ORIENTATION,
TRAINING &
DEVELOPMENT
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ORIENTING EMPLOYEES
Employee orientation
A procedure for providing new employees with basic background information
about the firm.
Orientation content
Information on employee benefits
Personnel policies
The daily routine
Company organization and operations
Safety measures and regulations
Facilities tour
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ORIENTING EMPLOYEES
(CONT’D)
A successful orientation should accomplish four things
for new employees:
Make them feel welcome and at ease.
Help them understand the organization in a broad sense.
Make clear to them what is expected in terms of work and
behavior.
Help them begin the process of becoming socialized into the
firm’s ways of acting and doing things.
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PURPOSE Orientation Helps New
Employees
OF
ORIENTAT Feel Understand
Know what
Begin the
ION welcome
and at ease
the
organization
is expected
in work and
behavior
socialization
process
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Employee benefit Company organization
information and operations
Personnel Employee Safety measures
policies Orientation and regulations
Daily Facilities
routine tour
THE ORIENTATION PROCESS
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BENEFITS OF
ORIENTATION PROGRAM
TO EMPLOYER
Orientation sets the tone for overall effective
employer/employee relations.
convey their strong commitment to the well-being
and development of the company’s workforce.
Dedication
Motivation
Orientation programs can also help shorten a new
employee’s learning curve.
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BENEFITS Making employees feel welcome can be
accomplished with little effort, as
OF evidenced by the first scenario.
ORIENTA Prepare to welcome new hires by providing
information about those factors that will
TION affect employees personally.
PROGRA Some of this information can be provided
during the general organizational
M TO orientation, while the rest can be conveyed
during the departmental orientation by the
EMPLOYE
new employee’s manager or assigned
‘‘partner’’.
E
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ORIENTATION EXAMPLE
SLIDES OF HARVARD
https://hr.harvard.edu/files/humanresources/files/orient
ation_slides_presentation.pdf
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TRAINING AND
DEVELOPMENT
Training and Development is the
framework for helping employees to
develop their personal and
organizational skills, knowledge, and
abilities. The focus of all aspects of
Human Resource Development is on
developing the most superior
workforce so that the organization and
individual employees can accomplish
their work goals in service to
customers.
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THE TRAINING PROCESS
Training Training’s Strategic
Is the process of teaching new
Context
The aims of firm’s training programs
employees must make sense in terms of the
the basic skills they need to perform company’s strategic goals.
their jobs Training fosters employee learning,
Is a hallmark of good management which results in enhanced
Reduces an employer’s exposure to organizational performance.
negligent training liability ALL RIGHTS RESERVED
TRAINING DESIGN PROCESS
Ensuring
Employees’ Creating a Learning
Conducting Needs
Readiness for Environment
Assessment
Training
Developing an Ensuring Transfer of
Evaluation Plan Training
Monitor and
Select Training Evaluate the
Method Program
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STEPS IN THE TRAINING
PROCESS
The Four-Step Training Process
1 Needs analysis
2 Instructional design
3 Program implementation
4 Evaluation
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Needs analysis Instructional Implement the Evaluation
Identify job performance design
Produce the training program
Actually training the Assesses the program’s
skills needed, assess program content, targeted employee group. successes or failures.
prospective trainees skills, including workbooks,
and develop objectives. exercises, and activities.
THE TRAINING AND
DEVELOPMENT PROCESS
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ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
ADDIE MODEL
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Analyze
Evaluat
Design
e
Implem Develo
ent p
ADDIE MODEL
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TRAINING, LEARNING,
AND MOTIVATION
Make the Learning Meaningful
1. At the start of training, provide a bird’s-eye view
of the material to be presented to facilitate learning.
2. Use a variety of familiar examples.
3. Organize the information so you can present it logically, and in
meaningful units.
4. Use terms and concepts that are already familiar
to trainees.
5. Use as many visual aids as possible.
6. Create a perceived training need in trainees’ minds.
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Make Skills Transfer Easy
1. Maximize the similarity between the training situation and
the work situation.
