R E P O R T R ESUMESED 013 096ON USING AND CEING A CONSULTANT.ey- RATNER, MURIELAMERICAN ASSN. OF JUNIOR COLLEGES, WASHINGTON,D.C.

FUE DATEEDRS PRICE MF-$0.25 HC-$1.52

JC 670 79e

DESCRIPTORS- *JUNIOR COLLEGES, ,PROGRAM DEVELOPMENT, PROGRAMPLANNING, *CONSULTANTS, FROFESSIONAL SERVICES, *SFECIALISTS,PLANNING, WORKSHOFS, PREN HALL FOUNDATION

67

MOST JUNIOR COLLEGES HAVE NEED FOR CONSULTANT SERVICESIN THE DEVELOPMENT OF NEW FROGRAMS. IN SUCH SITUATIONS, USEOF CONSULTATIVE SERVICES MAY HAVE FOUR PURPOSES - -(1)

OOTAINING SFECIALIZED KNOWLEDGE AND SKILLS, (2) SAVING TIMEAND MANPOWER, (3) CRINGING TO THE COLLEGE ODJECTIVITY AND AFRESH VIEWPOINT, AND (4) EXTENDING RESOURCES CEYOND THOSENORMALLY AVAILACLE TO THE COLLEGE. THE MOST EFFECTIVE SOURCESOF CONSULTANTS FOR JUNIOR COLLEGES ARE FROFESSIONALASSOCIATIONS, OTHER COLLEGES, STATE DEPARTMENTS OF EDUCATION,AND THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES. THE USE OF ACONSULTANT INVOLVES CAREFUL PLANNING, AND OOTH THE COLLEGESTAFF AND THE CONSULTANT SHOULD DE THOROUGHLY AWARE OF THEIRROLES AND RELATIONSHIFS. STANDARDS OF GOOD CONSULTINGPRACTICE ARE PRESENTED AS THEY AFFECT THE INSTITUTION AND THECONSULTANT. A FLOW CHART ILLUSTRATES THE PROCESS FROM THETIME OF RECOGNITION OF A FROOLEM TO THE IMPLEMENTATION OFRECOMMENDATIONS. THIS DOCUMENT IS AVAILACLE FOR $1.00 FROMTHE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1315 16TH ST.NW, WASHINGTON, D.C. 20036. (WO)

IM-".-

ERIC

ON USING

AND BEING

A CONSULTANT

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

ON USING AND

BEING A CONSULTANT

American Association of Junior Colleges

,trc 6 70 791

UNIVERSITY OF CALIF.

LOS OCELES

AUG 2 8 1967

CLEAR1:GHOUSE FORJUNIOR COLLEGE

INFORMATION

"PERMISSION TO REPRODUCE THIS

COPYRIQHTED MATERIAL HAS BEEN GRANTED

BY Oferit/Y1/4104 r-4904pi Atri4ci 7%002 1A-17: edit?.s

TO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE U.S. OFFICE OFEDUCATION. FURTHER REPRODUCTION OUTSIDETHE ERIC SYSTEM REQUIRES PERMISSION OFTHE COPYRIGHT OWNER."

Copyright 1967

American Association of Junior Colleges1315 Sixteenth Street, N.W.Washington, D.C. 20036

Printed in U.S.A.

Price: $1.

INDEX TO CONTENTS

Introduction: A Workshop Conference . 6The Need 6The Conference: Place and Purpose 6The Conference: Method 7

The Conference: Keynote 8

On Using a, Consultant . . 11

Identifying the Purpose 11

Selecting the Consultant 11

Some Careers Offered in thel'wo-Year College 12

Professional OrganizationsOffering Consulting Services 14

Do You Want Your Consultantto Serve as Your 15

Desirable Personal Characteristicsof the Consultant 16

Appointing the Consultant 16Sample Letter of Invitation 17

Preparing for the Consultant's Visit 19Responsibilities

to the Consultant 20Receiving and Working with the Consultant 21

Standards of Good ConsultingPractice 22

Following up on the Consultant's Visit 22

On Being a Consultant . . 25Accepting an Appointment 25Preparing for Consultation 25On the Job 26

The Consultant's Approach to theAssignment 29

Follow-up on Consultation 29

A Word About . . .

