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BUSN 3350 > ch 8: orientation and training > Flashcards

ch 8: orientation and training Flashcards

1
Q

what is the orientation (onboarding)?

A

long-term, continuous socialization process to transfer learning into behaviour

  • With a focus on organization-specific topics, orientation attempts to transfer learning into behaviour using disciplined, consistent efforts
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2
Q

what are the benefits of orientation?

A
  • lower turnover; increased morale
  • fewer instances of corrective discipline
  • fewer grievances
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3
Q

what is training?

A

short-term, discrete efforts in which organizations impart information and instructions

  • The process of teaching employees the basic skills/ competencies that they need to perform their jobs.
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4
Q

what are the goals of orientation programs?

A
  • provide new employees with basic information about the firm and the job
  • make new employees feel welcome and part of the team
  • ensure basic information for effective functioning
  • help in understanding the organization
  • start socializing into the firm’s culture
  • reality shock (cognitive dissonance)
  • sitting down and deciding on work-related goals with the new employee
  • Online onboarding systems that can be provided to new employees as soon as they accept the job offer are increasingly being used to engage employees more quickly and accelerate employee performance
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5
Q

what is the new employee usually given throughout the orientation programs?

A
  • internal publications
  • facility tour and staff introduction
  • job-related documents
  • expected training to be received
  • performance appraisal criteria
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6
Q

what is reality shock (cognitive dissonance)?

A

the discrepancy between what is expected of the new job and the realities

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7
Q

what is socialization?

A

the ongoing process of learning the prevailing attitudes, standards, values, and patterns of behaviours expected

  • A strong onboarding program can speed up the socialization process and result in the new employee achieving full productivity as quickly as possible.
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8
Q

describe the orientation process

A
  • basic orientation may be a few hours up to days or even weeks
  • At a minimum, the orientation should provide information on employee benefits, personnel policies, safety measures and regulations, and a facilities tour.
  • programs are often technology-based and may use virtual environments
    • to support orientations
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9
Q

describe responsibility for orientation

A
  • informal orientation is an ongoing process and involves other staff
  • HR specialists perform the first part
  • the supervisor explains the department, introduces colleagues, and familiarizes new employees with the workplace
  • formal component when employee first joins
  • informal component to build strong employee bond
  • executive integration may take a long time due to resistance to a new “boss”
  • employee handbook is a legally binding commitment and must be properly prepared
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10
Q

what are key aspects of the executive integration process?

A
  • identifying position specifications
  • providing realistic information to job candidates and providing support regarding reality shock
  • assessing each candidate’s previous record at making organizational transitions
  • announcing the hiring with enthusiasm
  • stressing the importance of listening as well as demonstrating competency, and promoting more time spent talking with the boss
  • assisting new executives who are balancing their work to change cultural norms while they themselves are part of the culture itself
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11
Q

what are ways to evaluate the orientation programs?

A
  • employees’ reaction
  • socialization effects
  • cost/benefits analysis
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12
Q

describe the employee reaction to evaluating the orientation programs

A
  • Interview or survey new employees for their opinion on the usefulness of the orientation program.
  • evaluate job performance within specific time periods to assess transference of learning and behaviours where possible.
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13
Q

describe the socialization effects to evaluating the orientation programs

A

Review new employees at regular intervals to assess progress toward understanding and acceptance of the beliefs, values, and norms of the organization

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14
Q

describe the cost/benefit analysis to evaluate the orientation programs

A

compare orientation costs with benefits of orientation

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15
Q

what are the problems with orientation programs?

A
  • too much information in a short time
  • little or no orientation
  • too broad
  • too detailed
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16
Q

describe training

A
  • the process of teaching employees the basic skills/competencies that they need to perform their jobs
  • business and training goals must be aligned
  • training is a strategic investment in human capital
  • can help firms to compete and generate higher levels of employee commitment
  • necessity for improving the organization’s competitiveness
  • the average organization in Canada spends $800 on learning and development per employee, accounting for approximately 1.41 percent of the organization’s payroll budget, and the average employee undergoes 31 hours of training and development a year
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17
Q

what are some training and learning styles?

