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Orientation & Training


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Orientation & Training

  3. 3. DEFINITION: A procedure for providing new employees with basic background information about the organization.
  4. 4. PURPOSE OF ORIENTATION <ul><li>Reduce the new employees anxiety. </li></ul><ul><li>Employees feel welcome. </li></ul><ul><li>Provide information. </li></ul><ul><li>Reinforcing a favorable and impression. </li></ul>
  5. 5. STAGES IN AN ORIENTATION PROGRAM <ul><li>General information about the organization </li></ul><ul><li>Specific information about the department where employees is assigned to. </li></ul><ul><li>Evaluation and follow - up. </li></ul>
  6. 6. AREAS COVERED IN AN ORIENTATION PROGRAM <ul><li>Introduction to others employees </li></ul><ul><li>Expectation for attendance, conduct and appearance </li></ul><ul><li>Condition of employment such as hours, and pay periods. </li></ul><ul><li>Explanation of job duties, standards and appraisal criteria </li></ul>
  7. 7. CONTINUE… <ul><li>Safety regulations </li></ul><ul><li>A list of names and position that we receive instruction from. </li></ul><ul><li>Explanation of organization purpose and goals. </li></ul><ul><li>List of employee benefits </li></ul><ul><li>Copies of insurance plans </li></ul>
  8. 8. TRAINING
  9. 9. DEFINITION: <ul><li>an organization planned efforts to help employees acquired job-related knowledge, skills, abilities, and behaviors with the goals of a playing these on the job (Raymon A. Noe- Fundamantel of HRM) </li></ul>
  10. 10. THE BENEFITS OF TRAINING <ul><li>Increases workers’ productivity </li></ul><ul><li>Increases workers’ job satisfaction </li></ul><ul><li>Keep workers’ skills and knowledge up-to-date </li></ul><ul><li>Helps to motivate workers </li></ul>
  12. 12. TYPES OF TRAINING <ul><li>1) ON THE JOB TRAINING </li></ul><ul><li>2) OFF THE JOB TRAINING </li></ul>
  13. 13. TYPES OF TRAINING <ul><li>ON THE JOB TRAINING </li></ul><ul><li>Takes place in a normal working situation, using the actual tools, equipment, </li></ul><ul><li>document or materials that trainees will use when fully training. </li></ul><ul><li>OFF THE JOB TRAINING </li></ul><ul><li>Training carried out by parties external to the organization and usually on not </li></ul><ul><li>owned by the employee. </li></ul>
  14. 14. Training Methods
  15. 15. The choice of training methods will depend on a number of factors such as : <ul><li>Budget available/cost </li></ul><ul><li>A small company has to be realistic. Purchase of expensive computers for simulation or computer-based instruction system may be out of the question. </li></ul><ul><li>The skill of the trainer </li></ul><ul><li>The trainer should avoid any method he is not familiar with until he has mastered the the necessary skills to use is efficiently. </li></ul><ul><li>The objectives of the programmed </li></ul><ul><li>Certain methods are particularly suited for developing skills, some for helping trainees acquire knowledge and others for changing attitudes. The methods must be chosen with the course objective in mind. </li></ul><ul><li>The target learner </li></ul><ul><li>A group of employees may respond more happily to particular method rather than another depending on their prior </li></ul>
  16. 16. <ul><li>The target learner </li></ul><ul><li>A group of employee may respond more happily to a particular method rather than another depending on their prior experiences and expectations. The choice of training method depend on the number of participants. </li></ul><ul><li>Effectiveness of training method </li></ul><ul><li>One more factor deserves special attention as it can make or break the success of training programme </li></ul>
  17. 17. Selecting training methods: <ul><li>On the job training (OJT) </li></ul><ul><li>-Apprenticeship </li></ul><ul><li>-Job rotation </li></ul><ul><li>-Job instruction training </li></ul><ul><li>-Coaching </li></ul><ul><li>-Mentoring </li></ul><ul><li>Off the job training </li></ul><ul><li>-Lecture </li></ul><ul><li>-Vestibule training </li></ul><ul><li>-Case study </li></ul><ul><li>-Role playing </li></ul><ul><li>-Computer-based training </li></ul>
  18. 18. The most popular method are briefly discussed below: <ul><li>Lecturer (off the job) </li></ul><ul><li>- Every student is familiar with the lecture, while the lecture may be suited to college environment because easy to conduct and fairly cheap. ( not recommended in industrial training ) </li></ul><ul><li>-A stimulating and provoking lecture can be an exciting event. Unfortunately too many lectures fail to achieve even the basic objective of disseminating knowledge to trainees. </li></ul><ul><li>The are boring and too long! </li></ul>
  19. 19. <ul><li>Role-play (off the job) </li></ul><ul><li>In a role- play exercise, trainees get to play-act various roles. </li></ul><ul><li>-Exmp: Thus a manager might play the role of an employee to understand how such employees feel. </li></ul><ul><li>- help to developed communication skills, practice other specific skills (lawyer) </li></ul><ul><li>A role –play may be designed to simulate a typical situation the trainee will face in the workplace. </li></ul><ul><li>Job rotation (OJT) </li></ul><ul><li>Is a method of systematically providing employees with exposure to range of skills and disciplines found throughout the organization. </li></ul>
