Bsbhrm506A Manage Recruitment, Selection and Induction Processes
BSBHRM506A Manage recruitment, selection and induction processes
Assessment 3
9/1/2014
ACC140130
Mitch Mueller
TABLE OF CONTENTS
INDUCTION AND ORIENTATION
TASK 1
INDUCTION GUIDE………………………………………………………………………………………….….........................4
MENTORING SYSTEM…………………………………………………………………………………………..........…………...5
TASK 2
STUDENT ORIENTATION SURVEY....................................................................................................7
* INTRODUCTION
* ORIENTATION GOOD PRACTICE PRINCIPLES
* CURRENT ORIENTATION PRACTICES
* CONCERNS WITH CURRENT ORIENTATION PRACTICES
* IMPROVING ORIENTATION AND TRANSITION THROUGH COORDINATION
TASK 3
PROBATIONARY PLAN...................................................................................................................11
TASK 4
ORIENTATION SURVEY...........……………………………………………………………………...........……….………….12
INDUCTION POLICY AND PROCEDURE..........................................................................................15
HR INDUCTION & ORIENTATION
INDUCTION
New staff induction guide Before Arrival | Supervisor Responsibility | HR Responsibility |
| Prepares for new starter arrival using pre-arrival checklist.Schedules meetings and activities for new starters first week | Completes recruitment and selection processSends employment Offer Letter to preferred candidate | | New staff | Supervisor | HR | Starting Essentials | Begins to orient themselves to BS Training including the use of the BS Training Online Orientation resourceCollects ID / passes | Welcomes new starter and provides brief unit orientation. | Holds Welcome meeting with new starter & completes important forms.Provide campus map | | New staff | Supervisor | HR | Settling In | Essentials information has been read and completed and returns Employee Acknowledgement Form.Undertakes job shadowing | Provides detailed induction to unitConducts a one to one discussion with new starter about job roles in following areas: * Delivery * Professional development * Record keeping * Planning and review * Professional conduct * Assessment * Student supportSupports new employeeOHS checklist completed | Provides ongoing support to new starter and supervisor. | | New staff | Supervisor | HR | Ongoing | Continues to build skills and knowledge to meet all performance standards.Attends mandatory training courses including OHS awareness. | Completes Probation reviewsProvides ongoing support for new employee's developmentConfirms OHS courses have been attended.Mentoring and coaching | Provides ongoing support to new starter and supervisor. |
Policy
Identify and discuss essential operating policies and who to ask for help.
Include:
* Emergency evacuation procedures and First aid information explained
* OHS information explained
* Employee reads key policies and procedures via the online induction programme including: BS Training Code of Conduct, Grievance and Harassment information; Conflict of interest Policy; Intellectual Property.
Procedure
Introduce staff member to the person they report to on a day to day basis and immediate co-workers
* Give brief description of the work area and provide a quick tour of the immediate location
* Explanation of telephone protocol
* Location of key equipment and operation
* Identify times for lunch and other breaks (including start and finishing time)
ACQUISITION OF NEW RESOURCES
Policy
The Finance Manager in writing must approve all purchases and all applications must be submitted with a minimum of 3 quotations. All resources are to be purchased from Australian owned companies wherever possible.
Procedure
BS Training resources include:
Equipment
Facilities
Human resources
Raw materials
Software
Stock and supplies
1. Finance department assesses how well utilized the entire resource pool is on a monthly basis - helps to ensure the most valuable resources are used to maximum effect
2. Resource Management Software is being used – to easily spot when resources are double booked, or a project plan has been rescheduled
3. Search for resources to fill requirements
4. All applications must be submitted with a minimum of 3 quotations
5. All purchases must be approved by the Finance Manager in writing
6. All resources are to be purchased from Australian owned companies wherever possible
7. Allocating resources
8. Finance department reviews resource utilization
B.)MENTORING SYSTEM
Policy
Mentoring system
The purpose of this system is to:
1. Help new employees adjust
2. Manage employees who are under performing
Procedure
Objective setting at the start of employment
At the start of the employment objectives will be discussed and agreed with the individual and their line manager based on their job responsibilities and the departmental objectives.
HR manager tasks:
* Identifies a key contact person who will coordinate and be responsible for follow-through on establishing, supporting and maintaining the mentoring program.
* States the desired outcome or purpose of a Mentoring Program.
Mentors´ tasks:
* Assist new employees in being properly oriented in the organizational structure
* Introduce new employees to the other associates, the given organizational set-up
* Provide information on the formal and informal requirements at the workplace
* Support and encourage clients, provide consultation
* Assist the most proper way of working in the given jobs
* Participate in the preparative trainings, as well as supervision and case-discussion team activities organized for them
* Detect workplace problems, and notify the same to the coordinator and job counsellor
Staff tasks
* Develop mutually agreeable goals for the mentoring relationship that are specific, measurable, achievable, realistic and timely
* Communicate openly and honestly with the mentor
* Take responsibility for establishing expectations between the mentor and mentee
* Make good use of time spent with the mentor
* Be mindful of the mentor’s needs and expectations
* Be trustworthy and maintain confidentiality
Meetings
Regular meetings – on a weekly basis in the first three months, later on a monthly basis – towards supporting workplace integration.
