Page 1
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-1
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Dessler, Chhinzer, ColeHuman Resources
Management in CanadaCanadian Twelfth Edition
Chapter 8: Orientation and Training
Page 2
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-2
Learning Outcomes
• EXPLAIN how to develop an orientation program.
• DESCRIBE the five step training process.
• DISCUSS two techniques used for assessing training needs.
• EVALUATE at least five traditional training techniques.
Page 3
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-3
Learning Outcomes
•DESCRIBE three types of e-learning.
•DESCRIBE how to evaluate the training effort.
• EXPLAIN several common types of training for special purposes.
Page 4
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-4
Orientation vs. TrainingOrientation• long term socialization process between
employee and employer
Training• short-term efforts to impart information
and instructions related to the job
Page 5
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-5
Employee Orientation (Onboarding)
A procedure for providing new employees with basic background information about• the firm • the job
Page 6
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-6
Purpose of Orientation
• part of ongoing socialization process• helps reduce first day jitters and reality
shock• foundation for ongoing performance
management • improved productivity • improved retention levels and reduced
recruitment costs
Page 7
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-7
Content of Orientation Programs
• internal publications (handbooks, newsletters, company history)
• facility tour and staff introductions• job-related documents and explanation of
duties, responsibilities• expected training to be received• performance appraisal criteria
Page 8
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-8
Responsibility for Orientation
HR specialist• explains corporate information• follows up over timeSupervisor• explains nature of the job• introduction of colleagues, etc.Buddy or mentor• assists with day-to-day items
Page 9
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-9
Special Orientation Situations
• diverse workforce• mergers and acquisitions• union versus non-union employees• multi-location organizations
Page 10
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-10
Problems with Orientation Programs
• too much information in a short time can overwhelm employee
• too many forms to fill out• little or no orientation provided • HR information can be too broad;
supervisor’s information can be too detailed
Page 11
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-11
Evaluation of Orientation Programs
Employee reaction• evaluate usefulness, job performance• Socialization effects• assess progress towards understanding norms• Cost/benefit analysis• compare costs of program (e.g. materials,
time) to benefits (e.g. fewer errors, rate of productivity)
Page 12
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-12
Executive IntegrationExecutive integration process• identify position specifications• provide realistic information to candidates• assess candidate’s previous success with
integration• announce hiring with enthusiasm• stress importance of listening and
demonstrating competency• assist new executives with cultural norms and
change
Page 13
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-13
Training and DevelopmentTraining• the process of teaching employees the
basic skills/competencies that they need to perform their jobs
• part of organization’s strategic plan• considered investment in human capital
Development• long-term preparation for future jobs
Page 14
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-14
Training ConsiderationsLearning styles• auditory, visual kinestheticPersonalize learning• Meaningful material• maximize similarity of training to the job• motivate traineesLegal aspects• avoid discrimination• avoid negligent training
Page 15
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-15
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved
The Training Process
Step 3: Validation
Step 1: Training Needs Assessment
Step 2: Instructional Design
Step 4: Implementation
Step 5: Evaluation of Training
Page 16
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-16
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved
The Training Process
continued
Page 17
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-17
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved
The Training Process
Page 18
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-18
Step 1: Training Needs AnalysisTask Analysis (new employees)• break down job into tasks and skills• determine where each each task and skill
is best learned
Performance Analysis (current employees)• verify any performance deficiencies and
determine whether they are best resolved through training or other means
Page 19
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-19
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved
Task Analysis
continued
Page 20
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-20
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved
Task Analysis
Page 21
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-21
Needs Analysis OutputTraining Objectives• specify what the trainee should be able to
accomplish after completing the training• provide focus for trainee and trainer• provide a benchmark for evaluation of the
training program
Page 22
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-22
Step 2: Instructional Design
• prepare curriculum• ensure that training materials support
learning objectives• ensure the quality and effectiveness of
program elements
Page 23
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-23
Traditional Training Techniques
• on-the-job training• apprenticeship
training• informal learning• job instruction
training
• classroom training• audiovisual
techniques• programmed
learning• vestibule or
simulated training
Page 24
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-24
E-Learning
• learning administered via computer, web-based technology
• flexible, personalized and cost effective• types:
• computer based training (CBT)• online training• electronic performance support systems (EPSS)
Page 25
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-25
Step 3: Validation
• an often-overlooked step • ensures that objectives are accomplished• pilot study or run-through using
representative audience• collect feedback and assess participants• make revisions based on results
Page 26
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-26
Step 4: Implementation
• roll out or schedule delivery by professional trainers
• train-the-trainer workshops may be required
• ensure trainers are familiar with content and presentation methods
Page 27
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-27
Step 5: Evaluation of Training
Reaction• were trainees satisfied?Learning• did trainees learn what was intended?Behaviour• was training transferred to the job?Results• did training deliver intended results in the
organization?
Page 28
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-28
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved
Training Evaluation
continued
Page 29
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-29
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved
Training Evaluation
Page 30
Copy
right
© 2
014
Pear
son
Cana
da In
c. A
ll rig
hts r
eser
ved.
Orientation and Training | 8-30
Training for Special PurposesLiteracy and
essential skills• functional literacy
declining
Global business and diversity
• global literacies: personal, social, business, cultural
Customer service• customer service
certification program
Teamwork• e.g. Outward Bound
First-time supervisors
• increasing turnover