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Orientation & Training and Development

Orientation
Introduction of employees to organization, their units, and their jobs. new the work

It should be conducted at two distinct levels: Organizational orientation Departmental and job orientation

Orientation
Shared responsibility for the orientation of employee buddy system

Organizational Orientation
The topics should be based on the needs of both the organization and the employee. The topics should include:
Overview of the company Key policies and procedures review Compensation Fringe benefits Employee and union relations Physical facilities Economic factors

Departmental and Job Orientation


The content depends on the specific needs of the department and the skills and experience of the new employee. The topics should include:
Department functions Job duties and responsibilities Policies, procedures, rules and regulations Tour of department Introduction to department employees

Organization Kit
A supplemental packet of written information for new employees.

Orientation Length and Timing


Brief Should not exceed two hours Several Days

Follow Up Evaluation
1. Check on employees regularly 2. Conduct a scheduled follow-up 3. Annual evaluation - feedback (unsigned contract, indepth interviews with random employees, group discussion sessions) 4. Orientation

Training Employees
It is a learning process that is used to enhance the performance of an employee. Generally, its the manager who is responsible for training the new employees. (it may be delegated to a senior employee) Initial training is vital to the performance of the new employee This training should be updated from time to time.

4 stages of training
1. 2. 3. 4. Needs Assessment Design training Implementing Evaluating

Needs Assessment
Its a systematic analysis of the specific training activities the organizations require to achieve its goals. It answers the questions: 1. What are the problems employees are facing in their jobs? 2. What are the additional skills/knowledge that an employee needs to have a better performance in their job? 3. What training does the employee believe is needed? It is conducted by means of surveys/questionnaires It may be conducted with focus groups or individuals.

Methods of Training
On-the-job Training
Job Rotation/Cross Training

Methods of Training
On-the-job Training

Methods of Training
On-the-job Training

Business expansion through training and development. (2014) (N.A.) Retrieved on February 4, 2014 from
http://businesscasestudies.co.uk/aldi/business-expansion-through-training-and-development/on-the-job-training.html#axzz2sM7o03ui

Methods of Training
Apprenticeship training

Methods of Training
Apprenticeship Training

Methods of Training
Apprenticeship training

National joint apprenticeship and training committee. (2013) (N.A.) Retrieved on February 4, 2014 from https://en.
wikipedia.org/wiki/National_Joint_Apprenticeship_and_Training_Committee

Methods of Training
Classroom Training

Methods of Training
Classroom Training

Judito Angelo Tadeo. (Tadeo, J.A.) (2012) Retrieved on February 14, 2014 from http://ph.linkedin.com/pub/judito-angelotadeo/45/530/783

Methods of Training
Classroom Training
Starbucks Takes a 3-Hour Coffee Break

Methods of Training
Web-based Training

Methods of Training
Web-based Training

Principles of Learning
Motivation to Achieve Personal Goals
People strive to achieve objectives they have set for themselves.

Knowledge of Results (Feedback)


Knowledge of results influences the whole learning process. The continuous process of analyzing progress and establishing new objectives greatly enhances learning. May use tools for providing feedback to both the trainee and the trainer. A Learning Curve is to provide feedback on the trainees progress. Also helps in deciding whether to increase or decrease training.

Principles of Learning
Reinforcement
Behavior that appears to lead to a positive consequence tends to be repeated, while behavior that appears to lead to a negative consequence tends to not be repeated.

Flow of the Training Program


Each segment of training should be organized. Gaps and inconsistencies in material are not conducive to effective learning. Practice and Repetition Having trainees perform a particular task helps them concentrate on the subject. Repeating a task develops facility in performing. Both practice and repetition enhances effective learning.

Principles of Learning
Practice and Repetition
Repeating a task several times develops facility in performing it. Practice and repetition almost always enhance effective learning

Spacing of Sessions
Spacing out training over a period of time facilitates the learning process. However, the interval most conducive to learning depends on the type of training.

Whole or Part Training


Training for a job to be completed at once or employee train separately for each job component is based on the content of the specific job, the materials being taught and the needs of those being trained.

Did You Know that A Starbucks Barista Gets More Training than Ad Agency Staffers?

Evaluating Training
1. REACTION Evaluation
- documents how individuals responds to or felt about a training program - are normally given immediately after the training, but they can also be given several weeks later - a major flaw is, the enthusiasm of trainees cannot necessarily be taken as evidence of improved ability and performance - should consider a wide range of topics

sample reaction evaluation questionnaire

2. LEARNING Evaluation
- concerns how well the trainees understood and absorbed the principles, facts, and skills taught > Principles & Facts= paper-and-pencil test

> Skills taught= classroom demonstrations

- to obtain the an accurate picture of what was learned, trainees should be tested both before and after the program

3. BEHAVIOR Evaluation
- deals with the nature of the change in job behavior of the trainee - more difficult than Reaction and Learning evaluation > Guidelines for Behavioral Change:
1.) A systematic appraisal should be made of on-the-job performance on a before-and-after basis. 2.) The appraisal of performance should be made by one or more of the following groups (the more the better):
a. The trainee. b. The trainees superior or superiors. c. The trainees subordinates. d. The trainees peers or other people thoroughly familiar with his or her performance

3.) A statistical analysis should be made to compare performance before and after training and to relate changes to the training program. 4.) The post-training appraisal should be made several months after the training so that the trainees have an opportunity to put what they have learned into practice. 5.) A control group (one not receiving the training) should be used.

4. RESULTS Evaluation
- attempts to measure changes in variables (i.e. reduce costs, improve efficiency, and increase in quality and quantity of production) - as with behavior evaluation, pretests, posttests, and control

groups are required in performing an accurate results evaluation