Documentation
* The goals of the program
* The basic principles of mentoring
* The specific process of mentoring within the company
* All meeting outcomes analysis and formal progress reviews must be recorded and filed
Student Orientation Survey
Executive Summary
This paper outlines ‘good practice’, reviews current BS Training approaches and identifies areas where orientation and transition support for first year students at BS training can be improved.
Information is provided on plans to extend the IT-section of BS Training to provide better interaction with students and possible extension.
Proposals to develop a coordinated approach for addressing student transition and school-wide oversight.
This paper will be circulated widely as part of a consultation process. The aim is to refine the paper and proposals and to achieve the schools support for the student induction, orientation and transition strategies and structures
1. Introduction
Orientation and transition issues and emphasise:
* The academic and social integration of students into the institution.
* Providing detailed information about the content and requirements for each unit and course of study.
* Activities that encourage interaction between students and between students and staff.
* The induction process being spread over at least the first six weeks of semester.
* The need to explicitly address transition issues, academic expectations, and students’ preparedness for college study.
* The importance of activities occurring within the students’ school/faculty of study.
Students sought the following from orientation:
* Explanations of expectations.
* Explanations of the different teaching and learning methods used.
* Clear course aims and objectives and an understanding of where units and courses will lead.
* Ongoing academic support throughout first year.
* Support of lecturers, tutors and other students.
The students consistently indicated that what they want from orientation was information that would assist them to cope with their first week of classes: their timetable; the location of classrooms; what to bring; who would be teaching them.
2. Orientation Good Practice Principles
The student transition and literature points to a number of principles of good practice for effective orientation programs and activities.
* Orientation is a process, not an event. Orientation should extend from enrolment through to at least the first 6 weeks of semester.
* Information provision must be limited to what is immediately relevant at each stage of the orientation process.
* The academic and social integration of new students into the institution must be a priority for all staff during the orientation process.
* Students need to be provided with detailed information about the content and requirements of their units/course of study.
* Any discrepancy between the expectations of the students and the expectations of the institution must be explicitly addressed.
* Students must have access to appropriate study skills support.
3. Current Orientation Practices at BS Training
A new student to the college has the opportunity to participate in one session prior to the beginning of semester:
* Enrolment Days consisting of a general information session and, for some students, a faculty/school information session. Not all faculties or schools participate and the content of the sessions varies enormously.
* Handbook, the literature provided by BS Training includes the general policies and procedures as well as an orientation for first time students
4. Concerns with Current Orientation Practices
Based on the good practice principles identified earlier, there are a number of concerns about current orientation practices at BS Training.
* Orientation is event based rather than being a coordinated process. The focus is on Orientation Week with very little attention paid to the weeks prior or to the first six weeks of semester.
* Each event is seen as an opportunity to provide students with everything they need to know about studying at BS training.
* Events are often coordinated and run by junior administrative and academic staff with little input from senior staff. Many students do not meet lecturers and tutors until their first class
* Insufficient time is spent during orientation activities clearly articulating the content and requirements of units and courses. Descriptions in handbooks are often inadequate and students begin the semester with little knowledge and often unrealistic expectations about what is to come.
* Expectations of the institution, faculty and/or school are often not well articulated, making it difficult to identify and address discrepancies with the expectations of the students.
5. Improving Orientation and Transition through Coordination
Academic and administrative staff already have significant workloads and are understandably reluctant to take on extra tasks. It is important that direction and coordination of orientation activities occurs from within the academic area rather than from central services.
Orientation Objectives
* To familiarise students with the university by:
* Introducing them to the physical environment;
* Explaining academic culture and expectations;
* Promoting the wider student support services of the university.
* To develop students’ sense of purpose and direction by:
* Promoting a clear understanding of why they are doing their subjects and courses and where their courses are directed;
* Promoting a clear understanding of the aims and objectives, learning outcomes, learning processes, assessment methods, and teaching and learning methods of their courses.
* To facilitate students’ connection with the university by:
* Promoting involvement in university life, including engagement with their peers;
* Supporting social transition;
* Supporting students to stay on in their subjects and courses.
* To promote and enhance student’ learning by:
* Developing basic skills and knowledge necessary for the commencement of university study.
* Recognising and taking into account students’ diverse backgrounds and abilities.
Orientation Guidelines for School
1. Information Session at Enrolment Advice Days
* Involve 1st year teaching staff and relevant admin staff
* Provide detailed information about course and unit content, hours, pracs, expectations, with a focus on assisting enrolment decisions.
* Provide opportunity for prospective students to talk to academics and ask questions.
* Involve past students and provide opportunity to ask them questions.
2. Faculty/School Orientation Session(s) during Orientation Week
* Practical information for Week 1.
* Tour of campus with particular focus on classrooms for Week 1.
