Abstract
The nature and worth of the Induction programme at an institution of higher education merited further investigation. Action research followed to establish continuation and the nature thereof. Methodology involved the gathering of qualitative and quantitative data. Four lenses provided an evaluation tool. The sample comprised of 67 inductees from various cycles, a peer, a consultant from a sister institution and seven voluntary presenters. Data collection tools consisted of a survey to measure satisfaction and quality, interviews, cross-institutional comparison, self evaluation and a literature review. Content analysis of the open responses followed. Essentially the programme was found to be very valuable, despite the high intensity and low spread. It needed to have greater spread, lower intensity and be linked to the Probation Policy to be taken more seriously. It was concluded that the policy needed to be reviewed. Recommendations were made to senior officers, one being that Induction become a process over a year. (153 words) DOI: 10.5901/mjss.2014.v5n11p77
Highlights
The nature and worth of the Induction programme at an institution of higher education merited further investigation
Stipulate mandatory attendance of induction in appointment letter sent by HRD
By implementing, observing and reflecting on the Induction programme after each cycle, certain issues that needed to be addressed came to light
Summary
The nature and worth of the Induction programme at an institution of higher education merited further investigation. The TLC Induction programme (IP) was initiated in 2007 at this university with the funding of South African Norway Tertiary Education Development (SANTED). The purpose of Induction as stated in the Induction Policy is “to make new employees feel at home in their new positions and working environment as quickly as possible so as to allow them to contribute effectively as soon as possible.” ( Induction Policy, n.d.:1) It is designed to assist new staff members to familiarise themselves with the institutional history, expectations, processes and procedures; to refresh their knowledge of teaching and learning paradigms; to introduce them to the institutional approach to Community Engagement and Research (two other important pillars other than teaching and learning); to introduce them to the different support services; to provide opportunities for bonding and bridging with colleagues and important role players and to facilitate their adjustment to the university community as smoothly as possible ( Induction Policy objectives:). From the organisational perspective though, the opportunity for new staff members to familiarise themselves with institutional objectives as described above was not being maximised if only 40 – 50% of new staff accepted the invitation to attend Induction
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