Orientation

Rationale for Orientation Policy

Student affairs professionals are dedicated to the fundamental principle that students must be considered as whole persons. This principle should be applied to the individual employee as well. The orientation of student affairs professionals to their jobs provides an opportunity to emphasize the whole employee development approach to staffing practices in student affairs.

Prior to determining the exact content and organization of the orientation program, key participants should review the existing organizational structure of the unit. Orientation is not just a program, but also a process that is integrated within the overall mission of the unit, the division of student affairs, and the institution. Objectives for the program should complement the mission and goals of each faction. Orientation policy should, then, be directed toward the following objectives:

• Model practice focused on student learning and education of the whole person.
• Communicate the mission and goals of the unit.
• Clearly define the new employee's role and expectations for job performance.
• Make the new student affairs professional feel welcome and comfortable.
• Provide consistent documentation and interpretation of policy.
• Provide opportunities for meeting and interacting with student affairs professionals within the unit and across units in the division of student affairs.
• Reduce turnover among staff.

Orientation Policy Statement

All newly hired student affairs professionals will receive orientation to the institution, to the division of student affairs, to their unit, and to their specific assignments, regardless of position or level of prior experience. The exact nature of the orientation program may vary by unit or individual depending on the nature of the position.

Participation in an institution-wide new employee orientation program, although it may complement the student affairs orientation, may not substitute for an orientation based on the student affairs perspective in the individual's employment unit. The orientation will be planned, implemented, and evaluated to ensure that each employee is provided the opportunity to develop his or her potential to perform at a level of excellence consistent with the CAS standards established in every student affairs unit.

Using the Staffing Model in Orientation

Orientation of new staff begins during recruitment and selection of the individual. Education about the institution, the department, and the specific job begins during the posting of the job announcement and continues throughout the interview process. The candidate, through interaction with employees and students of the institution, begins to develop relationships with those persons. Orientation of staff continues after the employee begins a formal association with the institution and ideally continues well after the individual has begun employment. This relationship is illustrated in the integrated staffing model.

Following are four guiding principles which should be considered in every successful orientation program. These principles include clearly, completely, and intentionally communicating information to the new employee regarding:

• Educational and operational philosophy
• Institutional and student affairs division culture
• Expectations for professional and personal performance
• Relationships between faculty, staff, and students

  Educational and Operational Philosophy

The new student affairs professional needs to know more about the department than its mission and goals. It is also important to communicate the educational and operational philosophy of the unit to the new staff member. Although the distinctions between different philosophies are sometimes subtle, they can have a significant impact on program development and lead to unsuccessful experiences for the new staff member.

Understanding the educational and operational philosophy of the unit, and of the institution as a whole, are prerequisite to understanding the expectations for professional and personal performance of the job.

Institutional and Student Affairs Division Culture

Winston and Creamer (1997) advocate orienting new student affairs professionals to their positions in ways that are clear, complete, and intentional. There is perhaps no other area where these guidelines are more important to follow than with respect to the culture of the institution, the division, and the unit.

Clues about the culture can be gained from understanding the mission and goals of the units and the educational and operational philosophy to which they subscribe. However, information beyond subtle clues is seldom clear or complete. Missions, goals, and philosophies may even provide conflicting information about the norms and traditions that make up the culture of the division and the institution as a whole.

An intentional component of the orientation program that specifically focuses on culture ensures that this information is conveyed to the new student affairs professional in a systematic and thorough approach.

Expectations for Professional and Personal Performance

Clearly articulating expectations for professional and personal performance is a vital ongoing process in the continuous orientation of student affairs professionals. Most of the information defining professional expectations should be available from the position analysis conducted during the recruitment and selection process. In addition to this information, the standards that will be used to evaluate performance should be clearly, completely, and intentionally communicated to the new employee.

Orientation programs may need to strike a balance between professional and personal performance expectations. This balance may be especially important for new student affairs professionals, but it is also important for more experienced student affairs professionals who are changing jobs. Clearly communicating and acknowledging the extent to which the achievement of personal goals is a priority of the organization will likely contribute to the employee's feeling that their new environment has completely accepted them.

Relationships Between Faculty, Staff, and Students

At first glance this principle may seem redundant. One of the strengths of higher education is the uniqueness of institutions. In some instances cultural artifacts may explain the relationships between faculty, staff, and students, but in others the professional environment that has been established may better explain the interrelationships among them. New employees need to know how they are expected to interact with all of the stakeholders on campus. Expectations that will need clarification include:

• Protocols concerning rank or title on campus
• Mores about deference to certain people
• Commitment to collaborative strategies
• Supervision traditions concerning group or teamwork

Orientation Design

Taking into account the four guiding principles of orientation and the minimum content requirements for new position orientation, determine if a group, one-on-one, or combination approach is best suited to meeting the objectives of the orientation process. Prepare the program content, timeline, and orientation materials. In structuring orientation programs for student affairs professionals, pay special attention to the following:

• Identify the key participants
• Design appropriate checklists
• Purposefully include time for personal interactions
• Schedule extended visits to other departments with which the student affairs professional may need to establish a working relationship

Approaches that may be used in any orientation program:

• Campus tour
• Shadowing
• Formal instruction
• Special supervisory sessions
• Team building activities
• Reading reports, materials, etc.
• Briefings
• One-on-one conversations
• Welcoming receptions

A good orientation program will take advantage of new student orientation programs that are already in place in the student affairs division. The same elements may be incorporated into orientation programs for new professionals from a different perspective.

