
      10. Yet, writers feel afraid. If you want to stay alive and engaged in your work, get serious about dealing with fear.
      11. The fix: There is no substitute for becoming familiar with the way fear arises in you. Awareness always equals empowerment.
      12. • Be curious and compassionate in your approach to fear.
      13. • Turn your attention toward the fear. Lean into it. Discover the direct experience of it in your body and your thoughts.
      14. • Recognize that fear is not the enemy – it’s a natural human emotion.
      15. • Ask the fear what it wants and needs. It may be trying to tell you something you’ve been ignoring.
      16. • Find the wise place inside you that is not affected by fear, and move from there.
      17. 3) Limiting Thoughts – Contracted beliefs about ourselves and our abilities drop like a sledgehammer to squelch our enthusiasm. If this mental habit revs up in the midst of writing, no wonder you have a hard time staying focused.  The fix: We tend to assume our automatic thoughts are true without investigating them. Are they?
      18. • Question each thought to determine if it is true or not. (Hint: It isn’t.)
      19. • Notice how negative thoughts affect your body, mind, and emotions.
      20. • See if the thoughts are serving you.
      21. • Take a couple of deep breaths to help the thoughts move through you.
      22. • Bring compassion to the place in you that gives rise to these thoughts.
      23. • Reconnect with your true intention that is not colored by habitual thinking.”
  8. Isolation
    1. – The Associate may feel isolated in their local community and crave more person to person contact. The first suggestion is to support them with RC or despair work related to their sense of isolation. Then be proactive and problem solve on how they can be more engaged in the Gaia U. community and in their local or field related communities.
    2. – With a small shift in ones attitude, virtual engagement can become more fulfilling once the resistance is removed. There are a number of ways Associates may engage more in Gaia U. There are numerous opportunities for peer to peer support, exchanging time, services, etc… A consistent, weekly peer meeting can be very supportive for some Associates. Encourage the Associate to also attend or even offer Gaia Radio calls. Gaia U is currently redesigning the coral pages to be much more interactive. If you have any suggestions please let Jennifer know.
    3. – Have them consider doing an internship with someone in their field or with another Gaia U Associate.
    4. – Work with them on strategies for building a community support network.
  9. Financial Strain
    1. – Encourage them to go on pause or deferment. Perhaps do a session with them brainstorming around ideas to alleviate the strain. Consider suggesting peer or skill flex advising support.
  10. Poorly Managing Program Status Months and/or Not Utilizing Services
    1. – Occasionally you’ll get an Associate who doesn’t use the services they’ve paid for. This happens most often with Associates who are disconnected from paying their tuition. The most common scenario is an Associate who isn’t turning in OP’s or receiving Advising sessions yet remains on current active program status. It has happened that an Associate uses up all 12 of their active months without utilizing any services. This is a highly unproductive situation, and quite costly for the Associate. Please encourage them to be more proactive in managing their program. Have them shift to pause as soon as possible. This is why the monthly e-mails and quarterly check-ins come in handy. Also work with the Associate on creating a better managing time and managing promises system. In most cases, the Associate lacks the ability to anticipate when a pause would be suitable, and then they get so caught up with the circumstances of their life, that they don’t remember to manage their program. They haven’t established healthy program management patterns.
  11. Dissatisfaction with the Program and/or Considering Withdraw
    1. – If the Associate is dissatisfied with the program see if you might uncover the reasons behind the dissatisfaction. In many cases, Gaia U is flexible enough that the Associate can transform the problem into a solution. However, Associate’s often struggle with shaping their learning experience because of their learning history, it’s hard for them to understand the flexibility. Usually most of the stress an Associate experiences is self imposed. The solution then is to recognize and transform the disruptive attitude or behavior pattern.
