Chapter 10 Notes: Orientation, Training, and Development TERMINOLOGY Career a profession or occupation that an employee trains for and

d pursues as a normal life activity Career growth an employees progressive acceptance of new roles and responsibilities within the same organization Departmental orientation orientation that covers topics unique to the new employees department and job Development programs preparation of individuals to take on future responsibilities Evaluation measurements of an outcome against stated objectives Gap analysis identification of the gap between where employees skills are and where they should be Job rotation a job design strategy that shifts employees from one job to another in the organization Mentoring a method that uses a mentor (a person more senior in position or experience who coaches a junior person or protg) On-the-job training any training an employee receives on the job while under direct supervision Organizational commitment an attitude of employees who identify with the organizations values, beliefs, and traditions Organizational orientation orientation that covers matters relevant to all employees Orientation a program designed to welcome new employees and introduce them to their jobs Skill obsolescence the situation in which a skill is no longer needed Training a process by which people acquire knowledge and skills needed for performance in their current assignments Training needs assessment the process of outlining the training project, analyzing jobs, and identifying knowledge, skill, and ability deficiencies

Turnover the permanent separation of employees from the organization, because of resignation, retirements, layoff, or discharge EMPLOYEE ORIENTATION PROGRAMS Familiarize employee with policies and procedures Inform about organizations structure and initiatives Provide information regarding salary and benefits Clarify employee rights and responsibilities Conducted at the departmental and organizational level Successful orientation programs o Are adequately funded o Include both management and employee members in the development of orientation program ITEMS TO COVER IN ORIENTATION Items covered by Human Resources o Company rules and regulations described in handbooks, reporting absences, use of phone, violence, drug use and other prohibitions o Pay schedules, rates, and use of time sheets or time clocks o Hours of work and overtime if applicable o Leave policy (sick days, holidays, vacations, etc.) o Employee benefits and eligibility o Completion of tax forms, benefit enrollment forms, etc. Items covered by supervisor regarding the job and the department o New employee job description, responsibilities and goals o Department responsibilities o On-the-job training o Safety rules and emergency exits o Meal and break provisions o Location of rest room, break rooms, lockers, etc. o How to get tools and supplies o Tour of facility o Introduction to trainer or mentor o Step-by-step introduction to the job TRAINING OBJECTIVES NEED TO BE SMART Specific Measurable Action performed by trainee Realistic Time Framed

CHOICES OF TRAINING METHODS Hawthorne studies assessed the impact of physical and environmental influences (temperature, light, humidity, rest periods) on employee performance. Regardless of conditions employees perform more efficiently when given attention. Group dynamics factors that influence a groups cohesiveness of effectiveness. Groups take on a distinct personality. Group goals may determine the success or failure of the training program. Laboratory training trainers must be perceived as having credibility in their area of instruction. Lab training examines personal and interpersonal behavior in a group setting. Interpersonal techniques are valuable for teaching people how to work together. Need for achievement the nature of the need for achievement is a strong determinant in occupational choice. Employees have a better perception of training when they view it as a help in career development. PRINCIPLES OF INSTRUCTION Actively involve the learner Organize content effectively Provide motivation Promote concentration Provide opportunity for practice Provide a means of feedback, reinforcement, and reward ADULT LEARNING PRINCIPLES Learners need to know Self-concept of the learner Prior experience of the learner Readiness to learn Orientation to learning Motivation to learn LONG-TERM BENEFITS OF TRAINING Building confidence in both employees and the organization Reduce errors and resulting complaints Reduce liability risk to the organization Improve job satisfaction and motivation Lesson employee conflict Increase morale Decrease turnover and absenteeism

TRAINING NEEDS ASSESSMENT (TNA) Promotes a process view of training and development. The process includes assessment, design, and evaluation Provides a database to support and enhance other HR activities Provides quantitative results for justification of resources ALTERNATIVES METHODS TO TNA FOR TRAINING IMPLEMENTATION Analyze current job descriptions to identify critical skills Implement training based on supervisory recommendations Allow employees to volunteer for training programs WAYS TO ASSESS NEEDS Assessment centers most often used for management development. Requires a complete battery of exercises and tests to determine strengths and weaknesses. Attitude surveys measures job satisfaction. Indicates where training would be beneficial Exit interviews gather information from departing employees in order to gain insight reasons for leaving and problems that may need addressing. Employees are given an explanation of benefits after separation and informed regarding disposition of final pay. Performance appraisals a formal written assessment of employee work contributions and the communication that takes place with employees before, during, and after the assessment. Skills tests determines needs for remediation as well as skills needed for advancement ON THE JOB TRAINING METHODS Job instruction training Job rotation Mentoring OFF THE JOB TRAINING METHODS Classroom Group Discussion Simulation methods Role-playing DISTANCE LEARNING Interactive video Web-based training Computer-assisted training

EVALUATING THE TRAINING PROGRAM Participant reaction evaluate trainees attitudes and feelings Knowledge gained in classroom - application of concepts are reflected by greater knowledge Change in on-the-job behavior assess changed behavior on the job Measurable influence of the training on the organization impacts the bottom line or improves productivity BENEFITS OF HUMAN RESOURCES DEVELOPMENT Overcoming skill obsolescence Improving worker productivity Facilitate affirmative action Staffing managerial jobs Career growth management TURNOVER TURNOVER FORMULA Determine how many employees left the department during a given period of time. Divide this number by the total number of people employed in the department during that same period of time Express the result as a percentage

Excessive turnover may be an indication of deeper problems within an organization. Supervisors should know what constitutes an unacceptably high turnover rate and what can be done to keep it in check. Research has shown that employees leave their jobs for reason that are more complicated that just being not being paid enough. In the 1990s employment was at an all time high causing fewer qualified people to be looking for jobs. A certain amount of turnover is good. It helps to weed out problems and freshen up staff. Very low turnover can result in a lack of creativity and a resistance to change and new ideas. Some turnover is inevitable. If turnover gets out of hand, it can undermine the companys success and survival. The challenge is to know how much turnover is too much, and what to do before it becomes a serious drain on your companys resources. Better recruitment, hiring, and orientation procedures can head off a significant amount of turnover. Many

employees end up leaving because the job turns out to be different from what they were led to expect. Turnover costs the organization money. Think about how much it costs to find, hire, and train a new employee to replace one that quits. There are indirect costs, such as decreased productivity among the departing employees co-workers, who may be demoralized by his/her decision to leave, or important projects that are stalled because a key worker has dropped out. Organizations need to take time to determine the reason for turnover. Exit interviews can provide valuable information about voluntary separations that might have been avoided. Questionnaires may be sent to former employees asking them to comment on their reasons for leaving the organization or department. Attitude surveys can be conducted among existing employees. These surveys should be anonymous and include specific questions: The employees orientation (beginning initiation) experience Attitudes toward compensation and benefits plans Feelings about supervision Feelings about the work environment Intention to stay or leave the organization in the near future After analyzing the responses to the attitude surveys and the exit interviews, a turnover reduction strategy can be developed. A successful strategy will depend on what reasons are uncovered. But turnover can usually be reduced by taking one or more of the following steps: Give job applicants a realistic idea of what the job is like Improve job interviewing skills Provide adequate orientation Provide adequate training for the job Consider implementing a mentoring system for new arrivals Improve working conditions Look for ways to enrich jobs and increase job satisfaction Increase opportunities for career advancement Build a sense of camaraderie on the job