ABA required Advisory Committees

 

Introduction

 

Advisory Boards are the contact between the educational community and environment and the day-to-day occupational life of that community. The Legal Assistant Program of the Academy of Business College is an integral part of the community in which it exists and should reflect the occupational and professional needs of that community.

 

If this reflection is to be accurate, a strong partnership between this program and the workplace is essential. One of the most effective means of developing this partnership is the establishment of the Distinguished Legal Advisory Board.

 

To maintain a viable and effective legal assistant educational training program requires close cooperation with the private sector. It prepares individuals to enter the labor force and provides the means for retraining and upgrading their skills. To maintain the relevancy of paralegal training, the program must continually be evaluated and reevaluated by people actively involved in the legal field. Ongoing assessments by graduates, employers and employees ensure that the paralegal program responds to the changing needs of the legal community.

 

The purpose of this handbook is to help the Legal Advisory Board, Board officers and educational personnel improve the quality of the Legal Assistant Program of the Academy of Business College. It is intended to be a resource on the purposes, structure and operation of an effective advisory board. This handbook also outlines a suggested process that the advisory board may follow in carrying out a program of work based on the needs and the requirements of the community it serves.

 

 

Advisory Board Requirements of the American Bar Association

 

The Legal Assistant Program of the Academy of Business College is approved by the American Bar Association. As a condition to achieving and maintaining this approval, the program must have an advisory committee (board) that conforms to ABA requirements. These requirements can be found in the ABA’s publication entitled “Guidelines for the Approval of Legal Assistant Education Programs” in subparagraph G-203 and are included in this handbook for the information of the members of the Advisory Board. The ABA guidelines use the term, “committee,” while the Academy of Business College uses the descriptive term of “board.”

 

BG-203

The legal assistant education program, including programs offered by law schools, shall have an advisory committee that includes practicing lawyers, legal assistants from the public and private sector, managers of legal assistants when present and available in the community, faculty and college administrators and one or more members of the general public.

 

A. The legal assistant education program shall be planned in cooperation with state or local bar associations, law-related management associations and legal assistant organizations, as well as with individual legal assistants, legal assistant managers and representatives of law firms, corporations, government agencies and other potential employers of legal assistants.

 

B. A broad scope of potential users of legal assistants should be consulted throughout all stages of program development.

 

C. Feasibility studies shall be conducted prior to starting a program.

 

D. The program shall have an advisory committee, whose members are familiar with the objectives of the program. Regularly scheduled meetings (at least twice annually) shall be held and minutes of these meetings should be recorded and

 

 

1. Developing admissions standards for the selection of qualified applicants for the program.

 

2. Assisting in securing competent instructors.

 

3. Assisting the program officials in keeping abreast of changes and trend occurring within the field.

 

4. Assisting program officials in job market assessments and in the exploration and development of career opportunities for legal assistants.

 

5. Publicizing the program and securing community cooperation and interest.

 

6. Evaluating the total program in terms of its curriculum and it objectives, the needs of the legal community and performance of graduates.

 

 

 

 

 

Part 1

 

Purpose and Role of

 

Purpose of the Advisory Board

 

The concept of educational advisory boards has existed for several decades and has been a most effective means of accomplishing private sector involvement in the education process. This section of the Board’s handbook describes the purposes of the board, the role of the board and the role of the chairperson and educator.

 

The primary purpose of advisory boards is to help improve the quality of instruction and program content in order to assist in preparing students for occupations in their desired fields. The members of the board are officially appointed by the institution. Members are volunteers who share their expert knowledge of the job tasks and competency requirements for legal assistants.

 

Advisory Boards do not have administrative or programmatic authority.

 

Role of the Advisory Board

 

Advisory Boards have three major roles. They are to: advise, assist and provide support and advocacy for and to the college in providing a quality paralegal education.