    2. – If an Associate is stressed and considering to withdraw, encourage them not to make hasty decisions about their program – some need the extra attention when they are stressed, others do well taking a time out. In more than 50% of the cases, if the Associate is given more time to reconsider, they decide to stay in the program. First suggest that they go on program pause with advising so they may maintain support without the need to work on Output Packets. If that’s not an option then suggest program pause without advising, though encourage them to maintain peer support or to utilize a local mentor. As a last option offer them deferment. View the Associate manual for more information.
4. 4. Supporting an Associate with Productivity
  1. Attitude adjustments to consider working with:
    1. – Being Proactive – always seek solutions and opportunities for learning (supports in upward spiral or energy); always seek clear SMART next steps (Specific, Measurable, Achievable, Realistic, Timely).
    2. – Maintaining Focus and Commitment – View process as active experiments that are short term (to prevent being triggered by commitment issues). Have integrity to complete these short term commitments even if causing distress because 1. its an experiment, 2. it expands your edges and capacity, 3. you learn and discern for future actions, and 4. you alter internal constructs and question implanted reaction patterns thus determining optimal balancing.
    3. – Valuing Patience – you can’t do it all right now and generally need a more realistic sense of time (how long does it take do complete something – maybe triple your initial idea, ie. it will take 2 hours – oh maybe 6, it will take 2 year – oh maybe 6 years).
    4. – Honoring Trust – Count on yourself. Trust your system to capture and accomplish what it needs to. Use it regularly. Also, let go – don’t micromanage (trust that it well be better than imagined).
    5. – Upholding Honesty – Be impeccable with your word. Have the integrity to follow through with your words or the ability to renegotiate your accountability. Learn to be more realistic with your capacity and let your words be that reflection.
    6. Believe in the Power of Manifestation – Visualization; Believe in success; Trust; Repetition, redundancy and refinement of ideas through writing, speaking and/or thinking creates more alignment with universal energy and attention.
  2. Tools for balancing experimenting with reflecting:
    1. – Routine Reflection –
      1. – Cultivate presence, which allows for what’s real and alive in the moment to manifest and impact process
      2. – Decision Making Pivot Point: Make decisions based on two criteria: real time needs and observed patterns and flows – this check-in point allows for great tracking through observation. This in turn allows for more realistic assessment of needs, time allocations/capacity and general management.
      3. – Ritual reflection moments scheduled. Recommendation on time: 15-30 minutes daily <I like 15 minutes before work day and 15 minutes at the end of day>, 60 minutes weekly, 3-6 hrs. monthly, 1-2 days quarterly, 3-7 days annually, 1-4 weeks every 3-5 years. Reflection points are moments to check in on values, goals, process, outcomes, needs, edges, highlights/constraints, learnings, roles/obligations, pivot points, priorities and desired next steps.
    2. – 3 Tools for getting things done –
      1. 1) Patterns and Flows
      2. – Tracking is important for making realistic projections. Track accomplishments/outcomes/time daily.
      3. – Look for opportunities in patterns and flow (learn to stack functions, eliminate time wasters, remove interruptions, create measures for organization or autopilot mode, become selective about information you absorb = order creates more freedom)
      4. – Create easy, simple and smooth systems for capturing, tracking and engaging with information. Know and trust these systems. Interact with them routinely.
      5. – Allocate time for the following: personal self care, relationship care, community care, home care, etc…; overflow on tasks (generally we under budget time on a given task – so double or triple time allocated); designate time each work day to 1. define work – 15-30 min recommended to view possibilities and probabilities, 2. accomplish quick tasks 15-30 min recommended 2-3 times/work day (i.e. checking e-mail – generally deal with anything that takes 5 minutes or less in the moment); designate time each week for overflow and unexpected (I now have the entire day Friday as my overflow day – thus I do not schedule anything for that day because I know there will be left overs or unexpected needs from the week).
      6. – Create routines around meetings (for example, I almost always schedule open meetings at 10, 11:30 and 2 so I know my daily schedule with ease, or if it’s an ongoing meeting, I try to keep them the same day/time each month).
