3. SOCIALIZATION
A process of adaptation that takes place as
individuals attempt to learn the values and
norms of work roles.
Joining an organisation brings anxiety,
excitement, happiness, loneliness,
expectations same as a new university
student
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4. ORIENTATION OR ONBOARDING
Employee orientation
or ONBOARDING
a procedure for providing new employees with
basic background information about the firm
Every manager should know how to orient
and train employees
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6. THE PURPOSES OF EMPLOYEE
ORIENTATION/ONBOARDING
The purpose the manager wants to accomplish are these
four things when orienting/onboarding new employees:
Make the new employee feel Welcome, at home, and
part of the team.
Make sure the new employee has the basic information
to function effectively, such as e-mail access, personnel
policies and benefits, and expectations in terms of work
behavior.
Help the new employee understand the organization in
a broad sense.
Start the process of a person becoming socialized into
the firm’s culture, values, and ways of doing things.
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7. ORIENTATION PROCESS
Onboarding ideally begins before the person’s first day, with
a welcome note, orientation schedule, and list of
documents needed the first day.
The length of the orientation program depends on what you
cover. Most take several hours.
The human resource specialist (or, in smaller firms, the office
manager) performs the first part of the orientation by explaining basic
matters like working hours and benefits.
Then the supervisor continues the orientation by explaining the
department’s organization, introducing the person to his or her new
colleagues, familiarizing him or her with the workplace, and reducing
first-day jitters.
During orientation, the Employee handbook and/or
Orientation technology may be used.
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8. The Employee Handbook – Courts may find that the
employee handbook’s contents are legally binding
commitments. The handbook should include proper
disclaimers such as “nothing in this handbook should
be taken as creating a binding contract between
employer and employees, and all employment is on
an at will basis.”
Orientation Technology –
Employers use technology to support orientation also. Some
employers place scannable QR codes along the orientation
tour’s stops, to provide information about each department
and its role.
Other companies “gamify” onboarding, for instance, by
offering rewards and recognition for new hires’ contributions.
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9. Onboarding at Toyota
In many firms today, orientation goes well beyond
providing basic information about things like work
hours.
While it does cover routine topics such as company
benefits, its main aim is to engage Toyota’s new
employees in the firm’s ideology of quality,
teamwork, personal development, open
communication, and mutual respect. The initial
program takes about 4 days.
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10. Day 1: The first day begins early and includes an
overview of the program, a welcome to the company,
and a discussion of the firm’s organizational structure
and human resource department by the firm’s human
resources vice president. He or she devotes about an
hour and a half to discussing Toyota history and culture,
and about 2 hours to employee benefits. Managers
then spend several hours discussing Toyota’s
commitment to quality and teamwork.
Day 2: A typical second day focuses first on the
importance of mutual respect, teamwork, and open
communication at Toyota. The rest of the day covers
topics such as safety, environmental affairs, and the
Toyota production system.
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11. Day 3: Given the importance of working in teams at Toyota,
this day begins with 2 ½ to 3 hours devoted to
communication training, such as “making requests and
giving feedback.” The rest of the day covers matters such as
Toyota’s problem-solving methods, quality assurance,
hazard communications, and safety.
Day 4: Topics today include teamwork training and the
Toyota suggestion system. This session also covers what
work teams are responsible for and how to work together as
a team. The afternoon session covers fire prevention and
fire extinguisher training. By the end of day 4, new
employees should be well on their way to being engaged in
Toyota’s ideology; in particular its mission of quality and its
values of teamwork, continuous improvement, and problem-
solving.
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12. The bottom line is that there’s more to
orienting employees than introducing them to
new coworkers. Even without a program like
Toyota’s, use the onboarding opportunity to
start instilling in the new employee the
company values and traditions in which you
expect the person to become engaged.
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14. TRAINING AND RELATED CONCEPTS
Training- process that attempts to improve employee
performance on a currently held job by providing
employee with the knowledge and skills needed for their
present job
Development- learning opportunities directed towards
helping employees grow and acquire capabilities beyond
those required for their current job
Education- aims at developing an individual’s knowledge,
skills, and competencies in a comprehensive manner so
that they are applicable across several situations
Experience- learning on the job, without planning
Learning- any relatively permanent change in behaviour
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15. PURPOSES
performance improvement
skill updating
solving organizational problems
new employee orientation
preparation for promotion
opportunities for personal growth
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17. WHY IS TRAINING A STRATEGIC ORGANIZATIONAL
ACTIVITY IN CONTEMPORARY ENVIRONMENT?
Advances in technology
Work redesign
Mergers and acquisitions
Restructuring
Workforce diversity
Employee mobility
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18. INPUTS IN T & D
Skills
Education
Development
Ethics
Attitudinal changes
Decision making skills
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19. TRAINING PROCESS
NEEDS ASSESSMENT
a. Organisation support
b. Organisational analysis
c. Task and KSA analysis
d. Person analysis
Instructional
Objectives
Development
of criteria
Training
validity
Transfer
validity
Intra-
organisation
al validity
Inter-
organisation
al validity
Use of
Evaluation
models
Selection and
designing of T & D
programs
Training
20. TRAINING PROCESS
Needs assessment
Deciding on objectives of T&D
Designing T&D programme
Implementation of the programme
Evaluation
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22. LEVELS OF NEEDS ASSESSMENT
Individual
Group
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Trainers may be informed about the broader needs of the
trainees
Trainers are able to pitch their course inputs closer to the
specific needs of the trainees
Assessment makes training department more accountable
and more clearly linked to other human resource activities
Needs assessment compels managers to set aside time from
production hours to build skills and improve competency
BENEFITS OF NEEDS ASSESSMENT
23. Human Resource Management, 5E
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Organization Analysis
An examination of the environment, strategies,
and resources of the organization to determine
where training emphasis should be placed.
