A Guide for Supervisors: Making a Great First Impression

A Guide for Supervisors:

Making a Great
First Impression

Human Resources Division 2009

first impression

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T a b l e o f C o n t e n t s

Overview.................................................................................................................. 3

What is Induction? ................................................................................................... 3

Onboarding Overview .............................................................................................. 5

Induction Overview and Guidelines ......................................................................... 6

1. Pre-arrival ....................................................................................................... 6

2. Primary Induction ............................................................................................ 7

3. Ongoing Induction ........................................................................................... 9

Regular Feedback on Performance .................................................................... 9

Progression Towards Completion of Compulsory Training ................................. 9

For Academic Staff ........................................................................................... 10

Teaching Skills ............................................................................................... 10

Developing Research ..................................................................................... 10

Postgraduate Supervision .............................................................................. 10




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A Guide for Supervisors:
Making a Great First Impression

OVERVIEW
This guide has been developed for supervisors to support an effective and successful
onboarding process for new staff. Onboarding is the process of performing all the
organisational actions that support new staff transition into their new work environment. These
actions occur in the period from when the employment offer is made, through to the full
integration of the new staff member into the organisation. Onboarding facilitates the inclusion
of the organisation’s values and culture.
Induction is an important part of the onboarding process. An effective induction process
improves the overall engagement, performance and retention of new staff by helping them
understand and feel connected to different facets of their job and associated success factors.
This guide has been written to help supervisors make the induction effective and enjoyable for
both supervisors and new staff.

WHAT IS INDUCTION?
Induction is a structured and standardised means of communicating corporate goals, policies,
procedures and standards to staff new to the University. It assists with their socialisation into
organisational values and culture. It is a supportive process that includes mentoring, coaching
and the provision of information and learning materials that address technical and professional
aspects of the job. It is primarily work-based and, as such, is the responsibility of the
department and supervisor.
A properly conducted induction should:
 Reinforce the staff member’s decision to join the University;
 Enable staff to quickly commence work in an effective manner;
 Clarify expectations and reduce anxiety;
 Increase the predictability of a staff member’s behaviour, i.e. that he or she will act in
accordance with their terms and conditions of employment and in the interest of the
University;
 Promote enthusiasm and excitement about the staff member’s role;
 Link the new staff member to the University’s work and collegial networking structures;
and
 Provide information about staff member’s rights and obligations.

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Induction is an opportunity to discuss what systems are in place for managing and supporting
staff, including their career development, training, and performance management.
Supervisors should tailor induction to the needs of the staff member, taking into account such
factors as experience, previous knowledge of the University, the department in which they are
working, and the requirements of the position. New staff can react quite differently to a new
job. Compare a person coming into the workforce for the first time, directly from school, with
another person who is returning to work after family leave. Or compare a recently arrived
immigrant with a person who has transferred from another department within the University.
Different adjustments will be required when planning each of these inductions.
The Onboarding Overview included in this manual can be used as a guide to ensure
completion of the various stages of induction.
In addition, induction is part of the new staff member’s probation – for professional staff, a 3 or
6 month period depending on the type of appointment; for academic staff probation can be up
to five years. Probation criteria (included in the letter of appointment) should be clarified
during induction, and coaching towards achieving those criteria should be part of the induction
process.
The University’s onboarding processes for new staff involve:
a. New starter pack; this pack is sent to new staff by Human Resources along with the
Offer Letter. The pack contains a welcome letter from the Vice Principal (Human
Resources), HR forms and documentation and University information.
b. Workplace Induction; this should be prepared and conducted by the local work unit.
The individual work requirements of each department will determine the content of
each local induction program which should be tailored to meet the needs of each new
staff member.
c. Induction Compliance Checklist; this checklist is completed by the supervisor in
consultation with the new staff member. The checklist can be found at the end of this
Induction Guide. It needs to be completed to comply with legislation and regulation
and therefore needs to be returned to the Human Resources Division.
d. University Induction; new staff need to attend compulsory training programs to be able
to understand their rights and obligation in their employment at the University. Staff
need to attend the Orientation program, Environment, Health and Safety course,
Performance Development Framework program and complete the Workplace
Discrimination and Harassment online course. Other requirements and compulsory
training might be necessary depending on the local work area and role.