A
  • auditory
  • visual
  • kinesthetic
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18
Q

what is auditory learning?

A

learning through talking and listening

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19
Q

what is visual learning?

A

learning through pictures and print

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20
Q

what is kinesthetic learning?

A

tactile learning through a whole-body experience

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21
Q

what consists of an effective training process?

A
  • provide overview of the content
  • maximize similarity between training and the job
  • provide practice
  • motivate the trainee
  • prepare trainees by creating perceived need for the learning
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22
Q

describe the legal aspects of training

A
  • human rights legislation requires equal opportunity
  • discrimination must be based on valid grounds
  • employees who refuse to attend a training program may be considered to have abandoned their position
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23
Q

what is negligent training?

A
  • inadequate training where employee subsequently harms a third party
  • both employer and employee may be charged
  • may also apply if the employee is dismissed for performance
24
Q

what are the steps involved in the 5 step training process?

A
  1. training needs analysis
  2. instructional design
  3. validation
  4. implementation
  5. evaluation of training
25
Q

what are the different analyses needed in step 1 of the training process?

A
  • task analysis
  • performance analysis
  • established training objectives
26
Q

describe task analysis

A
  • analysis of a job to identify specific skills and competencies required to perform the job tasks
    • the aim is to develop the skills and knowledge required for effective performance
  • list tasks and substasks and the frequency of each
  • establish measurable performance standards
  • describe conditions under which the task is performed
  • list skills, competencies, or knowledge for each task and subtask
  • is the task learned on or off the job?
27
Q

what consists of a task analysis record form?

A
  • list of job’s main tasks and subtasks
  • indication of the frequency of tasks and subtasks
  • measurable description of performance standards for each task and subtask
  • conditions under which the task is performed
  • the competencies and specific skills or knowledge required for each task and subtask
  • the decision as to whether the task is best learned on or off the job
28
Q

describe the performance analysis

A
  • verify if there is a performance deficiency
  • determine if training or some other means will rectify the deficiency
  • training solves “can’t do” but not “won’t do”
    • the firm must determine whether it is a can’t do problem and, if so, its specific causes.
    • won’t do problem: employees could do a good job if they wanted to
29
Q

describe establish training objectives

A
  • set concrete and measurable objectives
  • what the trainee should be able to do after successfully completing the training program
30
Q

what are the learning styles of step 2 (instructional design) of the training process

A
  • programmed learning
  • informal learning
31
Q

describe programmed learning

A
  • present questions or facts; allow trainee to respond
  • can reduce training time
  • A systematic method for teaching job skills that involves presenting questions or facts, allowing the person to respond, and giving the learner immediate feedback on the accuracy of his or her answers
32
Q

what are the 3 components of programmed learning?

A
  1. presenting questions, facts, or problems to the learner
  2. allowing the person to respond
  3. providing feedback on the accuracy of his or her answers
33
Q

describe infromal learning

A
  • learn from colleagues through unplanned interactions
  • useful for industrial training
  • any learning that occurs in which the learning process is not determined or designed by the organization
34
Q

describe classroom training

A
  • primary method
  • quick and simple way to train large groups
  • has evolved to maintain its relevance in the technological age
35
Q

describe blended learning

A
  • combination of instructor-led and online e-learning
  • better results, higher learner engagement
36
Q

describe on-the-job training

A
  • learn a job by performing it
  • advantages:
    • inexpensive, trainees learn while producing
    • no need for expensive facilities
    • quick feedback
  • apprenticeship training
  • job instruction training
37
Q

describe apprenticeship training

A

learn from a master

  • Federal, provincial, and territorial governments are increasing their funding of apprenticeship training programs to meet this growing need for more tradespeople
38
Q

describe job instruction training

A

listing of each task along with key points to provide step-by-step training

  • The listing of each job’s basic tasks along with key points to provide step-by-step training for employees
39
Q

what are different types of technology-enabled training

A
  • e-learning
  • video conferencing
  • vestibule or simulated training
  • electronic performance support systems (EPSS)
40
Q

describe e-learning

A
  • less costly
  • ay time
  • any place
  • ideal for adults
  • critical factors
    • content management
    • sound educational strategy
    • learner support
  • advantages: instructional consistency, flexibility, increased motivation
  • 3 options when it comes to e-learning material:
    • buying an existing product
    • making one
    • using a production company
41
Q

