NEEDS ASSESSMENT (2011-2013)
The College recognized a need for new employees to experience a “robust” orientation experience. The Provost was tasked with determining faculty needs. For adjunct faculty, needs were assessed in a variety of ways.
1. Surveys were sent to all active adjuncts asking about demographics, time of day taught, what building taught in, current working conditions, desired working conditions, orientation needs, future employment goals, understanding of policies and procedures, suggestions to better serve the adjunct population.
2. Focus Groups were conducted at various times and days to accommodate as many adjunct faculty as possible.
3. Observations were noted as to what questions were being asked, what complaints were being lodged, voluntary attrition of adjunct workforce, student complaints, etc.
4. Data was reviewed and several areas addressed.
As Director of Academic Services, I was tasked with assembling a taskforce that would work together to create this learning opportunity.
SUPPORT
Organizational Context
The learning opportunity is tied directly to the college’s strategic promise to “Value, respect and optimize all college resources—human, fiscal, physical plant, and information and technology resources—to advance student success.” (Onondaga Community College, 2011). There was no need to seek the support of the Executive Council for this project as they assigned it. Department chairpersons were likewise supportive because having a new faculty member “classroom ready” only improves the instructional experience for the students.
Other support
After reviewing the results of the needs assessment, it was clear that areas outside of academics were involved with new faculty “orientation” to the college and it was my job to seek their support. To that end, I assembled a workgroup with members from Human Resources, Academic Technology, Disability Services, the Registrar, and Academic Services (including faculty). After sharing the results of the assessment, everyone was eager to help improve the experience of new adjunct faculty.
INSTRUCTION
Facilitators
The group decided that the orientation experience should happen in three parts.
Human Resources would provide an enhanced onboarding experience to include some of the deficits expressed in the assessment. The “onboarding” did not need to take place at the same time as the training portion, however it could. The academic technologist would dedicate time and space in the Faculty Resource Lab for new adjuncts to practice logging onto the networks troubleshooting any technology issues. Additionally, she would review the various webpages that housed the policies and procedures most needed and used by faculty such as grading, class lists, and the online ANGEL system. Her portion would be part of the training portion as a “part one”. Seasoned faculty and administrators in Academic Services would then orient the new adjunct to the classroom and the academic sides of the college for “part two”. This last section was mine to create, and serves to fulfill my obligation for this class.
The group estimated the entire experience taking about 3 hours. We agreed that some of it could be available as an online tutorial and that the workgroup would discuss the possibility of a completely online version of the orientation during the spring semester. I will outline the steps needed to plan a completely online version of the orientation as my final project for this class.
Goals of the workshop
To provide new adjunct faculty with the tools he/she will need to perform effectively in the classroom on the first day.
To provide a forum where new adjunct faculty can review and discuss policies, procedures, and expectations.
Objectives of the workshop
* The new adjunct faculty member will demonstrate a clear understanding of what to expect on the first day of class.
* The new adjunct faculty member will demonstrate a clear understanding of how to assist students in need.
* The new adjunct faculty member will demonstrate a clear understanding of what to do and who to contact in various situations including emergencies.
* The new adjunct faculty member will identify the location of the college’s policies and procedures and demonstrate a working knowledge of the most common used in his/her role.
Learning Transfer
The transfer of learning will occur in two ways. First, once the participants complete the lab component, they will apply their knowledge as they work in groups to solve case scenarios during the workshop component. In other words, the participants will use the policies and procedures shown during lab and apply the knowledge during group sessions. After the workshop concludes, the participants will find themselves in the classroom “on the job” and the learning transfer will again take place.
DETAILS
Budget
Each area had budgeted funds for “orientation” purposes, so we did not need to seek further funding. A small taskforce emerged from this larger group, and we set to work.
Marketing
Inviting the new adjuncts to the orientation was accomplished sequentially.
1. HR would inform us when the new adjunct had completed the onboarding appointment. This was a necessary first step because the ID is assigned.
2. IT would inform us when the new employee was assigned a network accounts. This was necessary for the lab portion of the orientation.
3. Departments provided a non-college email address so that we could reach out and invite the new hire to Orientation.
4. Simultaneously the Academic Technologist schedules the lab and the Director of Academic Services schedules the faculty and administrators.
EVALUATION
Pre-workshop
Prior to the workshop the new faculty are sent materials to review and asked to bring questions to the orientation.
During workshop
New faculty are given the learning objectives and encouraged to ask for clarification throughout the workshop.
Post-workshop
Participants are given a Training and Development evaluation to complete before leaving. The evaluation uses a Likert scale: strongly agree: agree: strongly agree: disagree: strongly disagree. Some examples of questions are, “The training met my expectations.” “The content was organized and easy to follow.” “Adequate time was provided for questions and discussion.” There are also areas to fill in answers to questions such as, “The most useful part of this training.” and “Please identify future training needs.”
Learning Transfer
Evidence of learning transfer would be frequency of new adjunct calls for assistance to various areas of the college. Also, the academic departments can determine learning transfer by the type of questions asked of them by the new adjuncts after the training.
Works Cited
Onondaga
Community College. (2011). About the College: Strategic Plan 2011-2016.
Retrieved November 24, 2013, from Onondaga Community College:
http://www.sunyocc.edu/index.aspx?menu=91&collside=489&id=929
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