Budgets for Consultation Services 31Evaluation of Consultation Services 31Compensation for Consultation Services 32

Consulting Fees May BeContingent On 33

The Consultation 34

. 31

Foreword

This publication on consultative services is the resultof a conference held in the fall of 1966 at Airlie HouseConference Center in Warrenton, Virginia. Theconference was sponsored by the American Associationof Junior Colleges and was supported by a grant to theAssociation from the Pren-Hall Foundation.

Although the conference membership representedthe allied health and medical education areas, it wassoon decided that the discussions of the conferenceconcerning using and being a consultant should focusupon guidelines for consultative services generally,without special emphasis directed to any particularcluster of disciplines. These guidelines then could beused as basic material for consulting services in any field.It seemed to the conference leadership that the selectionof persons competent and experienced in the develop-ment of health and medical education programs on thejunior college level was appropriate, since many ofthese programs are among the more mature of thecommunity junior college's occupational educationprograms.

The American Association of junior Collegesgratefully acknowledges the cooperation and help ()fall those who supported the con ference,served on theplanning committee, and participated in the program.Appreciation is expressed to the Pren-Hall Foundationfor it.s interest in the program and for its support througha generous grant for the conference, and to HowardrVarrirngtorn, Albert Belskie,and John Riina of Pientice-Hall publishing cow panv whose recommendations andparticipation were invaluable to the success of theconference. Appreciation and acknowledgment are alsoexpressed to Edmund J. Gleazer, Jr., Robert Kinsinger,Norman Harris, Mildred Montag, and Kermit Morrisseyfor their outstanding leadership. Much of the materialfor the publication came from their papers and addressesat the conference.

Muriel Ratner, a conference participant, accepted thedifficult responsibility of preparing the manuscript forthe publication, and the Association is grateful forher fine work.

Staff of the Association's Occupational EducationProject served as conference coordinators anddiscussion group leaders.

K. G. SkaggsConference Coordinator

Introduction: A WorkshopConference

The Need

Two-year colleges are instituting new technical cur-riculums, and expanding existing ones at a rapid rate.Often the development of these programs is so complexand esoteric that colleges must rely upon the servicesof experts.

Few colleges can maintain a full staff of specialists inall fields. As a result, most of them have occasion to call

upon outside consultants to help in developing newprograms.

The sine qua non of good consulting services is theavailability of knowledgeable and experienced consul-tants, but this alone is not enough. It is important toknow when and why a consultant is needed; how to selectand use a consultant; and what to do before, during, andafter the consultant is engaged.

The experts, in turn, must be fully aware of theirobligations and specific role in the consultative process.

The need to identify and clarify the major elements andresponsibilities in this process led to the organization of aworkshop on consultation for program development.

The Conference: Place and Purpose

In fall 1966, a Pren-Hall Foundation grant to theAmerican Association of Junior Colleges enabled theAssociation to organize a workshop to identify the salientfeatures in the consultative process, and develop a setof guidelines on using and being a consultant.

Forty-seven educators and leaders in the health-relatedprofessions* met at Air lie House, Warrenton, Virginia,for four days of intensive study and discussion.

The Conference: MethodFrom the outset the climate of the conference was

relaxed and informal. The environment in which theconference was set led to a free exchange of ideas andopinions.

The framework for the discussions was establishedwith the presentation of two kinds of position papersone on the college using a consultant for programdevelopment, and the other on the consultant's servingthe college. At the conclusion of the presentations, thegroup divided into three smaller sections for furtherdiscussion and exchange of views. These discussionswere followed by sessions at which all participants wereinvited to write as much as they cared to say about thesubjects discussed. A final analysis of all written workrevealed a remarkable consensus on: (a) the generalframework for consultation in the area of program devel-opment; and (b) the consultees' and consultants' respon-sibilities for setting the conditions to facilitate the con-sulting task.

