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PART 6ORIENTATION AND EMPLOYEE TRAINING

A. Orientation

1. Orientation is the introduction of new empolyees to the organization, work unit, and job.

2. After hiring the employee, the organization begins a formal orientation program. Regardless of the type of organization, orientation should usually be conducted at two distinct levels:a. Organizational orientation – presents topics of relevance and interest to all employees, b. Departemental and job orientation- describes topics that are unique to the new employee’s specific department and job.

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3. Since there are two distinct levels of orientation, the human resource department and the new employee’s immediate manager normally share responsibility for orientation. The human resource department is responsible for initiating and coordinating both levels of orientation, training line managers in procedures for conducting departmental and job orientation, conducting the general company orientation, and following up the initial orientation with the new employee. The new employee’s manager is usually responsible for conducting the departmental and job orientation.

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4. Organizational orientation is general orientation that presents topics of relevance and interest to all employees. Generally, the organization is interested in making a profit, providing good service to customers and clients, satisfying employee needs and well-being and being socially responsible. New employees, on the other hand, are generally more interested in pay, benefits, and specific terms and conditions of employment. A good balance between the company’s and the new employee’s needs is essential if the orientation is to have positive result.

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5. Departmental and job orientation depends on the specific needs of the department and the skills and experience of the new employee. Experience employees are likely to need less job orientation. However, even experienced employees usually need some basic orientation. The employees are exposed to specific orientation that describes topics unique to the new employee’s specific department and job. It is desireble for each new employee to receive an orientation kit, or packet of information, to supplement the verbal orientation program. This kit, which is normally prepared by the human resource department, can provide a wide variety of materials. For example :

- Company organization chart- Map of the company’s facilities- Copy of policy and procedures handbook - Copies of performance appraisal forms- Emergency and accident prevention procedures, etc

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6. Orientation length and timing.Brief sessions, not to exceed two hours, spread over several days, increase the likelihood that the new employee will understand and retain the information presented.

7. Follow-up and evaluationFormal and systematic follow-up to the initial orientaion is essensial. The new employee should not be told to drop by if any problem occur. The manager should regularly check on how well the employee is doing and answer any questions that may arisen after the initial orientation. The human resource department should conduct a schedule follow-up after the employee has been on the job for a month.

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B. Training

1. Training is a learning process that involves the acquisition of skills, concepts, rules, or attitudes to enhance employee performance.

2. Training must be directed toward accomplishment of some organizational objective, such as more efficient production methods, improved quality of products or services, or reduced operating cost. This means an organization should commit it resources only to those training activities that can best help in achieving its objectives.

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3. Needs assessment is a systematic analysis of specific training activities the organization requires to achieve its objectives. In general, five methods can be used to gather needs assessment information: interviews, surveys/questionnaires, observations, focus groups, and document examination.a. Interviews

Interviews with employees can be conducted by specialists in the human resource department or by outside experts. Basic questions that should usually be asked are as follows:

- What problems is the employee having in his or her job?- What additional skill and/or knowledge does the employee need to

better perform the job?- What training does the employee believe is needed?

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b. Surveys and/or questionnairesSurveys and/or questionnaires are also frequently used in needs assessment. Normally this involves developing a list of skills required to perform particular jobs effectively and asking the employees to check those skill in which they believe they need training.Needs assessment questionnaire example :Circle yes if you believe you need training in that in that skill, either for use in your current job or for getting ready for promotionto a better position. Circle the question mark if uncertain. Circle no if you feel no need for training in that area.

1. How to more effectively manage my time yes ? No2. How to handle stress on the job yes ? No3. How to improve my written communication skills yes ? No4. How to improve my oral communication skill yes ? No

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Surveys continued....- Employee attitude surveys can also be used

uncover training needs. Usually most organizations bring in out side party or organization to conduct and analyze employee attitude surveys.

- Customer surveys can also indicate problem areas that may not be obvious to employees of the organization. Responses to a customer survey may indicate areas of training for the organization as a whole or particular functional units.

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c. ObservationObservations for determining training needs must be conducted by individuals trained in observing employee behavior and translating observed into specific training needs. Specialist in the human resource department who have been trained in performing job analyses should be particularly adept at observing to identify training needs.

d. Focus groupsFocus groups are composed of employees from various departments and various levels within the organization. Specialist in HRD or an outside expert can conduct the focus group sessions. Focus group topics should address issues such as the following:

- What skills/knowledge will our employees need for our organization to stay competitive over the next five years?

- What problems does our organization have that can be solved through training?

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e. Document examinationDocument examination involves examining organizational records on absenteeism, turnover, and accident rates to determine if problems exist and whether any problems identified can be addressed through training. Another useful source to examine is performance appraisal gathered through the organization’s performance appraisal system. Performance problems common to many employees are likely areas to address through training. Regardless of the method employed, a systematic and accurate needs assessment should be undertaken before any training is conducted.

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4. Estabilishing training objectivesAfter training needs have been determined, objectives must be estabilished for meeting those needs. Unfortunately, many organizational training programs have no objectives. ‘training for training training’s sake” appears to be the maxim. This philosophy makes it virtually impossible to evaluate the strengths and weakness of a training program. Effective training objectives should state what will result for the organization, department, or individual when the training is completed . The outcomes should be described in writing.

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Training objectives continued..Training objectives can be categorized as follows:a. Instructional objectives.