      7. 2) Packaging Information
      8. – Stacking Functions
      9. – Distilling to Next Steps (Actions/Agreements)
      10. – Focus – know and own what hat you’re wearing, and capture tangents into matters arising
      11. – Posting Tactile Information and with/in trusted portals of collection and data entry/storage (connection to flows)
      12. – Package Emotions – Note reaction (Awareness) then package to process later
      13. – Memory Chambers – take large concepts and package into short statements (bullet points or Haikus) for quicker access and integration
      14. – Structure – (writing, speaking, thinking, doing) enable patterns and flows, tie off loose threads (both weaving and then quilting analogies).
      15. 3) Dynamic Adaptability
      16. – Creating a Liberating Structure – Create a plan, map it out to increase power of manifestation and direction, then through routine reflection and presence – go with the flow. Dynamically steer your pathway: During routine reflections make decisions on what’s alive in you and what’s on deck (you can reschedule/renegotiate some obligations occasionally or move floating tasks easily to scheduled overflow points) towards accomplishing tasks or taking a day of rest if needed.
Successfully managing the learning pathway
1. 1. Awareness and observation – what is really going on and why?
2. 2. Conscious decision making – what do I really want to do and why?
3. 3. Clear communication – sharing with others what I will do or what I have done, and why? This is the accountability piece.
4. It is more important that the Associate refine this process then it is that they complete their goals outlined inside their original LIPD. With each Output Packet 2-5, there is a section called the Pathway Reflection, where the Associate must speak to the changes occurring in their program. They track how they are progressing with their original goals, learning intentions and skill flex development. They also share the decisions they’ve made, the tools they’ve used to manage their pathway, and any key learnings or outcomes. The four questions are useful here – what went well, what was challenging, what are/were the goals, what are/were the next steps.
Pathway Management
1. Practices for supporting optimal pathway management and the art of renegotiation. Recognizing and dealing with distress patterns related to pathway management.
2. The Art of Renegotiation
  1. What is it?
    1. Renegotiating means that for whatever reason we need to adjust and revise a previously negotiated promise or agreement. This accountability may be a written or oral commitment. It may have been accepted on casual or very professional terms, sometimes even bound legally.
    2. effective and authentic renegotiations are much more important than completion of tasks
      1. – Eases tension by being more realistic and holistic – predicting and controlling plans creates unnecessary pressure and stress
      2. – Increases overall satisfaction of work
      3. – Allows for more opportunities for making the implicit explicit
      4. – Surface where we have conflicts and constraints
      5. – Allows for us to adjust designs to accommodate new opportunities and possibilities
      6. – Creates a sense of agility distributed across time
      7. – Avoids unrealistic desires
      8. – Support the whole organization or project evolve
      9. – Creates a feedback loop and an opportunity for integrating perspectives
      10. – Enables people to be more accountable, which then creates more opportunity to be realistic in future promise making
      11. – Removes fear of failure from the equation – because the baseline is that everyone’s doing their best
      12. – Process becomes more human centered rather than task centered (keeps it real)
      13. – Avoids loose threads
    3. two most common methods for dealing with falling out of accountability is 1) to simply blow off the promise or 2) to push yourself beyond healthy limits to meet the accountability.
    4. possible to renegotiate using integrity with a win-win frame of mind, it is also beneficial to the evolution of the organization or project to encourage dynamic process.
  2. Step 1. Commit to Conscious Engagement
    1. Observe Patterns
    2. – Pay attention to and track how you engage with managing your time and promises.
    3. – The frequency of how often we fall out of accountability and your previous capacity for renegotiation will be critical in determining how you will approach this process, especially if you’ve developed a negative track record with someone.
    4. Create Effective Solutions
    5. – Changing your language: look into agile management, iterative planning and dynamic steering as solutions for engaging with project and time management.
    6. – Deal with distress patterns: practice re-evaluation counseling, despair work, non-violent communication and/or other tools.
