Chapter 08 dessler 12-ce_ppt_ch08

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

Learning Outcomes
• EXPLAIN how to develop an orientation program.

• DISCUSS two techniques used for assessing
training needs.
• EVALUATE at least five traditional training
techniques.


• DESCRIBE the five step training process.

Learning Outcomes

• DESCRIBE how to evaluate the training
effort.
• EXPLAIN several common types of
training for special purposes.



• DESCRIBE three types of e-learning.

Orientation vs. Training
Orientation

Training

• short-term efforts to impart information
and instructions related to the job



• long term socialization process between
employee and employer

A procedure for providing new employees
with basic background information about
• the firm
• the job



Employee Orientation
(Onboarding)

• 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



Purpose of Orientation

• 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



Content of
Orientation Programs

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


Responsibility for Orientation

•
•
•
•

diverse workforce
mergers and acquisitions
union versus non-union employees
multi-location organizations



Special Orientation Situations

• 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



Problems with

Evaluation of
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)



• Socialization effects

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


• provide realistic information to candidates

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


Training

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


Training Considerations

The Training Process
Step 5: Evaluation of Training

Step 3: Validation
Step 2: Instructional Design
Step 1: Training Needs Assessment

reserved.
Copyright © 2014 Pearson Canada Inc. All rights reserved

Step 4: Implementation

continued

reserved.


reserved.



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


• break down job into tasks and skills
• determine where each each task and skill
is best learned

reserved.

Task Analysis

continued


reserved.

Task Analysis


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



Training Objectives

• prepare curriculum
• ensure that training materials support
learning objectives
• ensure the quality and effectiveness of
program elements



Step 2: Instructional Design

• on-the-job training
• apprenticeship
training
• informal learning
• job instruction
training


• classroom training
• audiovisual
techniques
• programmed
learning
• vestibule or
simulated training


Traditional Training Techniques

• learning administered via computer, webbased technology
• flexible, personalized and cost effective
• types:
• computer based training (CBT)
• online training
• electronic performance support systems (EPSS)



E-Learning

• 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



Step 3: Validation

• roll out or schedule delivery by
professional trainers
• train-the-trainer workshops may be
required
• ensure trainers are familiar with content
and presentation methods



Step 4: Implementation

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?


Step 5: Evaluation of Training

reserved.

Training Evaluation


continued

reserved.

Training Evaluation


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



Literacy and
essential skills

Chapter 08 dessler 12-ce_ppt_ch08

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (20)

Similar to Chapter 08 dessler 12-ce_ppt_ch08

Similar to Chapter 08 dessler 12-ce_ppt_ch08 (20)

Recently uploaded

Recently uploaded (20)

Chapter 08 dessler 12-ce_ppt_ch08