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Through ocialization, culture gets transmitted and an individual gets inducted into culture. Socialization of a child can take place through: Direct means: individual behavior is transformed as a result of actual contact Indirect means: influence of society operates through media or observational/ vicarious learning At organizational level, the objective of a socialization/ orientation program or an induction program is to familiarize the new employee with the values, norms, procedures, rules and culture of the organization.

It is necessary because new entrants of the organization are naware of the place and they are unsure under the new surroundings, colleagues, authorities and so on. Thus, it is required that management makes the process of their adaptation as smooth as possible. In an educational setting, induction program of an institute helps new students to develop acquaintance with the new system and people. Induction program is a method of socialization which enables students to know about the values, norms and behaviors they will encounter at university (Yorke, 1999).

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Induction program ‘Xvvelcome and allay incoming student anxiety” (Vlisides and Eddy, 1993). Thus, a friendly and warm environment lowers this anxiety and results in a smooth transition process. Entering into a new place of study can bring nervousness and apprehensions. These can be eased by developing friendship networks and creating a sense of belonging. Induction program is a great tool for these networks where new entrants get a chance to interact with other people. There are generally two different types of induction (Cook, 2006).

First refers to “those events that occur immediately on the arrival of a new student” popularly known as orientation or induction. Second type is “a onger-term assimilation of new students into the ways in which the institution operates, particularly as it relates to its teaching and learning methods” (Cook, 2006). This study focuses on the first type of induction, Induction Program of 11M Lucknow. Students enter for post-graduate programs at 11M Lucknow after clearing the CAT examination and subsequent interview.

Students are divided into groups and case study session follows in the afternoon. As case study methodology is new to almost all the students, it is one of the most important aspect of the induction program, providing pointer to the style they will face for their academic life at 11M Lucknow. 2. 1. 3 Day 3 Day 3 once again starts with alumni interaction. It is aimed to simulate a panel discussion with topic being various common student queries. Alumni try to solve them and provide their own perspective of what to do and not to do during the stay at the institute. This is followed by talks with the faculty.

Faculty members welcome students and talks about education at the institute and how to make the best use of it. After this, concluding note is delivered by PGP Chairman and Director with best wishes for and hope for the new batch. 2. 2 Informal Induction During the formal induction period, senior students of the institute also runs an informal induction program. This program runs during night time, generally 9 pm to 2 am, and serves two purposes. It introduces and acclimatize the students to the rigor of the post graduate program; and it serves as an ice-breaker between senior batch and incoming batch, as well as within incoming batch itself.

Informal induction follows a section system, which is followed in the institute as well when the classes start. Students are divided into seven sections and each section program is conducted by seniors Of that section itself. Various activities, which are part and parcel of life at 11M Lucknow, are conducted during this informal induction. Students are introduced to whole section one by one. They are also clubbed into groups and different group projects (normally fun projects) are given to them. These serve as precursor to the academic group projects in the academics of 11M Lucknow.

They are given activities like writing answers for questions which are asked in interviews during summer placements and so on. But most importantly, this induction serves as a platform where new entrants get to know each other as well as their seniors and at the same time learn how to cope up with the rigors of post graduate program. 3. Methodology The aim of the study was to examine the perceptions of students regarding he induction program of the institute and whether it was successful in achieving its objectives. For this purpose, focus group discussion method was adopted.

A focus group is a “carefully planned discussion designed to obtain perceptions in a defined area of interest. The purpose is to obtain information of a qualitative nature” (Krueger, 1994). A group of 8 students was formed which then discussed the matter under the guidance of questions designed to gather their perceptions. On the basis of this focus group discussion, a questionnaire was formed with items asking for esponses On attributes ranging from objective fulfillment by current approach to some recommendations suggested by focus group. A response of 83 students was then taken on this survey questionnaire.

Response range varied from Strongly Disagree to Strongly Agree quantified on a scale of 5 points. Out of these students, 20 percent were from senior batch and 80 percent from junior batch. In terms of profile also, a mixture of backgrounds can be seen. While X percent were fresher, Y percent have a work experience of one to three years, with rest Z percent forming the profile of work experience of three or more years. The responses on this questionnaire were then categorized broadly under three groups – formal induction, informal induction, changes.

Percentage of agreement or disagreement provides the cue for further analysis and interpretation of the current approach of induction program by 11M Lucknow and what changes can be brought about in it. 4. Focus GROUP DISCUSSION 4. 1 Participant demographics Eight students from the PGPI batch Five males, 3 females 4. 2 Students Perspectives Outcome 1: To understand what the students perceived of the Informal induction Did you find the informal induction procedure at 11M L useful? Five ut of the eight participants felt that the informal induction process at 11M helped them understand the culture of the institution better.

The main reasons that followed included that it gave them the opportunity to recognize and interact better with their seniors and also get to know their batch mates. One of the participant indicated that he found it easy to interact with batch mates a week later that is during the classes. Informal activities like taking signature from the seniors was considered to be trivial during the process. On the contrary couple of participants also highlighted that many students fell ick due to the tight scheduling of the informal session during night. It was also noted that the informal sections acted like an ice-breaker for the introvert people.

Despite this, six out of the eight participants complained about the timing of the night sessions. One of the participants mentioned that she slept during the night process. The group however agreed upon the fact that the process showed a glimpse of the life for the next two years. The group also talked about the HR answers preparation. Five out of the eight participants felt that having written the answers during the induction process elped them during the interviews for the summer placements. Of the remaining 3 participants who then thought it was a waste of time, two believed that it might have been useful during the placement preparation.

