LECTURE 4

Induksi, Orientasi dan

Sosialisasi

1
 Di akhir kuliah pelajar akan dapat:
• Menyatakan maksud induksi, orientasi dan
sosialisasi
• Menghuraikan proses yang terlibat dalam
aktiviti induksi, orientasi dan sosialisasi

2
 INDUKSI
• Induction is the process designed to acquaint
newly employed individuals with the
community, the school district, and with their
colleagues.
(Rebore, 2004, pp. 149)
 INDUKSI
Induction process is a systematic
organizational effort for helping personnel to
adjust readily and effectively to new work
assignments so that they can contribute
maximally to organizational goals and
objectives through achieving personnel and
work satisfaction.
(Young & Castetter, 2004, pp. 124)
 Program induksi yang efektif
• Sesebuah program induksi yang efektif
hendaklah mempunyai objektif yang jelas dan
terancang yang dapat mencerminkan
keperluan pekerja baru dan juga falsafah
organisasi tersebut.
 Objektif umum program induksi di
sekolah ialah untuk:
• Menjadikan pekerja berasa diterima dan selamat.
• Membantu pekerja menjadi anggota kepada ‘kumpulan’.
• Memberikan inspirasi kepada pekerja terhadap
kecemerlangan prestasi.
• Membantu pekerja menyesuaikan diri dengan persekitaran
kerja.
• Membekalkan maklumat tentang komuniti, sistem sekolah,
bangunan sekolah dan pelajar.
• Mewujudkan hubungan antara pekerja baru dengan
pekerja lain yang mempunyai hubungan kerja.
• Memudahcara setiap kali sekolah memulakan sesi
persekolahannya.
 The induction of First-Year teachers
(Rebore, 2004, pp. 153)
• The importance of the proper induction and
orientation of new appointees cannot be
overestimated. Too many potentially capable
teachers, including many who have devoted years
of preparation to their careers, resign their
positions and give up teaching because of an
unnecessarily unpleasant and frustrating initial
experience in a school that lacks an effective
comprehensive orientation program. The
consequence is unfortunate, not only for the
young teacher but also for society, which loses
the valuable services of a trained teachers.
Kajian Norasmah, Mohamed Sani & Zamri, 2007

