Setting Correct Expectations
What are some of the most important components of setting correct expectations for online faculty as they begin teaching for a postsecondary-level institution?
Just like in any new job or position the employee must know what is expected of them. If the supervisor hasn't discussed with an employee what is expected of them then how can the supervisor hold that employee accountable for the work that they do.
An employee cannot perform to the best of their abilities without having expectations discussed with them before beginning. It is important to treat online faculty members the same as a traditional faculty member or any other employee for that matter.
Renee,
Your observations are rightly expressed. In this respect, online faculty need to be directed and supported like all professionals. Good post. Thanks.
Dr. S. David Vaillancourt
On-boarding is a huge element that will speak to the success or failure of an online faculty member. A part of the on-boarding process is a clear delivery of the expectations that exist for instructors. Some of these expectations are quantitative and others are qualitative. Providing the expectations, and often the rationale for said expectations, in both verbal and written form will create a strong base to move forward.
Ash,
Very well stated. The reinforced delivery of verbal and written is a key factor for many people. Thank you for your contribution.
Dr. S. David Vaillancourt
Online faculty must be comfortable navigating the LMS. If they're confused, it is likely that their students will be as well. They must get 'down and dirty" with it so they get the hands on experience that they need. Additionally, they must learn how to to adjust setting correctly for their courses according to institutional requirements. Weekly sessions, quizzes, and exams must open and close at correct intervals in order to maintain academic integrity. Faculty should be made aware of all institutional policies - especially administrative requirements so that expectations are clear. Additionally, they should know who their go to person is, should problems and/or questions arise. It is very helpful to have both live orientations along with the recorded versions of these, so that there is engagement as well as a time for review.
Anne ,
Well stated. These are all vital components to have a faculty that is optimal in assisting and guiding students to success. Thank you for sharing.
Dr. S. David Vaillancourt
A new faculty member must understand the administrative and instructional protocols specific to the institution. Just as a child needs boundaries and rules for behavior, so a faculty member must know what they can and cannot do in their role as an instructor.
Having a clear understanding of the institution's mission statement and program-related goals and objectives helps an instructor to "buy in" to the course(s) that they will teach to further the overall functionality of the institution. The provision of an instructor's handbook with a faculty mentoring system is the best way to help them feel secure in their new environment.
Sharing of strategies and teaching methods among peers is a great way to build confidence and academic energy. Observation by a supervisor for the sake of encouragement and guidance cannot be overemphasized. Establishing a solid syllabus with clear student learning outcomes is so vitally important. Without proper tools for implementing a course, an instructor will be swimming in confusion and mediocrity.
William,
Yes, the proper tools make all the difference. You have outlined a solid view of what that looks like. Thank you for your contribution.
Dr. S. David Vaillancourt
It has always been my belief that if an employee was surprised at their grade during a performance evaluation, than I failed them as a supervisor. I feel the same is true in regard to setting the expectations of online faculty.
Well in advance of any performance grading or evaluation, expectations need to be set and a clear understanding of how those expectations will be measured should be understood by the faculty. Care should be taken to specify both quantitative and qualitative components with examples of each for the purposes of clarity.
Joseph,
Well stated. The 'no surprises' approach is best for morale and performance.
Dr. S. David Vaillancourt
