Dessler, Cole, Goodman and Sutherland Fundamentals of Human Resources Management in Canada Chapter Six Orientation,Training, and Career Development © 2004 Pearson Education Canada Inc., Toronto, Ontario 6-1

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-2 Orienting Employees Provides new employees with basic background information about: –the organization –the job Provides new employees with basic background information about: –the organization –the job Reality Shock –discrepancy between new employee’s expectations and reality

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-3 Orienting Employees –better job performance –reduced turnover –less disciplinary action –fewer grievances –reduced number of workplace injuries –better job performance –reduced turnover –less disciplinary action –fewer grievances –reduced number of workplace injuries Purpose of Orientation Programs

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-4 Orienting Employees –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 –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 Problems With Orientation Programs

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-5 Orienting Employees Employee reaction Employee reaction Evaluation of Orientation Socialization effects Socialization effects Cost/benefit analysis Cost/benefit analysis

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-6 The Training Process Step 5. Evaluation and Follow-up Step 4. Implementation Step 3. Validation Step 2. Instructional Design Step 1. Needs Analysis

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-7 The Training Process –identify required job performance skills –analyze audience –develop specific measurable objectives –identify required job performance skills –analyze audience –develop specific measurable objectives Step 1: Needs Analysis

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-8 The Training Process –prepare curriculum –ensure training materials support learning objectives –ensure quality and effectiveness of program elements –prepare curriculum –ensure training materials support learning objectives –ensure quality and effectiveness of program elements Step 2: Instructional Design

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-9 The Training Process –validate training using representative audience –make revisions based on pilot results –validate training using representative audience –make revisions based on pilot results Step 3: Validation

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-10 The Training Process –train-the-trainer workshops –focus on presentation as well as content –train-the-trainer workshops –focus on presentation as well as content Step 4: Implementation

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-11 The Training Process 1.Reaction –document learners’ immediate reactions 2. Learning –use feedback devices to measure learning 1.Reaction –document learners’ immediate reactions 2. Learning –use feedback devices to measure learning Step 5: Evaluation and Follow-up (1 of 2)

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-12 The Training Process 3. Behaviour –note supervisory reactions to learners’ performance following training 4. Results –measure improvement in learners’ job performance 3. Behaviour –note supervisory reactions to learners’ performance following training 4. Results –measure improvement in learners’ job performance Step 5: Evaluation and Follow-up (2 of 2)

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-13 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 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

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-14 Training Needs Analysis Performance Analysis (for existing employees) –appraise performance –distinguish between “can’t do” and “won’t do” Performance Analysis (for existing employees) –appraise performance –distinguish between “can’t do” and “won’t do”

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-15 Training Techniques –on-the-job –apprenticeship –job instruction –lectures –on-the-job –apprenticeship –job instruction –lectures –videoconferencing –programmed learning –simulated –e-learning –videoconferencing –programmed learning –simulated –e-learning

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-16 Training Techniques 1. Preparation of learner 2. Presentation of the operation 3. Performance tryout 4. Follow-up 1. Preparation of learner 2. Presentation of the operation 3. Performance tryout 4. Follow-up On-the-Job Training

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-17 Training Techniques 1. Present questions, facts or problems to the learner 2. Allow the learner to respond 3. Provide feedback on the accuracy of answers 1. Present questions, facts or problems to the learner 2. Allow the learner to respond 3. Provide feedback on the accuracy of answers Programmed Learning

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-18 Training for Special Purposes Diversity training Customer service training Literacy training Training for teamwork and empowerment

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-19 Evaluating the Training Effort Reaction Results Learning Behaviour

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-20 Management and Executive Development –improves managerial performance by: imparting knowledge, changing attitudes, or increasing skills –may be company-wide, or position-focused –includes succession planning –improves managerial performance by: imparting knowledge, changing attitudes, or increasing skills –may be company-wide, or position-focused –includes succession planning Management development:

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-21 Management and Executive Development –Developmental Job Rotation –Coaching/Understudy Approach –Action Learning –Developmental Job Rotation –Coaching/Understudy Approach –Action Learning On-the-job Management-development techniques:

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-22 Management and Executive Development –The Case Study Method –Management Games –Outside Seminars –Role-playing –College/University-related Programs –Behaviour Modeling –In-house Development Centres –The Case Study Method –Management Games –Outside Seminars –Role-playing –College/University-related Programs –Behaviour Modeling –In-house Development Centres Off-the-job Management-development techniques:

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-23 Career Planning and Development –process through which a person becomes aware of personal career-related attributes undertakes activities that contribute to career fulfillment –process through which a person becomes aware of personal career-related attributes undertakes activities that contribute to career fulfillment

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-24 Career Planning and Development Individual (1 of 2) –accept responsibility for own career –assess interest, skills and values –seek out career information and resources –establish goals and career plans Individual (1 of 2) –accept responsibility for own career –assess interest, skills and values –seek out career information and resources –establish goals and career plans Roles in Career Development (1 of 4)

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-25 Career Planning and Development Individual (2 of 2) –utilize development opportunities –discuss career with manager –follow through on realistic career plans Individual (2 of 2) –utilize development opportunities –discuss career with manager –follow through on realistic career plans Roles in Career Development (2 of 4)

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-26 Career Planning and Development Manager –provide timely performance feedback –provide developmental assignments and support –participate in career development discussions –support employee development plans Manager –provide timely performance feedback –provide developmental assignments and support –participate in career development discussions –support employee development plans Roles in Career Development (3 of 4)

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-27 Career Planning and Development Organization –communicate mission, policies, and procedures –provide training and development opportunities –provide career information and career programs –offer a variety of career options Organization –communicate mission, policies, and procedures –provide training and development opportunities –provide career information and career programs –offer a variety of career options Roles in Career Development (4 of 4)

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-28 Factors That Affect Career Choices –growth stage (birth to 14) –exploration stage (15-24) –establishment stage (24-44) –maintenance stage (45-65) –decline stage (65+) –growth stage (birth to 14) –exploration stage (15-24) –establishment stage (24-44) –maintenance stage (45-65) –decline stage (65+) Career Stages

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-29 Factors That Affect Career Choices –realistic –investigative –social –conventional –enterprising –artistic –realistic –investigative –social –conventional –enterprising –artistic Occupational Orientation

© 2004 Pearson Education Canada Inc., Toronto, Ontario 6-30 Factors That Affect Career Choices –technical/functional –managerial competence –creativity –autonomy and independence –security –technical/functional –managerial competence –creativity –autonomy and independence –security Career Anchors