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