The learners’ profile and context of the learning environment
In the learners’ summary we consider obtaining all the necessary personal details about the targeted staff, who in this case are the new teachers from college. The teachers should provide their personal information for formality purposes, and for employers to understand their background information depending on where they come from. To begin with, they should be introduced both to the students and fellow tutors.
This will make them feel at home as the carrying on with their tasks, since these are the people we are planning to confer with the care and education of our children we must be able to develop a strong communication relationship with them.
This may range from a strong sense of responsibility, to a compact and stable interpersonal relationship that will ensures there is a stable flow of information in the institution. This is supported by the availability of modern forms of communication which are readily available to the students and teachers for use at their own convenient time.
Good interpersonal skills have many benefits to the individuals involved in the running of the school. The teachers should be introduced to the various rules and protocols of the school in carrying out some of the major duties. To begin with, we should be able to educate our new personnel on the benefits of strong interpersonal skills both to the institution and among our team of teachers. Through the smooth flow of information, it will facilitate easy operations in our daily duties.
For example, the teachers should be informed of the procedures for requesting offs in case of an emergency. The place of work relationships should be based on mutual respect and concern among the personnel, which are perfected by excellent communication. The theme of support in the work place helps to create a culture of team work among the teachers, by cultivating high levels of discipline and responsibility based on the values of reverence and integrity (Forsyth, 2010).
Considering the fact that our institution is a school, its orientation should be formulated in such a way that it can comfortably accommodate the multiple cultures from which the teachers come from. Some of them may have the idea of what they want in life; were they desire to build their career based on strong moral values that improve efficiency in their work and ensure complete satisfaction from the work.
On the other hand there are those who are pessimistic with life, they are unhappy and are not sure about their position in the society. All this individuals should be brought together through mutual love and care that is initiated by a common goal in their life at the institution. This may help to create a culture of hard work and commitment among the teachers as well as students.
With the context of the school in mind, the presence of the above environment in an educational institution assures that there are reliable role models and a good learning environment for the students to improve their knowledge. This facilitates each of the students and the teachers to open up their mind to a new erudition experience in life.
They should both take time once in a while to discuss with total autonomy and democracy, their opinion of the ideal environment in the school. This may help to create even better ideas than they were before, which should be carefully taken down without discriminating the wild and the unthinkable. The practice helps to bestow a sense of ownership and responsibility among individuals to the institution. Later, these ideas may be used to adjust the current school policies and place changes were necessary (Forsyth, 2010).
Objective of the training
In the current context of the school, although it may depend on the size of the school, we commence by familiarizing the new teachers with the physical environment of the school. The new teachers are taken through a walk around the school and its environment for 20 minutes.
The familiarity of the environment and the direct class room experience with the students can give the teachers a hint of what is expected of them. To streamline the whole session, the training aims at creating a resourceful personnel with integrity from the new teachers. These should be achieved through efficient communication, the development of a good introduction in the job, a supportive team from the colleagues at work and an excellent orientation (Fox, 1999).
Furthermore, the introduction is aimed at creating a good culture of commitment and success in both the teachers and the students. This is facilitated by the well cultured environment in the school among individuals. It is perfected by the well set up mission of the school to create a society of autonomous and independent students who are able to prevail in adversity and diversity.
This is propelled by instilling the culture of hard work, competence and success, through the assignment of tasks and constant evaluation of achievement based on the set standards.
After the teachers have been taken through the introduction phase of their new work place, a discussion group is set up involving all the new teachers and the head of the school. In the meeting all the teachers are given a minimum of 5 minutes to introduce themselves, and give their point of view of what they expect from the school and students.
The speeches of all the teachers are documented in their profiles while the session is expected to last for 45 minutes. Later, a tea break of 30 minutes is allowed then they come back for the introduction of 20 minutes to the principal, first with a speech from the deputy.
The standards of the school are upheld and achieved through evaluations carried out after every fortnight on the personal achievements of everyone. To motivate the students and the teachers, the end of every semester has a session of honoring those who have shown the greatest level of improvement and achievement.
This is done through the presentation of prizes to the best performing and improving individuals among the teachers and the students. This practice helps to challenge the observers, and appreciate the winners who feel respected for their effort in what they do. As a result, it builds a spirit of competition among both teachers and students, which creates a supportive environment and commitment to others and oneself (Fox, 1999).
Procedures and Complete description of the strategies in training session
The procedures used in the process are the tasks and techniques employed to achieve the objectives of the institution. One of the best and preferred methods is the participation in teamwork, which builds a strong relationship between the staff members that develops unity and togetherness. To ensure the smooth operation of the team, the head of the institution campaigns for good and strong relationship between the employees through consistent encouragement.
The constant use of groups in carrying out tasks forms a firm base for the development of a team spirit among the participants through collective achievement of objectives and targets. In the process, the new employees will learn from engaging with their colleagues. Other procedures may include observation, presentation and empowerment, watching videos, discussion and direct instructions from the seniors.
