Employee Orientation Training & Development BM2018

BM2018 TRAINING AND DEVELOPMENT Employee Orientation After selecting employees, it is important to inform them of the things they should be doing through orientation. The human resources department usually designs the orientation and training, but the supervis...

BM2018 TRAINING AND DEVELOPMENT Employee Orientation After selecting employees, it is important to inform them of the things they should be doing through orientation. The human resources department usually designs the orientation and training, but the supervisor does most of the day-to-day orientation and training. Employee Orientation is a procedure for providing new employees with basic background information about the firm, such as computer passwords and company rules that they will need to perform their jobs (Dessler, 2020). Ideally, the orientation should help the employees start to become emotionally attached and engaged in the firm. Employee orientation aims the following: Make the employee feel welcome, at home, and part of the team. Make sure the new employee has the basic information needed to function effectively. Help the new employee understand the organization in a broad sense. Introduce the employee to the firm’s culture and ways of doing things. Levels in Conducting Orientation (Corpuz, 2016) 1. Organizational/Overview Orientation. This involves topics discussed that include the overview of the company, key policies and procedures, compensation, benefits, safety and accident prevention, employees and union relation, and physical facilities. 2. Departmental and Job Orientation. These include topics about the department function and the duties and responsibilities of the newly-hired employee, policies, procedures, rules and regulations, tour of the department, and introduction to department employees. The Orientation Process (Quain, 2018) The employee orientation process must be comprehensive and must provide information about expected performance, working hours, benefits, regulations, and other important matters. The following are the stages of orientation: 1. Pre-Orientation. This involves sending a package of information to the new employee via email or postal service. This package includes documents, such as organizational charts, vision and mission statements, and a checklist of what the actual orientation will cover. 2. Introduction to the Job-site. In this part, a tour of the workplace and meeting some of the managers and supervisors in each department happen. This stage aims to make the new hires be familiar with the basic layout of the company and to understand the general precepts that govern the functions of the workplace. 3. Job-Specific Orientation. In this stage, new hires are given a job- or task-specific orientation, typically by the immediate supervisor. This is when they learn details about their specific department or team. The goal is to give the new hire a short orientation about the actual tasks that s/he will perform. 4. Follow-up Orientation. New hire orientation is actually a month-long process. This is done to determine how well the new employee is adjusting to the job. Follow-up usually occurs on a weekly basis. Also, supervisors and managers meet with the new employee to discuss issues and problems that have arisen. 05 Handout 1 *Property of STI  [email protected] Page 1 of 5  BM2018 Definition of Training and Development Training and Development is a structured program with different methods designed by professionals in a particular job to update skills and knowledge of employees in accordance with changing environment. Training and Development is important to improve the efficiency and productivity of employees. Training is the process of teaching new or current employees the basic skills they need to perform their jobs (Dessler, 2020). Meanwhile, development, the second function of Manpower Management, is described as a duty of management to train each employee properly to develop technical skills for the job which s/he has been employed and develop the employee for higher jobs in the organization (Chand, 2014). Developing employees is favorable to the management and employees because it increases their competence in their line of work and s satisfies their self-esteem needs. Employers do not always expect newly-hired employees to know everything, even if they have previous work experiences. All companies have different sets of values, cultures, and leadership styles that every employee should be accustomed to. Furthermore, training and development allows employees to be equipped with the knowledge and skills needed in the work environment. Objectives of Training and Development (Noe et al., 2015; Farooq, 2016) Generally, the goal of training is to equip employees to be skilled and help them achieve the company’s goals. The following are the main objectives of training and development. 1. Increase Productivity. For any company, maintaining productivity at its peak is as important as getting new customers for business. Training polishes the capabilities of an employee. It also makes them learn and devise new and effective methods of doing the same thing in a repeated manner. 2. Limit anxiety. Starting a new job can be stressful and nerve-wracking. However, briefing and guiding the employees on how to perform their respective tasks will lessen their stress and anxiety. 3. Lessen employee turnover. Employee turnover rises whenever employees feel unappreciated in the workplace or when they feel ineffective at work. Organizing training and development programs can make the employees feel valued because this means that the company supports their improvement. 4. Reduce employees’ learning time. Training programs are being developed to give employees the information that would help them understand their functions ahead of time. Therefore, this can help them shorten the time they need to learn how to perform their tasks. 