Tag Archives: Induction

Assessment of Support Services Available for Staff on Probation in University of Education, Winneba (Published)

For staff on probation to be effective and efficient, they need to be properly supported in their line of duty.  Planned and systematic probation periods are usually used by organizations to increase commitment and maximize employee contribution as quickly as possible.  Another importance of the probation is to give newly appointed employees sufficient support and guidance to enable them become effective and efficient members of staff.  Despite these, it seems support services available to staff on probation in the University of Education, Winneba are not adequate. This study adds to the existing knowledge focusing on the special case of the University of Education, Winneba.  Data was collected by administering questionnaire.  The study targeted all senior members and senior staff of the Winneba and Ajumako campuses of the University of Education, Winneba who were on probation or had just been confirmed with a sample size of fifty (50).  Data collected was analysed using the Statistical Package for Social Sciences (SPSS).  The study revealed that most  newly appointed staff were not satisfied with the support services available for their probation; due to inadequate orientation given, lack of regular feedback on performance and absence of socializing activities.  The study recommended that the University of Education, Winneba should institutionalize support services by having a comprehensive guide to manage probation periods to monitor and ensure  easy integration of all staff.

Keywords: Induction, Training, orientation, probation periods


The objective of this paper is to measure the effectiveness and efficiency of the human resources training function at one of the telecommunication companies in Jordan “Orange Jordan”. The target population for this study is 140 unit managers and their assistants at Orange Jordan. A total of 105 unit managers participated in the completion of questionnaires. Data analysis was done by factor analysis; explanatory and confirmatory data modeling and Cronbach’s alpha-values and practical significance by means of effect sizes. The findings of the study stipulate that the primary function of training department today is to ensure the implementation of the standards of effectiveness and efficiency to accomplish an organization’s goals and objectives. Using Training as a competitive advantage means analyzing the factors necessary for the organization’s long-term success. Areas such as training design, training processes, training policies, effective trainer, training strategies, training goals and objectives are essential to this concept. In order to formulate appropriate competitive advantage through the effectiveness and efficiency of the training function, it is first recommended to analyze the firm’s strategic needs. The training department should create a complete model of training function and a more coherent attempt must be made to improve the level of internal communication between the unit managers and their employees. This would create an environment within Orange Jordan that can promote mutual respect, trust and concern between management and employees.

Keywords: Effectiveness, Efficiency, Induction, Training, confirmatory factor analysis

The Study of Beginning Teachers’ Induction in Zanzibar Secondary schools: The case of Urban Region (Review Completed - Accepted)

The aim of the study was to document as fully as possible the programmes and practices in Zanzibar secondary schools for the induction of beginning teachers’ .Both quantitative and qualitative research approaches were used for an in-depth understanding of the induction programs under scrutiny. Questionnaires and interviews were the primary sources of data and documentary reviews consisted of policy documents and Zanzibar educational development plans were the secondary sources of data. In total, the study employed 110 respondents. The purposive sampling with the focus of 90 Beginning teachers in Urban areas was used. The random sampling was used in getting these respondents where by 15 schools were selected and from each school, 6 Beginning Teachers were chosen. Besides, 8 Officials from the Ministry of Education and 12 School Principals were involved. For quantitative data, SPPS soft ware was used to translate data into frequencies and percentages while content analysis was used for qualitative data .In brief, the major findings emerged are that, there is no well defined system for the orientation of Beginning teachers into the profession. As an alternative, there are some individual efforts of the very few individual school Principals who prepared their own kind of support for these Teachers as they join their schools as a measure to protect the quality of education in their schools. The underlying problem was found to be the absence of a philosophy and policy for induction by the respective Department of Teacher Education. The study concludes with several recommendations the most important being: the formulation of a policy by the Department based on a well defined philosophy for induction and implementation of programmes arising from the policy in the form of school based induction activities, external support programmes by the teachers’ centres, subject advisers, tertiary institutions and the teachers’ associations.

Keywords: Beginning Teachers, Induction, Mentoring