ABSTRACT
In this chapter, the author reviews multiple theoretical fields for consideration in addition to adult learning theory. He found these learning, training, and development theories useful and submit them for exploration. Andragogy’s focus on adult learners is a strong foundation for advisor training and development. Reeves suggested thinking about “learning as a matter of relations between spaces over time, people and things, being and becoming, power and agency, and discourse and identity”. Advisor training and development is often an individualized affair, more out of necessity or due to circumstance than by design. The isolation that individualized beginnings may unintentionally set for advisor training and development can be further entrenched by the practice’s often autonomous and cyclical nature, leading to entirely solitary conceptions of one’s training and development. Collins delineated the stages and realms of socialization for new student affairs professionals and highlighted how the socialization of new advisors could start during the search and selection processes.