• Kebanyakan guru novis mengalami kejutan transisi

apabila ditempatkan di sekolah kerana mendapati
latihan perguruan adalah berbeza sama sekali
dengan situasi yang mereka lalui semasa mengikuti
latihan perguruan dan latihan amali. Guru novis
seringkali menghadapi masalah kerana suasana
pengajaran dan pembelajaran, persekitaran sekolah
serta latar belakang murid adalah unik dan kompleks
dan tidak sama dengan pengalaman yang mereka
lalui semasa mengikuti kursus perguruan.
 Kajian Tengku Sarina Aini Tengku Kasim*
Fatimah Sahida Abdurajak (2018)
Hasil kajian ini telah mendapati bahawa guru novis Pendidikan
Islam mempunyai isu dan cabaran dalam tempoh 5 tahun
awal perkhidmatan, iaitu tekanan akibat berjauhan daripada
keluarga, pengurusan tingkah laku pelajar dan tekanan
bebanan kerja. Kajian ini memberi implikasi bahawa latihan
pendidikan guru Pendidikan Islam perlu menambahbaik reka
bentuk kurikulum bagi menghasilkan guru yang memiliki
kefahaman dan kemahiran kontemporari.
 Suggestions
• Limited teaching responsibility.
• Aid in gathering instructional materials.
• Advice of experienced teachers whose own
workloads are reduced so that they can work
with the new teachers in their own classroom.
• Shifting to a more experienced teachers those
pupils who create problems beyond the ability of
the novices to handle effectively.
• Specialized instruction concerning the
characteristics of the community, the
neighborhood and the students.
 ORIENTASI
• Satu prosedur bagi menyediakan maklumat
latar belakang asas organisasi kepada
kakitangan baru
• Usaha awal HRD yang direka bentuk untuk
kakitangan
• Penyesuaian yang terancang untuk kakitangan
baru
 Tujuan Orientasi
• Situasi Pengambilan Kerja
• Dasar dan Peraturan Firma/Syarikat
• Ganjaran & Faedah (Compensation & Benefits)
• Budaya korporat
• Keahlian pasukan
• Pembangunan kakitangan
• Keperluan Menangani Perubahan
KPM: Program Pembangunan Guru
Baharu (PPGB) mulai 2015
KPM: Program Pembangunan Guru
Baharu (PPGB)
KPM: Program Pembangunan Guru
Baharu (PPGB)
KPM: Program Pembangunan Guru
Baharu (PPGB)
KPM: Program Pembangunan Guru
Baharu (PPGB)
KPM: Program Pembangunan Guru
Baharu (PPGB)
 3 Fasa untuk PPGB
Fasa Orientasi:
• proses membantu GB untuk mengadaptasi dan
menyesuaikan diri dengan persekitaran, budaya serta
komuniti sekolah. Seorang guru berpengalaman akan
dilantik sebagai mentor. Waktu pementoran
dicadangkan mengikut kesesuaian antara mentor dan
GB yang dibimbingnya. Pihak pentadbir juga boleh
mempertimbangkan agar guru mentor dikecualikan
daripada diberi waktu kelas ganti.
Walaubagaimanapun, perkara ini dilaksanakan atas
budi bicara pihak pentadbir.
 3 Fasa untuk PPGB
Fasa Pementoran:
• guru berpengalaman memberikan bimbingan
(coaching) dan nasihat kepada GB berkenaan
amalan profesional (professional conduct) dan
kompetensi keguruan. Program ini adalah
berasaskan modul, penilaian dan maklum
balas berterusan sekurang-kurangnya 12
bulan. Sekiranya perlu boleh dilanjutkan ke 2
hingga 3 tahun
 3 Fasa untuk PPGB
Fasa Pembangunan Profesional:
• berkaitan dengan aktiviti-aktiviti yang
menyumbang kepada peningkatan
profesionalisme keguruan. GB mengemas kini
dokumen dalam bentuk folio untuk tujuan
pentaksiran dan cadangan perakuan ketua
jabatan.
KPM: Program Pembangunan Guru
Baharu (PPGB) Cadangan aktiviti:
 Socialization
• socialization process of staff in an organization
is referred as “ongoing process of instilling in
all employees the prevailing attitudes,
standards, values, and patterns of behavior
that are expected by the organization and its
department.”
Dessler, 2009
 SOSIALISASI
Penekanan yang perlu diberikan:
• Visi & Misi Organisasi
• Budaya Organisasi
• Amalan Budaya Kerja / Kerja Berpasukan
• Hubungan Interpersonal
• Persekitaran dalaman & luaran organisasi
 Socialization in the school context
• Socialization should involve all the teachers and staff
especially new staff. When the new staff has been
exposed to a positive socialization process, they
would be able to appreciate the school’s vision and
mission. Then, they would be able to carry out their
responsibilities well as teachers or as support staff.
Each category of staff has their own roles to play in
achieving the school’s vision, mission and objectives
 …cont.
• To ensure effective socialization process, it is
imperative that each new staff in the
organization undergoes socialization related
learning. In the school context, socialization
related learning refers to the mostly informal
learning associated with the organizational
socialization process where information about
an organization’s culture, norms, and
procedures are transmitted (Copeland &
Wiswell, 1994).
 … cont.
• The socialization of new staff in the organization
involves learning. Although the pre-service received
or past experiences are helpful and useful, each
school or organization has its own uniqueness and
could be different in many aspects. Hence, new staff
that joins any organization should be given the
opportunity to experience the socialization related
learning process (Schein, 1996).
 Elements of Socialization
• The level of socialization related learning can
be measured through the four major elements
in its process:
a) Job knowledge,
b) Acculturation towards the job and
organization,
c) Establishing relationship
d) Socialization related learning satisfaction.
 a) Job knowledge
• For new teachers, a lot of job knowledge has been
acquired during their pre-service training. However,
certain aspects of the job can only be acquired when
they start serving in a school. For those who has no
job experience at all, the organization is the place
where they obtain the knowledge regarding the job.
This is because the pre-service training provided for
them is the barest minimum or in certain cases, they
were not even given any job exposure before starting
the job.
 b) Acculturation towards the job
and organization
• Plays an important role in new staff’s socialization
process to be able to associate themselves as
committed members of the organization.
• Non-committed members would only jobbed to gain
salary or just to fulfill the requirements and the staff
quota. They would only be present in school as
ordinary jobbers carrying out a routine. Such staff
would not be able to develop the organization or be
a threat to weakening the committed and dedicated
staff’s job spirit.
 c) Establishing relationship
• The ability to build relationships helps
the new staff to acquire information and
exchange experiences with other staff
especially senior staff or the
management.
• A close relationship can help establish
strong teams and achieve organizational
goals.
 …cont
• Establishing relationships involves both
personal and professional aspect ie;
collegiality (sense of belonging) and
congeniality (friendliness & pleasant).
• Such relationship and collaboration is very
important for teachers to share their
experiences, ideas and creativity, which will
enhance teaching and learning.
 Robinson & Carrington (2002)
“Because teaching is a lonely profession,
professional development activities must
include opportunities for teachers to discuss
with colleagues the success and difficulty in
the application of new strategies and to learn
about the underlying concepts by discussion.
This collaboration would then contribute to
the development of a positive culture and
creating better learning opportunities.”
 d) Socialization related learning
satisfaction
• The socialization process should not be pressing or
stressful. The charisma and leadership of the
principal as well as the cooperation of the senior
staff should be able to help the new staff to explore
and learn the socialization process naturally and
systematically.
• High socialization related learning satisfaction would
definitely give good results to the organization and to
the teachers as well
 HUBUNGAN ANTARA SOSIALISASI DAN KOMITMEN GURU GENERASI X DAN Y DI
SEKOLAH KEBANGSAAN (Vanajah Krishnan, 2017)

