Textbook Notes (368,122)
Canada (161,660)
MHR 523 (321)
Chapter 8

Chapter 8 - Orientation and Training

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Human Resources
MHR 523
Margaret Yap

Chapter 8 – Orientation and Training Orienting employees In the long term, a comprehensive orientation (a.k.a. onboarding) program can lead to reductions in turnover, increased morale, fewer instances of corrective discipline, and fewer employee grievances Content of orientation programs: o Can be brief and informal, to lengthy and formal o Lengthy and formal: handbook, tour, introductions, explanation of procedures/duties/responsibilities, summary of training, explanation of performance appraisal Special orientation situations: o Diverse workforce: if company hasn’t had diverse workforce before o Mergers and acquisitions: newly merged company o Union vs. non-union organizations o Multi-location organizations Evaluation of orientation programs o Employee reaction o Socialization effects o Cost/benefit analysis Training process Training: focuses on skills and competencies needed to perform employee’s current jobs Development: training of a long term nature Federal government has asked that all businesses increase spending on training Training results in higher employee commitment and loyalty Training and learning Learning styles: visual, auditory, kinesthetic o Remember: it is easier for trainees to understand and remember material that is meaningful o Make sure skills and behaviors can be easily transferred from training site to job site o Motivate the trainee o Effectively prepare the trainee Legal aspects of training Negligent training: employer fails to train adequately The five steps in training and development 1. Needs analysis: identifying skills, analyzing, using research 2. Instructional design: actual content, handbooks, etc. 3. Validation: presented before small representative audience www.notesolution.com 4. Implementation 5. Evaluation and follow up STEP ONE: Training needs analysis Task analysis: analysis of job requirements Performance analysis: appraises performance of current employees to determine whether training could reduce performance problems. Example: low output STEP TWO: Instructional Design Traditional training techniques: o On-the-job training: relatively inexpensive, no need for off-job facilities, facilitates learning o Apprenticeship training o Informal training o Job-instructional training (JIT): necessary jobs are listed, each in its proper sequence o Classroom training: primary method of providing corporate training in Canada; is evolving, use o
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