Why is orientation important

1. Why is orientation important? One student�s experience An ounce of prevention is worth a pound of cure Alleviating student anxiety (and staff�s?) Other reasons? Read the letter from student to Mom and Dad as an example of what happens when students are not well oriented.Read the letter from student to Mom and Dad as an example of what happens when students are not well oriented.

2. Developing an orientation packet Agency mission and vision statements Policy/procedures Organizational chart Program description Client demographics Newsletters Staff, Board of Directors contact lists Confidentiality form Sample case recording forms Commonly used terms, acronyms, abbreviations Timesheets or travel vouchers Maps What else do you have in your agency that student�s might regularly have use of? An undergraduate student could be assigned to put this together for future students. Students could be asked to contribute a statement at the end of their practicum describing their experience. Ask students for input on the orientation packet/process: What else would you have liked to know when you began your placement?What else do you have in your agency that student�s might regularly have use of? An undergraduate student could be assigned to put this together for future students. Students could be asked to contribute a statement at the end of their practicum describing their experience. Ask students for input on the orientation packet/process: What else would you have liked to know when you began your placement?

3. The Pre-Placement Interview Purpose is to obtain best match of student and agency Learn about the student�s previous experience, educational background, interest and goals Communicate that the practicum is a collaborative effort between the agency, university and student�all responsible for success Opportunities the agency can offer Related Learning Experiences Role of the field instructor Many of these items need to be reiterated when the student first begins placement from the perspective of actually setting the stage for the practicum experience and planning for a positive learning experience.Many of these items need to be reiterated when the student first begins placement from the perspective of actually setting the stage for the practicum experience and planning for a positive learning experience.

4. Pre-Placement Interview Mission, goals and programs of the agency and relationship to the community Client demographics and geographical service area Staffing pattern of agency�duties and responsibilities Introduce the student to the staff person they will work most closely with

5. Pre-Placement Interview Attendance and work hour expectations Parking, dress code and lunch Describe a typical day at the agency Style of supervision provided Agency�s approach to field education

6. First Day Orientation Plan to spend time with the student first thing Set a positive tone Introduce student to all staff Work space and supplies Security Use of telephones Computers Office equipment Personal cell phones and beepers Physical plant Attendance Schedule of hours Breaks Reporting leave Sign in/out procedures Student needs to be introduced to ALL staff. Clerical staff need to know where student will be located. Make sure the student has the space to put their things and do the work they will be expected to do�whether it is a office of their own or a corner of yours. Discuss safety and security issues: Where to keep personal belongings; safeyt procedures for the office; fire/storm drill; personal safety instructions for in the office, on home visits or in their vehicle Phones: are personal calls allowed? How should they answer the phone? What number should they give out to clients and others? Computers: internet and email guidelines. If they do not have a computer of their own to use, what equipment is available to them? Office equipment: Show them (or have someone) how to use the equipment�copy machine, fax, etc. Don�t assume they know. Give them a tour of the office, break/smoking room, restrooms, supplies, parking Work out a specific work schedule with them that can be given to clerical and other staff. Inform them what they should do if they must deviate from this (I.e. sickness). Use a formalized system for recording their time (see Notebook for example)Student needs to be introduced to ALL staff. Clerical staff need to know where student will be located. Make sure the student has the space to put their things and do the work they will be expected to do�whether it is a office of their own or a corner of yours. Discuss safety and security issues: Where to keep personal belongings; safeyt procedures for the office; fire/storm drill; personal safety instructions for in the office, on home visits or in their vehicle Phones: are personal calls allowed? How should they answer the phone? What number should they give out to clients and others? Computers: internet and email guidelines. If they do not have a computer of their own to use, what equipment is available to them? Office equipment: Show them (or have someone) how to use the equipment�copy machine, fax, etc. Don�t assume they know. Give them a tour of the office, break/smoking room, restrooms, supplies, parking Work out a specific work schedule with them that can be given to clerical and other staff. Inform them what they should do if they must deviate from this (I.e. sickness). Use a formalized system for recording their time (see Notebook for example)

7. Orienting Student to Placement Developing the learning agreement Activities the student may/may not participate in Confidentiality agreement Student is responsible for learning Related learning experiences Work closely with the student in developing the learning contract/agreement. Be clear what activities student can be involved in. If there are some activities/experiences which are off limits (I.e. board meetings, working with particular types of clients) be very clear about this. Confidentiality: discuss means of sharing agency experiences in the classroom. Responsibility for learning: stress their accountability for their learning experience. It is expected the student will ask questions, share opinions, solicit feedback, look for opportunities that the field instructor might not think of offering. Related learning experiences: need to be pertinent to the work of the agency. What are the practicum professor�s requirements? Meetings: What are your expectations for the student�s participation in meetings? When are staff meetings held? Community partners: Assist student in networking. Which agencies/professionals should the student become familiar with? What is the quality of the partnership? What is the relationship like? Reading assignments: are considered part of the practicum and can be done on agency time. Provide student with things s/he can read gradually when they have free time (or show them where to find it). What are the rules for reading materials (can they be taken out of the building, must they be signed out, etc.)Work closely with the student in developing the learning contract/agreement. Be clear what activities student can be involved in. If there are some activities/experiences which are off limits (I.e. board meetings, working with particular types of clients) be very clear about this. Confidentiality: discuss means of sharing agency experiences in the classroom. Responsibility for learning: stress their accountability for their learning experience. It is expected the student will ask questions, share opinions, solicit feedback, look for opportunities that the field instructor might not think of offering. Related learning experiences: need to be pertinent to the work of the agency. What are the practicum professor�s requirements? Meetings: What are your expectations for the student�s participation in meetings? When are staff meetings held? Community partners: Assist student in networking. Which agencies/professionals should the student become familiar with? What is the quality of the partnership? What is the relationship like? Reading assignments: are considered part of the practicum and can be done on agency time. Provide student with things s/he can read gradually when they have free time (or show them where to find it). What are the rules for reading materials (can they be taken out of the building, must they be signed out, etc.)

8. Orienting Student to Placement Meetings Community partners Reading assignments Documentation Access to files Client involvement Instruction methods Evaluation/Feedback