The work which follows is a composite summary ofthe oral and written discussions. The guidelines are butan outline of the major considerations in the consultingprocess. By no means is it a definitive statement on thesubject, since the uses and purposes of consulting rangethrough the length, depth, and b: 2adth of humanendeavor. The final results and recommendations haverelevance for all technical fields.

* See Foreword

The conference participants, whose names appear inthe appendix, hope that their deliberations will lightenthe tasks of all who engage in consulting activities.

The Conference: Keynote

The workshop was keynoted by a general discussionin response to the question, "Why are consultants used?"

Consultants may be employed for a wide variety ofpurposes and reasons, but in terms of the primary objec-tive of the conference at Air lie Houseprogram devel-opmentthe participants in the workshop cited thefollowing conditions as major reasons for requiring out-side consultative assistance:

Specialized knowledge and skills: When facts or infor-mation concerning a highly sophisticated and technicalfield are not known to members of the staff, a collegemay seek the assistance of a specialist to help in planningfeasibility surveys, or planning and developing a newcurriculum or program.

Time and manpower savings: Problems are known tohave been faced and successfully resolved elsewhere;hence a consultant may be brought in to point out theways to resolve a similar task expeditiously. In addition,the need to organize a new program, or modify existingprograms may not permit the expenditure of endlesstime and manpower to get at the solutions to the prob-lems. Even when qualified college personnel is available,its time schedules and other responsibilities may keepit from adequately attending to the details of a new task.

Objectivity and a fresh viewpoint: Another reason forseeking outside assistance is the need to obtain the view-point of an outsider. The facts are available, the problemstands out in bold relief, several solutions to it areapparent; but agreement cannot be reached on a solutionacceptable to all concerned. An outside consultant,presumably free of bias, may be brought in to intro-duce a fresh approach which had not previously beenconsidered.

Extension of resources: An outside consultant, by vir-tue of his position, may have more resources than localtalents. Often what is needed is not assistance in solvingissues relating to program development but knowledgeand suggestions on where to find money, personnel, facil-ities, or materials with which to begin the developmentof a new program

ii

- k

On Using AConsultant

Identifying the PurposeEven for the specific purpose of program development

or improvement, consultants differ greatly in experienceand specializations. Some provide only a single special-ized or auxiliary service (e.g. laboratory equipmentneeds, specifications for an x-ray technology program.curriculum pattern for a nursing program, surveys forthe development of business or engineering technologyprograms. etc.). Others are prepared to offer a widerrange of expertise. The workshop conferees, therefore,agreed that prior ti selecting a consultant, the collegesh uld very clearly define the purpose a consultant is toserve. Moreover, all who are concerned with the problemshould be in agreement regarding the purpose of theconsultant.

The agreed-upon definition of purpose should bewritten down to ensure that it is clear to all concerned.

Illelsoting the ConsultantHaving defined and agreed u on the consultant's pur-

pose, the next step is to identify one who is qualified toachieve the purpose. Finding the person best qualified

for a given assignment is an essential factor in resolvingthe problem. For program development in curriculumfields firmly established in two-year colleges, such asbusiness and engineering, a selection of qualified con-sultants may be more readily available than for fieldsin which two-year college programs are being developed.The health technologies are characteristic of this lattergroup.

