Orientation
V-5
Experience
gives advice.
Orientation is
sometimes called "preservice training." It refers to
the process of imparting basic skills, knowledge and attitudes
necessary for a person to successfully complete assigned or chosen
tasks.
LEARNING OBJECTIVES
After finishing this
module you should be able to:
1. Plan an orientation
workshop for a group of volunteers entering an organization with
which you are familiar.
2. Evaluate the orientation workshop.
PLANNING THE ORIENTATION
WORKSHOP
Include volunteers
throughout this process--both experienced volunteers who know
what is necessary to do the job, and the volunteers to be trained.
Use a job description (module V-2) to help you focus the training
and to include as a possible workshop topic.
Identify issues:
What knowledge, skills and attitudes are needed by the volunteers
to be successful at their tasks? Do not neglect social skills.
The tendency is to focus on skills, but a misplaced attitude can
damage the effectiveness of a skilled volunteer.
Set priorities:
Answer these questions. Which of the issues (above)
(1) are most essential?
(2) do the volunteers lack most?
(3) do the volunteers need to build their confidence?
Select topics:
these will come out of the issues and priorities but may include
(1) mission and philosophy of the organization, (2) the job description,
(3) how to recruit participants and helpers, (4) how to obtain
the cooperation of resource people, (5) how to obtain facilities,
(6) where to find teaching aids and other resources, (7) how to
use certain teaching techniques or methods, (8) how to assess
the needs of the participants, (9) how to determine the norms
and values of participants, and (10) where to get more technical
subject matter related to the job. Avoid detailed topics, advanced
technical information, and topics already taught unless requested
by the participants.
Goals and objectives:
These can be either short-term (the effects on the volunteers
immediately following the training) or long-term (the effects
that this training will have in the program over the next several
months or longer). The objectives should be observable and measurable.
Determine how to evaluate whether these goals and objectives have
been met (see module E-10 for help).
Assess resources:
Look at resources both within the organization and from without.
Don't forget that the volunteers being trained have access to
resources, and are themselves resources. What experiences and
abilities do these volunteers have?
Form a plan:
Write a detailed schedule of who will do what and when (starting
and ending time for each presenter or activity.
--plan to teach larger
tasks as a series of smaller ones.
--take into account knowledge, skills and attitudes currently
held by the volunteers.
--use a variety of methods and techniques.
--teach only competencies (skills, knowledge, attitudes) that
will be put to use within a very short time.
--make the length of the workshop sufficient, but not burdensome.
--teach basic, not in-depth, material.
IMPLEMENTING THE
WORKSHOP
Work the plan: Use
the written plan to guide the orientation. Put it into effect
in a comfortable setting, at a convenient time, referring constantly
to the plan.
Motivation.
The motivation level of the volunteers will be maintained or increased
if the following are included in the orientation.
--Reinforce reasons
to participate.
--Recognize the accomplishments of other volunteers.
--Reinforce your goals and objectives.
--Conduct stimulating meetings.
--Reduce risks of participation by increasing their skill and
confidence.
--Provide an opportunity for the trainer to listen to the volunteers--their
questions and ideas.
Who should do the
training? Whoever is most qualified. Qualification, however,
should not be limited to academic degrees or administrative titles.
Previous workshop evaluations might be used to select trainers.
Current trends are for more participatory training--less training
designed and delivered by outside experts. More control by trainees
is more cost- effective, more motivating and more effective, in
most cases, than the traditional expert-oriented approach.
Where and when should
the training be held? Convenience to the trainees should be
a primary concern. Facilities should be comfortable and allow
for flexibility. A location which creates an informal feeling
and encourages trainees to get actively involved is best. Timing
is important as well. Convenience to the trainees is, again, the
principle criterion. The nature of the orientation topics might
also be important. Volunteers need to receive orientation before
they are expected to do the work, but not so far in advance that
they forget or lose enthusiasm.
Duration of the
training program. This varies according to the subject matter,
the available resources, the time frame required for learning,
and the commitment of the trainees. Longer sessions require more
planning for variety and motivation. Long lectures are particularly
deadly. Provide for a change in activity or speaker every 20-30
minutes to avoid boredom.
The ideal number
of trainees. Usually trainers and those who plan training
programs have limited control of the number of trainees. Large
groups require different teaching/learning techniques and prevent
much individual contact with the trainer. Large groups can be
broken into smaller groups for skill practice. Experience from
small group work indicates that 5-7 is a good size for discussion
that involves all members or for skill practice where each participant
must reach a minimum level of competence.
Resources and facilities.
These will also vary according to the orientation plan. Look
at module L-3 for tips on effective meetings and module LT-1 (workshops)
to anticipate resource and facility needs. Don't forget to consider
the following categories of resources in the orientation plan:
--personnel (trainers,
clerical staff, helpers for meals, drivers).
--equipment (audio visuals, models, camera, lab equipment).
--materials (handouts, packets, evaluation forms, transparencies,
newsprint, tape, markers, pencils, note paper for participants).
--facilities (meeting room, breakout rooms, sites to visit,
food and lodging, transportation)
EVALUATING THE ORIENTATION
Consider four areas
to be evaluated: (1) physical elements such as the facilities,
time, schedule; (2) the instructor's preparation and skill; (3)
the material covered; and (4) the effect on the trainees. Below
is an evaluation instrument which you can use for your orientation.
It can also be used as a base to plan an evaluation which better
suits your needs.
Evaluation for _______________
Orientation
___1. The setting was
comfortable.
___2. The instructor
answered questions or referred us to people who could.
___3. The participants
expressed more confidence than before this orientation.
___4. The instructor
was knowledgeable about the program in which the volunteers will
serve.
___5. The instructor
was knowledgeable about the material covered.
___6. The material
was at a level appropriate to the participants.
___7. The training
was relevant to the jobs of these volunteers.
___8. The time required
for the training was not excessive.
___9. The pace of the
program was appropriate.
___10. The program
was interesting and varied.
___11. The objectives
of the orientation program were met.
___12. The sessions
stimulated ideas to help me do my job.
EXERCISE:
Plan an orientation
session for new volunteers in your organization. Do this in a
study group which can critique your plan, or work with a partner
to critique the plan.
Conduct and evaluate
the orientation that you have planned. |