5. Keep employees updated with technology. Technology is getting more advanced day by day. Training and development programs are necessary to keep employees updated with technological changes regardless of their age. 6. Set expectations and attitudes. Training and development are helpful in informing the employees of the things that are expected of them, which makes the employees perform better. 05 Handout 1 *Property of STI  [email protected] Page 2 of 5  BM2018 THE TRAINING PROCESS Figure 1. ADDIE model of instructional design Source: https://www.cdc.gov/trainingdevelopment/images/addie_ph_v2.png ADDIE Model is the classic model of instructional design used in the training and development process. The ADDIE Model was first developed in 1975 by Florida State University for the U.S. Army. There are five (5) steps in the ADDIE Model, which are as follows: Stage 1: Analyze This part is where Training Needs Analysis (TNA) is conducted. TNA is the process where a business determines all the training that needs to be completed in a certain period to allow the team to complete their job as effectively as possible. The following are the steps in conducting a TNA (Morrison, 2019): a. Decide on Skill Sets This step decides on skill sets that the management requires the team members to have in order to do their jobs properly. This includes considering the different job roles, departments, and levels of seniority that might be affected. b. Evaluate the Skills of Staff Next, evaluate the current skill levels of the team members in relation to the skills that have been laid out during the first step of TNA. This allows the HR manager to see the people who meet the company’s expectations and who need to undergo further training to meet the expected skill level. c. Highlight the Skills Gap If the expectations of the company to its employees have already been established and their current levels were already identified, it would be easier to see the gap that has appeared between the two, if there is any. After when the gap was recognized, it is easier to know the training suitable for the employee. Moreover, the analysis phase also involves developing the participant’s profile, identifying devices and resources to be used, and determining delivery and assessment strategies. 05 Handout 1 *Property of STI  [email protected] Page 3 of 5  BM2018 Stage 2: Design This phase helps in deciding specific learning objectives, structure of the content, mental processes needed by the participants, knowledge or skills the participants need to retain, best tools to use, videos or graphics to create, and the length of time for each lesson in the training program (DeBell, 2020). In this day and age, the use of technology has gotten more relevant in designing the training; thus, making the following options available for use: Storyboard of the design Online learning spaces Exploring and/or refining technology options Stage 3: Develop In the previous stage, the content ideas should have already been decided. In this phase, the content ideas should be brought to life (DeBell, 2019). One major part of development is testing whether the approved ideas in the design phase are fit for the trainees and can be accomplished in preparation for the actual training. Stage 4: Implement This is the phase where the actual training takes place. The trainers and facilitators must be alert and monitor if any errors or issues may arise. Stage 5: Evaluate The evaluation phase is all about gathering important information to see if the course needs to be revised and improved (DeBell, 2020). This is conducted by creating a survey at the end of the training in order to assess the experience and the effectiveness of the training to the audience. As training programs can be costly, budget should be assessed per phase depending on the outcome of the Training Needs Analysis. For online training, the budget can be allocated as such: Analysis 10% Design 36% Development 35% Implementation 4% Evaluation 7% Budget allocation is based on the weight of the preparations needed for each phase. The Implementation and Evaluation Phase has a lower budget since all preparations were already done in the Design and Development Phase. As for face-to-face training, the budget allocation may vary. References: Armstrong, M., & Taylor, S. (2014). Armstrong's handbook of human resource management practice. Kogan Page. Chand, S. (2014, February 24). Human resource management functions: Managerial, operative and advisory function. Your Article Library. https://www.yourarticlelibrary.com/hrm/human-resource-management-functions-managerial-operative-and- advisory-function/27995#2_Operative_Functions Corpuz, C. R. (2016). Human resource management (3rd ed.). Rex Book Store. DeBell, A. (2020, June 9). What is ADDIE model of instructional design? Water Bear Learning. https://waterbearlearning.com/addie-model-instructional -design/ Dessler, G., & Chhinzer, N. (2017). Human resource management in Canada. Pearson. Farooq, U. (2016, October 11). 7-objectives of training and development. Business study notes. https://www.businessstudynotes.com/hrm/training-development/objectives-training-development/ 05 Handout 1 *Property of STI  [email protected] Page 4 of 5  BM2018 Morrison, K. (2019, December 6). A 5-step guide for conducting a successful training needs analysis. eLearning Industry. https://elearningindustry.com/training-needs-analysis-5-step-guide-conducting-successful Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P.M. (2015). Human resource management (9th Ed). McGraw Hill Education. Scanlon, S. (2019, July 16). Maximize learning with a training needs assessment. Corporate + Enterprise Learning Solutions | Dashe & Thomson. https://www.dashe.com/blog/maximize-learning-with-a-training-needs-assessment What is ADDIE? Your Complete Guide to the ADDIE Model. (2020, November 24). In Elm learning. https://elmlearning.com/instructional-design-addie-model/ 05 Handout 1 *Property of STI  [email protected] Page 5 of 5