Outcome 2: To understand how students felt about the formal induction process Did you find the formal induction procedure to be useful? The group talked about the usefulness of some of the sections during the formal induction. Four out of the eight participants believed that the alums and faculty interaction sessions Were useful in preparing their life ahead. A ew mentioned that the process is a legacy and for that sake it must be continued. The remaining four participants found the sessions to be trivial and suggested that it should be conducted for a single day only.

The group reasoned that the students would not have turned up had the attendance not been mandatory. One of the participants suggested that the formal induction was primarily to satisfy everyone, be it faculty or students. A couple of the views showed that the formal session must be mandatory as the students get to see where they might find themselves a few years later and since it only asted for three days, it must be continued. One of the participants found that interaction with alums and faculty during the snacks break was effective.

On the contrary, a few believed that the entire formal induction time was not utilized fairly and can be improved. One of the participants found the alum interaction little demotivating as it focused on the fact that not all students of IM were stars in their profession. It was quoted that “50% are star performers and the rest of the lot is not that good”. Showing the same through historic data made the students pressurized and disheartened on the irst day. The group also talked about the GD session held by the faculty. Most of the participants agreed that they did not understand the session and found it difficult to cope up.

The participants discussed about the library sessions and unanimously agreed that they did not find it useful. Outcome 3: To understand how students compared between the two induction processes Which of the two induction process you found useful? The group had a mixed response on this question. Three of the members believed that the purpose of the formal induction was not met and that the nformal induction was more vital in understanding the fast-paced life of 11M L. Two of the participants felt they were satisfied by the interaction with the faculty and the alums and thought it to be better than informal session.

The remaining had a mixed view on the same. They believed that both the processes had their own pros and cons. One of the participant quoted “the process was jam-packed with the formal and informal sessions which was in line with the kind of lifestyle that the PGPI students experience”. Recommended Changes Participants suggested that adding a session on tour ofthe facilities like ibrary and Computer Centre, rather than briefing about them could be more useful to the students. One of the participant suggested that the formal induction should be on the beginning and the final day of the induction program, rather than being conducted daily.

The timing of the informal induction process should be relaxed to some extent. The duration of the informal conversation post the induction process must be increased. Formal induction must have a personal one to one interaction session to help understand the system better. 5. DATA ANALYSIS AND INTERPRETATION 6. RECOMMENDATIONS The induction programme is aimed at socializing the incoming students and helping them internalize the values and culture at 11M Lucknow. The current process aims sensitising the students to the study methodology, the facilities, rules and lifestyle expected at the institute.

While in terms of content the programme covers all the necessary areas, the survey shows that the delivery of the content is not always such that the students are able to understand and internalize the same. For the formal induction, while maintaining the current format in terms of the number of days and content, we would like to ake some suggestions with regards structuring the sessions to ensure that the content is more effectively delivered. In the current model, the incoming batch of students, numbering about 450 are seated in a hall where the sessions with Director, Chairman, alumni and the like take place.

While we certain sessions need to be conducted in this manner, the sessions with alumni for instance can be more interactive if conducted in smaller batches. Thus the proposed process could be in the following format. Day 1: The induction begins with the welcoming by the Director and PGP Chairman. The ext session would be done by dividing the batch into smaller groups. For the purpose of illustration, we are proceeding considering that there are two groups. One group gets a tour the facilities like the Library and computer centre with explanations on the same, while the other has the alumni interaction.

The two groups then switch for the third session, with the first group now having the interaction while the other gets the tour of the facilities. This would ensure more interaction with alumni as well as better understanding of library, which the current process is not able to provide. The rawback is that the sessions are being taken multiple times by the faculty or alumni. Day 2: Here again the case study methodology can be imparted to a few groups while the others have interactions with alumni and other briefing by the administration. After the initial time, the groups can once again switch.

Day 3: We would continue separate groups here as well, which would facilitate better interaction in panel discussion with alumni. The last session would have all the students come together for the concluding session. The advantage of this is that we are able to get the candidates to really know what he Library and other facilities have to offer, as opposed to just being shown pictures. This would definitely help more in understanding the facilities. Being in smaller batches for the induction will help increase interaction and remove the sense of disconnect that students currently have.

As mentioned earlier, the main drawback is that the facilitators have to take more sessions of the same kind. However, just as in a classroom setting where the same class is taught in different sections, this can be managed. For the informal session, the main change to be implemented would be in increasing the interaction ession at the end with the seniors. This is currently for a very short duration of about an hour. This session can be made longer and would benefit the junior students in getting to know their seniors better.

The rest of the session, where the seniors try to recreate the rigour of the academic life is perceived to be of use in preparing students of the days to come, though the timing of the session and duration is sometimes questioned as most students are not used to staying up late at that point. 7. CONCLUSION To assimilate the culture and norms of the institute it IS necessary to go hrough the induction program. It is necessary for the student to know about the facilities they are using so to include library and computer center into the program will be a step forward.

Both formal and informal, when a new student is joining both learning and unlearning is important for him/her. It is very important to teach them how to get out of existing learning structure and how to enter into new learning structure. There has been few observations that when a student is learning from a small group assimilation is much better. Another point is in a large group the scope of interaction get educed drastically but counter to this point is students will learn by being in big groups during class so they have to understand how to put their view in a big group.

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