• Kajian ini bertujuan untuk mengenalpasti hubungan antara sosialisasi dan komitmen guru-
guru Generasi X dan Y di sekolah kebangsaan Zon Kuang. Kajian ini juga menganalisis tahap
sosialisasi dan komitmen; perbezaaan pandangan terhadap sosialisasi dan komitmen; dan
hubungan sosialisasi dan komitmen guru Generasi X dan Y di sekolah kebangsaan. Kajian ini
menggunakan sebanyak 322 orang guru sekolah kebangsaan dan menggunakan kaedah
kuantitatif. Instrumen yang digunakan bagi menjalankan kajian ini ialah instrumen Chao
(1994) bagi menganalisis sosialisasi guru dan instrumen Mowdays (1982) bagi menganalisis
komitmen guru. Dapatan kajian menunjukkan tahap sosialisasi dan komitmen guru Generasi
X dan Y di sekolah kebangsaan Zon Kuang berada pada tahap yang tinggi dengan skor min
4.22 dan 4.17. Tahap sosialisasi dan komitmen guru Generasi X lebih tinggi daripada guru
Generasi Y di sekolah kebangsaan Zon Kuang. Terbukti bahawa tiada perbezaan pandangan
terhadap komitmen dan wujud perbezaan pandangan terhadap sosialisasi antara guru
Generasi X dan Y. Kajian ini menunjukkan terdapat hubungan signifikan yang positif dan
sederhana kuat antara sosialisasi dan komitmen guru Generasi X dan Y di sekolah kebangsaan
Zon Kuang. Diharap kajian ini dapat menjadi panduan kepada pihak pentadbir dan pengawai
PPD untuk menyediakan program, kursus, latihan dalam perkhidmatan secara berkala dan
berterusan.Tujuannya adalah untuk meningkatkan amalan sosialisasi dalam kalangan guru di
sekolah tanpa mengira generasi umur.
 Kesimpulan
• Induksi – proses yang direka bentuk untuk
memperkenalkan staf baru kepada rakan
sekerja, sekolah dan masyarakat.
• Orientasi – satu prosedur bagi menyediakan
maklumat latar belakang asas organisasi
kepada staf baru.
• Sosialisasi – satu proses berterusan untuk
menanamkan sikap, piawai, nilai dan bentuk
tingkahlaku yang diharapkan oleh organisasi