Appointment, orientation, and job Placement, in the Professional Adaptation of Educators and Education Personnel

(Nia Yuniarti / Postgraduate Student, Non-Regular Class IE, UIN Sunan Gunung Djati Bandung)

In the world of education, an institution’s success does not solely depend on its curriculum or infrastructure, but more importantly on the quality of its human resources—particularly educators and education personnel. A professional educator is not formed instantly; it requires a continuous process of development, training, and work orientation.Work orientation plays a vital role in helping educators and education staff adapt professionally to their work environment. It is a systematic process designed to introduce new employees to the organization, its work culture, structure, duties, responsibilities, and performance expectations. In the educational context, orientation serves as a bridge between the theory of professionalism possessed by educators and the realities of the workplace in schools or educational institutions. Through orientation, teachers and staff can understand the institution’s roles, functions, and values, enabling them to adapt and work optimally.

First, the basic assumption that must be understood is that the professionalism of educators and education personnel cannot develop without a well-structured human resource management system from the start. The processes of appointment, orientation, and placement are not merely administrative steps but strategic investments in building employee competence, integrity, and loyalty.The appointment process functions to assign individuals who have passed the selection stage to positions that match their qualifications and fulfill institutional needs. This is then followed by an orientation process, which fosters a sense of belonging to the institution. Employees who have emotional attachment will demonstrate loyalty, enthusiasm, and a strong desire for professional growth. Therefore, orientation is not just an administrative activity but a crucial investment in shaping educational professionalism.

Second, a major issue often encountered in practice is that orientation programs are still treated as a mere formality. Many new teachers receive only brief introductions without sustained guidance or mentoring. As a result, they fail to fully understand the organization’s structure, work culture, and performance expectations. Orientation, which should assist in adaptation, often ends up as a routine administrative procedure. Furthermore, the placement of educators frequently overlooks the principle of “the right man on the right place.” Teachers are sometimes assigned to positions that do not align with their competencies or interests, leading to suboptimal performance, low motivation, work stress, and task imbalance.

Third, the main goal of the appointment, orientation, and placement system is to help educators and education staff adapt quickly and effectively to their work environment. Proper placement, aligned with each individual’s expertise and potential, enhances productivity and fosters professional growth. Work orientation bridges the gap between the theoretical understanding of professionalism gained through education and the practical realities of the workplace. Through orientation, new employees are introduced to the organizational structure, vision and mission, work regulations, and interpersonal dynamics. This process reduces anxiety, boosts confidence, and builds strong work motivation.

Fourth, appointment, orientation, and placement are integral components of human resource management in education. These three aspects are interconnected in shaping the personality, work attitude, and professionalism of educators. Appointment ensures that competent individuals are selected; orientation helps them understand and adapt to the organization’s culture; and placement guarantees a balance between duties and abilities. With an effective system of appointment, orientation, and placement, educational institutions can cultivate professional, loyal, and competent educators ready to become agents of change in realizing quality and sustainable education in Indonesia.

This article is summarized from the teaching module of the Human Resource Management course by Prof. Dr. A. Rusdiana, M.M.

(https://digilib.uinsgd.ac.id/96098/)