Supporting Organization Development by Linking Systems Implementation and Faculty Orientation
Supporting Organization Development by Linking Systems Implementation and Faculty Orientation
| dc.contributor.affiliation | Alan McCord - Lawrence Technological University | |
| dc.contributor.affiliation | Marija Franetovic - Lawrence Technological University | |
| dc.contributor.author | McCord, Alan | |
| dc.contributor.author | Franetovic, Marija | |
| dc.date.accessioned | 2020-07-30T22:20:59Z | |
| dc.date.available | 2020-07-30T22:20:59Z | |
| dc.date.issued | 2014 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69181 | |
| dc.title | Supporting Organization Development by Linking Systems Implementation and Faculty Orientation | |
| dc.type | Conference Paper | |
| dcterms.abstract | Orientation programs are commonly used to introduce new faculty members to institutional expectations and practices, establish relationships with their new colleagues, and integrate new hires with institutional culture. Various faculty development programs provide opportunities for faculty to learn and apply new skills, technologies, and techniques. Faculty development programs can also be linked to systems implementation projects, which can be an important component of organization development initiatives. This paper summarizes best practices regarding systems implementation and faculty development found in the academic literature. Principles of systems implementation and organization development are discussed, and a brief case study of one university’s new faculty orientation program is presented. Four specific examples are provided where the faculty orientation is linked with systems implementation initiatives. These examples include implementation of learning technologies as well as systems to enhance faculty performance. Lessons learned from supporting organization development via systems implementation within the context of a new faculty orientation program are discussed, focusing on discovering and mitigating barriers to change. The paper concludes with recommendations for further evolving new faculty orientation programs and areas for future academic study. | |
| dcterms.extent | 11 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
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