PART 6

ORIENTATION AND EMPLOYEE TRAINING

A. Orientation

3. Orientation is the introduction of new

empolyees to the organization, work unit, and
job.
4. After hiring the employee, the organization
begins a formal orientation program.
Regardless of the type of organization,
orientation should usually be conducted at two
distinct levels:
a. Organizational orientation – presents topics
of relevance and interest to all employees,
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3. Since there are two distinct levels of
orientation, the human resource
department and the new employee’s
immediate manager normally share
responsibility for orientation. The
human resource department is
responsible for initiating and
coordinating both levels of orientation,
training line managers in procedures for
conducting departmental and job
orientation, conducting the general
company orientation, and following up
the initial orientation with the new
employee. The new employee’s
manager is usually responsible for
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4. Organizational orientation is
general orientation that presents topics
of relevance and interest to all
employees. Generally, the
organization is interested in making a
profit, providing good service to
customers and clients, satisfying
employee needs and well-being and
being socially responsible. New
employees, on the other hand, are
generally more interested in pay,
benefits, and specific terms and
conditions of employment. A good
balance between the company’s and
the new employee’s needs is essential
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5. Departmental and job orientation depends on
the specific needs of the department and the
skills and experience of the new employee.
Experience employees are likely to need less
job orientation. However, even experienced
employees usually need some basic orientation.
The employees are exposed to specific
orientation that describes topics unique to the
new employee’s specific department and job. It
is desireble for each new employee to receive
an orientation kit, or packet of information, to
supplement the verbal orientation program.
This kit, which is normally prepared by the
human resource department, can provide a
wide variety of materials. For example :
- Company organization chart
- Map of the company’s facilities
- Copy of policy and procedures handbook

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6. Orientation length and timing.
Brief sessions, not to exceed two hours,
spread over several days, increase the
likelihood that the new employee will
understand and retain the information
presented.
7. Follow-up and evaluation
Formal and systematic follow-up to the
initial orientaion is essensial. The new
employee should not be told to drop by if
any problem occur. The manager should
regularly check on how well the employee is
doing and answer any questions that may
arisen after the initial orientation. The
human resource department should conduct
a schedule follow-up after the employee has
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B. Training

3. Training is a learning process that

involves the acquisition of skills,
concepts, rules, or attitudes to
enhance employee performance.
4. Training must be directed toward
accomplishment of some
organizational objective, such as more
efficient production methods,
improved quality of products or
services, or reduced operating cost.
This means an organization should
commit it resources only to those
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3. Needs assessment is a systematic
analysis of specific training activities the
organization requires to achieve its
objectives. In general, five methods can be
used to gather needs assessment
information: interviews,
surveys/questionnaires, observations, focus
groups, and document examination.
a. Interviews
Interviews with employees can be
conducted by specialists in the human
resource department or by outside
experts. Basic questions that should
usually be asked are as follows:
- What problems is the employee having in his or her
job?
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b. Surveys and/or questionnaires
Surveys and/or questionnaires are
also frequently used in needs
assessment. Normally this involves
developing a list of skills required to
perform particular jobs effectively
and asking the employees to check
those skill in which they believe they
need training.
Needs assessment questionnaire
example :
Circle yes if you believe you need training in that in that skill,
either for use in your current job or for getting ready for
promotionto a better position. Circle the question mark if
uncertain. Circle no if you feel no need for training in that area.

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Surveys continued....
- Employee attitude surveys can also
be used uncover training needs.
Usually most organizations bring in
out side party or organization to
conduct and analyze employee
attitude surveys.
- Customer surveys can also indicate
problem areas that may not be
obvious to employees of the
organization. Responses to a
customer survey may indicate areas
of training for the organization as a
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c. Observation
Observations for determining training needs
must be conducted by individuals trained in
observing employee behavior and translating
observed into specific training needs. Specialist
in the human resource department who have
been trained in performing job analyses should
be particularly adept at observing to identify
training needs.
d. Focus groups
Focus groups are composed of employees
from various departments and various levels
within the organization. Specialist in HRD or an
outside expert can conduct the focus group
sessions. Focus group topics should address
issues such as the following:
- What skills/knowledge will our employees need
for our organization to stay competitive over
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e. Document examination
Document examination involves
examining organizational records on
absenteeism, turnover, and accident
rates to determine if problems exist and
whether any problems identified can be
addressed through training. Another
useful source to examine is
performance appraisal gathered
through the organization’s performance
appraisal system. Performance
problems common to many employees
are likely areas to address through
training. Regardless of the method
employed, a systematic and accurate
needs assessment should be
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4. Estabilishing training objectives
After training needs have been
determined, objectives must be
estabilished for meeting those needs.
Unfortunately, many organizational
training programs have no objectives.
‘training for training training’s sake”
appears to be the maxim. This
philosophy makes it virtually impossible
to evaluate the strengths and weakness
of a training program. Effective training
objectives should state what will result
for the organization, department, or
individual when the training is
completed . The outcomes should be
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Training objectives continued..
Training objectives can be categorized as follows:
c. Instructional objectives.
- What principle, facts, and concept are to be
learned in training program?
- Who is to be taught?
- When are they to be taught?
b. Organizational and departmental objectives.
- What impact will the training have on
organizational and departmental outcomes such
as absenteeism, turnover, reduced costs, and
improved productivity?
c. Individual performance and growth objectives.
- What impact will the training have on the
behavioral and attitudinal outcomes of individual
outcomes of the individual trainee?
- What impact will the training have on the personal
growth of the individual trainee?