describe video conferencing

A
  • distance training, any place
  • Connecting two or more distant groups by using audiovisual equipment.
42
Q

describe vestibule or simulated training

A
  • learn on actual or simulated equipment
  • authentic and relevant from new generation of simulators
  • Training employees on special off-the-job equipment, as in airplane pilot training, whereby training costs and hazards can be reduced
  • a necessity when it is too costly or dangerous to train employees on the job
43
Q

describe electronic performance support systems (EPSS)

A
  • computer based job aids or tools
  • faster, cheaper, more effective than paper based job aids such as manuals
  • Computer-based job aids or sets of computerized tools and displays that automate training, documentation, and phone support
44
Q

Describe step 3 (validation) of the training process

A
  • doing a pilot study or a “run through” with a small group to assess effectiveness of training
  • identify issues, make revisions
  • Testing at the end of the pilot study can measure whether or not the program is producing the desired improvement in skill level.
45
Q

describe step 4 (implementation) of the training process

A
  • deliver final version by professional or in-house trainers who attend train-the-trainer workshops
46
Q

describe step 5 (evaluation of training) of the training process

A
  • ensure transfer of training to the job
  • evaluate training through controlled experimentation
47
Q

describe transfer of training to the job

A
  • assess trainee ability, aptitude and motivation
  • involve trainees in instructional design
  • requires management support
  • provide frequent feedback and opportunities to practice
  • provide positive reinforcement
  • make use of goal-setting and relapse-prevention techniques
  • Application of the skills acquired during the training program into the work environment and the mainte-nance of these skills over time.
48
Q

describe evaluating training through controlled experimentation

A
  • using formal methods for testing the effectiveness of a program
  • with control group and with tests before and after
  • two basic issues to address when evaluating a training program
    • the design of the evaluation study
    • the training effect to be measured.
49
Q

what is controlled experimentation?

A

Formal methods for testing the effectiveness of a training pro-gram, preferably with a control group and with tests before and after training

50
Q

what are some training effects to measure?

A
  • reactions - trainee reaction to the program
  • learning - did learning of facts, principles, or skills take place
  • behaviour - did on-the-job behaviour change
  • results - did organizational metrics improve
51
Q

what are some different training for special purposes?

A
  • literacy and essential skills training
  • training for global business and diversity
  • customer service training
  • training for teamwork
  • training for first-time supervisors/managers
52
Q

describe literacy and essential skills training

A
  • functional illiteracy - lack of reading, communication, and math skills
    • serious problem for many employers
    • enhanced literacy supports successful careers
    • improves bottom-line performance for the firm
  • Employers are responding to this issue in two main ways
    • training strategy with the objective of raising the essential skills of their workforces
    • Essential skills of workers can be measured with the Test of Workplace Essential Skills (TOWES)
53
Q

describe training for global business and diversity

A
  • global literacies
    • personal literacy- understand and value oneself
    • social literacy- engage and challenge other people
    • business literacy - focus and mobilize the business
    • cultural literacy - understand and leverage cultural differences
  • two broad approaches
    • cross-cultural communication training - workplace cultural etiquette and interpersonal skills
    • cultural sensitivity training - sensitizing employees to the views of different cultural groups toward work so that employees from diverse backgrounds can work together more effectively
54
Q

describe customer service training

A
  • retailers compete on quality of service, not just quality of goods
  • basic goals of customer service training
    • ensure employees have excellent product knowledge
    • ensure employees treat customers in a courteous and hospitable manner
  • Canada offers a national customer service certification program for retail sales associates and retail first-level managers, based on national occupational standards and essential skills profiles for each group
55
Q

describe training for teamwork

A
  • employees must be trained to be good team members
  • Some firms use outdoor training
56
Q

describe training for first-time supervisors/managers

A
  • steep learning curve for young employees rsing to positions of authority
  • technical skills are not enough
  • interpersonal and communication skills are essential
  • define personal management style
  • how to give feedback, motivate others, manage conflict

BUSN 3350 (14 decks)

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