Class Notes (809,197)
Canada (493,572)
HRM 200 (155)

CHAPTER 8, 9 10.docx

16 Pages
Unlock Document

University of Waterloo
Human Resources Management
HRM 200
Katrina Di Gravio

CHAPTER EIGHT Orienting Employees  providing new employees with basic background information about: o the organization o the job  Reality Shock: discrepancy between new employee’s expectations and reality  Socialization: instilling in employees prevailing attitudes, standards, values, and patterns of bahaviour expected by organization Purpose of Orientation Programs  better job performance  reduced turnover  less disciplinary action  fewer grievances  reduced number of workplace injuries Content of Programs  Handbook, tour of facilities, explanation of job procedures, summary of training to be received, explanation of performance appraisal criteria Special Orientation Situations  diverse workforce (may be difficult if never had diverse workforce in past)  mergers and acquisitions (new company culture will evolve)  union vs. non-union employees (be made aware of collective agreement if unionized; be told which positions are unionized or not)  multi-location organizations (new employees need to be told where other locations are and what they do) Problems With Orientation Programs  too much information in a short time  too many forms to fill out  little or no orientation  HR information too broad; supervisory information too detailed Evaluation of Orientation Programs  Must evaluate: 1. Employee reaction 2. Socialization effects 3. Cost/Benefit Analysis Executive Integration  roles must be clarified  network of trusting relationships with key stakeholders must be developed  culture of the organization must be learned The Training Process Step 1. Needs Analysis Step 2. Instructional Design Step 3. Validation Step 4. Implementation Step 5. Evaluation and Follow-up Step 1: Needs Analysis  identify required job performance skills  analyze audience  develop specific measurable objectives Training Needs Analysis Task Analysis (for new employees)  list tasks  when and how often performed  quantity and quality of performance  conditions under which performed  competencies required  where best learned Performance Analysis (for existing employees)  appraise performance  distinguish between “can’t do” (don’t know how) and “won’t do” (could do a good job if wanted to) Step 2: Instructional Design  gather instructional objectives, methods, media, and examples; prepare curriculum  ensure training materials support learning objectives  ensure quality and effectiveness of program elements Traditional Training Techniques  on-the-job  apprenticeship  informal learning (learning that occurs in which process is not determined or designed by organization)  job instruction training (list out steps and key points step by step for a task)  lectures  audiovisual techniques  videoconferencing  programmed learning 1. present questions, facts or problems to the learner 2. allow the learner to respond 3. provide feedback on the accuracy of answers  vestibule/simulated training – training employees on special off-the-job equipment  e-learning (computer-based training, online training, electronic performance support systems) Step 3: Validation  validate training using representative audience  make revisions based on pilot results Step 4: Implementation  train-the-trainer workshops  focus on presentation as well as content Step 5: Evaluating the Training Effort  Reaction of learners  Learning – what did they learn?  Behaviour – did it change on the job?  Results Transfer of Training  application of skills acquired during the training program into the work environment, and the maintenance of these skills over time To enhance transfer of training:  before -> assess trainees  during -> provide feedback and reinforcement  after -> use goal setting and relapse prevention Training for Special Purposes  Literacy and essential skills training  Diversity training  Customer service training  Training for teamwork  Training for first-time supervisors  Training for global business CHAPTER NINE Career Planning and Development  process through which an employee o becomes aware of personal career-related attributes o undertakes activities that contribute to career fulfillment o develops transferable skills for boundaryless careers spanning several organizations and/or industries Individual’s Role In Career Development  accept responsibility for own career  requires: o self-motivation o independent learning o effective time and money management o self-promotion  networking is the foundation of effective career management Manager’s Role In Career Development  provide timely performance feedback  provide developmental assignments and support  participate in career development discussions  act as coach and advisor Employer’s Role In Career Development  provide training and development opportunities  provide career information and career programs  offer a variety of career options Career Stages Affect Career Choices  growth stage (birth to 14) – develop self-concept by interactions with others  exploration stage (15-24) – explore occupational alternatives  establishment stage (24-44) – heart of most people’s work stage  maintenance stage (45-65) – maintain place that person has created in world of work  decline stage (65+) – accepting reduced levels of power and responsibility Occupational Orientation Affects Career Choices  6 basic personal orientations that determine sort of careers to which people are drawn: o Realistic: attracted to jobs involving physical activities requiring skill, strength, and coordination i.e. farming o Investigative – involve cognitive activities (thinking) rather than affective activities (feeling, emotions) i.e. biologists o Social – involve interpersonal rather than intellectual or physical activities i.e. social work o Conventional – involve structured, rule-regulated activities i.e. accountants o Enterprising – verbal activities aimed at influencing others i.e. lawyers o artistic – involve self-expression i.e. advertising executives Career Anchors Affect Career Choices  career anchor – a concern or value that you will not give up if a choice has to be made o technical/functional – avoid decisions that drive them toward management – want to remain and grow in chosen technical/functional fields o managerial competence – want to become managers because believe have skills (analytical, interpersonal and emotional competence) o creativity – entrepreneurs have need to build something that is entirely of their own product o autonomy and independence – people want to be free, want to have own firm o security – want long run security (geographic or organizational security) o service/dedication – want to do something meaningful in a larger context i.e. global problems o pure challenge – want to overcome impossible odds, be active learners o lifestyle – preoccupied with lifestyle – want flexible work arrangements Responsibilities of the Organization  avoid reality shock – be careful with new employees  provide challenging initial jobs  provide realistic job previews  be demanding  provide periodic developmental job rotation  provide career-oriented performance appraisals  provide career-planning workshops  provide opportunities for mentoring  become a learning organization Managing Promotions  seniority vs. competence  how to measure competence (past performance vs. potential)  formal vs. informal (keep job availability a secret, only promote who you know personally)  vertical, horizontal, other – challenge with promoting in flattened organizations Managing Transfers  greater possibility of advancement  personal enrichment  more interesting job  greater convenience  two-thirds of transfers refused due to family/spousal concerns Management Development  attempt to improve current or future management performance by: o imparting knowledge o changing attitudes o increasing skills Management Development Process 1. assessing HR needs to achieve strategic objectives 2. creating a talent pool 3. developing managers Succession Planning  a process through which senior level openings are planned for and eventually filled  4 major steps: o establish a strategic direction for the organization o identify core leadership skills and competencies needed to achieve strategy
More Less

Related notes for HRM 200

Log In


Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.