NMI CARZIIHS OlfirrAZD THZTWO-THAH OOLLZGZ

Data processingtechnicianX-ray technicianEnvironmental healthtechnicianCivil engineeringtechnicianDental hygienistChemical laboratorytechnicianHotel, motel, restaurantmid-level personnelSanitation engineeringtechnicianOccupational therapyassistant

Dental assistingtechnicianMid-level retail managerOphthalmic dispenserNurseMedical recordtechnicianSurgery technicianUnit ward manager forhospitalsBiomedical engineeringtechnicianPolice administrationand police sciencepersonnel

The results of recent studies have indicated that awide variety of health related careers can be developedas technical level offerings in two year colleges. Indeed,the Allied Health Professions Personnel Training Actof 1966 (P.O. 89-751) has encouraged the developmentof such programs. With the exception of nursing and

12

some dental auxiliaries, health technology curriculumconsultants for two-year programs are not readily avail-able. Another broad field, where a scarcity of qualifiedconsultants may exist, is that of public and communityservices. As new technical programs emerge in otherbroad fields, similar difficulties may prevail.

A consultant can be secured through one of severalsources:

Professional Associations: Many professional associa-tions offer consultation as part of their membershipservices. if they do not, they frequently maintain a direc-tory or roster of names of persons who can serve asconsultants.

Other Colleges: Colleges where similar projects havebeen undertaken can frequently recommend a source ofconsultants.

State Education Departments: New programs and cur-riculums are frequently required to be approved by alegally constituted body, such as a state department of

education, or a state university. Such organizations mayhave field specialists on the staff, or they may maintaina roster of specialists upon whom they call as particularneeds arise.

American Association of Junior Colleges: The Asso-

ciation maintains a staff of occupational consultants who,

if they cannot themselves serve the specific purpose, canfrequently recommend appropriately qualified personnel.

13

Personal inquiry: If all else fails, an effective meansof finding the right mon is to "ask around."

Advisory Committees: One of the services that anadvisory committee in any disciplinary area can offerthe junior college is to recommend knowledgeable andcompetent people from the profession as consultants.

PROFROSIONAL ORGANIZATIONS OTPZRINGCONSULTING SREVIORS

American Medical International AssociationAssociation, Council of Chiefs of Policeon Education Association of Operating

American Society for Room NursesEngineering Education National Council on

National League for Medical TechnologyNursing Education

Commission on Under- National Health Councilgraduate Programs in American Society of CivilMathematics Engineers

American Dental American Association ofAssociation, Council on Junior CollegesDental Education American Occupational

Association of Colleges and Therapist AssociationSecondary Schools American Association of

American Library Medical RecordAssociation Librarians

American Hospital American Association ofAssociation Inhalation TherapyThe college's ultimate choice of a consultant is con-

tingent upon the particular function he is expected toserve. Since consultants generally do not think of them-selves in terms of "time-manpower savers," or "fire-fighters," it is incumbent upon the consultant-seeker tocarefully determine the function which the consultantis to serve.

14

DO YOU WANT YOUR OONBULTANTTO awavz YOUR

ADVISORto counsel youin time of need?ARBITRATORto me-diate differences of opinionbetween opposing factions?DECORATORto en-hance the image and pres-tige of your institution?DISPENSERto providespecialized information andexpertise?

EVALUATORto assessthe strengths and weak-nesses of your institution?FIRE FIGHTERto re-solve a problem or settle acrisis with great dispatchbecause no alternative is

available?INNOVATORto intro-duce new ideas, concepts,methodologies, or ap-proaches?

When a list of suitable consultant candidates has beencompiled, the college should investigate the qualifica-tions of those suggested. If possible, references should beobtained from colleges where consultants have servedbefore.

It is difficult to suggest criteria by which potential con-sultants' qualifications may be judged, since the natureof the colleges' consultative purposes and their generalcontexts may differ widely. Perhaps the most useful in-vestigation of qualifications would be obtained throughbrief preliminary discussions with the tentatively selectedconsultants themselves. Whether the evaluation is deter-mined through such discussions with the consultant can-didates or through references from other agencies, therelevancy of qualifications sought should center aboutthe particular purpose to be served.