2. Provide adequate practice.
3. Label or identify each feature of the machine
and/or step in the process.
4. Direct the trainees’ attention to important aspects
of the job.
5. Provide “heads-up,” preparatory information that lets
trainees know what might happen back on
the job.
TRAINING, LEARNING, AND
MOTIVATION (CONT’D)
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TRAINING
, Reinforce the Learning
LEARNIN 1. Trainees learn best when the trainers
immediately reinforce correct responses,
G, AND
perhaps with a quick
“well done.”
MOTIVATI 2. The schedule is important. The learning
curve goes down late in the day, so that “full
day training is not as effective as half the day
ON or three-fourths of the day.”
(CONT’D)
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ANALYZING
TRAINING
NEEDS
Training Needs
Analysis
Task Analysis: Performance Analysis:
Assessing new employees’ Assessing current
training needs employees’ training needs
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PERFORMANCE ANALYSIS:
ASSESSING CURRENT EMPLOYEES’
TRAINING NEEDS
Specialized Software
Assessment Center
Results Performance Appraisals
Individual Diaries Methods Job-Related Performance
for Identifying Data
Training Needs
Attitude Surveys Observations
Tests Interviews
Can’t-do or Won’t-do?
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TRAINING METHODS
Computer-Based Training (CBT)
On-the-Job Training Simulated Learning
Apprenticeship Training Internet-Based Training
Informal Learning Learning Portals
Job Instruction Training
Lectures
Programmed Learning
Audiovisual-Based Training
Vestibule Training
Teletraining and Videoconferencing
Electronic Performance Support
Systems (EPSS)
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THE OJT
TRAINING
METHOD
On-the-Job Training (OJT)
Having a person learn a job
by actually doing the job.
Types of On-the-Job Training
Coaching or understudy
Job rotation
Special assignments
Advantages
Inexpensive
Learn by doing
Immediate feedback
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ON-THE-JOB TRAINING
Steps to Help Ensure OJT Success
1 Prepare the learner
2 Present the operation
3 Do a tryout
4 Follow up
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TRAINING METHODS
On-the-job training OJT methods Advantages
(OJT)
Having a person learn a job Coaching or understudy Inexpensive
by actually doing the job. Job rotation Immediate feedback
Special assignments
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STEPS IN OJT
Step 1: Prepare the learner
Put the learner at ease—relieve the tension.
Explain why he or she is being taught.
Create interest, encourage questions, find out what the learner
already knows about this or other jobs.
Explain the whole job and relate it to some job the worker
already knows.
Place the learner as close to the normal working position as
possible.
Familiarize the worker with equipment, materials, tools, and
trade terms.
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Step 2: Present the operation
Explain quantity and quality requirements.
Go through the job at the normal work pace.
Go through the job at a slow pace several times,
explaining each step. Between operations, explain
the difficult parts, or those in which errors are
likely to be made.
Again go through the job at a slow pace several
times; explain the key points.
Have the learner explain the steps as you go
through the job at a slow pace.
STEPS IN OJT
(CONT’D)
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STEPS IN OJT (CONT’D)
Step 3: Do a tryout
Have the learner go through the job several times, slowly, explaining each step to
you.
Correct mistakes and, if necessary, do some of the complicated steps the first few
times.
Run the job at the normal pace.
Have the learner do the job, gradually building up skill and speed.
As soon as the learner demonstrates ability to do the job, let the work begin, but don’t
abandon him or her.
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STEPS IN OJT
(CONT’D)
Step 4: Follow up
Designate to whom the learner should go for help.
Gradually decrease supervision, checking work from
time to time against quality and quantity standards.
Correct faulty work patterns before they become a
habit. Show why the learned method is superior.
Compliment good work; encourage the worker until he
or she is able to meet the quality and quantity
standards.
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A structured process
by which people
become skilled
Apprenticeship workers through a
training combination of
classroom
instruction and on-
TRAINING
the-job training.
The majority of
Informal
what employees
learn on the job
they learn through METHOD
learning
S
informal means of
performing their
jobs on a daily
basis.