    7. – Use systems that work: develop your own ‘Getting Things Done’ system, which will help you keep better track of your time and accountabilities, and help you be much more realistic and agile.
    8. – Maintain a positive attitude that fosters both respect and courage. Check out the Don Miguel Ruiz’s book on Toltec Wisdom: The 4 Agreements.
  3. Step 2. Assessing the Situation
    1. Be Authentic
    2. – Before the renegotiation process can begin, we must admit that we are breaking a promise we’ve made. The breakdown isn’t necessarily anyone’s fault. Focusing on fault finding is counter productive. Instead focus on the facts.
    3. Tracking Accountability
    4. 1. What is the agreement that you made (what were the specifics and conditions)?
    5. 2. Who is the agreement with?
    6. 3. Why and how is the agreement not being met?
    7. 4. What are/were the effects on other people? Are you aware of the stake holders comfort zone and conditions of satisfaction?
    8. 5. What are/were the effects on you? What is your own comfort zone and conditions of satisfaction?
    9. Progress Report (4 assessments from Managing Action Practice) . There are four types of reports that you might give your client, or request from your client.
    10. 1. On Track
    11. 2. Breakdown – able to manage
    12. 3. Breakdown – need support
    13. 4. Breakdown – need to renegotiate
  4. Step 3. Problem Solving
    1. Be Proactive and Optimistic
    2. Determine Desired Outcomes
    3. – It is beneficial to understand what you want and what you’re capable of. Identifying your goals will help keep you from agreeing to terms that are unacceptable to you.
    4. Identify a Plausible Solution
    5. – Make sure it’s SMART: Specific, Measurable, Achievable, Realistic, Timely
  5. Step 4. Managing Promises
    1. Acknowledge the Situation
    2. – To renegotiate a promise effectively means you acknowledge (ideally before the promise date) that there will be a breakdown in the original promise, and that you need to renegotiate, with credible grounding of your new assessment, a new promise.
    3. Good Communication
    4. – Listen and repeat back (paraphrase) – Most of the time we are focused on what we are saying, wondering if others heard what we said, or preparing what we want to say next. It’s much more effective to ask probing questions and then listen or even repeat back what you heard.
    5. – Be honest
    6. – Don’t overreact – be nice, use humor and try not to get emotionally involved. This is all counter-productive. Don’t loose your cool!
    7. Making a Request
    8. – Be clear about what (specifics and conditions), when, why, how and with whom
    9. Seeking Feedback on Satisfaction (Again, offer or request the following types of satisfaction from your client)
    10. 1. Satisfied – No Change Needed
    11. 2. Satisfied – Change Needed
    12. 3. Unsatisfied – No Change Needed
    13. 4. Unsatisfied – Change Needed
  6. Step 5. Finding Common Ground
    1. Committed to Renegotiating
    2. – Both parties must be on board
    3. Patterns to Details
    4. – The solution to any renegotiation usually does not lie in the details of the transaction. Focusing on the details first will impede the process.
