Providing Orientation and Training Chapter 16 Providing Orientation and Training Training is important to continuous improvement because of the change that is taking place around us. You need to be aware of that change, and you need to be continually growing to adapt to it. —Peter Kortier, plant training leader, Libbey, Inc. McGraw-Hill/Irwin Copyright © 2010 by The McGraw-Hill Companies, Inc. All rights reserved.

Learning Objectives Summarize reasons for conducting an orientation for new employees. Discuss how a supervisor and the human resources department can work together to conduct an orientation. Identify methods for conducting an orientation. Describe the training cycle. Explain how supervisors can decide when employees need training. Define major types of training. Describe how a supervisor can use coaching and mentoring to support training. Discuss how a supervisor can evaluate the effectiveness of training. See text page: 444

Training Training Increasing the skills that will enable employees to better meet the organization’s goals

New Employee Orientation the process of giving new employees the information they need to do their work comfortably, effectively, and efficiently. Supervisors must ensure that their employees begin their jobs with all the information they need. See Learning Objective 1: Summarize reasons for conducting an orientation for new employees. See text page: 447

Benefits of Orientation Communicates basic job-related information to employees so they can become productive sooner Reduces employee nervousness and uncertainty Encourages employees to develop a positive attitude Can strengthen positive work relationships See Learning Objective 1: Summarize reasons for conducting an orientation for new employees. See text pages: 447-448

The Supervisor’s Role In a small organization, supervisors often are responsible for conducting orientation. Large organizations usually have a formal orientation program conducted by human resources. Supervisors must still convey information about job specifics. See Learning Objective 2: Discuss how a supervisor and the human resources department can work together to conduct an orientation. See text page: 448

Orientation Topics Organization policies and procedures Tax and insurance forms Job particulars How departmental activities lead to organizational goals See Learning Objective 2: Discuss how a supervisor and the human resources department can work together to conduct an orientation. See text pages: 448-449

Orientation Topics (cont.) Instructions on how to perform the job How the employee’s job contributes to meeting department and organizational objectives See Learning Objective 2: Discuss how a supervisor and the human resources department can work together to conduct an orientation. See text pages: 448-449

Orientation Methods Employee handbook Tour of the facilities Involvement of co-workers Follow-up An employee handbook describes an organization’s conditions of employment (e.g., attendance, behavior on the job, performance of duties), policies regarding employees (e.g., time off, hours of work, benefits), administrative procedures (e.g., filling out time sheets and travel expense reports), and related matters

The Training Cycle See Learning Objective 4: Describe the training cycle. See text page: 452

The Training Cycle Assessment of training needs Planning steps: Set objectives that are written, measurable, clear, specific, and challenging but achievable Decide who will participate Choose training methods Implementation Evaluation See Learning Objective 4: Describe the training cycle. See text pages: 451-454

Use of Various Training Methods

Assessment of Training Needs To identify training needs Observe problems in the department that suggest a need for training. Evaluate areas of change, considering what new knowledge and skills employees will need. Ask employees. Consider needs during departmental planning. See Learning Objective 5: Explain how supervisors can decide when employees need training. See text page: 455

Assessment of Training Needs (cont.) Mandatory training Government regulations Union work rules Company policy Learning environment Foster a climate that values learning Set a good example Share information See Learning Objective 5: Explain how supervisors can decide when employees need training. See text page: 456

Types of Training

Types of Training On-the-job training Apprenticeship Cross-training Vestibule training Classroom training Computer-based instruction Role playing Basic-skills training See Learning Objective 6: Define major types of training. See text pages: 457-462

Types of Training On-the-job training Apprenticeship Teaching a job while trainer and trainee perform the job at the work site Apprenticeship Training that involves working alongside an experienced person, who shows the apprentice how to do the various tasks involved

Types of Training Vestibule training Interactive multimedia Training that takes place on equipment set up in a special area off the job site Interactive multimedia Computer software that brings together sound, video, graphics, animation, and text and adjusts content on the basis of user responses

10 Major Advantages of E-Learning See Learning Objective 6: Define major types of training. See text page: 460

Types of Training Role-playing A training method in which roles are assigned to participants, who then act out the way they would handle a specific situation

Coaching to Support Training Guidance and instruction in how to do a job so that it satisfies performance goals. As a coach, supervisors engage in: Regular observation Teaching Encouragement See Learning Objective 7: Describe how a supervisor can use coaching and mentoring to support training. See text page: 462

Mentoring Mentoring Providing guidance, advice, and encouragement through an ongoing one-on-one work relationship. For employees who have great potential, need extra attention and have specifically been assigned to the supervisor

Mentoring Activities Act as a sounding board Share knowledge and experience Guide employees to discover the results of their own behavior Share organizational opportunities See Learning Objective 7: Describe how a supervisor can use coaching and mentoring to support training. See text page: 463

Evaluation of Training Was the trainer well prepared? Did the trainer communication the information clearly and in an interesting way? Did the training include visual demonstrations in addition to verbal descriptions of how to do the task? See Learning Objective 8: Discuss how a supervisor can evaluate the effectiveness of training. See text pages: 464-465

Evaluation of Training (cont.) Were the employees well enough prepared for the training program? Did the employees understand how they would benefit from the training? Did employees have a chance to ask questions? Did the employees receive plenty of praise for their progress? See Learning Objective 8: Discuss how a supervisor can evaluate the effectiveness of training. See text pages: 464-465