The application of Induction and placement in the UAE
write for me a research paper. It should be about the below
topic highlighted. It should be (5) pages. You will need to read different
research articles that are done on the topic (at least four articles or more
depend on what updated research articles you will find). The research
articles should be from 2016 and after – this means updated references.
You need to talk about research articles and give summary about and its
findings.
And then you will write a discussion about the finding (are they having
the same ideas or they are different – did you find something interesting
and what is the differences compared to what happen in the UAE
(Discussion PART is VERY IMPORTANT) it should be wrote in depth and
all elements I stated mentioned.
Important notes: I am a master student so I need a good writer who
really researches the topic, read research articles, state the findings,
evaluate the ideas compare them. NO PLARIGISM it will be submitted
online in the Portal so it will directly show if there is cheating and
copying.
The topic is: Placement and induction
Solution
Introduction
The Human Resources department is mostly associated with companies, however, in the
recent past schools have adopted it in their programs to facilitate induction and placement.
Learning institutions experience reports of new educators annually or from time to time hence
the need to bring them up to speed to ensure that they are able to adapt to the new settings and
traditions of the school. Studies show that some teachers experience difficulties and challenges
in a new school, especially during the first few weeks or months due to lack of proper guidance
to help them adhere to the new school settings faster (Harford & O'Doherty, 2016). Therefore, it
is important for schools to have HR departments for the purposes of induction and placement.
However, it is important to first understand the meaning of induction and placement, similarities
and differences among other factors.
Induction and placement
As aforementioned, induction and commitment lies under the HR department and schools
have in the recent past included this department in their programs and settings. Placement refers
to the assigning a schedule, responsibility or work to a particular employee, candidate or
educator (Auletto, Cowen & Robinson, 2016). Furthermore, it involves the matching of
employees’ qualifications with the responsibility, work or rank being assigned. On the other
hand, induction is the process of gaining an educator’s commitment to a school by firstly
introducing them to the institution and the job specification they are supposed to handle.
Placement and induction involve different programs and processes. Placement involves different
processes, for example, assigning specific jobs to a particular employee, assigning of ranks and
INDUCTION AND PLACEMENT
posts and ensuring that an employee’s qualification matches the job assigned (Auletto, Cowen &
Robinson, 2016).
On the other hand, induction involves different programs and processes which include
welcoming the teacher, giving him an explanation about the school, showing the educator
different departments in the school. According to Hangul (2017), induction involves the
provision of information about benefits and training opportunities, the new teacher is given an
opportunity to seek further clarification by asking questions, giving the new teacher tour
guidance and introducing him to the supervisor or mentor. The processes associated with
induction include content, specialization and follow up. Although induction and placement work
in tandem they differ in various ways. There are two types of induction formal and informal and
both are applicable in a school setting, placement takes place in a formal way. Induction is
mostly considered a way of welcoming a new teacher into the new school while placement is
associated with assimilation where the educator learns and adapts to the new school settings,
tradition and programs among others. Induction takes place for a short time compared to
placement which takes longer since involves integrating the educator with the new system
(Hangul, 2017).
As mentioned earlier, the HR department has the responsibility of carrying out the
placement and induction process in a school. Therefore, there is the need for the department to
come up with a framework that will ensure that the processes and programs are effective hence
facilitating the success of placement and induction in a school. In order for the HR department
to implement induction and placement of educators, it has to consider the size, history, tradition,
programs and facilities in a school. The rules and procedures are also put into consideration to
guide the new teacher and ensure he is not a misfit. Placement and induction have benefitted
INDUCTION AND PLACEMENT
different schools, for example, it has raised the morale of teachers hence improving their
performance (Bastian & marks, 2017). Placement and induction enable a school to reduce
teachers’ absenteeism and turnover by making the teacher part of the institutions. Moreover, it
enables a school to avoid misfit by ensuring that every teacher is assigned duties that match his
qualifications.
Discussion
Induction and placement are among the recent programs incorporated by schools to
ensure that educators are able to adapt to the new settings at a faster pace (Harford & O'Doherty,
2016). According to Harford & O'Doherty (2016), the introduction of induction and placement in
schools has brought new strategies and approaches for school to incorporate new teachers in their
new settings. In addition, it has resulted in the formulation of new policies which involve more
consultations and partnership with higher learning institutions hence bringing improvement into
schools. Therefore, it is important to acknowledge that induction and placement has a positive
effect in schools. Harford & O'Doherty (2016) argue that it is a sustainable way of running
schools since changes are expected in the future and through consultation formulation of better
strategies to handle the changes is possible.
Induction and placement program are meant to boost a school performance by reducing
the number of novice teachers in a learning institution through training and other programs.