    5. Integrative Decision Making (taken from Holocracy)
    6. – limit # of decisions needing to be made at once
    7. 1. present proposal
    8. 2. hold space for everyone to clarify questions or needs
    9. 3. create a reaction round, where people can respond with expansive thinking
    10. 4. contract – amend and clarify
    11. 5. objection round – gives an opportunity to solidify language
    12. 6. integrate changes and set final decision
    13. 7. design means to track accountability and renegotiate in the future
    14. Put it in Writing
    15. Agree To Report Back
3. Managed by the Advisor
  1. 1. Associate needs to negotiate/renegotiate with themselves:
    1. (Always recommended that they communicate with their Advisor and that they track this inside the Pathway Reflection section of each OP)
    2. – Everything related to their LIPD (Making decisions about what projects to engage with, determining topics for OPs, engaging with personal learning intentions and skill flex development, timing of the learning matrix, etc…)
    3. – Overall attendance/participation
    4. – Choice of additional required workshops
    5. – Acceleration option (application done with or without Advisor recommendation)
    6. – Contacting DAS for OP verification
  2. 2. Associate needs to negotiate/renegotiate with Admin:
    1. – Managing program status months and payments
  3. 3. Associate needs to negotiate/renegotiate with OR facilitators:
    1. – Attendance and participation in OR
  4. 4. Associate needs to negotiate/renegotiate with Advisor:
    1. – Fulfilling OP criteria
    2. – AL Cycle Wrap-up requirements and recommendations
    3. – Use of advising budgets
  5. 5. Advisor needs to negotiate/renegotiate with the Director of Advisory Services (DAS):
    1. – Altering the order of OPs submitted
    2. – Fulfilling program requirements
    3. – Use of advising budgets for unusual expenditures or amounts
    4. – Acceleration, DAS, Internal or External Review requirements and recommendations
4. AL Cycle Wrap-up Requirements and Recommendations
  1. Advisor has 2 hours allotted for reviewing the entire portfolio and attendance report. During this review the Advisor may make additional recommendations or requirements that the Associate must engage with in order to move forward.
  2. the purpose of this process is not about adding extra work for the Associate. The process is about getting the Associate to consciously engage, thus making informed choices.
5. Fulfilling Program Requirements
  1. Attendance to the OR, Gaia Radio, participation with guild, advising, presentations, feedback and other workshops are all requirements that may be negotiated/renegotiated under special circumstances.
6. Use of Advising Budgets for Unusual Expenditures or Amounts
  1. The following expenditures must receive DAS approval by the Advisor:
  2. – Any use of the LSB over $100
  3. – Any LSB use other than specialist advising and event attendance
  4. – Any use of more than 1/4 of the Skillflex Advising budget by the Main Advisor
7. Acceleration, DAS, Internal or External Review Requirements and Recommendations
  1. Reviewer may make additional recommendations or requirements that the Associate must engage with in order to move forward. The Associate and Main Advisor may negotiate/renegotiate with the DAS using the SBA process. Note that any requirements made by an external reviewer are unlikely to be up for renegotiation.
Pathway Requirements
1. Overview of Gaia U program and pathway requirements
2. Review handbooks
Advising and Mentor Services
1. This element outlines the services we may provide in the different advising and mentor capacities. This element is also designed to describe the different levels we may achieve.
2. Service Providers Handbook:
  1. http://gel.gaiauniversity.org/mod/book/view.php?id=1771
  2. Definitions
    1. Main Advising which includes:
      1. Pathway Management
      2. Coaching
      3. Output Packet Reviews
      4. Presentation Support
      5. Action Learning (AL) Cycle Wrap-up
    2. Skillflex Mentoring
    3. Permaculture Mentoring
    4. Technical Specialist
    5. Life Coaching
    6. Learning Support
    7. Gaia Radio
    8. Acceleration Reviews
    9. Director of Advisory Service (DAS) Reviews
    10. Internal Reviews
    11. External Reviews
  3. The Main Advisor (MA):
    1. Serves as the main support person for our Gaia U associates' degree and diploma program paths
    2. Advises on process, output packet design, learning path design and pathway management
    3. Supports with project management, time management, and project design
    4. Co-creates a pattern of support (i.e. meet more often but for shorter times or less often but have longer meetings) based on the associate's needs, budget, & the min/max requirements. A significant amount of the advising time is generally spent on process.
