Chapter 5 - Orientation, Training and Career Development

Download as pptx, pdf, or txt
Download as pptx, pdf, or txt
You are on page 1of 24

Understanding Human

Resources Management
A Canadian Perspective
Second Edition

Prepared by
Melanie Peacock, PhD, MBA, FCPHR, SHRM-SCP

Melanie Peacock, Eileen B. Stewart, and Monica Belcourt, Understanding Human Resources Management: A Canadian Perspective, 2nd Edition. © 2023
Cengage Learning Canada, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 1
Chapter 6
Orienting, Training, and
Developing Employees

Melanie Peacock, Eileen B. Stewart, and Monica Belcourt, Understanding Human Resources Management: A Canadian Perspective, 2nd Edition. © 2023
Cengage Learning Canada, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2
Learning Outcomes (1 of 2)
1. Describe the benefits of employee orientation.

2. Outline the steps in the instructional systems design


approach to training and development.

3. Describe the components of a needs assessment.

4. Explain the 3 key issues that should be focused on during


program design.

3
Learning Outcomes (2 of 2)
5. Discuss various types of training methods.

6. List 4 methods to evaluate training.

7. Describe how an individual’s needs and an organization’s


needs are met through career development.

4
DEFINITION
Orientation
• a structured process for new employees to become familiar
with the organization and their work
• is critical to socialization, which is the embedding of
organizational values, beliefs, and accepted behaviours
• often conducted within a single day or spread over a couple
of days
• not a one-time event but a series of activities or interventions
that are designed to provide guidance, information, and
support to individuals.
5
https://www.menti.com/alccshfieudx
code 4452 5155

6
DEFINITION
Orientation

General Orientation: introduction of the company, policies,


tools, employee benefits and resources, organizational
structure
Specific Orientation: job responsibilities, team collaboration,
tools, training, etc.

7
Value of Orientation (1 of 2)
• Lower turnover: Employees feel more connected and prepared,
they are more likely to stay with the organization for a longer
duration, reducing turnover rates.
• Increased productivity: By providing them with the necessary
training, resources, and guidance, employees can quickly
become productive in their roles.
• Improved employee morale and identification with the
company: Employees feel valued and engaged from the start;
their morale is boosted, leading to higher job satisfaction and
increased productivity.
8
Value of Orientation (2 of 2)

• Lower training costs: it reduces the need for extensive


training, saving time and resources for the organization.
• Reduction of anxiety: orientation programs often involve
introductions to colleagues and key personnel, creating a sense
of belonging and support.

9
DEFINITION
Training
The acquisition of skills, behaviours, and abilities to perform
current work

10
Training and Development:
Instructional Systems Design (ADDIE)

1. Needs Assessment

2. Program Design

3. Program Development

4. Training Delivery or Implementation

5. Evaluation of Training

11
Phase 1: Conducting the Needs Assessment (1 of 2)

involves surveys, interviews, or observations to identify


the gaps between the existing knowledge and the desired
learning outcomes.
• How important is this issue to the success of the organization?
• What competencies do employees need?
• What competencies do employees have?
• What is the gap between the need and the have?

12
Phase 2: Designing the Program

1- Instructional goals:
Develop a comprehensive understanding of the subject matter: the trainees acquire a deep understanding of the key concepts,
theories, and practical applications related to the subject.
Enhance skill development: the trainees develop and refine the necessary skills related to the subject.
Foster critical thinking and problem-solving abilities: the trainees think critically, analyze information, and solve problems
related to the subject.
Promote collaboration and teamwork: The program should emphasize the importance of collaboration and teamwork in the
context of the subject.

