Onboarding Faculty and Staff

carlsmoore-phdgmail-com · September 22, 2020

The hiring and onboarding processes can be extremely complex for colleges and universities. Higher-education institutions often bring in hundreds of new employees every year—from professors to student workers to administrators to dining service personnel. Hiring and onboarding these employees can involve dozens of hiring managers across various departments and multiple campuses. And the institutions must adhere to a number of strict state regulations for educational employers.

Not surprisingly, higher-ed HR teams can have a hard time tracking all the paperwork and tasks required to welcome new employees. This is a big problem since flawed onboarding leads to poor employee retention, which negatively affects enrollment numbers.

This course leverages motivation theory and examples from the industry as means for empowering you to learn how to better manage expectations for faculty and staff while fortifying your support structures to provide essential learning and development for their overall success.  It aims to help you better understand components of a holistic approach to the process for hiring and onboarding faculty, staff; understand your employees as full individuals; and create structures for that employee to be able to perform to their greatest capacity.

This course will take you approximately 7 hours to complete. A learner who explores the material in more depth will take approximately 9 hours and a learner who skims the course content will take 4 hours.

Course Content

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Reflective Practice

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Course Includes

  • 4 Modules
  • 13 Topics
  • 14 Quizzes
  • Course Certificate
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Qaspir Foundation Research Survey for Faculty Preparedness to Facilitate Soft Skills©

A 17 question survey.

Please move through questions 1-16 quickly and mark your initial feeling about how you would rate yourself. A final question allows for free form response.

Your Details

‘First Generation’ - A formal definition of a first-generation college student is a student whose parent(s) did not complete a four-year college or university degree and who therefore has no immediate family role model for being a college student.
If each of the following were added as an outcome you were supposed to help your students achieve in each of the classes you teach, how well prepared do you feel you are right now to help students reach the indicated outcome?
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