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Orientation and Training | 8-1

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Dessler, Chhinzer, ColeHuman Resources

Management in CanadaCanadian Twelfth Edition

Chapter 8: Orientation and Training

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Orientation and Training | 8-2

Learning Outcomes

• EXPLAIN how to develop an orientation program.

• DESCRIBE the five step training process.

• DISCUSS two techniques used for assessing training needs.

• EVALUATE at least five traditional training techniques.

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Orientation and Training | 8-3

Learning Outcomes

•DESCRIBE three types of e-learning.

•DESCRIBE how to evaluate the training effort.

• EXPLAIN several common types of training for special purposes.

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Orientation and Training | 8-4

Orientation vs. TrainingOrientation• long term socialization process between

employee and employer

Training• short-term efforts to impart information

and instructions related to the job

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Orientation and Training | 8-5

Employee Orientation (Onboarding)

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

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Orientation and Training | 8-6

Purpose of Orientation

• 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

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Orientation and Training | 8-7

Content of Orientation Programs

• 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

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Orientation and Training | 8-8

Responsibility for Orientation

HR specialist• explains corporate information• follows up over timeSupervisor• explains nature of the job• introduction of colleagues, etc.Buddy or mentor• assists with day-to-day items

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Orientation and Training | 8-9

Special Orientation Situations

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

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Orientation and Training | 8-10

Problems with Orientation Programs

• 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

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Orientation and Training | 8-11

Evaluation of Orientation Programs

Employee reaction• evaluate usefulness, job performance• Socialization effects• 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)

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Orientation and Training | 8-12

Executive IntegrationExecutive integration process• identify position specifications• provide realistic information to candidates• 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

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Orientation and Training | 8-13

Training and DevelopmentTraining• 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

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Orientation and Training | 8-14

Training ConsiderationsLearning styles• auditory, visual kinestheticPersonalize learning• Meaningful material• maximize similarity of training to the job• motivate traineesLegal aspects• avoid discrimination• avoid negligent training

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Orientation and Training | 8-15

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The Training Process

Step 3: Validation

Step 1: Training Needs Assessment

Step 2: Instructional Design

Step 4: Implementation

Step 5: Evaluation of Training

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Orientation and Training | 8-16

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The Training Process

continued

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Orientation and Training | 8-17

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The Training Process

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Orientation and Training | 8-18

Step 1: Training Needs AnalysisTask Analysis (new employees)• break down job into tasks and skills• determine where each each task and skill

is best learned

Performance Analysis (current employees)• verify any performance deficiencies and

determine whether they are best resolved through training or other means

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Orientation and Training | 8-19

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Task Analysis

continued

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Orientation and Training | 8-20

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Task Analysis

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Orientation and Training | 8-21

Needs Analysis OutputTraining Objectives• 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

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Orientation and Training | 8-22

Step 2: Instructional Design

• prepare curriculum• ensure that training materials support

learning objectives• ensure the quality and effectiveness of

program elements

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Orientation and Training | 8-23

Traditional Training Techniques

• on-the-job training• apprenticeship

training• informal learning• job instruction

training

• classroom training• audiovisual

techniques• programmed

learning• vestibule or

simulated training

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Orientation and Training | 8-24

E-Learning

• learning administered via computer, web-based technology

• flexible, personalized and cost effective• types:

• computer based training (CBT)• online training• electronic performance support systems (EPSS)

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Orientation and Training | 8-25

Step 3: Validation

• 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

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Orientation and Training | 8-26

Step 4: Implementation

• roll out or schedule delivery by professional trainers

• train-the-trainer workshops may be required

• ensure trainers are familiar with content and presentation methods

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Orientation and Training | 8-27

Step 5: Evaluation of Training

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?

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Orientation and Training | 8-28

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Training Evaluation

continued

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Orientation and Training | 8-29

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Training Evaluation

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Orientation and Training | 8-30

Training for Special PurposesLiteracy and

essential skills• functional literacy

declining

Global business and diversity

• global literacies: personal, social, business, cultural

Customer service• customer service

certification program

Teamwork• e.g. Outward Bound

First-time supervisors

• increasing turnover