Rethinking onboarding can lead to more effective educator training by prioritizing active learning and practical applications over traditional presentations.
Educator gatherings, especially during onboarding, often fall into the trap of being mere "presentation parades." These sessions typically focus on disseminating information without engaging participants, which risks creating a disconnect between intended learning and actual outcomes. In revamping these sessions, it's crucial to prioritize active participation and practical applications of knowledge.
Understanding Objectives Through Backwards Design
To create a truly impactful onboarding experience, define the core objectives of your gathering. Ask yourself what you genuinely want attendees to take away and how you’ll assess whether these goals were met. By applying the principles of backwards design—often used in curriculum development—you can ensure that the activities align with your objectives. If the primary goal is simply to share information, reconsider the need for a physical gathering. A well-structured email or brief video may suffice.
If, on the other hand, your aim is to foster engagement and a proactive approach to the content, shift your focus. Rather than lecturing on policies or procedures, involve participants in activities that allow them to use and apply the information in a meaningful way.
Bridging Theory and Application in Policy Understanding
One pivotal aspect of onboarding is educating new hires, such as Undergraduate Learning Assistants (ULAs), about university policies and the various campus resources they need to navigate their roles effectively. Traditional methods often involve inviting representatives from different departments to provide short presentations. This not only leads to passive listening but also limits the opportunity for deeper understanding and contextual application.
As part of a modified approach, small group case study activities can be integrated. Each group can explore a specific policy or campus office, using guided questions to discuss scenarios that resemble real-life situations they might encounter. This active exploration encourages dialogue, generates inquiries, and allows for a more detailed examination of policies within the context of their responsibilities. A concise handout summarizing each group’s findings can serve as a valuable resource for further reference.
Modeling Effective Practices
Ironically, many educators have experienced lectures on active learning while being subjected to poorly executed sessions themselves. To prevent this contradiction, onboarding should showcase the very practices you wish to see implemented. In our revamped gatherings, experienced ULAs are employed to demonstrate effective dialogue and group facilitation strategies. Their involvement highlights key practices in real-time, such as encouraging questions, checking for understanding, and fostering inclusive participation, reinforcing the skills they are expected to develop.
While many ULAs have participated as students in classes where these practices were implemented, that past experience doesn't guarantee they observed or understood the strategies in play. Modeling these techniques during onboarding offers a tangible reminder of how they can operate effectively in the classroom setting.
Valuing the Educator Experience
To cultivate an environment where educators feel valued and respected, the onboarding process itself must reflect this ethos. Providing clear communication regarding logistics, expectations, and available resources can significantly enhance the comfort and readiness of your attendees. Sending out an agenda with defined goals a week in advance, offering details about the venue, and ensuring accommodations for dietary needs are all practices that contribute to a supportive atmosphere.
Additionally, consider the format of the sessions. Opt for shorter, more focused meetings with scheduled breaks, allowing educators to recharge and engage fully. These considerations signal to educators that their well-being is a priority, promoting a sense of community and collaboration.
Moving Beyond Simple Information Transfer
The shift from viewing onboarding as merely a chance to convey information to one that emphasizes the modeling of effective learning has profound implications. When we design sessions that embody the principles we wish to impart, participants leave not just with materials but with practices and habits that enhance their teaching methodologies.
Every gathering should reflect the learning culture you aspire to cultivate within your institution. By actively engaging educators and prioritizing meaningful, reflective experiences, you invite them to take ownership of their learning and grow alongside their peers.
Reflective Considerations
- How can you better align the activities of your gathering with your actual reasons for gathering? What elements of your typical onboarding might be unnecessary or simply performative?
- What behavior and instructional strategies do you hope your educators enact in their classrooms? How can you model those expectations in your onboarding?
- What information and planning practices can demonstrate an inclusive, community-focused approach to your educator gatherings?
In taking these steps, you're not only transforming the onboarding process but also enhancing the overall educational experience for both facilitators and learners alike.
Dr. Rachel Barnard serves as faculty at Michigan State University, specializing in the development of undergraduate educators. Her focus includes fostering inclusive teaching methods and creating supportive learning environments that promote success for both educators and students.
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