    5. Assists in identifying and selecting appropriate support from other team members. The Main Advisor can also give expert advice, but it is recommended that the total of those expert hours not exceed 25% of the total skillflex hours used. This brings diversity into the advising an associate receives
    6. Authorizes the use of the Learning Support Budget (see "Authorizing Learning Support' chapter in Part 2)
    7. Is the main connecting point between the associate and Gaia U
    8. Keeps an eye on and reports on associate's overall progress and program management
    9. As Output Packet Reviewer:
      1. Gives feedback on presentation, process, and content level utilizing the PoDAPO form
      2. Is responsible for the quality control of the associate's work. If Gaia U standards are not met, the reviewer raises a red flag to the associate and to the Director of Advisory Services (DAS)
      3. May do a preliminary review of an OP if requested by an associate. Logged as MA time
    10. As Action Learning Cycle (ALC) Wrap-up Support (degrees only):
      1. Does a comprehensive portfolio check after the last OP of the ALC is submitted and reviewed, including:
      2. Review of attendance and service utilization requirements
      3. Evaluation of the portfolio presentation to the Internal or External Reviewer and completeness of all elements in each OP
      4. Review of criteria improvements requested and met
      5. Part 2 of the Advisor Handbook has a more comprehensive list of these tasks
    11. As Presentation Support:
      1. Is present at their associates' Middle-of-Year (MoY), End-of-Phase, and, for BSc1 associates, End-of-ALC1 Presentation
      2. Provides positive and constructive feedback on presentation style (voice quality, media, etc...), process (design methodology, attention to project management, etc.), and content (topic focus)
  4. Skillflex Mentors:
    1. Skillflex Mentors (SFMs) are by definition internal to Gaia University. This means they have been vetted to varying degrees and have a contract or agreement with Gaia U
    2. Internal Gaia U qualified Advisor or Mentor
    3. Supports an associate with specific information and specialty knowledge required by the output packet evaluation criteria (PoDAPO) including project design, project management, output packet design, business development, and other
    4. Supports an associate with specific information and specialty knowledge outlined in the associate's Learning Intentions and Pathway Design, or project specifications
    5. NOTE: It is the co-responsibility of the Main Advisor that associates contact Skillflex Mentor to fulfill the minimum required set for their program.
  5. Permaculture Mentors
    1. Permaculture Mentors (PCMs) are assigned only to diplomats in the International Diploma of Permaculture Design (IDPD) program.
    2. Provide Permaculture mentoring during each Output Packet cycle
    3. Offer review and feedback of Permaculture projects and design presented in Output Packets
  6. Technical Specialists
    1. Technical Specialists (TS's) have identifiable and proven field(s) of expertise. Associates may use a TSAs advising on a specific topic. Where as Main Advisors and Mentors are encouraged to be a long term relationship, TSA's are likely a one-time meeting for very specialized service.
    2. TS's are NOT assigned to an associates but rather chosen, with assistance from the MA, by the associate on an as-needed basis. Unlike Skillflex Advisors and Mentors, TSA's are generally a one-time meeting for a very specialized purpose. TS support can come out of an Associate's Skillflex (if the specialist is an Advisor or Mentor) or Learning Support Budget (if they are not an Advisor or Mentor).
    3. TS's are not required to have any training in advising, mentoring or coaching. They are experts in a particular field. It's the TS's responsibility to provide a resume and portfolio, or even testimonials verifying their expertise.
  7. Life Coaches
    1. Life Coaches (LCs) offer services to the general public, extended Gaia U community, graduates, and in-active Associates who are seeking general holistic life support.
    2. To become a Life Coach with Gaia U, you must complete:
    3. The Full On-Line Gaia U Orientation
    4. Advisor and Mentor Training
    5. Life Coach Certificate
    6. Once the above is complete, the coach will create a profile and be able to offer services to Associates, Diplomats, the extended Gaia U community and general public. Payment of services will come out of the Skillfex Budget for active Associates. Gaia U also sells bundles of coaching sessions that can be purchased off of the main website
  8. Learning Support Budget
    1. The Learning Support Budget (LSB) is designed to be used in homeopathic doses to gain access to experts and expertise outside of the Gaia U advisor pool. The LSB is allocated as a US$ budget, rather than number of hours like the MA and SF hours, to give the associates the flexibility to negotiate rates with the various Learning Support Providers. To determine the best use of this budget, the associate must seek the advice and authorization from the Main Advisor, who has the ability to authorize up to 25% of the budget for any one item per OP submission cycle before requiring additional approval from the DAS.
