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866. Help New Faculty Become Oriented

April 24, 2008

Folks:

The posting below looks at some useful points to consider in orienting new= faculty to your department and campus. It is from Chapter 5, Help New= Faculty Become Oriented, in the book The Academic Chair's Handbook, Second= Edition, by Daniel W. Wheeler, Alan T. Seagren, Linda Wysong Becker, Edward= R. Kinley, Dara D. Mlinek, and Kenneth J. Robson. Published by Jossey-Bass,= A Wiley Imprint, 989 Market Street, San Francisco, CA 94103-1741 [www.joss= eybass.com] Copyright =A9 2008 by John Wiley & Sons, Inc. All rights reserv= ed.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Characterizing the Bully Culture

Communicate Expectations for Performance

A discussion about expectations can begin with the interview. Ask questions= that allow you to understand the goals of the new faculty member and to= determine if they align with your department goals. Include clear and= precise communication in the letters of appointment and statement of= expectations to help the new faculty member understand the expectations of= your department. Review your tenure process, if you have one, with the= candidate during the interview and early in his or her experience on= campus. Be sure there are no surprises when the faculty member arrives on= campus. However, there might be difficult questions regarding specific= publication guidelines, particularly to obtain tenure, which cannot be= answered at the time of the interview. Where there are ambiguities,= explain them, and, if possible, set a date when those issues will be= clarified. Met expectations are one of the best means of satisfying a= faculty member.

When the new faculty member has arrived on campus, meet to determine that= what is needed to succeed is in place and to clarify what you, the= department, and the institution expect of the new faculty member. Also,= recognize that new faculty might not always be aware of what he or she= needs. This point was conveyed best by a physical sciences chairperson at= a major research university:

We ask [beginning faculty] for a very definite list of their needs. But you= have to realize that we also know, perhaps better than they, what they're= going to need. It's coaching them to what they really need. We have a= very good idea of what it's going to take for a person's development.

During an early conversation with a new staff member, find out what that= person perceives his or her needs to be. The following categorization of= potential needs, drawn from the literature about new faculty, might be= useful to organize your thoughts:

* Intellectual companionship
* Support and encouragement from colleagues
* Identification with the institution
* Knowledge about the formal and informal operations of the institution
* Knowledge about role expectations
* Released time to become oriented and adjusted to a new work situation

It might also be helpful to familiarize new faculty with the institution as= a whole and to your department through formal and informal orientation= processes. During this orientation, routine operating procedures and more= subtle cultural expectations can be explained. New staff might view= orientation as another hurdle before getting on with other tasks, but you= should keep in mind that this is part of the preparation to prevent future= problems. Remember that an orientation helps the individual identify with= the institution and learn about its formal operation. It sends a message= to faculty that they will be supported and encouraged. When done well, it= builds faculty ownership for departmental goals and mission. How new= faculty respond to an orientation program will be strongly affected by the= attitudes of the faculty and chair. If they follow up and discuss concepts= and information presented, the experience will be perceived to have been of= value. If either the faculty or chair conveys the impression that= orientation is a waste of time, it is unlikely that the new faculty member= will value it. If the present orientation is ineffective, then you should= urge that it become more useful or find effective alternatives.

If you are considering revamping your existing orientation program, you= might wish to consult the following checklist for ideas about what to inclu=
de:

* Responsibilities of the chair
* Responsibilities of the faculty
* Relationship of the department to the dean's office
* The faculty handbook
* Tenure and promotion criteria
* Academic standards
* Program and graduation requirements
* Grading procedures
* Services available for advising students
* The drop-and-add process
* Use of teaching assistants and research assistants
* Appeal and grievance procedures

In summarizing the orientation program at his institution, one chair comment=
ed:

It is a full orientation session. It pays off. They don't remember= everything, but it gives them a chance to ask questions and raise issues= and to get a feel for the fact that they're going to be supported by their= colleagues, their chair, and other personnel.

Departments with a small number of faculty can use other methods for= orientation. For example, at small liberal arts colleges, deans often= conduct formal programs while chairs support the deans by informally= conveying the collegiate values, traditions, and history of the institution= =2E While the orientation of full-time faculty must, of necessity, be quite= extensive, you might wish to consider implementing at least a basic= orientation for your adjunct faculty. A chair at a community college told =
us:

My administrative assistant and I have developed a CD that we use for our= adjunct orientations so we don't have to have the same old routine every= fall and spring semester for the adjuncts. They take the CD and look at= it, view it, and I have developed faculty handbook for all the sciences so= that they have that. And [we also have] another little pocket size flip= chart where they can have important telephone numbers and so on.

The orientation process is the first step in launching faculty on their new= careers, and it deserves thoughtful planning and appropriate resources.