15

DZSIRABLI PNBSONAL CHA.RACTAIRISTIOSOF CONSULTANTS

OBJECTIVITYapproaches problems without precon-ceived ideas as to their solution.INDEPENDENCE is not influenced by status of per-sonnel or by vehement objections to suggestions, hascourage of his convictions.INTEGRITYrespects confidences.PATIENCEworks patiently on assignments whichcall for long hours of discussion, or which require atten-tion to masses of detail.TACThas ability to deal with people gently butfirmly.RAPPORTmaintains harmonious relations with col-lege personnel.

Appointing the Consultant

Following the selection of the consultant whose quali-fications appear appropriate for the purpose to be served,the college should then write a letter of invitation andappointment. The letter should:

1. State specifically the purpose of the assignment.2. State the conditions of his engagement: time to be

spent, place, date, reports, remuneration, etc.

16

SAMPLE LETTER OF INVITATION

Mr. John Smith, DeanCross Creek Community Junior CollegeMidvale, Some State

Dear Dean Smith:Erehwon Junior College is studying the development

of occupational education programs. Our attention isdirected at this time to the need locally for ancillary

and semiprofessional personnel in the health and medical

fields. Because of your experience and work indeveloping such programs, you have been recommendedto this college byas a person who could consult with us and help us

in our studies.I am inviting you to serve as a special consultant

to This college for the further study and development of

the programs mentioned above. Specifically, the purposesof your consulting visit would be:

17

1. To advise tile college whether you believe thefindings of the surveys made have been interpreted byus correctly and whether our assumptions based uponour interpretation are sound

2. To outline for us the appropriate next steps inprocedure and to aid our committees in organizingtheir work

3. 7'o review our proposed budget and to advise uswhether or not we can financially support adequate andsatisfactory programs

4. To meet with faculty, advisory committees, ourboard, and student groups; and to discuss with themprograms that have been developed in othercolleges; to give them an overview of manpower needsin the field and current activities on the national level;and to identify major problems or frustrations to satis-factory program implementation that we must overcome

5. To examine our available facilities and adviseus of their adequacy and need for improvement,alteration, or construction.

We are suggesting to you a working schedule of fivedays, three in the initial visit and two to be arrangedabout six months later for follow-up and evaluation ofour efforts and activities. For the first visit, we wouldsuggest the first week in February, the days to be namedby you. Our college will pay total expenses incurred inmaking your visit and a fee of $ per day { or afee for the total assignment.).

We hope very much that you will be able to acceptour invitation. Upon receiving a favorable reply fromyou, we will send you materials and surveys preparedby our staff. Travel and hotel arrangements will bemade for you here.

Yours very truly,

18

Preparing for the Consultant's VisitParticipants in the workshop believed that this phase

involved three kinds of preparation: preparation of theconsultant, preparation of staff at the college, and prepara-tion of a schedule for the consultant's visit.

1. Keeping the purpose of the consultation in mind,send to the consultant carefully selected and pertinentmaterials that will be helpful to him in preparing forthe visit. If tangible items are not available, the consul-tant should be so informed. Again, the purpose of thevisit will determine the kinds of background informationthe consultant should have.

2. Make certain that staff and personnel concernedwith the visit are apprised that the consultant has beenselected.

19

RESPONSIBILITIES TOBefore visit, arrange for:

suitable hotelaccommodationsconvenienttransportationmealsappropriate welcome

During visit, provide:adequate conferencespaceoffice suppliessecretarial or clericalhelpguide or escortfaculty schedulesdirectory to particularfacilities and officesadequate time for intro-ductions to faculty andadministrative personnelconcerned with visitadditional information

THE CONSULTANTlist of advisory boardmembers, with freedomto contact them

In general:avoid excessive socializ-ing or commitment tosocial obligations whichmay lead to biasallow consultant time toreflect on visit and pre-pare preliminary reportcheck with consultantperiodically to ascertainspecific needs or requestsdo not leave consultant"hanging" at end of daymake necessary ar-rangements for eveningreaffirm following day'sscheduleprovide for intracollegecommunication

3. Confer with staff members concerned with theconsultant's visit and plan a schedule (allowing sufficienttime for each step, conference, or interview). Again, thenature of the consultation will determine the extent ofpreparation required. If facilities and activities are tobe observed or evaluated, the schedule should makeallowances for this as well as for discussions.