- What principle, facts, and concept are to be learned in training program?

- Who is to be taught?- When are they to be taught?

b. Organizational and departmental objectives.- What impact will the training have on organizational and

departmental outcomes such as absenteeism, turnover, reduced costs, and improved productivity?

c. Individual performance and growth objectives.- What impact will the training have on the behavioral and attitudinal

outcomes of individual outcomes of the individual trainee?- What impact will the training have on the personal growth of the

individual trainee?

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5. Method of traininga. On-the-job training (OJT)

OJT is normally given by a senior employee or manager. The employee is shown how to perform the job and allowed to do it under the trainer’s supervision. One form of on-the-job training is job rotation, sometimes called cross training. In job rotation, an individual learns several different jobs within a work unit or department and performs each job for a specified time period. One main advantage of job rotation is that it makes flexibility possible inthe department. For example, when one member of work unit is absent, another can perform that job.

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Steps Leading to effective On-The-Job Training1. Determining the training objectives and preparing the training area:

- Decide what the trainee must be taught to do the job efficiently, safely, economilcally, and intelligently.- Provide the right tools, equipment,supplies, and material.- Have the workplace properly arranged just as the trainee will be expected to keep it.

2. Presenting the instructionStep 1. preparation of the trainee for learning the job:

- Put the trainee at ease- Find out what the trainee already knows about the job- Get the trainee intersted in and desirous of learning the job.

Step 2. Breakdown of work into components and identification of key points:- Determine the segment that make up the total job- Determine the key ponts, or “tricks of the trade”

Step 3. Presentation of the operations and knowledge:- Tell, show, illustrate, and question to put over the new knowledge and operations.- Instruct slowly, clearly, completely, and patiently, one point at a time.- Check, question and repeat.- Make sure the trainee undrstands

Step 4. performance tryout- Test the trainee by having him or her perform the job- Ask questions begining with why, how, when , or where.- Observe performance, correct errors, and repeat instructions if necessary,- Continue until the trainee is competent in the job

Step 5. Follow-up:- Put the trainee on his or her own- Check frequently to be sure the trainee follows instructions- Taper off extra supervision and close follow-up until the trainee is qualified to work with normal supervision.

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b. Apprenticeship TrainingThis method provides beginning workers with comprehensive training in the practical and theoritical aspects of work required in a highly skilled occupation. Apprenticeship programs combine on-the-job and classroom training to prepare workers for more than 800 skilled occupations such as bricklayers, machinist worker, computer operator, and laboratory technician.

c. Classroom trainingClassroom training is conducted off the job and is probably the most familiar training method. It is an effective means of imparting information quickly to large groups with limited or no knowledge of the subject being presented. It is useful for teaching factual material, concepts, principles, and theories.

d. Web-Based TrainingIn some companies, employee has moved from the classroom to the internet . “virtual” classroom offer training in either self-paced courses, realtime courses through intranets, or even real-time videoconferencing.

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c. Principles of Learning1. Motivation to achieve personal goals

People strive to achieve objectives they have set for themselves. The most frequently identified objectives of employees are job security, financially and intellectually rewarding work, recognition, status, responsibility, and achievement. If a training program helps employees achieve some of these objectives, the learning process is greatly facilitated. For example, unskilled employees who are given the opportunity to learn a skilled trade may be highly motivated because they can see that more money and job security will probably result.

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2. Knowledge of ResultKnowledge of result (feed back) influences the learning process. Keeping employees informed of their progress as measured against some standard helps in setting goals for what remains to be learned. The continuous process of analyzing progress and establishing new objectives greatly enhances learning. However, precautions should be taken to ensure that goals are not so difficult to achieve that the employee becomes discourage.

3. ReinforcementThe generl idea behind reinforcement is that behavior that appears to lead to a positive consequence tends to be repeated, while behavior that appears to lead to a negative consequence tends not to be repeated. A positive consequence is reward. Praise and recognition are two typical rewards that that can be used in training.

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4. Flow of the training programEach segment of training should be organized so that the the individual can see not only its purpose but also how it fits in with other parts of the program. In addition, later segments should build on those presented earlier. Gaps and inconsistencies in material are not conducive to effective learning.

5. Practice and repetition.The old adage “Practice makes perfect” is applicable in learning. Having trainees perform a particular operation helps them concentrate on the subject. Repeating a task several times develops facility in performing it. Practice and repetition almost always enhance effective learning.

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6. Spacing of sessionsManagers frequently want to get an employee out of training and in to a productive job as quickly as possible. However, trade-off are involved in deciding whether the training should be given on consecutive days or at longer intervals. Generally, spacing out training over a period of time facilitates the learning process. However, the interval most conducive to learning depends on the type of training.

7. Whole or part trainingShould training for a job be completed at once, or should the employee train separately for each job component? The decision should be based on the specific job, the material being taught, and the needsn of those being trained. One often successful method is to first give trainees a brief overview of the job as a whole and then devide it into portions for in-depth instruction.

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d. Evaluating trainingEvaluation of training can be broken down in to four areas:1. Reaction: How much did the trainees like the

program?2. Learning: What principles, facts, and concepts

were learned in the training program?3. Behavior: Did the job behavior of the trainee

change because of the program?4. Results: What were the results of the program in

terms of factors such as reduced costs or reduction in turnover?