 

The Advising Role

 

In an advising role, the advisory board assesses specific areas of the legal assistant program and formulates suggestions and recommendations designed to improve that specific area. This would include such activities as:

 

 

 

 

1. Evaluate current programs to determine if they are providing realistic training by:

 

a. Reviewing all features of the program.

b. Identifying recent educational and employment trends to keep the program current.

c. Assisting in preparing and interpreting information from surveys of the community, graduates and students.

d. Providing information necessary to update, or modify the program.

e. Offering advice on the specific aspects of the program required to prepare students for the paralegal occupation.

f. Determining what educational knowledge and skills are needed to provide proper training for legal related jobs that are available in the community.

g. Offering advice on curriculum content, training techniques, textbooks, software and equipment.

h. Informing college personnel of changes in the labor market.

 

2. Recommend qualified instructors for specific subjects.

 

Suggestions and/or recommendations should be presented formally to the general advisory board.

 

. The Assisting Role

 

In an assisting role, the advisory board may help an instructor or administrator carry out specific activities. Examples could include judging competitive skill events, setting up a scholarship program, obtaining media coverage for special events, etc.

 

The Support and Advocacy Role

 

In the support and advocacy role, the advisory board promotes the quality of the paralegal program of the college. Examples could include showing support of the program at various meetings, writing articles for local newspapers and looking for potential job opportunities for program graduates.

 

 

 

The Role of the Chairperson

 

The chairperson plays a critical role in maximizing the effectiveness of the board. The chairperson sets the tone for the board because it is this officer who assists and cooperates with the Department Chair and/or Director of Instruction to develop the agenda and helps move the board through each agenda item. The chairperson must be aware of the role and responsibilities of this position. In fulfilling the duties of the chairperson or other officer of the board, the college will provide clerical and other support services as required and/or requested. There are four major elements to becoming a successful chairperson.

 

• Keep the board’s purpose in mind

 

The advisory board’s overriding purpose is to help improve and modernize the Academy’s legal assistant program. The board’s role is to advise, assist and become an active supporter and advocate of the program. The board has no legislative, administrative or program authority. The board works cooperatively with college officials in planning and carrying out board functions. The chairperson should help members avoid possible conflicts of interest.

 

• Take charge

 

To be effective, advisory board members must feel that their time and expertise are being utilized. Members need action in order to gain a sense of self-fulfillment. The chairperson, together with the educator, needs to create an environment that will result in an effective and successful board. Draw on the expertise of individual board members. Help make them feel a part of the board process. Do not permit any one member or college official to dominate the discussion. Make committee assignments to individual members who show the most enthusiasm for a given topic. The main objective of the chair is to create and maintain a cohesive working group.

 

 

 

 

• Expect Results

 

An effective board knows in advance that something positive will occur as a result of its work. To have something occur, the board must be goal directed. The board must decide what it is that it wants to accomplish and then develop a plan to accomplish it. The chairperson guides the members through a series of discussions resulting in a program of work which will lead to an anticipated outcome.

 

• Be organized

 

Well-organized board meetings add to the board’s effectiveness. The chairperson should meet (by phone or otherwise as may be convenient) with the Department Chair at least two weeks prior to a board meeting and plan an agenda. The agenda should include minutes of the most recent board meeting, and sub-committee reports, officer reports, agenda items supplied by the college and unfinished and new business. The chairperson should pace the meeting to complete all agenda items in an organized way and on time. The board should know well in advance the date, time and location of all meetings. A good practice is to set a tentative date for the next meeting prior to adjourning.

 

Role of the Administrators/Instructors

 

The role of the Director of Instruction, Department Chair, faculty and staff in developing and working with the advisory committee is critical to the effectiveness, value and success of the board. In order for board members to gain a sense of satisfaction from serving on an advisory committee, college and program administrators, including faculty and staff, must actively promote the idea that they truly believe in the concept of advisory boards and within policy and program constraints are willing to accept and carry out the board’s actions. Effective guidelines for faculty and staff in working with advisory boards include:

 

• Appoint leaders to the board

 

Nominate people whose opinions are respected. Even outspoken critics often become supportive once they know all the facts. The value of any recommendation of the board will be essentially equal

to the collective respect that the community, institution, and board have for the members of the board.