Begin the orientation process before the student affairs professional begins the new position. Provide background information about the institution, a welcome letter, and a list of terms that are unique to the campus environment.

Specific elements of the orientation program should clearly articulate the mission and goals of the institution, division, and the unit. Ideally, the most senior official possible should address these issues with new employees. Documentation, such as sections in the student affairs professional handbook and on-line references, can be used for reinforcement purposes. Particular attention should be given to the relationship of student affairs to the academic mission of the institution overall.

Key policies and procedures should be reviewed and discussed. It is not enough to hand the new student affairs professional a tome of information to be read at his or her leisure. Attempting to learn the policies, much less the culture, of the unit and institution while completely immersed in the day to day operations of the unit is a less than ideal situation.

Make sure that there is a clear understanding of the expectations of the job and the reward system and how these relate to the CAS Standards. It is more likely that the new student affairs professional will accurately assess their own professional development if they understand the parameters within which they may succeed.

Evaluation

Use both formative (ongoing) and summative (final) evaluation strategies during all phases of the orientation process, including both program development and implementation. Include staff suggestions for improvement as well as participant input. Design evaluation specifically geared to understanding how well the orientation program meets the keys identified by Winston and Creamer (1997):

• Intentionality
• Clarity
• Completeness

Use the results as any other evaluation results to inform practice and further the overall effectiveness of the unit, division, and the institution.

Issues of Diversity in Orientation

This section will provide some general information regarding orientation of minorities.  For the purpose of this document, ethnicity will be considered part of the overall “diversity section”.  Because there were some areas where research was more readily available (Religion, Gender, and LGBT), specific information and tips for these populations will follow.  This document does not claim to be exhaustive but is an overview of things to consider.

 Religion and Orientation

When preparing to add a staff member be sure that the person has resources available that will ease the transition.  That can include a reference sheet of related information in providing a link between the new employee and their particular denomination.   A guide or check sheet the religious resources provided by the local community may also help the new employee.  Be sure that the new employee does not feel compelled to discuss or state their religious preference, but that they are aware of what is available should they self-disclose religious information. 

Gender Issues In Orientation

Orientation programs and processes should address the following issues that directly relate to gender:

• A discussion of sexual harassment, the law, the penalties, and the means for reporting (Certo, 1994). Most instances of sexual harassment occur as a result of ignorance. 
• Benefits that are available for partners
• What if any child care is provided
• Contact information for any child care agencies that the university works in conjunction with
• A list of all services on campus that are accessible for family members (family benefits)  (Certo, 1994). 
• Information on any mentoring programs specific to women  (Karsten, 1994). 

LGBT Issues in Orientation

In order to orient gay individuals to the work environment, the Human Resource Office, appropriate entity, or supervisor should develop models in order to assist with the employee's orientation. This will ensure all employees are communicated with properly on issues regarding diversity. 

Winfeld & Spielman (1995) have provided information related to orientation of LGBT employees with the workplace.  The following considerations were taken from their work.

Mentoring - can be used as an effective mechanism by assisting with developing the strengths of individuals in the workplace.  Supervisors who implement a mentor program also help to establish a more inclusive work environment.

Creating a Resource Room - Supervisors, regardless of their sexual orientation, should initiate support by making available a resource room or referral system for anyone who has legitimate questions and concerns about LGBT issues.  This component should be structured in a manner that can be accessed anonymously if the individual desires.  Some resources could include employee assistance programs, listings of literature available regarding LGBT issues, names and numbers of local and national support groups and organizations, and supportive clergy to name a few.

Hot Lines - Supervisors might also want to consider developing hot lines to report forms of harassment and discrimination which include sexual orientation, encouragement toward gay workers to bring their partners to events, incorporation in publications about sexual orientation, policies, programs, and resources, and a system of accountability for a non hostile work environment.

Counselors - counselors, referred to as Coming Out Coaches, is another form of assistance which the Human Resource office or supervisor could offer as an orientation model. The purpose of these coaches would not involve coercing individuals into coming out, but merely to lend support during the coming out process.  This form of assistance would convey that the organization is determined to do whatever it can to help people feel safe and valued in the workplace.

Support Groups - Lastly, the Human Resource office or supervisor can assist employees by creating a support group that will provide organizational support.   The purpose of these groups would be to provide an effective and responsible voice to the concerns of the gay employee population; lead to more dialogues about LGBT issues; create a sense of community for workers; and provide a mechanism for supervisors to stay in touch with the concerns of the gay employee population.

Resources

This link opens some new material concerning orientation recently added to the Staffing Handbook by graduate students at the University of Georgia.

Orientation Resources on the Web

ABAnetwork
www.abanet.org

This website offers an orientation checklist that can be reviewed and adapted to fit your organizational needs. 

Deliver the Promise
www.deliverthepromise.com

This website is a comprehensive look at the orientation of new employees.  It offers suggestions as well as resources that can be purchased when coordinating an orientation program.  Discussion includes how orientation can be used to address the employee commitment curve, new employees adding value to an organization, enhancing employee creativity, achieving organizational fit, and much more.

Businesstown
www.businesstown.com

While much of this website is discusses issues surrounding the development of a new business, it also includes information and resources that are relevant to staffing practices.  Topics include hiring and firing, legal issues, and managing people

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