The schedule should allow for flexibility to makepossible revisions, if need be.

20

Reosiving and Working with the ConsultantDepending upon the nature of the consulting task, all

who are concerned should be prepared to meet the con-sultant to review the purpose and planned schedule forthe visit. If known at this time, the consultant should beinformed of the kind of report or presentation expectedof him at the conclusion of his undertaking. In additionto knowing what is expected of him, it would not be

amiss to discuss and clarify what is not expected of him.Such an understanding would safeguard against thecollege expanding the limits of the agreed-upon assign-ment, and will ensure that the consultant will not over-step the bounds of his assignment or infringe upon work

to be done by others.

Facilities and secretarial or clerical assistance shouldbe put at the consultant's disposal, particularly if a reportis expected of him before he concludes his visit. In anyevent, opportunitytime and spaceshould be providedthe consultant to summarize the events of the visit.

At the conclusion of the visit, plan a conference withthe consultant and key individuals to discuss findings and

recommendations.

21

STANDARDS OF GOOD 'CONSULTING FRACTION

Consultant

All information relat-ing to the college obtainedin the course of profes-sional activities shall betreated confidentially.

A consultant will notaccept the engagement un-less he has reason to believetangible results can be ob-tained for the college.

A consultant will not,at the same time serve twoor more institutions seek-ing the same information.

A consultant will en-deavor to accomplish thework expeditiously, con-sistent with professionalthoroughness, and withoutdisrupting the daily opera-dons of the college.

A consultant will ac-quaint the college with theprinciples, methods andtechniques used, so that re-sultant suggestions and rec-ommendations may be

properly managed and con-tinued after completion ofthe consultative under-taking.

Consultant and College

The predeterminedfee for this service shall notbe contingent upon the re-sults of the work.

In amine g for cosuiting services, all reason-able steps shall be taken bythe consultant and the col-lege to ensure a mutual andclear understanding of thescope and objectives of thework before it is com-menced.

The consultant andcollege personnel shall dis-cuss in detail any importantchanges in the nature,scope, timing, or other as-pects of the service, andshall obtain mutual under-standing and agreementbefore new action is under-taken.

Following t7p on the Consultairt's Visit

The engagement of a consultant for any purpose rep-resents an expenditure of time, energy, and money.Once the consultant has concluded his task, it is the

22

college's responsibility to follow through. Those res n-sible should systematically consider the recommenda-tions, suggestions, or evaluations the consultant hasoffered, and, when appropriate, follow them.

The decision to accept, either in whole or in part, theresults that emerge from the consultant's visit is thecollege's responsibility, not the consults t's. The collegemay choose to entirely reject the consultant's recommen-dations, but this, too, is exclusively the college'sresponsibility.

Alter a decision on some course of action has beene, the college may request the consultant's assistance

in carrying out its implementation. Consider first, how-ever, if this was part of the original request for consul-tation service. If not, it constitutes an additional assign-ment which should be negotiated separately. The con-ference participants were particularly concerned withthis aspect of the consultative process. For this n,the importance of a dearly defi ed purpose is reiterated.

If a agreement had been made to remunerate theconsultant and to reimburse him .r expenses incurred,follow through at an early date subsequent to the com-pletion of his service.

On Being AConsultant

Acoepting an A oin tmentWhile the college has the prime responsibility for

defining the purpose for which it seeks a qualified spe-cialist, the consultant has the prime responsibility indetermining if his is the expertise the college requires

"'Accordingly, when he is invited to serve as a consultant,he should carefully and quickly assess the nature of therequest in terms of two major criteria before acceptingthe assignment.

