Job-Specific Orientation Program

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JOB-SPECIFIC ORIENTATION PROGRAM 1

Job-SpecificOrientation Program

According to Kenkelet al. (2010), supervision, personnel selection, and evaluation areessential factors in determining the right person for a specific job.Educators are no exception. As a matter of fact, hiring ofhigh-quality and deserved teachers is a task in its itself given theenormous implication that any school must adhere to making permanentdecisions with little effort to alter choices of the selectedcandidates. It would be ideal to discover a befitting formulahowever, a lot of desirables are found in every process.

As much as every school look forward to hiring top teachers,supervise them efficiently, and carry out an effective evaluation onthem, challenges are likely to impede efficiency and success,especially when the teachers are not in class, and thus impacts onthe students` achievements, negatively. Kenkel et al. (2010) notedthat the hiring process is a mere first step towards effective andefficient personnel management. The local and federal laws regardinga fair hiring procedure guide many schools to practice and maintainnondiscriminatory and ethical procedures. Additionally, whether theschools use sample lessons, interview committees, or personalinterviews, all the candidates are required to be handled fairly andequally.

To carry out a successful orientation program, there will be a needto have a detailed list of recommended list of items in theorientation plan. The list is comprised of handouts, supportingmaterial, and reference documents for teaching as the chosen job. Fora teaching job, orientation service uses the handout materials of theinstitution`s mission and vision statement. The handouts includereference materials, for example: (1) the teachers` book series, (2)writing materials, and (3) reading materials.

Additionally, teaching handouts include the new teacher evaluationhandout, burning questions handout, and supervision handout. The planconsists of the detailed reference and handout list, which requires acompletion of the items. One person in the institution, preferably asenior supervision, will be required to acclimatize the new employee(teacher). American Studies Association (2010) observed that inoften, the instructors fail to receive a lot of supervision from theinstitution`s department due to the schedules more likely to beexperienced by the new teacher in class.

An overview and alist of instructions are recommended for the new employee`s (teacher)mentor. An overview of the instructions is governed by an adjunctemployment of the faculty or the teacher`s mentor, which is acontingent based on the satisfactory check on the background. Anoverview includes the determination of the personal data (PD) for thementor, personal digital identity (PDID), and a background check(American Studies Association, 2010). The instructions for theemployee`s mentor involve, first, the background release form shouldbe sent directly by mail or given by the mentor.

Secondly, the release form should also be forwarded to the mentorupon the hiring contingency by the relevant department immediately.Thirdly, once the applicant teacher has been cleared to startteaching, the mentor should email the employee a letter to welcomehim or her, and again to inform him or her where, when, and how tobegin the work. The signed forms should then be submitted to therelevant department, which will also include the payroll data theHuman Resource or accounting department in the institution. Thementor will be directed to ensure the working area for the teacheremployee is tidy and comfortable, and send instructions to theprocurement department for the provision of a computer, telephonenumbers, and a bear number for the new employee.

The jobspecificity solely involves teaching therefore, the learningobjective according to Kenkel et al. (2010) is that one, which willoffer a sense of care and purpose to the recipients. It was alsobased on passion and commitment to passion. The set learningobjective is also in line with training the teacher on the new setskills. Here, learning objective include to commit to personalwell-being while developing a set behavior (metacognitive habit) forthe identification of gaps in the workplace and filling them.

To do this (trainfor the adoption of new skills), an orientation outline will includea copy of time scheduling, all the students information, for purposesof personal information, and group discussion between the teacher andthe students. To ensure there is the preferred adoption of new setskills, the new employee should also have access to copies of theinstitution`s internal copies, which will offer him or her with theguidelines and values. The code of conduct will analyze and list theemployee behavior and principles of conduct. American StudiesAssociation (2010) noted that these are extremely important toguarantee skill consistency in the handling of all behavioral issues.

In conclusion, andfor the learning objective explained above, I would measure theirachievement based on the consistency of the employee and the endproduct of their teaching services. I would do it by looking at thebenefits of a perfect orientation program, which can be realizedthrough the students` reaction to different understanding to anissue. Additionally, the measurement would be done by looking at thepassion and desire to their services, and whether the scheduling fitswith the timetable or is overburdening to the recipients (students).

References

American Studies Association (2010). Encyclopedia of Americanstudies. Baltimore, Md.: Johns Hopkins University Press.

Kenkel, M. B., Peterson, R. L., &amp American PsychologicalAssociation (2010). Competency-based education for professionalpsychology. Washington, DC: American Psychological Association.

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