  20. 20. <ul><li>Computer-aided learning and e-learning (off the job) </li></ul><ul><li>- Organizations with large numbers of employees to train, especially those whose workers are geographically dispersed, are at the forefront of the move to use computer software programmes and e-learning to assist workers develop key skills and knowledge bases. </li></ul><ul><li>In-tray or in –basket exercises </li></ul><ul><li>-In-tray or in basket exercises are simulations of situations in which documents have to be processed and are usually used in the training of clerks and supervisors. </li></ul><ul><li>Case studies and discussion ( off the job ) </li></ul><ul><li>-A case study is used to train programme participant participants to identify problems and seek appropriate solutions to the problems. </li></ul>
  21. 21. <ul><li>Special assignments </li></ul><ul><li>Depending on the nature of the assignment given to the trainee, a variety of skills and knowledge bases can be developed. </li></ul><ul><li>Simulation </li></ul><ul><li>Simulations are training events where a group of people practice a particular skill or activity. They may or may not be computerised. </li></ul><ul><li>Adventure learning </li></ul><ul><li>Outdoor or adventure learning is a training method used to develop team working, leadership, problem-solving and communication skills. </li></ul>
  22. 22. Training facilitator <ul><li>Effective trainers use training methods which encourage learners to learn by doing. </li></ul><ul><li>They promote active participation in the in the training by the trainees. Good trainers learn from their mistakes. </li></ul><ul><li>Given below is a list of common blunders made by the trainers. </li></ul>
  23. 23. <ul><li>They give lectures to the trainees </li></ul><ul><li>While lectures do have some value, they are one way monologues. They need a regular change of pace. Lectures are only useful for providing specific facts and explanations. They do not developed trainees, skills nor do they change attitudes. </li></ul><ul><li>They provide no visual aids </li></ul><ul><li>Today’s workers belong to the television generation. They are comfortable with computer games and icons and all things visual, except the written word. </li></ul><ul><li>They prepare hundreds of visuals, then stand and read them </li></ul><ul><li>Some trainers believe the visual materials used, the more effective the training. To make matters worse, they stand and read them. </li></ul>
  24. 24. <ul><li>They treat trainees like children in a school-room </li></ul><ul><li>-Training provided by employers to employees is training given to adults, young and old. </li></ul><ul><li>They ignore the non-verbal signals of the trainees </li></ul><ul><li>As the trainer you must be able to use appropriate non-verbal signals when in front of trainees. The trainer must listen to trainees when they ask the questions, share experiences and participate and discussion. </li></ul>
  25. 25. EVALUATE THE TRAINING PROGRAMME <ul><li>Reasons for evaluation ( P. Bernthal, 2005) </li></ul><ul><li>To justify the financial investment in the training . </li></ul><ul><li>To get feedback for ongoing improvement . </li></ul><ul><li>To compare the effectiveness of 2 or more programmes. </li></ul><ul><li>To meet requirements set by legislation. </li></ul><ul><li>4 questions that need to be addressed What are the trainee’s responses to the programme ? </li></ul><ul><li>What have the trainees learned? </li></ul><ul><li>In what way has the behavior of the trainees changed after training? </li></ul><ul><li>How has the organization benefited from the training programme? </li></ul><ul><li>( Donald Kirkpatrick , 1950 ) </li></ul>
  26. 26. <ul><li>Trainee’s responses </li></ul><ul><li>- a questionnaire will be giving to every trainee : </li></ul><ul><li>the clarity, acceptability of the speaker/trainers, comfort of the physical facilities, and usefulness of the handouts. </li></ul><ul><li>Trainee learning </li></ul><ul><li>- trainer must focus on how to set objectives before the course was implemented. </li></ul><ul><li>- If the programme aims at providing the trainee with certain skills, trainer can ask trainee to demonstrate these skills. </li></ul><ul><li>- if dissemination of knowledge the main purpose : </li></ul><ul><li>* trainer can give an examination ( oral / written ) to trainee. </li></ul><ul><li>Application of new skills & knowledge </li></ul><ul><li>- common problem of training – trainees are unable to apply skills & knowledge from what they learn in training. </li></ul><ul><li>- to discover whether the trainee has changed is behavior on the job after undergoing training – interview trainee himself/ his supervisor& even his peers. </li></ul><ul><li>Assessing the results </li></ul><ul><li>- the last level- to persuading management of the important of training. </li></ul><ul><li>- to prove training have benefited the organization –the trained workers should show higher levels of output with better quality achieved in a shorter time period. </li></ul>