4105 hrm chapter 8
TRANSCRIPT
McGraw-Hill/Irwin Copyright © 2008 by The McGraw-Hill Companies, Inc. All Rights Reserved.
Chapter 8
Orientation
and
Employee
Training
Chapter 8 Overview
• Orientation
• Training Employees
• Methods of Training
• Evaluation of Training
• Principles of Learning
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Relationships among HR Functions Necessary for Effective Performance
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Orientation
• Introducing new employees to the organization, work units, and jobs.
• Orientation from coworkers:• Usually unplanned, unofficial; often
provides misleading, inaccurate info.
• Job applicants get some orientation before hired through organization’s reputation.
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Orientation
• During selection, new employee learns:
• General aspects of organization.
• Duties, working conditions, and pay.
• Formal orientation begins after hiring.
• Orientation usually conducted at 2 levels:
• Organizational orientation.
• Departmental and Job orientation.
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Shared Responsibility
• HR and employee’s immediate manager normally share orientation responsibilities.
• HR department responsible for coordinating the process, for organizational orientation and follow-up.
• Manager usually responsible for departmental and job orientation.
• “Buddy System” – Coworker of new employee conducts job orientation.
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Organizational Orientation
• Topics relevant to all employees.
• Organization is interested in:
• Making a profit
• Providing good customer service
• Satisfying employee needs• Being socially responsible
• New employees are interested in:• Pay and Benefits• Terms and conditions of employment
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Departmental and Job Orientation
• Topics unique to new employee’s specific department and job.
• Content depends on:
• Specific Department needs.
• Skills and Experience of new employee.
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Orientation Kit
• Usually prepared by HR department.
• Many organizations require employees to sign a form indicating they received and read the orientation kit:
• In Unionized organizations, to protect against grievances.
• In Non-Union organizations, to protect against wrongful discharge litigation.
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Orientation Kit Contents May Include:
• Company organization chart
• Map of company’s facilities
• Policy and procedures handbook
• List of holidays and benefits
• Performance appraisal forms, etc.
• Emergency and safety procedures
• Company newsletter or magazine
• Phone numbers, locations of key personnel
• Insurance plans
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Orientation: Length and Timing
• Brief sessions increase likelihood of understanding and retention:
• Best if not more than 2 hours per session, spread over several days.
• Departmental and job orientation methods:
• Employee given department procedures manual, told to read and ask questions.
• Or, giving new employees menial tasks.
• Both likely to produce poor results
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Orientation Follow-Up
• Employee should not be told to “drop by” if problems occur.
• Manager should regularly check on new employee and answer questions arising after initial training.
• HR department should schedule follow-up after employee on job for a month.
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Orientation Evaluation
Feedback to evaluate orientation effectiveness:
• Unsigned questionnaires from all new employees.
• Interview randomly selected employees.
• Group discussion sessions with new employees settled into their jobs.
• Helps organization adapt and improve orientation program.
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Training Employees
• Learning process of acquiring skills,
concepts, rules, attitudes to enhance
performance.
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Reasons for Training
• Changes (technology, etc.) make skills learned today obsolete in future.
• Planned organizational changes: employees must update or acquire skills.
• Performance problems such as low productivity or quality issues.
• Regulatory, certification, etc. issues require employer to provide training.
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Successful Training Steps
• Perform Job Analysis:
• Identifies KSAs of a job.
• Design Training to improve trainee KSAs.
• Perform Needs Assessment.
• Establish Training Objectives:
• Conduct training program
• Evaluate training outcomes
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Training Needs Assessment
• Commit resources to only training activities that help achieve organization objectives.
• 5 Methods to collect assessment info:
• Interviews
• Surveys/questionnaires
• Observations
• Focus groups
• Document examination
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Needs Assessment Questions
• What problems is employee having in job?
• What additional skills and/or knowledge does employee need to perform job better?
• What training does employee believe is needed?
• Employees must believe their input will be valued and not be used against them.
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Needs Assessment Questions
Surveys and/or Questionnaires often used:
• Develop a list of skills required to perform
particular jobs effectively.
• Ask employees to check those skills in
which they believe they need training.
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Training Needs Assessment
• Employee Attitude Surveys can uncover training needs; usually an outside expert conducts and analyzes the survey.
• Customer Surveys can indicate problem areas for the entire organization or particular units.
• Training Needs observations conducted by trained experts.
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Training Needs Assessment
• Focus Groups: employees from various departments and levels within organization.
• Sessions can be conducted by HR department specialists or outside experts.
• Focus group topics address issues such as:
• What skills/knowledge will employees need for us to stay competitive over next five years?
• What organizational problems can be solved through training?
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Training Needs Assessment
• Document (record) examination to find:
• If problems exist.
• If these problems can be addressed through training.
• Organizational records include:
• Absenteeism
• Turnover
• Accident Rates
• Performance Appraisals
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Establishing Training Objectives
• Many training programs have no objectives!
• “Training for training’s sake”:
• Impossible to evaluate strengths and weaknesses of a training program.
• Effective training objectives state (in writing) what outcomes will result for organization, department, or individual after training.
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Training Objectives Categories
• Instructional Objectives:
• What is to be learned?