 

• Provide information and follow through

 

Provide accurate and concise information so sound conclusions and recommendations can be made. Members need all the information necessary to make informed decisions and recommendations. They will appreciate not being overburdened with a flow of unnecessary unrelated information.

 

To earn the respect of the members of the board, be honest and candid with the members. Don’t hesitate to lay out actual or potential problems or to point out worthwhile accomplishments. The board needs to be able to see both sides of the issue.

 

It is important to always follow through with any reasonable request from or promise to the board. If the staff or faculty cannot comply with a request, give the board the rationale for why it is not possible to carry out its request.

 

• Provide guidance and support

 

New members should be oriented to their responsibilities and tasks as the board’s success depends on how well the members understand their roles. Likewise, newly elected chairpersons need direction and guidance to grow into a leadership role. The program administrators should meet with the chairperson to review this handbook and to answer any questions the chairperson may have.

 

Available services such as clerical work and arranging meetings and other details should be discussed with the board. Program administrators and staff who will assist the board should understand that this is part of their responsibility.

 

• Expect results

 

Let the board members know that they are important, that they can provide valuable services to the program and that results are expected. It may be desirable to discuss this expectation, as well as an accurate assessment of their time, when first discussing

 

possible membership with an individual. This type of attitude and expectation will enhance member attendance at meetings and activities.

 

College personnel should make every effort not to sway the board with any personal bias or with recommendations that may be viewed as a conflict of interest.

 

One of the best ways to encourage attendance and participation is to give the board real problems and situations to discuss. The persons who help to plan the board meetings should assure that the meeting will actually solicit the input of members and help them see the value of the board’s contributions.

 

• Recognize outstanding members

 

Reward mechanisms are important to every organization because they encourage attendance and involvement. Moreover, recognition efforts attract the attention and interest of other qualified people who may someday serve in the organization. Additionally, they bring public attention and goodwill to the organization because they demonstrate that the organization appreciates the efforts of its members.

 

Reward and recognition are especially important to advisory boards because members are not paid for their efforts. Rewards should not be given indiscriminately but should be based on actual contribution to the board’s activities. They must be distributed equitably, concentrating on individual efforts.

 

The best types of rewards or recognition are those that can increase productivity, improve board interaction and increase member satisfaction. The strategies need not be elaborate. Most members are willing to attend regularly and work hard, as long as their talents are used in tasks that involve them in the program, their recommendations are seriously considered and they are given feedback about the recommendations and efforts.

 

Using the meetings as a means of reporting program activities and asking the board to address trivial matters is counterproductive. The best reward is to ask for advice and respond to it.

Opportunities and ways in which board members may be recognized by the college include:

 

 Issue press releases announcing member appointments

 

 Report at meetings on the results of adopting board recommendations and the ways the board has been of service.

 

 Invite members to visit the program to see the actual results of their recommendations.

 

 Invite members to attend special education events.

 

 Introduce advisory board members at education meetings or events.

 

 Send personal letters to board members about the results of their advice and recommendations.

 

 Send each member a letter of thanks and appreciation, signed by the appropriate college official, at the end of the year.

 

 Send a letter of appreciation to the advisory board member’s supervisor and/or company, explaining the service being done by the member and thanking the company for its support and allowing the member to participate.

 

 Hold a banquet in honor of the board and present a certificate of service to each member.

 

 Place members’ name on a display board or plaque at the college.

 

 Be sure that announcements and reports made by the administration about the program include references to the board members.

 

 Send a personal note in recognition of special events such as birthdays, anniversaries, and promotions. Include thanks for the member’s work on the board.

 

 

 

Part 2

 

Procedures for Establishing Advisory Boards

 

An organizational structure and operating procedure for the advisory board should be developed. The structure and procedures are generally developed as a part of the board’s constitution and bylaws.

 

Size of the Board

 

The size of the board may vary from time to time. It should be large enough to reflect the diversity of the community, yet small enough to be managed effectively. The legal advisory board is composed of personnel, the general makeup of which is mandated by the ABA for approved paralegal programs.

 

Term of Service

 

A rotational three-year term of service most easily allows for continuity and change. One-third of the total membership may be appointed beginning each year. By establishing the length of term as policy, time demands for members will be clarified at the outset.

