INSIDE DOUGLAS COLLEGE / FEBRUARY 6, 1990

 

Adding Life to Employee Orientation

Orientation sessions always seemed so lifeless and
boring when we gathered all new employees and had
various administrators and department representatives
“talk at them” about the college’s programs and
operations. In an effort to add some life to the process,
Kirkwood Community College developed a most
successful format for new employee orientation.

Orientation: Part I

KCC holds two separate orientation sessions: one
session for new faculty and one for new support staff
(including administrators). Each session begins with
the president’s address—an informal discussion about
the history of Kirkwood, the mission and philosophy of
the community college, and many of the programs and
activities currently under way. Because the president
is not actively involved in many of the hiring activities,
this format provides an opportunity for him to meet
new employees and to market Kirkwood. The fact that
this activity has priority status with the president
speaks for itself; the value of this time and attention is
immeasurable. The informal climate created by the
president, as well as the enthusiasm and energy he
generates, make new employees feel instantly wel-
come, comfortable, and glad to be at Kirkwood.

Also at the session, current staff employees (two
support staff personnel and two faculty members, for
their respective groups) address the new employees
and share their personal experiences and feelings about
Kirkwood. These speakers are encouraged to discuss
not only the positive and beneficial aspects of their ex-
periences but also some of their frustrations. These
sessions have proven to be particularly useful in estab-
lishing an identity for Kirkwood with our new employ-
ces and helping them “picture” themselves here.

Orientation: Part IT

The second part of the program involves the partici-
pants in a self-selection process. Tables and booths are
arranged conveniently in a large, open room; they are
staffed by various department representatives, offering
written information describing a wide variety of
college services and procedures. Payroll, personnel, af-
firmative action, media services, library services,
counscling services, wellness programs, insurance
programs, staff development activities, employee
unions, bookstore services, and graphics/ printing
services are examples of the information available at
this “fair.”

Participants are free to choose program / service
areas in which they have interest and to move at their
own pace, according to their own priorities. This
activity provides them with an opportunity to meet
one-on-one with department representatives, ask
questions, begin to develop a familiarity and ease with
other personnel on campus, and share their “new”
status with each other. Refreshments are served
throughout this portion of the program; the climate is
social, active, and participatory.

Evaluation

The response to this format has been very positive
from both new and experienced employees. Feedback
from new employees is that they leave the orientation
feeling good about their decision to be at Kirkwood
and excited about their future here. Experienced
employees tell us they learn something new at every
session and feel a resurgence of enthusiasm for what
Kirkwood is all about.

Summary

We believe that it is important to orient new em-
ployees to Kirkwood—where we’ve come from, what
we do, how we do it, where we’re going—and train
them in terms of service to the students and the com-
munity. We believe that if we can instill the “sense of
Kirkwood” in new employees, we will gain not only
functionally-qualified personnel but also employees
who will feel the essence of Kirkwood and will begin to
develop loyalty and dedication at an early stage of the
employment experience.

Lois M. Sawma, Executive Director, Personnel
For further information, contact the author at Kirk-

wood Community College, 6301 Kirkwood Boulevard,
S.W., Cedar Rapids, IA 52406.

 

Suanne D. Roueche, Editor

November 17, 1989, Vol. XI, No. 28

©The University of Texas at Austin, 1988
Further duplication is permitted by MEMBER
institutions for their own personnel.

10

 

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