On the other hand, the firm may also make use of the charismatic and democratic forms of leadership. This is where the head of the institution uses the ideas from his juniors to carry out most of the decisions and other times he uses votes. In this form of leadership, the leader mainly uses his personal fascinating powers to make people do things his way. This type of leadership is usually practiced by individuals who are naturally charismatic.
At this point, the personnel are taken through a case study of one of the prominent institutions that are lead through charismatic leadership, for example, the use of charismatic form of leadership by the former president of US Bill Clinton to rule. They are shown a step to step guide of how the institution is able to achieve its goals and objectives using slide shows of the institutions’ strategic plans. The new employees will learn from the use and implementation of the strategic plans (Masson, 2011).
Besides, the personnel are encouraged through empowerment which is facilitated by delegation of authority and tasks by the senior to the junior teachers. Through direct instructions to carry out certain tasks, which functions as a challenge as well as training to the personnel, they will be able to learn.
As the juniors use the power and authority bestowed on them, they become independent and develop their decision making skills and experience in carrying out duties. In the beginning, the personnel will make minor mistakes but through more practice and assignments they will perfect. They will also be improved through monitoring and corrections by the senior teachers (Fox, 1999).
Furthermore, the appreciation of personnel based on their efforts can also work wonders on productivity and effort in the work place. The new employees will learn and master activities in the firm even faster through encouragement which improves their courage.
The use of prizes and recognition for well done tasks as a show of gratitude to personnel’s efforts may also result in great improvement in efficiency at work. Apart from that, the motivation of personnel through encouragement by each other and the use of a guiding and counseling department may also act as a form of training to employees, all this may be achieved through mutual support (Masson, 2011).
Assessment to be employed to determine effectiveness
Assessment is the consistent evaluation of progress after the implementation of a certain operational plan in carrying out a project. The aim of carrying out assessment is to evaluate results, control progress and make necessary adjustments where necessary in the implementation of the initial plans.
This ensures that the initial plans are implemented specifically as planned and the company objectives are achieved. The firm should employ efficient and consistent methods of assessing the effectiveness of the training methods used on the new employees (Masson, 2011).
To begin with, the firm may make use of benchmarking to enable it to measure and monitor the level of effectiveness in the company. This is the use of standard preplanned targets and measures of goals achievement in an institution, based on the performance of other similar organizations in the industry.
In this case of the school, the achievement of objectives can be consistently compared to the set targets, and the performance of other similar schools in the neighborhood. In this process, the school through the departments where the new teachers will be posted will be able to monitor their performance at work (Gladding, 2008).
Secondly, the school will use the comparison of the performance of the other new teachers to evaluate and rank performance. In the assessment, the set targets to be achieved are compared against the actual achievement in reality.
This will be used to determine the effectiveness of the various training activities and methods used during the orientation process. Well trained teachers will always teach more students and produce better performing learners as well as results. This will always stand out when compared to the performance of the other new teachers.
The time to time assessment of the teachers helps the institution to determine the teachers’ level of efficiency and effectiveness in the institution. The comments of the students themselves on the teaching techniques used by their tutor can also be used to determine effectiveness of the methods used in their training based on how easy they understand. Besides, employment of performance contracts will also help in the assessment of the performance of the new teachers.
In this case, they will be requested to sign a contract where a certain minimum performance target is set through their own suggestions of the possible targets. At the end of each semester, the performances of the teachers are compared to their initial targets to evaluate effectiveness. Through this comparison, the efficiency of the individual may be evaluated and ranked to establish competence and efficacy (Gladding, 2008).
The general conduct of the teacher in following the school rules and protocol when discharging his duties may also be used to rank the teachers understanding during the training. This may include the ability of the teacher to be flexible enough to adopt and use the culture of the institution. The better the teacher adopts, the better the methods used. Furthermore, the activity level of the teacher in the organizing of the various learning activities in the school is another major indicator of the effectiveness of the process.
After the assessment and ranking have been done and the best method established, the school takes special note of the specific methods that may be applied during such training activities. The utility of effective training methods facilitates the development of the institution through better performance and employee development in their career.
It instills good working skills and psychological maturity such that the individual will be able to perfect their skills and perform better. It further boosts accountability and responsibility through the institution’s working culture. Making the most out of relevant training methods helps to save time and resources that should be used in other functions (Gladding, 2008).
References
Forsyth, D. R. (2010). The Context of Learning and Its Environment. Boston: Person Publishers
Fox, A. (1999). Indusrial Socialogy and Indusrial Relations. Boston: Advent Works Press.
Gladding, S.T. (2008). Training Professionals. Chicago: Linder Schrelber-Genster publishers.
Masson, R. L. (2011). Assesment of Effectiveness After Training. New York: Free Press Publishers.