2- Trainee characteristics
3- Learning principles

13
Phase 2: Designing the Program

1- Instructional goals
2- Trainee characteristics
Prior knowledge and experience: Consider the existing knowledge to tailor the instructional content and delivery
methods to their current level of understanding
Learning styles and preferences: Trainees may have different learning styles, such as visual, auditory, or kinesthetic.
Cultural and linguistic diversity: It is important to consider their diversity and create an inclusive learning
environment that respects and accommodates their unique perspectives and needs.
3- Learning principles

14
Phase 2: Designing the Program
1.Instructional goals
2.Trainee characteristics
3. Learning principles
Clear outcomes: define the expected outcomes to provide a clear direction and purpose for the training.
Activity: Incorporate active learning activities that engage trainees in hands-on experiences, discussions, case
studies, simulations, or role-playing exercises.
Focus on solving problems: Design learning experiences that require trainees to actively problem-solve and
apply their knowledge to real or simulated problems.
Feedback: Provide regular and constructive feedback throughout the program to guide trainees' progress and
improve their learning outcomes

15
Phase 3: Developing the Program
1- Create content: This includes designing presentations,
developing e-learning modules, writing training manuals, or
preparing interactive activities
2- Determine the training methods: Choose the training
methods and techniques that will be most effective for the target
audience and the content.
3- Select the trainer: internal or external trainer

16
Phase 3: Developing the Program
4- Beta Testing Program: involves selecting a small group of participants
to go through the training program and provide feedback to identify any
potential issues, technical glitches, or gaps in content.
5- Review by subject expert or benchmarking:
Subject experts: Experts can review the content for accuracy, relevance, and
effectiveness, ensuring it aligns with best practices and current industry trends.
Benchmarking involves comparing the training content with similar programs offered
by other organizations or institutions to assess its quality and identify areas for
improvement.

17
Training Methods (1 of 2)
• Classroom instruction: employees or students receive instruction and training in
a classroom or training facility.
• On-the-job training: learning and acquiring new skills while performing actual
work tasks.
• Apprenticeship training: combines on-the-job training with classroom
instruction.
• Cooperative and internship programs involve partnering with educational
institutions to provide students with practical work experience related to their
field of study. These programs typically integrate classroom instruction with
periods of work in an organization.
• Self-directed learning refers to individuals taking responsibility for their own
learning and development.

18
Training Methods (2 of 2)
• Simulation training involves creating realistic scenarios or simulations that
replicate aspects of the actual work environment or specific job tasks.
• E-learning training refers to the use of digital technology and online platforms
to deliver training and educational content.
• Seminars and conferences are events that bring together professionals and
experts in a specific field or industry to share knowledge, insights, and best
practices.
• Role-playing involves participants assuming different roles and acting out
scenarios or situations to enhance their understanding and skills in specific
areas.

19
Phase 4: Implementing the Program

Schedule the training sessions and communicate the program details to


the learners.
Ensure that the necessary resources, facilities, and equipment are
available for the training session.

20
Phase 5: Evaluating the Program

• Reactions: Collect feedback from participants through surveys or interviews to


gauge their satisfaction with the training program.
• Learning: Administer pre- and post-training assessments or tests to measure
the knowledge or skills gained by participants.
• Behaviour: Observe participants' on-the-job behavior and performance to
determine if they have successfully applied the acquired knowledge and skills
• Results: Analyze the impact of the training program on organizational results
and determine the return on investment (ROI) or cost-effectiveness of the
training.

21
DEFINITION
Development
The acquisition of skills, behaviours, and abilities to perform
future work or to solve an organizational problem

22
Career Development (1 of 2)
• Dynamic process
• Individuals responsible for own career planning
• Organization responsible for supplying information and
providing support
• Creating the right environment
• Supportive managers
• Alignment with organizational goals

23
HRM Practices to Enhance Career Development

• Lateral transfer: refers to the movement of an employee from one position or


department to another position or department at a similar level within the organization. It
involves a change in job responsibilities, but not necessarily a change in hierarchical level
or salary.
• Promotion: involves the advancement of an employee to a higher-level position with
increased responsibilities, authority, and often, higher compensation.
• Mentors: is an experienced and knowledgeable individual who provides guidance,
support, and advice to a less-experienced employee, known as the mentee.

24

You might also like