  9. Gaia Radio
    1. Degree Associate Gaia Radio Attendance Requirements
      1. Per Action Learning Cycle
      2. 4 All Gaia Community Calls
      3. 4 Content Calls or Tutorials
      4. 1 Peer Middle-of-Year Presentation
      5. 1 Peer End-of-Cycle/Phase Presentation
    2. How Associates Receive Credit
      1. Gaia U Radio calls are hosted on Maestro Conference. After every call we receive detailed call logs of who was in attendance for how long and log them in the database attendance tracking table accordingly. If Gaia U Radio calls continually conflict with an associate's schedule they can discuss with their Main Advisor the option of listening to audio recordings and making forum posts in the Gaia Radio Call Center on the GEL site to fulfill this requirement. They can also make a proposal to the Main Advisor in coordination with the DAS as to how to fulfill this requirement through the attendance at another event.
    3. Optional Attendance
      1. Diplomats and associates on Program Pause may also participate in unlimited Gaia Radio calls.
    4. Advisor Tracking
      1. The MA observe and track attendance reports from the database. These reports are sent to advisors on a monthly basis. Advisors communicate with all In Program or on Extension associates on a quarterly basis about their intentions to meet attendance requirements. During these check-ins, advisors offer support, suggestions, and recommendations for the associate's engagement.
  10. Acceleration Review
    1. Under rare circumstances an associate may petition for acceleration of their Bachelors or Masters program. There is a fee of $300 charged for the portfolio review. Once an official petition has been submitted, either the DAS, Andrew, or Liora will perform the review and evaluate whether the petition is granted and for what level of the program it is granted.
  11. Director of Advisory Services
    1. The DAS, in preparation for Internal and External Review, performs a review of an associate's portfolio when they complete their Action Learning Cycle. If the associate does not pass DAS review, the DAS will contact the Main Advisor and/or the associate to discuss any requirements or recommendations to prepare the portfolio for the the next step.
  12. Internal Review
    1. Every associate is required to go through Internal Review (IR) at the end of each Pre-Capstone Phase Action Learning Cycle. Diploma associates also receive an IR at the end of their Capstone Phase. The DAS manages the IR process and assigns an advisor to perform the review.
    2. Advisors are asked to be available for a minimum of 3 IRs per year should that be necessary.
  13. External Review
    1. Every degree associate is required to go through External Review at the end of their Capstone Phase in order to graduate. External Reviews (ER) are performed by independent, experienced educators contracted for this purpose by Gaia U. They complete an application submitted to and approved by our accreditation agency, IMC. External Reviewers are supporters of and knowledgeable in the action learning methodology.
