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Group Project Part ISheridan Orientation Analysis
Anum Nazir, Cindy Hill, Sara Palm
MAIN FOCUS Orientation for Specifically Diploma Students Review and Critical Analysis for Content of OrientationComparison of Chapter 7, Expectations we had as students and Reality
Orientation• “manage expectations of providing a successful orientation that would
prevent students from feeling dissatisfied and wanting to leave organization.”
The goal of this orientation analysis is to provide a successful orientation to students to retain their attention, engage them and make them seeking more from Sheridan College. A successful orientation would allow students to stay at Sheridan, refer other students to Sheridan and be mindful of promoting Sheridan’s reputation. Orientation at Sheridan College must provide clear expectations, mission and goals to its students.
Sheridan College should implement and introduce performance standards to avoid any uncertainty that could in the future. Knowing the policies and regulations of Sheridan College is essential for students as it would prevent undesirable behaviour (1).
Discussing and learning how to deal with the stress that comes with studying at Sheridan and for example peer pressures is very important.
Student Responsibilities and Professor Responsibilities must be very clear to avoid any kind of grievances.
Rights of students and Rights of Professors must be clear to both parties, disciplinary measures should be outlined properly in a language that is easily understood by students.
Students need to understand the social, technical and cultural aspect of studying at Sheridan College.
Students are curious about the Mission and Vision of Sheridan College and what it stands for- including the history of the college. Mission and Vision need to be aligned.
Cognitive Behavioural Environmental
• Increased knowledge of students • Team building.• Mentoring.• Building professional
relationships with other students.
• Organizational development.• Project Work• Consulting Cross Cultural
training
Three Basic Developmental Strategies
INDIVIDUAL CAREER DEVELOPMENT
• Demonstrate exceptional school/job performance
• Increase visibility and exposure within organization
• Leave organization to seek better job
• Seek mentors, classmates, and professors for networking
• Seek growth opportunities
Textbook Chpt. 7 Expectations Reality
OnboardingProcess of integrating new students into an organization. While providing them with the resources and knowledge to become successful.
• Senior students visit high schools • Ontariocolleges.ca• College Fair• Open house (for HMC)
• Visit high schools• Ontariocolleges.ca• College Fair• Open house (Trafalger)
Recruitment
OrientationFamiliarize new students with their roles, organization, policies, and other students.
Major cause of school stress, factors that are unique to a student are work loads, work pace, meaningfulness of work, hours of work, physical environment, and isolation.*Figure 12.5 pg 443
• An orientation that is fun and gets you involved• A creative way to help you retain information• Informational tours • Makes students aware of career paths and other
options.• Introduce student to idea generator. • Familiarize students with career counsellors and
career planning micro – course online.
• Orientation was long tedious with a lot of information.
• Lost interest due to dryness of orientation.• Lack of socialization amongst newcomers.• Peer mentors were not helpful.• Was not made aware of career paths.
Textbook Chapter 7 Expectations Reality
Onboarding Year 1students work load is compatible with individual capabilities and resources. Clearly define student roles and responsibilities. Provide students opportunities to participate in decision making. Improve the communication process. Increase opportunities for social interactions among students. Develop appropriate school schedules. Train students to be sensible to the symptoms of stress. pg 445
• Accommodate everybody’s learning styles• Library citing information should be
interactive and fun.
• Does not accommodate everyone’s learning styles.• Library citing information was presented poorly.
SocializationProcess by which students adapt to an organization through learning to understand and accept norms and beliefs.
• Hoping to meet other students in same program.
• Hoping to meet different students from different programs.
• Meet professors to get a first impression.
• Sat with the same 4 people.• Did not meet students from any other programs.• Did not meet any professors.
Training Enhance skills in current learning development.
• Co-op should be available as course, NOT based on grades.
• Should be available with 2 yr diploma program.
• 3 attempts to write exam before redoing the course entirely.
• Co-op is available to students with 3.5 gpa• If grade point level is not at 50% you must retake
the entire course
DevelopmentCoaching, mentoring, counselling, simulations, and job rotations.
• Meetings with program advisors.• Peer mentors should respond to student
inquiries.
• Did not meet program advisors.• Peer mentors did not respond to student inquiries.
Orientation ExpectationsClear Expectations
Reduce Student Anxiety
Make Resources and Opportunities
Clear
Outline Disciplinary Regulations
Student Involvement
Orientation Expectations
Sheridan’s Orientation
What Students Liked What Students DislikedAmount of Detail Given Only being in one classroomSchool Tour Should’ve been introduced department
headsSuccessful student transition Orientation was boring, it has to be fun and
engagingGood amount Student Resources Unreliable Student MentorsStudent counselling available Icebreaker that is more engagingNotified you about available program changes (within 1st year)
No mention of Career Management
No mention Health ServicesLimited number of counselling sessions
Agenda – According to the Textbook
Learning Principles
Participation• Engaging Activities during
orientation
Repetition• Constant reminders about
important information
Relevance• Keeping information
generalized for all students in each program
Transference• Group projects• Improving teamwork skills
Feedback• Use surveys to improve
orientation
Learning Styles Given
Lecture
3 hours –with one 15 minute
break
Video Presentation
Informational videos ex.
Khan Academy
Case Studies
News articles
Computer Based Training
AME, Connect, Lynda.com
Learning Styles Suggestions
Podcasts
Ted Talks
Experiential Opportunities
Field Trips to companies (Coca-
Cola, Deloitte, BMO, Tim Hortons
University
)Co-op availability
(should not be contingent on
grades)
Trivia
Kahootz
BIBLIOGRAPHY
• Bulmash, Das, Fassina, Schwind, & Wagar. (n.d.). Canadian Human Resource
Management (10th ed.). Toronto: McGraw-Hill Ryerson. Chapter 7