 

Selection of Members

 

Members of the board shall consist of representatives from the administration and faculty of the college and those members representing areas of expertise and experience as set for by the American Bar Association for ABA approved legal assistant programs. It is the goal of the college to select members who are knowledgeable about the legal assistant occupation and who have work experience in the field.

 

 

 

 

 

Selection Process.

 

Members may be nominated for appointment to the board by representatives of the college or by members of the board. All nominations may be presented to the board for approval. All appointments to the board shall be subject to the approval of the Director of Instruction and the Program Coordinator. Members are appointed to the board by the college.

 

Following the decision to appoint a nominee to the board, the nominee shall be invited to serve on the board through a written invitation signed by the Director of Instruction and the Program Coordinator and others members of the advisory board as may be requested.

 

The advisory board chairperson and/or Program Coordinator should contact the new members who accept an appointment to welcome them to the board and provide them with appropriate material.

 

Selection and Duties of Officers

 

The success of the board depends in part on the leadership ability of the officers.

 

Elections may be held at the first or last meeting of the calendar year.

 

The officers may consist of one or more of the following as needed: chairperson, vice chairperson and secretary. The procedures, personal characteristics and duties for each position follow:

 

Chairperson.

 

The chairperson’s leadership is a key factor to the board’s success. Whenever feasible, the board should be chaired by a member other than a college representative. The chairperson should possess skills and characteristics such as:

 

 Ability to manage meetings, plan and adhere to schedules, involve members in ongoing activities, and reach closure and consensus on issues.

 Ability to delegate responsibility, as well as willingness to accept responsibility for the board’s actions.

 Personal characteristics such as empathy, fairness, tolerance, sound judgment and attentiveness.

 

The responsibilities of the chairperson include:

 

 Work with college and community representatives to plan and carry out the board’s program of work.

 Help in preparing meeting agendas and assist college representatives in handling details regarding meetings.

 Preside at meetings.

 Delegate tasks and follow-up work.

 Arrange for presenting appropriate reports to the board.

 Appoint standing committees and subcommittees as needed.

 Submit recommendations of the board to the appropriate college administrators.

 Follow up on committee recommendations or actions.

 

Vice Chairperson

 

The skills and characteristics of the vice chairperson should be identical to those of the chairperson. In the absence of the chairperson, the vice chairperson will chair for the purposes of presiding at meetings. A representative of the college may serve as vice chairman.

 

Secretary

 

The secretary records meeting minutes and performs other clerical duties. Boards may use college support staff in this position. The responsibilities of the secretary include the following:

 

 Take minutes of meetings; prepare and distribute minutes.

 Mail agenda, announcements, minutes and other information to members,

 Help assemble and distribute necessary background information to members.

 Correspond with representatives of college and community as needed.

 

 

Part 3

 

Planning and Conducting

 

Planning Meetings

 

Officers in cooperation with the college administration direct, coordinate and facilitate the work of the board. Planning and conducting meetings deserve special attention so that time is well spent and effort is focused.

 

Meeting dates are established jointly by the board and the administration. Notice of advisory board meetings should be publicized in accordance with administrative procedures.

 

Each meeting is focused on particular content or issues, held in a comfortable location and planned well in advance of the meeting date. The general planning process involves reviewing minutes of the last several meetings in order to create the agenda. Agendas help prevent the meetings from becoming “gripe sessions” for instructors or members.

 

The social aspects of the meeting, such as simple refreshments, contribute to group morale and commitment. Some meetings could be held away from the college to encourage an employment community atmosphere. In preparation for the meeting:

 

 Establish and publicize time, date and location of each meeting.

 

 Arrange for meeting room and equipment.

 

 Notify board members and appropriate college officials in writing of the meeting date and agenda.

 

 Arrange for refreshments, meals, special presentations, etc., if appropriate.

 

 Confirm all arrangements several days before meeting.

 

 Call board members and staff to remind them of the meeting.

 

 Prepare materials for issues to be addressed.

