Orientation and Training

1
Orientation and Training

• If you think training is expensive, try
  ignorance!

2
Chapter Overview

• The primary job of the supervisor is to see to it
  that the organization and, more specifically, the
  department meet their objectives.
• The employees of the department are one of the
  most important resources available to the
  supervisor for meeting these goals.
• Supervisors are responsible for making sure that
  their employees know what to do and how to do it.

3

• Even the best new and experienced employees will
  need some degree of training at times.
• Types of training needed by employees include
• orientation of new employees to the company and
  the job,
• specific job-related training, and
• retraining as new skills are needed in an
  ever-changing workplace.

4

• Orientation training will help new employees gain
  basic information related to their job and become
  productive sooner.
• Orientation reduces the nervousness and
  uncertainty of new employees, and helps them
  develop a positive attitude by boosting job
  satisfaction.

5

• Orientation may be held by the supervisor alone
  or with the help of the human resources
  department.
• The first task is to relate information about the
  specifics of holding a particular job in a
  particular department.
• This includes explaining
• what the department does and the new employees
  job details,
• general details about the organization,
• safety rules,
• employee benefits, and
• other information useful to help the employee
  feel comfortable.

6
Orientation of New Employees

• Orientation The process of giving new employees
  the information they need in order to do their
  work comfortably.
• Training Increasing the skills that will enable
  employees to better meet the organizations
  goals.
• Training may be provided for technical skills
  related to performing the employees job, and
  interpersonal skills such as teamwork and
  communication skills.

7

• Supervisors are responsible for making sure that
  their employees know what to do and how to do it.
  
• Good selection practices will minimize the time
  and cost of employee training.
• However, even the best employee will need some
  degree of training.

8

• Types of training needed by employees include
• orientation of new employees to the company and
  the job,
• specific job-related training, and
• retraining as new skills are needed in an
  ever-changing workplace.

9

• Orientation is the process of giving new
  employees the information they need in order to
  do their work comfortably, effectively, and
  efficiently.
• This training includes such things as
• explaining where the lunchroom and restrooms are
  located,
• where to get supplies,
• as well as how to operate the equipment basic to
  their job.

10

• The primary reason for orientation programs is
  that the sooner employees know basic information
  related to their job, the sooner they can become
  productive.
• It also reduces their nervousness and
  uncertainty, and leads to more satisfaction so
  they are less likely to quit

11

• Orientation training is used to develop a
  positive attitude in employees.
• The time spent conducting a session shows that
  the organization values the new employees.
• Employees with positive attitudes are more likely
  to do good work.

12
Human Resources and Orientation

• In a small organization, supervisors often are
  responsible for orienting their employees.
• In fact, the supervisor may decide what is
  covered in the orientation.
• In large organizations, a more formal orientation
  program is conducted by the human resource
  department.

13

• When the human resources department and
  supervisor share responsibility for conducting
  the orientation,
• the human resources department typically covers
  topics related to the organizations policies and
  procedures, and has the employee fill out the
  necessary paperwork.

14

• The supervisor is responsible for topics related
  to performing a particular job in a particular
  department and the involvement of co-workers.
• If the department has any policies and procedures
  of its own, the supervisor should explain these.
• The supervisor should prepare and follow a
  checklist of topics during orientation of new
  employees.

15
Conducting an Orientation

• Employee Handbook A document that describes an
  organizations
• conditions of employment,
• policies regarding employees, administrative
  procedures, and
• related matters.

16

• In large organizations with a human resources
  department, a handbook of information may be
  provided for new employees and will spell out
  orientation procedures to follow.
• In small organizations, it may be up to the
  individual supervisor to develop and use the
  orientation methods.

17

• An employee handbook describes an organizations
• conditions for employment
• (such as attendance, behavior on the job,
  performance of duties),
• policies regarding employees
• (time off, hours of work, benefits),
• administrative procedures
• (filling out timesheets and travel expense
  reports), and
• related matters.

18

• The supervisor should show (and perhaps tell) the
  employee what topics are in the handbook and
  describe how to use it to find answers to
  questions.

19

• Another important orientation method is to give
  the employee a tour.
• The tour can start with the employees work
  station, and include such things as the
• restrooms,
• water fountain,
• coffee station,
• photocopier, and
• storage areas for
• supplies,
• parts, or
• other materials needed to do the job.
• Also introduce coworkers along the way, telling a
  little about what they do in the organization.