  14. Certification Levels for Main Advisors
    1. Advisor Level Definitions
    2. Trainee
      1. Advisor Trainee is enrolled in the online Advisor Training course
    3. Pre-Certified
      1. Advisor has completed the online Advisor Training course (phase 1 and phase 2) and 1 full Gaia U Action Learning Cycle, but has not yet been certified and is still considered in training under supervision
    4. Certified
      1. Advisor is certified and no longer under supervision. Advisor reaches certified status through the following considerations reviewed annually by the Director of Advisory Services (exceptions to considerations may apply):
      2. Has actively advised for a minimum of 1 year. "Active" means that the advisor has maintained 3+ associates at any given time and has a strong record of engaging in advisory meetings and forum updates
      3. Has advised 5 associates for at least one full action learning cycle
      4. Has received positive feedback on self, associate and DAS annual reviews, as well as from End-of-Cycle and/or External Reviewers (this feedback shows competence, attention and ongoing learning/skill building)
      5. Has successfully passed a DAS review and is deemed no longer in need of supervision
    5. Senior Advisor
      1. Advisor reaches senior status through the following considerations reviewed annually by the Director of Advisory Services (exceptions to considerations may apply):
      2. Has actively advised for 4 years. "Active" means that the advisor has maintained 3+ associates at any given time, has maintained certified status during three of the four years, and has a strong record of engaging in advisory meetings and forum updates
      3. Has advised 20 associates for at least one full action learning cycle
      4. Has graduated 5 or more associates
      5. Has received positive feedback on self, associate and DAS annual reviews, and from End-of-Cycle and/or External Reviewers (this feedback shows competence, attention and ongoing learning/skill building)
      6. Has successfully passed a DAS review
    6. Additional Terms
      1. Low Volume: Advisor has 2 or less associates
      2. Active: Advisor has 3 or more associates
    7. Additional Prerequisites
    8. All Gaia U advisors need to
      1. demonstrate basic competence in the use of Mahara, e-Learning Site, Slack, Excel, Word, and Rich Text files
      2. have competence in, and access to, software used regularly in Gaia U such as Skype and XMind
      3. have completed a minimum of one Gaia U program Action Learning Cycle
    9. Advisor assigments
      1. Advisor certification level
      2. Advisor/associate match
      3. Geography
      4. Application assessments
      5. Advisor capacity
  15. Transfer of Advisee
    1. Scenario 1: Main Advisor requests to hand over an associate to a new advisor
    2. Scenario 2: Associate requests a switch to a new Main Advisor
    3. To initiate either scenario, the following steps are required:
    4. MA or associate contacts Director of Advisory Services (DAS) to review circumstances and discuss next steps (including replacement recommendations)
    5. Selecting a replacement: DAS emails associate and the former and new MAs a professional introduction of the new advisor to the associate
    6. If more than one advisor is on the recommended list, DAS discusses the options with the associate to make a choice
    7. DAS contacts potential new advisor(s)
    8. DAS sends a confirmation email of the choice to the former and the new main advisor (with cc to admin team)
    9. New MA emails associate to set up a first meeting. Former MA and associate may also decide on any final meeting if desired
    10. Prior to the first meeting with the associate, the new and the former MA will meet for 30 minutes to discuss the associate's progress, pathway management and learning patterns. Track this time in the database under "Degree Associate Services" APP (or Diploma Program APP) > "Advising Data" Table as follows:
    11. Advisor Type: Supplementary Services
    12. Fill in the rest as you would any advising session
    13. After you save, click on the black "Add a Note” button and put a short description of the meeting (this must be added in order to be paid)
  16. Reporting Requirements
    1. All Main Advisors receive access to the Gaia U database, where all associate data is tracked in detail. It is vital that MAs enter the data they are responsible for within the requested time frame, as the admin team often communicates to the associates based on the information gleaned from the associates' records.
    2. Advising Sessions
    3. Advising sessions are logged and advising notes uploaded to the database within 72 hours of their occurring. You can find instructions on how to log sessions here.
    4. Output Packet Data
    5. Output Packet Data is tracked throughout the entire process. This means the reviewer tracks the OP from it's submit date for Professional Review all the way through to final grading. To understand this process in detail, click here
    6. Presentation Support
    7. Attendance at associate Middle-of-Year and End-of-ALC/Phase Presentations are logged in the advising data table of the database within 72 hours.
    8. AL Cycle Wrap-up
    9. AL Cycle Wrap-up hours are logged in the advising data table of the database within 72 hours.
  17. Associate Progress Tracking
    1. http://gel.gaiauniversity.org/mod/book/view.php?id=1771&chapterid=1226
  18. No Show Policy Recommendations
    1. http://gel.gaiauniversity.org/mod/book/view.php?id=1771&chapterid=1186
  19. Logging Main Advising Services
    1. http://gel.gaiauniversity.org/mod/book/view.php?id=1771&chapterid=1643
  20. Logging OP Review Services/Tracking Time
    1. http://gel.gaiauniversity.org/mod/book/view.php?id=1771&chapterid=1809