2. Overview of topic
After the selection process is completed, new
employees must be oriented to their job and the
organization.
Orienting new employees and training all
employees are major responsibilities of the
human resource function.
2
4. Orientation
The introduction of new employees to the
organization, work unit, and job.
Employees receive orientation from:
Coworkers (Unofficial, misleading or inaccurate)
the organization (Official, effective)
Start:
Job application (reputation, type of org)
During selection process (duties, working conditions, and pay)
After hiring (formal training) 4
5. Orientation
Two distinct levels:
Organizational orientation—presents topics of
relevance and interest to all employees.
Departmental and job orientation—describes
topics that are unique to the new employee’s
specific department and job.
5
6. Shared Responsibility
Since there are two distinct levels of
orientation, the human resource department
and the new employee’s immediate manager
normally share responsibility for orientation.
HR department (Both)
Buddy system
New employee’s coworkers conducts the job
orientation
6
7. Organizational Orientation
General orientation that presents topics of
relevance and interest to all employees.
Based on the needs of both the organization and
the employee.
Organization is interested in making a profit, providing
good service to customers and clients, satisfying
employee needs and wellbeing, and being socially
responsible.
New employees, on the other hand, are generally more
interested in pay, benefits, and specific terms and
conditions of employment. 7
9. Departmental and Job
Orientation
Specific orientation that describes topics
unique to the new employee’s specific
department and job.
The content of departmental and job
orientation depends on the specific needs of
the department and the skills and experience
of the new employee.
Both experience and inexperienced
9
11. Orientation Kit
A supplemental packet of written information
for new employees.
Company organization chart.
Map of the company’s facilities.
Copy of policy and procedures handbook.
List of holidays and fringe benefits.
Copies of performance appraisal forms, dates, and procedures.
Sample copy of company newsletter or magazine.
Telephone numbers and locations of key company personnel (e.g.,
security personnel).
Copies of insurance plans.
Sign a form (e.g., union and wrong doing) 11
12. Orientation Length and Timing
It is virtually impossible for a new employee
to absorb all the information in the company
orientation program in one long session.
Brief
Read the material and ask any questions
(Departmental orientation)
New employees menial tasks to perform
12
13. Follow-Up and Evaluation
Formal and systematic follow-up to the
initial orientation is essential.
The manager should regularly check on how
well the new employee is doing and answer
any questions that may have arisen after the
initial orientation.
13
14. TRAINING EMPLOYEES
Training is a learning process that involves the
acquisition of knowledge, skills, and abilities
(KSA) necessary to successfully perform a job.
Reasons for the training:
1. Economic, social, technological, and government changes
can make the skills learned today obsolete in the future.
2. Planned organizational changes (such as the introduction
of new equipment) can make it necessary for employees to
update their skills or acquire new ones.
14
15. TRAINING EMPLOYEES
3. Performance problems within an
organization such as low productivity or large
scrap problems can be reduced by training.
4. Regulatory, contractual, professional, or
certification issues can require an employer to
provide training for its employees.
15
16. The steps to a successful
training
16
The steps to a successful training program
include the following:
1. Needs assessment.
2. Deriving Instructional Objectives.
3. Designing Training Program.
4. Implementation of the Training Program.
5. Evaluation of the Training Program.
17. 1. Needs Assessment
A systematic analysis of the specific training
activities the organization requires to
achieve its objectives.
In general, five methods can be used to
gather needs assessment information:
1. Interviews
2. Survey/questionnaires
3. Observations
4. Focus groups
5. Document examinassions
17
18. 1. Needs Assessment
The need for training could be identified
through a diagnosis of present and future
challenges and through a gap between the
employee’s actual performance and the
standard performance
18
19. 2. Deriving Instructional
Objectives
Once the needs are identified, the objectives
for which the training is to be conducted are
established.
The objectives could be based on the gaps
seen in the training programs conducted
earlier and the skill sets developed by the
employees.
19
20. 3. Designing Training Program
The next step is to design the training program
in line with the set objectives.
Every training program encompasses certain
issues such as:
Who are the trainees?
Who are the trainers?
What methods are to be used for the training?
What will be the level of training? etc.
20
21. 4. Implementation of the
Training Program
The foremost decision that needs to be made
is where the training will be conducted either
in-house or outside the organization.
