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Chapter 08 dessler 12-ce_ppt_ch08
- 1. Chapter 8: Orientation and Training
Orientation and Training | 8-1
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Dessler, Chhinzer, Cole
Human Resources
Management in Canada
Canadian Twelfth Edition
- 2. Learning Outcomes
• EXPLAIN how to develop an orientation program.
• DISCUSS two techniques used for assessing
training needs.
• EVALUATE at least five traditional training
techniques.
Orientation and Training | 8-2
Copyright © 2014 Pearson Canada Inc. All rights reserved.
• DESCRIBE the five step training process.
- 3. Learning Outcomes
• DESCRIBE how to evaluate the training
effort.
• EXPLAIN several common types of
training for special purposes.
Orientation and Training | 8-3
Copyright © 2014 Pearson Canada Inc. All rights reserved.
• DESCRIBE three types of e-learning.
- 4. Orientation vs. Training
Orientation
Training
• short-term efforts to impart information
and instructions related to the job
Orientation and Training | 8-4
Copyright © 2014 Pearson Canada Inc. All rights reserved.
• long term socialization process between
employee and employer
- 5. A procedure for providing new employees
with basic background information about
• the firm
• the job
Orientation and Training | 8-5
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Employee Orientation
(Onboarding)
- 6. • 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
Orientation and Training | 8-6
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Purpose of Orientation
- 7. • 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
Orientation and Training | 8-7
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Content of
Orientation Programs
- 8. HR specialist
• explains corporate information
• follows up over time
Supervisor
• explains nature of the job
• introduction of colleagues, etc.
Buddy or mentor
• assists with day-to-day items
Orientation and Training | 8-8
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Responsibility for Orientation
- 9. •
•
•
•
diverse workforce
mergers and acquisitions
union versus non-union employees
multi-location organizations
Orientation and Training | 8-9
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Special Orientation Situations
- 10. • 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
Orientation and Training | 8-10
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Problems with
Orientation Programs
- 11. Evaluation of
Orientation Programs
Employee reaction
• evaluate usefulness, job performance
• 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)
Orientation and Training | 8-11
Copyright © 2014 Pearson Canada Inc. All rights reserved.
• Socialization effects
- 12. Executive Integration
Executive integration process
• identify position specifications
• 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
Orientation and Training | 8-12
Copyright © 2014 Pearson Canada Inc. All rights reserved.
• provide realistic information to candidates
- 13. Training and Development
• 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
Orientation and Training | 8-13
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Training
- 14. Learning styles
• auditory, visual kinesthetic
Personalize learning
• Meaningful material
• maximize similarity of training to the job
• motivate trainees
Legal aspects
• avoid discrimination
• avoid negligent training
Orientation and Training | 8-14
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Training Considerations
- 15. The Training Process
Step 5: Evaluation of Training
Step 3: Validation
Step 2: Instructional Design
Step 1: Training Needs Assessment
Orientation and Training | 8-15
reserved.
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Step 4: Implementation
- 18. Step 1: Training Needs Analysis
Task Analysis (new employees)
Performance Analysis (current employees)
• verify any performance deficiencies and
determine whether they are best resolved
through training or other means
Orientation and Training | 8-18
Copyright © 2014 Pearson Canada Inc. All rights reserved.
• break down job into tasks and skills
• determine where each each task and skill
is best learned
- 21. Needs Analysis Output
• 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
Orientation and Training | 8-21
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Training Objectives
- 22. • prepare curriculum
• ensure that training materials support
learning objectives
• ensure the quality and effectiveness of
program elements
Orientation and Training | 8-22
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Step 2: Instructional Design
- 23. • on-the-job training
• apprenticeship
training
• informal learning
• job instruction
training
Orientation and Training | 8-23
• classroom training
• audiovisual
techniques
• programmed
learning
• vestibule or
simulated training
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Traditional Training Techniques
- 24. • learning administered via computer, webbased technology
• flexible, personalized and cost effective
• types:
• computer based training (CBT)
• online training
• electronic performance support systems (EPSS)
Orientation and Training | 8-24
Copyright © 2014 Pearson Canada Inc. All rights reserved.
E-Learning
- 25. • 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
Orientation and Training | 8-25
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Step 3: Validation
- 26. • roll out or schedule delivery by
professional trainers
• train-the-trainer workshops may be
required
• ensure trainers are familiar with content
and presentation methods
Orientation and Training | 8-26
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Step 4: Implementation
- 27. 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?
Orientation and Training | 8-27
Copyright © 2014 Pearson Canada Inc. All rights reserved.
Step 5: Evaluation of Training
- 28. reserved.
Copyright © 2014 Pearson Canada Inc. All rights reserved
Training Evaluation
Orientation and Training | 8-28
continued
- 30. Training for Special Purposes
• functional literacy
declining
Global business
and diversity
• global literacies:
personal, social, busine
ss, cultural
Customer service
• customer service
certification program
Teamwork
• e.g. Outward Bound
First-time
supervisors
• increasing turnover
Orientation and Training | 8-30
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Literacy and
essential skills