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Department
Human Resources
Course
MHR 523
Professor
Margaret Yap
Semester
Fall

Description
1 Chapter 8: Employee Orientation programmed learning Employees Orientation: procedure for providing simulated training new employees with basic background information Step 3: Validation about: the organization and the job. validate training using representative audience Socialization: ongoing process of instilling in all employees the prevailing attitudes, standards, make revisions based on pilot results Step 4: Implementation values, and patterns of behavior that are expected once the program has been validated, it is ready by the organization. to be implemented by professional trainers Reality Shock: difference between what new train-the-trainer; workshops may be required employees expects from his/her job and realities of it focus on presentation as well as content Purpose of Orientation Programs: improved job performance Step 5: Evaluation of Training Reactions - Did they like it? reduced first day jitters and reality shock Learning - Did they learn it? foundation for ongoing performance Behavior - Did they use it on the job? management Results - Did this change measurable improved productivity improved retention levels and reduced organizational outcomes? Training for Special Purposes recruitment costs Literacy and essential skills training Special Orientation Situations: Diversity training diverse workforce Customer service training mergers and acquisitions union versus non-union employees Training for teamwork Training for first-time supervisors multi-location organizations Training for global business Problems with Orientation Programs: Chapter 9: Career Development too much info in little time=overwhelmed Career Planning and Development: process employee too many forms to fill out through which an employee becomes aware of personal career-related attributes and the lifelong little or no orientation provided series of activities that contribute to his or her career HR information too broad; supervisory fulfillment. information too detailed Roles in Career Development The Training Process: individual must accept responsibility for his or Step 1: Training Needs Analysis: determine what training is required, if any her own career but the individual, the manager and the employer for new employees, determine what the job all have roles in the individual's career entails and break it down into subtasks, each of development which is taught to the new employee Individuals Role in Career Development for current employees, determine whether or not accept responsibility for own career training is the solution Task Analysis (training needs of new employees) requires: o self-motivation Task list: o independent learning when and how often performed o effective time and money management quantity and quality of performance o self-promotion conditions under which performed networking is the foundation of effective career competencies and specific knowledge required management Performance Analysis (training needs of current Managers Role In Career Development employees) provide timely and objective performance Verify weakness and strengthen them feedback Step 2: Instructional Design offer developmental assignments and support How to train employees Examples: Traditional Training Techniques participate in career development discussions act as coach, appraiser, advisor, and referral on-the-job training agent apprenticeship training Employers Role In Career Development classroom training provide training and development opportunities 2 offer career information and career programs knowledge, changing attitudes, or increasing offer a variety of career options skills provide career planning workshops o ultimate aim of management-development provide opportunities for mentoring programs is to achieve business strategy Factors That Affect Career Choices o the management-development process consists of: Identify Career Stage o growth stage (birth to age 14) 1. Assessing HR needs o exploration stage (age 15 to 24) 2. Creating a talent pool o establishment stage (age 24 to 44) 3. Developing managers o maintenance stage (age 45 to 65) o Techniques include: off the job and on the o decline stage (retirement age) job Succession Planning Identify Occupational Orientation o a process through which senior-level and critical o realistic o investigative strategic job openings are planned for and o social eventually filled o conventional o successful succession planning begins with CEO o enterprising leadership and involvement in the following o artistic steps: o establishing a strategic direction for the Identify a Career Anchor a concern or value you organization will not give up if a choice must be made: o technical/functional o identifying core skills and competencies o managerial competence needed in jobs that are critical to achieve o creativity the strategy o autonomy and independence o identifying people inside the organization who have, or can acquire, those skills o security and providing them with developmental o service/dedication o pure challenge opportunities o lifestyle Executive Development Responsibilities of the Organization o Canada facing a shortage of leadership talent o provide realistic job previews o three basic requirements for successful o avoid reality shock leadership are knowledge, competency, character o provide challenging initial jobs o six categories of leadership competencies: o be demanding o provide period developmental job o self-mastery rotation o vision o provide career oriented performance o sense-making/thinking appraisals o design of intelligent action o aligning people to action/leading o provide career planning workshops o adaptive learning o provide opportunities for mentoring o become a learning organization Chapter 10: Performance Management Managing Transfers Performance Management: process of improving o greater possibility of advancement employee performance, productivity, and o personal enrichment effectiveness. Includes goal setting, pay for o more interesting job performance, training and development, career management, and disciplinary action. o greater convenience Performance Management Process: o two-thirds of transfers refused due to family/spousal concerns 1. defining performance expectations Making Promotion Decisions 2. providing ongoing feedback and coaching o Is Seniority or Competence the Rule? 3. conducting performance appraisal and o How Is Competence Measured? evaluation discussions
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