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5. Method of training
b. On-the-job training (OJT)
OJT is normally given by a senior
employee or manager. The employee
is shown how to perform the job and
allowed to do it under the trainer’s
supervision. One form of on-the-job
training is job rotation, sometimes
called cross training. In job rotation, an
individual learns several different jobs
within a work unit or department and
performs each job for a specified time
period. One main advantage of job
rotation is that it makes flexibility
possible inthe department. For
example, when one member of work
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Steps Leading to effective On-The-Job Training
2. Determining the training objectives and preparing the training area:
- Decide what the trainee must be taught to do the job efficiently, safely, economilcally, and
intelligently.
- Provide the right tools, equipment,supplies, and material.
- Have the workplace properly arranged just as the trainee will be expected to keep it.
2. Presenting the instruction
Step 1. preparation of the trainee for learning the job:
- Put the trainee at ease
- Find out what the trainee already knows about the job
- Get the trainee intersted in and desirous of learning the job.
Step 2. Breakdown of work into components and identification of key points:
- Determine the segment that make up the total job
- Determine the key ponts, or “tricks of the trade”
Step 3. Presentation of the operations and knowledge:
- Tell, show, illustrate, and question to put over the new knowledge and operations.
- Instruct slowly, clearly, completely, and patiently, one point at a time.
- Check, question and repeat.
- Make sure the trainee undrstands
Step 4. performance tryout
- Test the trainee by having him or her perform the job
- Ask questions begining with why, how, when , or where.
- Observe performance, correct errors, and repeat instructions if necessary,
- Continue until the trainee is competent in the job
Step 5. Follow-up:
- Put the trainee on his or her own
- Check frequently to be sure the trainee follows instructions
- Taper off extra supervision and close follow-up until the trainee is qualified to work with normal
supervision.
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b. Apprenticeship Training
This method provides beginning workers with
comprehensive training in the practical and theoritical
aspects of work required in a highly skilled occupation.
Apprenticeship programs combine on-the-job and classroom
training to prepare workers for more than 800 skilled
occupations such as bricklayers, machinist worker,
computer operator, and laboratory technician.

f. Classroom training
Classroom training is conducted off the job and is probably
the most familiar training method. It is an effective means
of imparting information quickly to large groups with
limited or no knowledge of the subject being presented. It
is useful for teaching factual material, concepts,
principles, and theories.

d. Web-Based Training
In some companies, employee has moved from the
classroom to the internet . “virtual” classroom offer

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c. Principles of Learning
2. Motivation to achieve personal goals
People strive to achieve objectives
they have set for themselves. The
most frequently identified objectives of
employees are job security, financially
and intellectually rewarding work,
recognition, status, responsibility, and
achievement. If a training program
helps employees achieve some of
these objectives, the learning process
is greatly facilitated. For example,
unskilled employees who are given the
opportunity to learn a skilled trade
may be highly motivated because they
can see that more money and job
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2. Knowledge of Result
Knowledge of result (feed back) influences
the learning process. Keeping employees
informed of their progress as measured against
some standard helps in setting goals for what
remains to be learned. The continuous process
of analyzing progress and establishing new
objectives greatly enhances learning. However,
precautions should be taken to ensure that
goals are not so difficult to achieve that the
employee becomes discourage.

3. Reinforcement
The generl idea behind reinforcement is that
behavior that appears to lead to a positive
consequence tends to be repeated, while
behavior that appears to lead to a negative
consequence tends not to be repeated. A
positive consequence is reward. Praise and
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4. Flow of the training program
Each segment of training should be
organized so that the the individual can see
not only its purpose but also how it fits in
with other parts of the program. In addition,
later segments should build on those
presented earlier. Gaps and inconsistencies
in material are not conducive to effective
learning.

5. Practice and repetition.

The old adage “Practice makes perfect” is
applicable in learning. Having trainees
perform a particular operation helps them
concentrate on the subject. Repeating a
task several times develops facility in
performing it. Practice and repetition almost
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6. Spacing of sessions
Managers frequently want to get an
employee out of training and in to a productive
job as quickly as possible. However, trade-off
are involved in deciding whether the training
should be given on consecutive days or at
longer intervals. Generally, 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.

7. Whole or part training

Should training for a job be completed at
once, or should the employee train separately
for each job component? The decision should be
based on the specific job, the material being
taught, and the needsn of those being trained.
One often successful method is to first give
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d. Evaluating training
Evaluation of training can be
broken down in to four areas:
1. Reaction: How much did the trainees
like the program?
2. Learning: What principles, facts, and
concepts were learned in the training
program?
3. Behavior: Did the job behavior of the
trainee change because of the
program?
4. Results: What were the results of the
program in terms of factors such as
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