* Activities that foster interaction between students, and students and staff.
* Central involvement of mentors.
* Address expectations of University and course of study.
* Assistance to work out timetables.
* Signing up for tutorials.
* Address transition issues.
* Diagnostic testing of students to identify those requiring study skill development:
- provide appropriate program of support
- encourage enrolment into HFE100 (writing and thinking at University).
3. Week 1 of Semester
* Hand-out and explain unit outlines in all first lectures.
* Monitor attendance at first lectures
- follow-up those not present and ensure they receive essential information.
* School/faculty social activity for first year students to facilitate networks and integration. Need staff and mentors in attendance.
* Induction meetings with all tutors, FEU, library, and Student Services.
4. Weeks 2 – 6 of Semester
* Monitor attendance at all tutorials and follow-up those not attending.
* Actively promote and assist students to engage in study skill workshop opportunities (central and/or faculty based).
* Early assessment to identify students requiring additional study skill support.
* Overhead at the beginning of each lecture to draw attention to important issues each week.
* Identified person within faculty to provide “counselling” to those students considering withdrawal.
* At least one school/faculty based social function to facilitate connections with mentors, staff and other students.
5. Ongoing
* Provide central point of contact for students
* Continue to monitor progress and link with supports as appropriate.
Probationary Plan
The objective of reviews during the Three Month Probationary Review period is to keep communication flowing and address any concerns, teething problems’, training or accountability issues and provide clarity on priorities, early rather than leaving everything to the end of the three month probationary period.
Employees will feel more positive and focused about their contribution – this leads to a happier, more settled employee and a productive workplace.
The purpose of this meeting is for the employee and the Manager to discuss the past weeks and highlight any areas that may need to be addressed.
Typical examples are:
Planning – or lack of:
* Communication
* Positive attitude
* Work load
* Expectations and deliverables
* Training
* Retention
* Presentation
* Follow through
The employee will have an opportunity to communicate how they feel they are performing within the guidelines given for the role. We will discuss what areas are enjoyed, what areas if any, are proving difficult, expectations and accountability. This is also an opportune time for the team member to articulate whether the role is as depicted during the interview process.
The Manager will then give feedback on how the team member is performing to our expectations and document Action Plans if required.
Book a time and advise the Team Member of the meeting and the purpose. Allow approximately 30-45 minutes.
* Clarify their perception on the accuracy of the depiction of the role, during the interview process. “Is the role as we depicted?”
* Invite candidate to talk about their role covering the above, talk about issues they may have and any improvements that they have made.
(Document issues or concerns raised and come back to them at the close.)
* Manager gives feedback on performance.
(Highlight any relevant issues with examples if possible)
* Discuss issues raised
(Document specific action or outcome)
* Discuss appropriate training, retraining, refocus and appropriate time lines. The Team member will receive a copy of documented Action Plan.
* It is important to include expected milestones against each responsibility in the Job Description for the probation period.
* Advise an appropriate date to revisit the above and review the second month.
Task 4
a) Orientation Survey
We appreciate your attendance of one of our New Student Orientations. In an effort to ensure continued quality we ask students to please rate the following areas using the scale for each. Thank you.
Top of Form
Did you make a reservation for this orientation?
YES NO
Check-in Process
The process was easy.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Staff was courteous and helpful.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Orientation Sessions
Welcome to College / You're not in High School Anymore
Session was helpful to me as a new student.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Materials were clear and concise.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Financial Aid, Business Office, and Registrar
Session was helpful to me as a new student.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Materials were clear and concise.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Academic Integrity
Session was helpful to me as a new student.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Materials were clear and concise.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Student Session / Panel
Session was helpful to me as a new student.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Materials were clear and concise.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Student Activities, Public Safety, Dining Hall, Counseling, and Housing
Session was helpful to me as a new student.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Materials were clear and concise.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Learning Strategies
Session was helpful to me as a new student.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Materials were clear and concise.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
Banner Web Session
Presentations were clear and understandable.
Strongly DisagreeDisagreeUncertainAgreeStrongly Agree
General Comments and Questions:
B)
Induction Policy and Procedure
* CCC will ensure that all new staff are provided with a detailed and structured induction program. This program is designed and structured to provide the new staff member with a complete overview of the organisation and its many functions.
* The induction program will be conducted by CEO/ DOS or designated staff based on the nature of the work the person will be engaged in and the availability of senior staff.
* The induction program and contents will vary to some extent dependent on the nature of the work and the level of responsibility of the new staff.
* Orientation will be held upon commencement to familiarize new trainers and assessors with the training environment.. This initial orientation will be inclusive of all regulatory requirements.
* The induction program will continue throughout a four week period with support being provided both by the Director of Trade and Training who will oversee the development and assimilation of each new trainer and assessor
* Monitoring induction and its implementation will include a review of the process by each inductee at the completion of the induction period.
* Where a trainer and assessor is appointed from within the current CCC teaching complement, an induction process will still occur with a particular focus on vocational education and training and related regulatory requirements.