Task Analysis
The process of determining what the content of a
training program should be on the basis of a
study
of the tasks and duties involved in the job.
Person Analysis
A determination of the specific individuals who
ISSUES
25. INITIATIVES TO RECTIFY PERFORMANCE
DISCREPANCY
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Performance
Discrepancy
Is it worth fixing
Inadequate
Feedback
Reward/Punishment
Incongruence
Obstacles in the
System
KSA Deficiency
Provide Proper
Feedback
Change
Contingencies
Remove Obstacles
Choose Appropriate
Remedy
Job Aid
Training
Practice
Change the Job
Transfer or Terminate
Yes
Yes
Yes Yes Yes Yes
26. 26
Absence of Training Needs Assessment
• Loss of business
• Constraints on business development
• Higher labour turnover
• Poorer-quality applicants
• Increased overtime working
• Higher rates of pay, overtime premiums and supplements
• Higher recruitment costs
• Greater pressure and stress on management and staff to
provide cover
• Pressure on job evaluation schemes, grading structures,
payment systems and career structures
• Additional retention costs
• Need for job redesign and revision of job specifications
• Undermining career paths and structures
• Higher training costs
27. DESIGNING INSTRUCTIONAL OBJECTIVES
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Represent the desired outcomes of a training program
– Performance-centered objectives
Provide a basis for choosing methods and materials and
for selecting the means for assessing whether the
instruction will be successful.
28. TRAINING PROCESS
NEEDS ASSESSMENT
a. Organisation support
b. Organisational analysis
c. Task and KSA analysis
d. Person analysis
Instructional
Objectives
Development
of criteria
Training
validity
Transfer
validity
Intra-
organisation
al validity
Inter-
organisation
al validity
Use of
Evaluation
models
Selection and
designing of T & D
programs
Training
32. ON THE JOB METHODS
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Orientation Training
Job Instruction Training
Apprentice Training
Internships And
Assistantships
Job Rotation
Coaching
33. OFF THE JOB METHODS
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Vestibule Training
Lecture
Special Study
Films
Televisions
Conference/Seminar
s
Workshops
Discussion
Case Study
Role Playing
Simulation
Programmed Instruct
Laboratory Training
Sensitivity Training
34. LEVELS OF LEARNING
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3 basic levels
Lowest level : focus on fundamental
knowledge
Middle level: Skill development
Highest Level: Operational Efficiency
35. PRINCIPLES OF LEARNING
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Employee motivation
Recognition of individual differences
Practice opportunities
Reinforcement
Knowledge of results
Goals
Schedules of learning
Meaning of material
Transfer of learning
36. CONDUCT OF TRAINING
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At the job itself
On site by not the job for ex in a training
room
Off site ex in a university, classroom, hotel,
resort .
37. IMPLEMENTATION OF TRAINING PROGRAM
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Deciding the location and organising training
and other facilities
Scheduling the training program
Conducting the program
Monitoring the progress of trainees
38. EVALUATION OF THE TRAINING PROGRAM
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Need for evaluation
Principles of Evaluation
Criteria for evaluation
Techniques of evaluation
39. PRINCIPLES OF EVALUATION
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Evaluation specialist must be clear about the goals
and purposes of evaluation
Evaluation must be continuous
Evaluation must be specific
Evaluation must provide the means and focus for
trainers to be able to appraise themselves, their
practices and their products
Evaluation must be based on objective methods
and standards
Realistic target dates must be set for each phase of
evaluation process.
40. CRITERIA FOR EVALUATION
40
TRAINING VALIDITY
Did the trainees learn during training?
TRANSFER VALIDITY
What has been learnt in training, has it been
transferred on the job? Has it enhanced
performance in the workplace?
INTRA-ORGANISATIONAL VALIDITY
Is performance of the new group of trainees, for
which the training program was developed,
consistent with the performance of the original
training group?
INTER-ORGANISATIONAL VALIDITY
Can a training program validated in one firm be used
41. TECHNIQUES/METHODS OF EVALUATION
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Experimental and control groups
Longitudinal /Time Series Analysis
Questionnaire
Cost and Benefits Analysis
Costs
44. LEVELS OF TRAINING EVALUATION
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Levels Questions being asked Measures
Result
Behaviour
Learning
Reaction
Accidents
Quality
Productivity
Turnover
Morale
Costs
Profits
Performance
Appraisal by
superior, peer,
client,
subordinate
Written tests
Performance
tests
Questionnaires
Is the
organisation or
unit better because
of the training?
Are trainees behaving differently
on the job after training? Are they
using the skills and knowledge
they learnt in training?
To what extent do trainees have greater
knowledge or skill after the training
programme than they did before?
Did the trainees like the programme, the trainers, the
facilities? Do they think the course was useful? What
improvement can they suggest?
52. RECENT TRENDS IN L & D
52
https://whatfix.com/blog/learning-development-trends/
https://www.careercliff.com/future-trends-in-training-
and-development/