20

• Involve coworkers in the orientation.
• Ask all employees to help welcome newcomers.
• Encourage coworkers to invite a new employee to
  join them on breaks and at lunch
• The supervisor can also help the new employee
  feel welcome on the first day by inviting him or
  her to lunch.

21

• The supervisor should also check with new
  employees at the end of their first day and their
  first week in order to make sure they understand
  what they are supposed to be doing and know where
  to get what they need.

22
The Training Cycle

• Training is an ongoing process.
• As the workplace changes, employees need
  continued training.
• The process of providing training takes place in
  a cycle of steps.
• The steps include
• identifying a need for training,
• setting training objectives based on desired
  level of performance and skills, and
• choosing the training methods.

23

• Once the training has been planned, someone
  conducts it.
• The trainer may be the supervisor or even one of
  the departments employees.
• In other cases, a professional trainer is more
  appropriate.
• The choice depends on the
• supervisors or employees expertise,
• content and type of training, and
• time available for training.

24
Identifying Employee Training Needs

• It is part of the supervisors job to recognize
  when employees need further training.
• The supervisor also decides when it is convenient
  to meet those training needs with a training
  program.

25

• There are several ways to identify training
  needs.
• First, the supervisor can observe problems in the
  department that suggests a need for training.
• Customer complaints and recurring defects may be
  indicators of a training need.
• The supervisor may simply ask employees what they
  need to learn to do a better job.
• Finally, the supervisor can identify training
  needs when carrying out the planning function.

26
Major Types of Training

• On-the-Job Training Teaching the job while
  trainer and trainee do the job at the work site.
• Apprenticeship Training that involves working
  alongside an experienced person who shows the
  apprentice how to do the various tasks involved
  in a job or trade.

27

• Vestibule Training Training that takes place on
  equipment set up in a special area off the job
  site.

28

• A variety of types of training are available for
  employees.
• On-the-job training
• Apprenticeship
• Cross-training
• Vestibule training
• Classroom training
• Computer-based instruction
• Role playing
• Basic-skills training
• The supervisor must weigh the costs of training
  relative to the benefits, resources available,
  and trainees needs for practice and
  individualized attention.

29

• In terms of retention of information taught,
  people will retain only 10 of what they read.
• More information is retained when other senses
  are included.
• Ninety percent of materials taught are retained
  when people describe while doing the task.

30
Coaching and Mentoring

• Coaching Guidance and instruction in how to do
  a job so that it satisfies goals for performance.
• Mentoring Providing guidance, advice, and
  encouragement through an ongoing one-on-one work
  relationship.

31

• To help employees maintain and use skills they
  have acquired, the supervisor takes on the role
  of coach.
• Much of the coaching is done informally to
  support the more formal training process.
• Basically, the supervisor observes employees and
  works with them to solve problems he or she
  identifies.
• To be effective, the supervisor should work on
  only one problem at a time.

32

• The steps of coaching include
• observing the employees performance and
  providing feedback,
• praising proper use of skills, and
• pointing out mistakes.
• The supervisor and employee should decide how to
  correct the problem and determine what additional
  training may be necessary.
• Later the supervisor observes the employees
  performance again.
• Acting as a coach is especially important for
  supervisors in organizations that encourage
  employees to participate in decision making and
  teamwork.

33
Evaluating the Effectiveness of Training

• The most basic way to evaluate training is to
  measure whether the problem addressed by the
  training is being solved.
• The supervisor is usually the best person to
  determine whether the training is working.
• Other people can provide information to help the
  supervisor evaluate training.
• Participants in the training might fill out a
  questionnaire or the organization might set up a
  team of people to evaluate the organizations
  training methods and content.

34

• If the evaluation suggests that training is not
  meeting its objectives, the training may have to
  be modified or expanded.
• The type of training may not be appropriate for
  the training needs.

35

• To identify what kinds of changes to make, the
  supervisor can ask questions such as the
  following
• Was the trainer well prepared?
• Did he or she communicate the information clearly
  and in an interesting way?
• Did the training include visual demonstrations of
  how to do the task, not just verbal descriptions?
• Were the employees well enough prepared for the
  training program?
• Did the employees understand how they would
  benefit from the training?
• Did employees have a chance to ask questions?
• Did the employees receive plenty of praise for
  their progress?

36

• Training that does not produce results should be
  changed or discontinued.