 

Emphasis on attendance and participation in board work builds commitment and interest. A meeting notice and agenda should be sent in advance to members and appropriate college officials. Minutes from the last meeting should be included unless sent previously. Background materials necessary for completing work at the upcoming meeting should also be included.

 

Conducting Meetings

 

The following guidelines are useful for managing group activity and interaction at board meetings.

 

 State the purpose of the meeting and review the agenda. Some boards set goals or objectives for each meeting as a way of focusing on purposes.

 

 Encourage all members to speak and to respect the rights and opinions of others.

 

 Ask clarifying questions.

 

 Periodically summarize discussion and point out the connections and contradictions between points.

 

 Use parliamentary procedure for decisions; otherwise, encourage open and informal discussion. The majority rules, but the minority must be heard.

 

 Consider and resolve one issue at a time.

 

 Explore and encourage all points of view in working toward consensus.

 

 Show strong interest in attendance and ideas.

 

 Distribute work assignments throughout the group.

 

 Make assignments and work tasks clear and specific; explain expectations, time lines and products. Discuss background of

issues so that everyone shares a common understanding of the terminology and importance of the problems.

 

 Structure the meeting to avoid wasted time. This conveys a sense of organization, purpose and productivity.

 

 Keep members informed of activities and progress.

 

 Recognize and reward members. A simple thank you is an effective reinforcement.

 

 Evaluate board work regularly.

 

The atmosphere for interaction is critical. It is through discussion that members present views and develop finding, while moving toward consensus. The most productive atmosphere in a group meeting is a supportive atmosphere. Creating a productive atmosphere is time well spent.

 

The tone of board operations is set by the first or second meeting. The following ideas help establish a positive tone:

 

 Concentrate on establishing a friendly atmosphere, coupled with a seriousness of purpose and the background information necessary to begin the job.

 

 Emphasize that each member’s knowledge and experience are unique and of great potential value to the program.

 

 Tour the facilities.

 

 Meet students enrolled in the legal assistant program.

 

 Provide the opportunity for members to begin to know one another in a social context, perhaps during a meal or social time.

 

 Discuss the expectations for board work and for member behavior.

 

 Discuss future meetings, program needs and past work.

 

 Call meeting to order and adjourn at the appointed time.

 

Minutes of Meetings

 

As the official record of board activities, minutes keep individuals and groups informed about the board’s concerns, decisions and activities. They remind members of the group’s progress; they document the board’s productivity and its contributions to the legal assistant program.

 

 

Part 4

 

Planning a Program of Work

 

To be effective, the work of the board must be organized and structured. This does not mean it has to be complicated.

 

The overall purpose of the advisory board is to help the college improve and modernize the quality of instruction in the legal assistant program. In developing a program of work, the board should continually keep two things in mind. One is the needs of the program. The second is the requirements of the legal community.

 

To help an advisory board plan an effective program of work, this guide suggests that a sequence of planning steps be used. These include:

 

 Establishing annual priorities.

 

 Specifying board activities.

 

 Developing planning tasks.

 

 Assigning responsibilities

 

 Establishing time lines.

 

In developing a program of work, the first thing the advisory board must do is to decide what it wants to accomplish. This first step is a process identifying and establishing priorities regarding the function of the board over the course of the year.

 

There are eight very broad functions that are generally performed by an advisory board. These functions include:

 

 Community Relations

 

 Community Resources

 

 Curriculum Review and Updating

 

 Student Organizations

 

 Job Placement

 

 Staff Development

 

 Program Review

 

 Recruitment.

 

These board functions are not meant to be all-inclusive but, rather, are areas of discussion the board may want to consider in determining the overall need of the program. The administrators and faculty are excellent resources to help identify the needs of the program.

 

Specifying Board Activities

 

This guide outlines a series of activities the board may want to consider as it plans a program of work. These activities include:

 

 Curriculum activities

 

 Identify new technologies to include in the program.

 Compare content of program with competencies required for entry into the occupation.

 Review instructional materials for technical accuracy.

 Determine labor market needs, trends and directions.

 Assist in obtaining instructional materials.