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ONBOARDING OVERVIEW
Recruitment &
Probation
Selection
Pre-arrival
Primary Induction
Ongoing Induction





Workplace Induction
Training &

 New starter pack is

Development
Regular Feedback
sent by HR
 Physical location

on Performance

Compulsory Training


 EHS
Contact new staff

Regular discussions
member to organise
 Network access

EHS
regarding role,
meeting point for first

Workplace
department, UoM
day
 University’s electronic
Discrimination and
and broader work

systems
Harassment
issues
 Organise/develop
 UoM access

PDF

local induction

Orientation


 Local quality assurance


 Send update to team
 Overview of
Other Training

regarding new staff
UoM/department/work

Finalise Induction
starting
unit/role
Role specific


Work unit specific
Complete the
 Policies and
Department specific
induction compliance
Regulations UoM

checklist and return

to HR.
Performance
expectations and
standards
 Team culture
 Terms and conditions of
employment
 Staff training and
development

 
 






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INDUCTION OVERVIEW AND GUIDELINES
The following guidelines have been developed to help structure your local induction process.
To make the induction process comprehensive, the departmental onboarding process can be
divided into three components:
1. Pre-Arrival

2. Primary Induction
3. Ongoing Induction
The most important thing to remember is – don’t delay induction. Don’t allow a new staff
member’s first day to be their worst day. Try to be available on the first day to meet and greet
your new colleague, preferably when they arrive. If you are not available, delegate someone
from your work area to be on hand. In addition, you should ensure appropriate contact and
support is maintained throughout the first day and preferably first couple of weeks.
Dividing the tasks associated with induction amongst various people in the department will
reduce the time spent on the process by one person. It should be emphasised, however, that
the supervisor is responsible for shepherding the new staff member through his or her
probation period.
1. PRE- ARRIVAL
Onboarding activities should begin before a new staff member’s first day at work.
 Check with the Human Resources Division that documentation required by them has
been completed by the new staff member and returned, for example, Tax File Number
Declaration Form, relevant HR forms, etc.
 Organise their physical location and work space to ensure that they have appropriate
equipment such as a computer, desk, chair, phone, stationery, name plate, etc.
 Include a kit of helpful aids. These may be contact details (email and phone) of key
staff, floor lay-out, an organisation chart of the department, list of useful web
references, recent newsletters. Provide information about the
University/faculty/department and include information about services available for staff.
A list of University acronyms would be particularly beneficial for employees new to the
University.
 Prepare a meeting schedule for the first week – organise meetings with relevant staff,
for example, Head of Department, key colleagues, Faculty General Manager, etc.
 Shortly before their arrival, inform departmental staff that someone new is due to
commence work and include information about the position, reporting relationship, start
date and some biographical information, for example previous work experience,
hobbies, etc. Also encourage team members to personally welcome the new staff
member and answer any questions that the new staff member might have.
 Contact the new staff member to discuss start time and location for his or her first day
and answer any questions they may have.

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If the new staff member is relocating from another state or from another country you might
want to consider organising some relocation support. This could involve hiring a relocation
service provider that can provide specific support to the new staff member and their family.

2. PRIMARY INDUCTION
Primary induction provides an understanding of what is required in the role and covers basic
accommodation and communication needs, information about the University, environment,
health and safety information and is the foundation on which the ongoing induction is built.
The first day in a new job makes a big impression on a new staff member. New staff should
be made to feel welcome and given time to settle into their new environment. The settling in
period extends over a longer period than day one, but the first day is a crucial time during
which working relationships are established.
Some ideas to help make the first day and week enjoyable and effective for the new staff
member:
1. Prepare a schedule for the first couple of days with meetings with key relationships and
job-specific and systems training needed in the new staff member's role.
2. Assign a coordinator (buddy) who can serve as a guide in the first few weeks of
employment.
3. Organise a morning or afternoon tea to welcome the new staff member to the team.

Upon completion of the Primary Induction phase, in the first week or so, the new employee
should have had an opportunity to clarify:
 What is expected of them in their role and the function and responsibilities of their role.
 When their probationary review meeting will take place and subsequent meetings to
exchange frequent and regular feedback on their job performance according to the
probation guidelines outlined in the Personnel Policy and Procedures.
 Details of the Performance Development Framework.
 Who the key members of staff are in the department and their functions.
 The basic geography and facilities of the campus and the department.
 What their training and development needs are and how these will be addressed.


