Inducting New Faculty Members in B-School


Prof. Hema Mirji
Lecturer in Human Resources
Bharati Vidyapeeth University's IMED
Erandawne Campus, Pune-411 038

B-Schools can leverage on the induction program for the faculty members to develop new initiatives that will improve their abilities and hence attract, motivate and retain their most valuable assets- their faculty members. Targeted at faculty professionals may have induction or orientation through B-school's policies, procedures, teaching methodology, evaluative methods and other administrative practices would drive the success and reward the performance.

The word 'Induction' is described as the act of inducting; introduction; initiation by dictionary.  Induction focuses on the concept that motivates and engages the workforce entails the progress and performance. It also exposes best skills, talents and desires. It will contribute to a better performance, increased morale in which their will be no barriers for efficient delivery of work duties.

The difference of work culture can be quite daunting to new comer and that is where the role of HR comes in. If they are not given the proper induction there will be problem to adapt to the circumstances.

The impact of induction should be obvious. Instead of having to deal with many unrelated and possibly time consuming topics a 'faculty' can be quickly given access to appropriate and relevant information in a program that would enable to understand working atmosphere in a better way.

The intent of an induction program is to provide lecturers with a systematic structure of support that help them to become familiar with their B-school and refine their practice and better understand their professional responsibilities. The program should be an integral part of a lecturer's first year of teaching and is the beginning of a lecturer's professional development activities.  Every B-school is required to provide induction programs for lecturers in their first year of practice. Specifically, they are required to provide beginning lecturers who are very new to the profession.

Orientation Program

An orientation program can be launched of the comprehensive induction program for both beginning and all other incoming lecturers. It will provide an opportunity for the lecturer to learn about the work atmosphere and about B-school. For B-schools, the orientation is the perfect opportunity to provide the vision and set the tone for the upcoming school year.

This orientation program should occur prior to the start of the school year and may be administered in a group setting. Suggested elements:

1. An introduction to the parent institution (with maps and demographics)
2. A presentation of  B-school information, policies and procedures
3. Presentation of B-school and its improvement goals as well as curriculum alignment
4. Introduction to the components of the induction program including the mentor program structure and policies
5. An overview of the expectations of beginning lecturers
6. A tour of the B-school
7. An introduction to key  personnel and members of the parents' association and the B-school council
8. Information on how and where to access B-school's resources and supplies

Handouts that could be provided to incoming lecturers include the following:

* The B-school improvement plan
* B-School handbooks or other publications
* Staff and student directories
* B-School schedule and calendar
* Information about how to serve on a B-school council
* Schedules of B-school council and school committee meetings
* Professional development opportunities and/or calendar

Beginning Lecturer Support Structures

Beginning lecturer support structures are the substance of the induction program. They are crucial to a successful first year in the classroom. In most cases, these can support structures focus on linking the beginning lecturer with a network of veteran lecturers that they can rely on for assistance and guidance.

Support Team

B-schools can assign all beginning lecturer a support team that consists of at least a mentor and an administrator qualified to evaluate lecturers.  Other members might include Director, department heads, other trained mentors, representatives of lecturers' unions, and outside professional development providers. This support team provides a support structure for beginning lecturers consisting of multiple perspectives. It also provides the basis for a collegial learning community. The support team, thus, not only benefits those educators on the team, but also impacts and sets a collaborative tone for others in the learning community. The support team is crucial to internal capacity building which districts need to support and foster the sustained professional growth of all lecturers.

It is advised that the support team should meet with the beginning lecturer before the start of the school year. At this meeting the support team:

* Reviews the criteria and procedures by which the beginning lecturer will be formally evaluated
* Schedules regular meetings in the first year to answer any questions or address concerns that the beginning lecturer may have. These meetings should also provide an opportunity to review the Professional Standards for Lecturers to ensure that the beginning lecturer fully understands the professional knowledge and skills required of all lecturers.


Mentoring provides the beginning lecturer with a one on one relationship with an experienced lecturer. The mentoring relationship can be very rewarding, both professionally and personally, for the beginning lecturer and the mentor. While the beginning lecturer acquires one on one support and a practical understanding of teaching through the mentoring relationship, the mentor lecturer is able to reflect upon and improve his/her own practice by sharing experiences and expertise.

Core Mentoring Activities

The mentoring relationship is shaped by the activities that the mentor and beginning lecturer participate in together. As part of the licensure regulations, districts are required to provide release time for both the mentor and the beginning lecturer to engage in regular classroom observations and other mentoring activities. These activities should help the beginning lecturer improve upon practice and develop an understanding of the Professional Standards for Lecturers.

The activities may include:

* Meeting frequently during the B-school year to plan curriculum and lessons
* Observing one another's classroom
* Co-teaching the beginning lecturer's class
* Analyzing and assessing the beginning lecturer's practice in relation to evaluation criteria in order to help the beginning lecturer improve

Prof. Hema Mirji
Lecturer in Human Resources
Bharati Vidyapeeth University's IMED
Erandawne Campus, Pune-411 038

Source: E-mail April 23, 2008


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