 Recommend equipment and supplies.

 Recommend basic skills curriculum content.

 Provide equipment and facilities for specialized training needs.

 

 Program review activities

 

 Review program goals and objectives.

 Participate on program evaluation teams.

 Compare program accomplishments with program objectives.

 Review adequacy of the facility as a training site.

 

 

 

 

 Evaluate quality and quantity of graduates and job placements.

 Compare student performance standards to industry standards.

 Make recommendations for program improvements.

 Give periodic reports to administration

 

Job placement activities

 

 Organize employer/student conferences

 Notify the college of job openings.

 Provide students with cooperative work experience.

 Promote potential cooperative work experience sites with other employers.

 Assist students in developing interviewing skills.

 Recommend employability skills curriculum content.

 Hire graduates.

 

Community relations activities

 

 Increase community awareness of the program.

 Establish awards programs to recognize outstanding students

 Obtain contributions to promote programs.

 Obtain media coverage for special events.

 Participate in and promote special college events.

 Assist in developing and carrying out a local marketing plan for paralegal education.

 

Community resource activities

 

 Identify community resource people.

 Provide tours or field trips to legal related work sites.

 Provide speakers.

 

Recruitment activities

 

 Assist in reviewing teacher selection criteria.

 Assist in recruiting new staff.

 Assist in recruiting potential students.

 Judge competitive skill events.

 

 

 

Staff development activities

 

 Provide inservice activities on current methods and processes for instructors.

 Recommend potential faculty.

 

This list of activities is not all-inclusive and should be viewed as possible activities for consideration.

 

Developing Planning Tasks

 

After selecting board activities, discussion should center on how the board plans to carry out the activities. “Brainstorming” is a good exercise to use. Members are encouraged to discuss a wide variety of ideas and how each activity could be accomplished.

 

Several factors need to be considered, including time, cost, people power, community/college support, etc. Some of these factors may require the board to develop alternative planning tasks to accomplish the same end.

 

Assigning Responsibilities

 

To accomplish each planning task, assignments should be made to an individual, individuals or the entire board. Individuals assigned need a clear understanding of what is expected. The board chairperson should review and discuss each planning task with the entire board so that there is a clear understanding of each task.

 

Establishing time lines

 

In addition to clearly understanding what is to be accomplished, each person assigned to a specific task should know when the task is to be completed. By establishing time lines for each planning task, the individual members, faculty, or staff assigned to a given task can plan accordingly. Tasks assigned to individual persons need to be completed prior to meetings in order that a status report can be presented during the board meeting.

 

Part 5

 

Carrying Out A Program of Work

 

The desired outcome of any program of work is either a board recommendation or a specific board action. If the board specifies activities that relate to an “advising” role, the end result would be a recommendation for the college or program to consider specific action. If the program of work calls for more of an “assisting” or “advocacy” role, the end result should be the board’s carrying out specific action to accomplish a given activity. Both recommendations and board action have one overall intent, that is to improve and modernize the program in order to better serve the needs of the students and the community.

 

Formulating Advisory Board Recommendations

 

Recommendations should be formulated after the board has had sufficient time to study and discuss a specific issue and to thoroughly review and discuss the specific recommendations.

 

Recommendations should be brief. They should be clear and concise. The number of recommendations should be kept to a minimum. One to three sound and well-stated recommendations in one year could prove helpful as the college moves to improve and modernize its program.

 

The board members should remember that they have no program or administrative authority. Their recommendations should be viewed as advisory in nature by both the board and the administration.

 

The most effective way to strengthen board input is to promote the advisory board as a partnership between the college and the community. For this partnership to be effective, the board and administrative officials should take the time and effort to officially review and consider the recommendation and actions of the board and respond accordingly.

 

If a recommendation is denied, it is appropriate for the administration to advise the board of the reason for the denial.

Restraints on time, budget, people and other resources or regulations may be reasons why some recommendations are not acted upon by the college. In response the board may want to consider alternative ways of improving or modernizing the legal assistant educational program.

 Create your own educational wiki!HelpPublic, Silver wiki Privacy Policy RSS