21
22. 5. Evaluation of the Training
Program
After the training is done, the employees are
asked to give their feedback on the training
session and whether they felt useful or not.
Through feedback, an organization can
determine the weak spots if any, and can
rectify it in the next session.
22
23. METHODS OF TRAINING
Several methods can be used to satisfy an
organization’s training needs and accomplish
its objectives.
Some of the more commonly used methods
include:
On-the-job training
Job rotation
Apprenticeship training
Classroom training. 23
24. On-the-Job Training and Job
Rotation
On-the-Job Training: Training that shows the
employee how to perform the job and allows
him or her to do it under the trainer’s
supervision.
One form of on-the-job training is job
rotation, sometimes called cross training.
24
25. On-the-Job Training and Job
Rotation
Job rotation (cross training): Training that
requires an individual to learn several different
jobs in a work unit or department and perform
each job for a specified time period.
Flexibility
For example, absent
More effective than classroom training
Pressures of the workplace
25
26. On-the-Job Training and Job
Rotation
Steps for on the job training process:
1. Preparation of the Trainee for Learning the Job
2. Breakdown of Work into Components and
Identification of Key Points
3. Presentation of the Operations and Knowledge
4. Performance Tryout
5. Follow-Up
26
27. On-the-Job Training and Job
Rotation
Preparation of the Trainee for Learning the Job:
An employee almost always desires to learn a new job.
Showing an interest in the person, explaining the
importance of the job, and explaining why it must be
done correctly enhance the employee’s desire to learn.
Determining the employee’s previous work experience in
similar jobs enables the trainer to use that experience in
explaining the present job or to eliminate unnecessary
explanations.
27
28. On-the-Job Training and Job
Rotation
Breakdown of Work into Components and
Identification of Key Points:
This breakdown consists of determining the
segments that make up the total job.
In each segment, something is accomplished to
advance the work toward completion with safety.
Observing and mastering the key points help the
employee acquire needed skills and perform the
work more effectively.
28
29. On-the-Job Training and Job
Rotation
Presentation of the Operations and Knowledge:
Simply telling an employee how to perform the
job is usually not sufficient.
An employee must not only be told but also
shown how to do the job. Each component of the
job must be demonstrated.
Employees should be encouraged to ask
questions about each component.
29
30. On-the-Job Training and Job
Rotation
Performance Tryout:
An employee should perform the job under the
guidance of the trainer.
Generally, an employee should be required to
explain what he or she is going to do at each
component of the job. If the explanation is
correct, the employee is then allowed to perform
the component.
30
31. On-the-Job Training and Job
Rotation
Follow-Up:
When the trainer is reasonably sure an employee
can do the job without monitoring, the employee
should be encouraged to work at his or her own
pace while developing skills in performing the
job and should be left alone.
31
33. Apprenticeship Training
Giving instruction, both on and off the job, in
the practical and theoretical aspects of the
work required in a highly skilled occupation.
33
34. Classroom Training
The most familiar training method; useful for
quickly imparting information to large
groups with little or no knowledge of the
subject.
34
35. Virtual Classroom Training
A “virtual classroom” is an online teaching
and learning environment that integrates chat
rooms, desktop video conferencing, Web
sites, and e-mail distribution into a typical
lecture-based system.
35
36. EVALUATING TRAINING
When the results of a training program are
evaluated, a number of benefits accrue.
Less effective programs can be withdrawn to
save time and effort.
Weaknesses within established programs can
be identified and remedied.
36
37. EVALUATING TRAINING
Evaluation of training can be broken down
into 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 trainees 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?
37
38. EVALUATING TRAINING
Even when great care is taken in designing
evaluation procedures, it is difficult to
determine the exact effects of training on
learning, behavior, and results.
38
39. EVALUATING TRAINING
1. Reaction
Reaction evaluation should consider a wide
range of topics, including program content,
program structure and format, instructional
techniques, instructor abilities and style, the
quality of the learning environment, the
extent to which training objectives were
achieved, and recommendations for
improvement. 39
41. EVALUATING TRAINING
2. Behavior
Behavior evaluation deals with the nature of
the change in job behavior of the trainee and
is much more difficult than reaction or
learning evaluation.
41
43. EVALUATING TRAINING
3. Results
Results evaluation attempts to measure
changes in variables such as reduced
turnover, reduced costs, improved
efficiency, reduction in grievances, and
increases in quantity and quality of
production.
43