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Primary induction activities should include:
 Physical location – check workstation requirements and ergonomics, show location of
kitchen, toilets, equipment (use and location).
 Environment Health and Safety – a tour of the department should include introductions
to Floor Wardens and First Aid Officers. Show the location of emergency exits and
describe the procedures to be followed in case of an emergency, including assembly
points following a building evacuation. Explain relevant safety procedures, for example
those that apply to laboratory staff. For EHS assistance and advice
www.pb.unimelb.edu.au/ehs/ehs/general/contact.php3
 Overview – provide an overview of the University and strategic direction, the
department/work unit and the link to the specific role.
 University’s electronic systems – ensure access to and familiarisation with electronic
systems such as Themis (viewing payslip, applying for leave, applying for training),
email and intranet.
 University access – provision of staff card, library card, network access, office keys.
Complete relevant paperwork for parking application, access card application and other
role specific requirements (Themis).
 Terms and Conditions of Employment – discuss probation requirements, roles and
responsibilities, etc.
 Quality Assurance – ensure access to and familiarisation with the local quality
assurance regulations and guidelines.
 Team Culture - Explain local workplace culture/customs. These may be casual clothes
and charity days, cakes for morning tea if there is a birthday, etc.
 Training – discuss and, where possible, show the new staff member how to enrol in
compulsory EHS training, Orientation program, Performance Development Framework
training and Workplace Discrimination and Harassment (online course). Review
training options appropriate for the new staff member’s role. These options may
include training in the use of the University’s financial, human resources, research,
record keeping and student administration systems.
Time should be set aside by the supervisor at the end of the Primary Induction period for a
meeting with the new staff member. This will provide an opportunity for the new staff member
to have any queries clarified or concerns addressed.
It is also an opportunity for the supervisor to ask for feedback about how the new staff member
has found their first week/s of employment. It is crucial to evaluate each induction process so
that improvements can be made that will benefit future staff members.


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3. ONGOING INDUCTION
New staff will settle into their new role quickly, efficiently and happily if special consideration is
given to the following areas.
REGULAR FEEDBACK ON PERFORMANCE
Providing regular feedback on the new staff’s performance will develop clear expectations
around quality and quantity of the work delivered. This will accelerate a new staff member’s
performance in a shorter period of time. These meetings will also provide you as a supervisor
with relevant information to decide on employment confirmation.
The following subjects can be discussed during these meetings:
 Deliver early informal verbal feedback to new staff member;
 Create individual development plan with new staff member;
 Explain how the individual performance objectives fit into the overall department plan;
 Schedule formal and informal performance reviews with the new staff member;
 Organise question and answer sessions in which the new staff member can ask
questions they might have about the University and their role; and
 Discuss development opportunities.

PROGRESSION TOWARDS COMPLETION OF COMPULSORY TRAINING
The University is committed to ensuring that all staff are working in a healthy environment that
is safe; staff are treated fairly and equitably; and staff have a clear understanding of what is
required in their day-to-day field of work. To meet this commitment it is important that all staff
understand the requirements, regulations and legislation by completing the following training:
1. Orientation (Academic or Professional);
2. Environment, Health and Safety;
3. Workplace Discrimination and Harassment; and
4. Performance Development Framework.


Completing the compulsory programs will enhance the new staff member’s transition into the
University. Staff are required to attend all four staff development programs within their
probation period or the first six months of employment to gain an understanding of their rights
and obligations.

The Induction period may extend for at least another three months and is a period when new
staff can become familiar with University customs, cultures, compliance, structure, values and
strategic direction.

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FOR ACADEMIC STAFF
For academic staff, particular attention to the following items should occur during the Ongoing
Induction phase.
Teaching Skills
The Centre for the Study of Higher Education (CSHE) provides academic development
activities. It runs Teaching and Learning Workshops that cover core skills in effective teaching.
It also has an activities centre on promoting high quality teaching and learning experiences at
Melbourne.
Developing Research
The Melbourne Research Office supports the management, development and promotion of
University research and offers a wide range of seminars and workshops designed to assist
academic staff, research students and professional staff in key research administration and
research roles.
Postgraduate Supervision
The School of Graduate Research offers a variety of workshops for postgraduate supervisors
to encourage ongoing professional development. These provide an opportunity to interact with
expert presenters and colleagues.












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