1. Will his background and experience enable him toeffectively fulfill the college's needs?

2. Does his schedule permit him to devote sufficienttime and attention to the requirements of the assignment,i.e. preliminary preparation, travel, report writing, etc.?

These questions are, in a sense, ethical considerations.Should the answer to either one be negative, the respon-sible consultant would eliminate himself as a choice.Pr aring for the Consultation

Having reached a decision that the assignment meetsthe above criteria, the consultant should then proceedto the next steps.

25

1. Arrange and confirm (in writing) satisfactory con-ditions of the engagement: time to be spent, place, date,report, remuneration, etc.

2. If the college has not taken the initiative to offerthem, secure and study pertinent materials and informa-tion relating to the consultative request.

3. Engage in such substantive study or research asmay seem appropriate after getting acquainted with thepurpose of, and plans for, the consultation.

On the JobUpon arriving at the site where the major consultative

activities will take place, the consultant must be awarethat he is not working with an institution, but withpeople. During the workshop conference, one partici-pant, speaking as a faculty member, asserted: "We atthe college know more about the situation, about theproblem, andin all likelihoodabout its resolutionthan the consultant." The consultant cannot anticipatethat such an attitude will or will not prevail among thepersonnel he will be meeting. He should, however, besensitive enough to realize that it can happen, that he willnot be universally received as an infallible guide.

On the other hand, the consultant should also beaware that some with whom he will be in contact willwelcome the chance to air some of their pet peeves, ideas,or frustrations. Therefore, the consultant should arriveat the consulting site fully prepared to meet individualswhose behavior and attitudes can, and often do, affectthe proceedings which ensue.

The consultant should arrive promptly. A brief reviewof the purpose of the visit at this time will serve to focus

26

nmeormipmenum4444.44.4.01.11101104morgftg.~amweat,".,............--.

everyone's attention on the coming task. Prior knowl-edge of the schedule for the visit would be helpful tothe consultant in planning his own course of actionduring the consultation. However, if this has not beenavailable before his arrival, the consultant should askfor the schedule and suggest changes if, in his judgment,these would facilitate his assignment.

One function of the consultant is to gather the infor-mation and data that he will need as a basis for analyzingthe problem or situation he was asked to study. Part ofthis information may have been supplied in the formof materials he received prior to his visit. A second majorsource of information will be the p_ ersonnel he meets atthe college.

27

Another of the consultant's responsibilities is to analyzethe information in order to develop alternative solutionsto the problem prior to preparing his report to the col-lege. To the greatest possible extent, the consultantshould utilize ideas and suggestions of the staff.

in the opinion of many workshop conferees, the con-sultant should prepare a preliminary draft of a reporton his visit prior to leaving the consultation site. As ameans of correcting factual errors or to confirm under-standing', the consultant should confer with key staffmembers to exchange views and impressions of hisfindings.

Regardless of the purpose the consultant is asked toserve, several general do's and don'ts can b_ e cited. Whileon the job, the consultant should:

1. Resist any temptation to divert time and effortsfrom the central purpose of the visit

2. Acknowledge lack of information regarding certainpoints, but suggest or offer to find a source for theinformation

3. Recognize that there may be hidden agenda in oper-ation at the college, and seek to identify those that may berelevant to the purpose of the consulting assignment

4. Avoid any tendency to develop a "Jehovah com-plex," and also avoid the pat formulas and easy answers

5. Realize that his greatest contribution will probablybe in getting effective participation at the local level

6. Consider the consultee's problems or proposalswithin the framework of his institution's social context.Although the college's problem may be quite similar to

28

another's, its solution or method of approach, by virtueof its particular setting, may differ markedly