• Who is to be taught, and When?
• Organizational and Departmental Objectives:
• What impact will training have on outcomes – turnover, costs, etc.?
• Individual Performance/Growth Objectives:
• What impact will training have on behavior and attitude outcomes or personal growth?
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Common Training Methods
• On-the-Job training (OJT)
• Job Rotation
• Apprenticeship training
• Classroom training
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On-the-Job Training (OJT)
• Shows employee how to perform job under trainer’s supervision (normally senior employee or manager)
• Advantages:• No special facilities are required• Performs productive work during learning• More effective than classroom training
• Disadvantage:• Workplace pressures can cause
instruction to be haphazard or neglected
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Job Rotation (Cross Training)
• A form of OJT.
• Requires individual to learn several different jobs and perform each job for a specified time period.
• Advantage – Makes flexibility possible in the department.
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Apprenticeship Training
• Combines OJT and Classroom training to prepare workers for skilled occupations such as:
• Bricklayer
• Computer operator
• Laboratory technician
• About two-thirds of apprenticeable occupations are in construction and manufacturing trades.
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Classroom Training
• Quickly imparting information to groups with little or no knowledge of subject.
• Useful for teaching: Facts, Concepts, Principles, and Theories.
• Orientation, safety, and, apprenticeship programs usually include some classroom instruction.
• Classroom instruction is more frequently used for technical, professional, and managerial employees.
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Virtual Classroom
Online teaching & learning environment integrating:
• Chat rooms
• Video conferencing
• Web sites
into a lecture-based system.
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Benefits of Evaluating Training
• Less effective programs can be
withdrawn, saving time, money and effort.
• Weaknesses within established programs
can be identified and addressed.
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Training Evaluation: 4 Areas
• Reaction: How did trainees like program?
• Learning: What principles, facts, and concepts were learned?
• Behavior: Did trainees’ job behavior change?
• Results: In terms of factors such as reduced costs or reduction in turnover?
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Reaction to Training
• Reaction Evaluation Questionnaires normally administered immediately following training:
• Can be administered several weeks later.
• Drawback in using only reaction evaluation:
• Enthusiasm of trainees cannot be taken as evidence of improved ability and performance.
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Learning Evaluations
• How well trainees understood and absorbed principles, facts, and skills taught:
• Skills: Fairly objective way to determine how much learning is occurring.
• Principles and facts: Paper-&-pencil tests.
• For accurate picture of what was learned, trainees should be tested both before and after the training program.
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Behavior Changes
• More difficult to evaluate!
• Systematic appraisal of on-the-job performance on a before-and-after basis, by one or more of these groups:• Trainee• Trainee’s superior(s)• Trainee’s subordinates• Trainee’s peers
• Control group should be used
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Results Evaluation
• Attempts to measure changes in variables:
• Turnover
• Costs
• Efficiency
• Quantity and Quality of Production
• Pretests, posttests, and control groups are needed for an accurate results evaluation.
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Principles of Learning
• Used during development and implementation of training programs to help ensure success.
Principles of Learning:• Motivation to Achieve Personal Goals• Knowledge of Results• Reinforcement• Flow of the Training Program• Practice and Repetition• Spacing of Sessions• Whole or Part Training
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Motivation to Achieve Personal Goals
• Frequently identified Employee Objectives:
• Job Security
• Rewarding Work (Financial or Intellectual)
• Recognition and Status
• Responsibility and Achievement
• If training program helps employees achieve personal goals, learning process is greatly facilitated.
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Knowledge of Results (Feedback)
• Feedback influences the learning process:
• Progress feedback helps in setting goals for what remains to be learned.
• Continuous progress analysis and setting new goals enhances learning.
• Employees may become discouraged by goals that seem unachievable.
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Knowledge of Results (Feedback)
• Learning Curve – Chart plotting progress of an individual learner or a group.
• Primary purpose – Provide feedback on trainee’s progress.
• Helps in deciding when to increase or decrease training and when to change methods.
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Sample Learning Curves
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Reinforcement
• Behavior that appears to lead to a positive consequence tends to be repeated, but behavior that appears to lead to a negative consequence tends not to be repeated.
• Positive Consequence = a reward
• Praise and recognition, typical rewards.
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“Flow” of the Training Program
• Each segment of training should be organized so that trainee can see:
• Its purpose.
• How it fits in with other parts of program.
• Later segments should build on earlier ones.
• Gaps and inconsistencies in material are not conducive to effective learning.
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Practice and Repetition
• Having trainees perform a particular operation helps them concentrate on subject.
• Repeating a task several times develops facility in performing it.
• Practice and repetition almost always enhance effective learning.
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Spacing of Training Sessions
• Managers often want to get an employee out of training and into productive work.
• Trade-offs in deciding whether training should be given on consecutive days or at longer intervals.
• Spacing out training over a period of time facilitates learning process.
• Interval most conducive to learning depends on type of training.
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Whole or Part Training
• Training for a job all at once, or training employee separately for each job component, should be based on:
• Specific Job Content• Material to be Taught• Needs of Trainees
• Often successful method:• First give brief overview of whole job
• Divide job into parts for in-depth training
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