Listing each job’s
(CONT’D)
basic tasks, along
Job instruction with key points, in
order to provide
training (JIT) step-by-step
training for
employees.
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THE 25 MOST POPULAR APPRENTICESHIPS
According to the U.S. Department of Labor apprenticeship database, the
occupations listed below had the highest numbers of apprentices in 2001. These
findings are approximate because the database includes only about 70% of
registered apprenticeship programs—and•none
• Boilermaker of the unregistered ones.
Machinist
• Bricklayer (construction) • Maintenance mechanic (any
• Carpenter industry)
• Construction craft laborer • Millwright
• Cook (any industry) • Operating engineer
• Cook (hotel and • Painter (construction)
restaurant) • Pipefitter (construction)
• Correction officer • Plumber
• Electrician • Power plant operator
• Electrician (aircraft) • Roofer
• Electrician (maintenance) • Sheet-metal worker
• Electronics mechanic • Structural-steel worker
• Firefighter • Telecommunications technician
• Tool and die maker
Source: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5.
Figure 8–2
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TRAINING METHODS
(CONT’D)
Effective lectures
Use signals to help listeners follow your ideas.
Don’t start out on the wrong foot.
Keep your conclusions short.
Be alert to your audience.
Maintain eye contact with the trainees.
Make sure everyone in the room can hear.
Control your hands.
Talk from notes rather than from a script.
Break a long talk into a series of five-minute talks.
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Don’t start Don’t start out on the wrong foot.
out
Give Give your listeners signals.
DELIVERI
NG
Be Be alert to your audience.
EFFECTIV
Maintain Maintain eye contact with audience.
Make Make sure everyone in the room can hear.
Control Control your hands.
E
Talk Talk from notes rather than from a script. LECTURE
Break Break a long talk into a series of five-minute talks. S
Practice
and Practice and rehearse your presentation.
rehearse
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PROGRAMMED LEARNING
Presenting Providing
Allowing the
questions, facts, feedback on
person to
or problems to the accuracy
respond
the learner of answers
Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced risk of error for learner
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Advantages
Reduced learning time
Cost effectiveness
Instructional consistency
Types of Programmed Learning
Interactive multimedia training
Virtual reality training
Virtual classroom
INTELLIGENT TUTORING
SYSTEMS
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Teletraining and
Videoconferencing
Electronic Performance Support
Systems (EPSS)
INTERNET
-BASED
Distance
Learning
Methods Computer-Based Training
TRAINING
E-learning and learning portals
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Employer Responses to
Employee Learning Needs
Provide employees with Instituting basic skills
lifelong educational and
learning opportunities and literacy programs
LIFELONG LEARNING AND
LITERACY TRAINING TECHNIQUES
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CREATING YOUR OWN
TRAINING PROGRAM
Creating a Training Program
1 Set training objectives
2 Use a detailed job description
3
Develop an abbreviated task
analysis record form
4 Develop a job instruction sheet
5 Compile training program for the job
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IMPLEMENTING MANAGEMENT
DEVELOPMENT PROGRAMS
Long-Term Focus of
Management Development
Assessing the Appraising Developing the
company’s strategic managers’ current managers and
needs performance future managers
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SUCCESSION PLANNING
Steps in the Succession Planning Process
1 Anticipate management needs
2 Review firm’s management skills inventory
3 Create replacement charts
4 Begin management development
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MANAGEMENT
DEVELOPMENT TECHNIQUES
Managerial On-the-Job Training
Job Coaching and Action
rotation understudy learning
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OTHER MANAGEMENT
TRAINING TECHNIQUES
Off-the-Job Management Training
and Development Techniques
The case study method Role playing
Management games Behavior modeling
Outside seminars Corporate universities
University-related programs Executive coaches
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BEHAVIOR MODELING
Behavior Modeling Training
1 Model the effective behaviors
2 Have trainees role play using behaviors
3 Provide social reinforcement and feedback
4 Encourage transfer of training to job
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