According to Bastian & Marks (2017), induction involves different programs that facilitate the
improvement of a school’s performance. However, it is important to acknowledge that the
induction programs should purpose to assist the teachers by building frameworks that schools
can follow and implement. The induction and placement programs aid the new teacher to settle
INDUCTION AND PLACEMENT
in a new school without wasting a lot of time hence focusing on the performance of the students
(Bastian & Marks, 2017). In addition, the incorporation of induction assists a beginning teacher
to grasp how the system works and how he can use his talents and qualification to boost the
performance of a school. According to Bastian & Marks (2017), the induction provides
knowledge to the school about the strengths and challenges related to the beginning teacher
hence pointing him in the right direction in order to have a positive impact on the school.
Schools tend to hire teachers to fix gaps that are created when some of the educators
leave the profession. However, it becomes an issue of concerned when teachers leave the
profession at a higher rate in consecutive tears (Haj-Broussard et al., 2016). The new teachers
and beginners require a high-quality induction process and programs to ensure that there is a
reduction in turnover (Haj-Broussard, 2016). Haj-Broussard et al. (2016), stipulates that it is
important to hire teachers after the induction programs and period is over in order to increase
retention. The increase in turnover is associated with poor induction programs that fail to
integrate the beginning or new teachers into the school system or settings hence reducing the
belongingness effect (Haj-Broussard, 2016). The authors of the above-stated articles agree that
induction and placement has a positive impact in schools in terms of performance and retention
of teachers. Moreover, there is a need for schools to understand that induction and placement
programs work effectively if there is a formulation of a framework. The Human Resource
department can create a platform to implement the induction and placement programs and
processes effectively in schools.
The application of Induction and placement (HR) in the UAE
INDUCTION AND PLACEMENT
The UAE has concentrated on improving her education system by incorporating highly
trained and qualified school teachers; however, they fail to come up with programs that will
ensure their induction and placement (Bock & Schulze, 2016). Despite the lack of a program in
place to support induction and placement in the UAE some of the principals have come up with
mentorship programs that facilitate the introduction of the teacher into the school (Bock &
Schulze, 2016). Bock & Schulze stipulate that the principals tend to introduce the new teachers
to the staff and provide them who will guide them as they adjust to the new school system and
settings. Induction and placement require the development of a framework to ensure that it works
effectively (Bastian & marks, 2017). However, this is not the case in the UAE but providing a
beginning or new teacher with a mentor is a form of framework that principals in some of the
UAE schools follow to ensure that an educator settles in quickly. According to (Bock &
Schulze, 2016), providing a mentor to anew teacher increases the probability of a school
performing better. The mentors in most of the cases are experienced teacher or Head of
Department (HOD), therefore, increasing the chances of a beginner teacher getting direction on
how the school works. The support from the principal and the mentors makes it possible for the
teacher to understand her assigned job to ensure that he delivers quality work.
INDUCTION AND PLACEMENT
References
Auletto, A., Cowen, J. M., & Robinson, J. (2016). PREPARING MICHIGAN’S TEACHERS:
HOW TEACHER TRAINING PREDICTS JOB PLACEMENT AND MOBILITY.
Education. Retrieved from www.education.msu.edu/epic/documents/EPIC-Policy-Brief-
Preparing-Michigan-Teachers-WEBVERSION.pdf
Bastian, K. C., & Marks, J. T. (2017). Connecting teacher preparation to teacher induction:
Outcomes for beginning teachers in a university-based support program in low-
performing schools. American Educational Research Journal, 54(2), 360-394. Retrieved
from
https://publicpolicy.unc.edu/files/2017/02/AERJ_ConnectingTeachPreptoInduction.pdf
Bock, W. C., & Schulze, S. (2016). Cross-cultural mentoring: lessons learnt from school leaders
in the United Arab Emirates. Journal for New Generation Sciences, 14(2), 1-15.
Retrieved from
aura.abdn.ac.uk/bitstream/handle/2164/10143/PDF_Proof.PDF?sequence=1&isAllowed=
y
Haj-Broussard, M., Hall, T., Allen, S., Stephens, C., Person, V., & Johnson, T. (2016).
Alternative certification teacher and candidate retention: Measures of educator
preparation, certification, and school staffing effectiveness. Journal of the National
Association for Alternative Certification, 11(2), 4-13. Retrieved from
jnaac.com/index.php/JNAAC/article/download/177/110
Hangül, S. (2017). An Evaluation of the New Teacher Induction Program in Turkey through the
Eyes of Beginning Teachers. Journal of Education and Practice, 8(10), 191-201.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1139628.pdf
INDUCTION AND PLACEMENT
Harford, J., & O'Doherty, T. (2016). The Discourse of Partnership and the Reality of Reform:
Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction
Levels in Ireland. Center for Educational Policy Studies Journal, 6(3), 37-58. Retrieved
from https://files.eric.ed.gov/fulltext/EJ1128743.pdf
Place your order now for a similar paper and have exceptional work written by our team of experts to guarantee you A Results
Why Choose US:
21+ years experience on custom writing
90% Return Client
Urgent 3 Hrs Delivery
Your Privacy Guaranteed
Unlimited Free Revisions
Money Back Guarantee