7. Be highly professional in all that he does.

THE OONSULTA.NT'S APPROACHTO THE ASSIGNMENT

Adheres to a code of pro- Holds written report ma-fessional and ethical be- terial to a realistic mini-havior mumputting time intoIs thorough and accurate defining and solvingin gathering facts and problemsdata relative to his as- Maintains neutrality insignment consultee's problemDoes careful study and Uses time wisely and ef-analysis of facts related to fectivelythe problemMakes recommendationsspecific and conclusionsconcise

Follow-Up on ConsultationDepending upon the nature and purpose of the con-

sultation assignment, the consultant may or may nothave completed his responsibilities at the conclusion ofhis visit to the college. If a report was to have been partof his job by prior agreement, the consultant should pre-pare and complete it with dispatch. Promptness in sub-mitting reports enables the college to plan and implementits next steps.

29

1111111111101imr

-...o..n.a.1.1=1.M...o...m...,...

A Word About . . .

Budgets for Consultation ServicesColleges might want to consider establishing institu-

tion-wide use of consultants with appropriate provisionfor this in the college budget, including departmentaland divisional budgets. This would serve to underscorethe use of consultants as an on-going operation of thecollegein short, preplanned continuing college devel-opment and improvement.

Evaluation of Consultation Services

Among the more controversial items discussed duringthe conference was the subject of evaluation of the con-sultant's service. The conference members seemed to besharply divided on the suggestion that the consultantask for an evaluation of his service as an aid to improvinghis work.

Some members thought that it was unlikely that theconsultant's work would be criticized, and therefore itwould be valueless to ask for an evaluation. Others be-lieved that the consultant should somehow be informedof the consultee's reaction to his work and service.

31

In one sense, the subject of evaluation is an academicone, since an assumption can be made that the consultantwas carefully selected because of his competency to servein a particular capacity and for a well-defined purpose.How and what the college elects to do about his sugges-tions or recommendations is neither a measure norreflection of the quality of the consultant's work.

In another sense, the subject of evaluation may beviewed as a matter of simple courtesy, since an assump-tion can be made that the consultant was interested in hisassignment by having accepted it in the first place.

Information relating to why the college chose a particu-lar course of action could serve as an aid in helping theconsultant evaluate his experience for future assignments.

The matter of evaluation, it was concluded, should notbe included within the body of the guidelines, but maybe a peripheral consideration to be determined by priormutual agreement between the consultant and consultee.

Compensation for Consultation Services

As earlier noted, state and other educational agenciesfrequently maintain staffs of specialists who function asconsultants to colleges. As representatives of such agen-cies, they may serve the colleges without direct stipend.Some professional organizations, however, provide con-sultation as a professional service for which a fee has beenestablished.

Many other specialists offer consultation as a personalservice. Since this group often devotes personal time toconsultative activities, it is not unusual that such effortis compensated by honorariums.

32

The nature of the particular assignment mitigatesagainst the establishment of a fixed scale for honorariums,emoluments, stipends, remuneration, fees, or whateverone chooses to call them. In view of this, a comprehensivediscourse on, or formula for, equitable recompense is notfeasible.

It should be noted, however, that whether the fee isfixed or otherwise, its sum should be determined bymutual agreement of both consultant and consulteeprior to consumation of the contract.

OONSULTING FINS MA BE OONTINGINT ON-Professional reputationof the consultantPre-set standards ofindividual collegesLength of time to bespent on assignmentAmount of preparationneeded prior toconsultation

Number of visits toconsultative site requiredFormal presentationsrequired (speeches,addresses, etc.)Type and size of writtenreportFollow-up work,if requested

33

THE CONSULTATION

Collage andConsultant

Definition of PuStatement of

101 .41

S le

DiscussionMidi

College

anal CollegePhilosophy

Consultant

Review of RelevantProblem Data

IndsResearch

11(.1 III

College andConsultant

On

Observation

II

DiscussionsIfiteMileNS

ExaminationAnalysisof

Gathered Data

The Report

Recommendations

College

Conclusions

LiiTImplementation

°W

11401'w

4409

Ad

A

1.110_111

rw-rr

t\k

4