Purpose and Process of Employee Orientation
Orientation is one of the crucial components of recruitment in any organisation. The function of this process is to allow the new employee to learn and familiarize with the organisation (Sims, 2001, p. 329). This includes the expectation of the position the employee is going to take, accountability and general information that will allow him/her to become an integral member of the organisation. Orientation serves several purposes including;
- Cutting down start-up expenses as new workers are put up to speed faster
- Reducing anxiety – employee gets acquainted with the new environment smoothly and the feeling that the situation is strange is diminished
- Orientation reduces the rates of employee turnover (Sims, 2001, p. 329)
- It is a time-saving tactic for the supervisors and co-workers as orientation is done once. There will not be the need to train the new employee again and again.
The process of orientation takes two forms, the overview and the job-specific orientation. On the first day, the new employee is given a guided tour around the organization regardless of the size (Sims, 2001, p. 328). More emphasized explanation of the functions is at the areas that this employee will be working. The staff is introduced, their names, their position and their work function. The new employee is taken through the basic operations of the organization and departments like time management, payday schedules, communication policies, lunchtime or break time policy and other work policies (Sims, 2001, p. 329). Finally, the job description of the new employee should be reviewed and then signing of any relevant documents and a schedule any additional assistance, like training.
Training Process
When an organization invests in training, it would greatly benefit from having hardworking employees who are experienced in their jobs (Sims, 2001, p. 329). No matter the type of organization, there are basic steps of training.
Step 1: Needs Analysis
This is the step where the organization identifies the gaps that exist among the employee training, talent and experiences against the expected work. Data collection is done by observation, interview, observation and surveys. This step establishes who need training, why there needs to be training, the type of training to be conducted, when, where the training will be done and how it will be done (Rae, 1997, p. 57). The organization can decide on specific skills, knowledge and attitude for improving employee output. The survey, interviews, and observations identify the training requirements based on these questions; what are the skills and knowledge are needed in the organization? (Rae, 1997, p. 57)Why do the workers need to be trained? And when will the workers apply the new skills?
Step 2: Develop Training Program
This is where the Human Resource creates the manuals and schedule that will be used for training. These manuals and schedule contain the current job requirements and description. The training is designed to be analyzed against job standards across the industry and the job description coupled with the job standard function as the basis of training (Rae, 1997, p. 59). Expert trainers, mentors or instructors are also identified
Step 3: Training
This is where the actual instruction and delivery of the training is conducted. The training approach is decided upon and maybe the one-on-one training (Rae, 1997, p. 59), on-the-job training or group training. Workshops and seminars can also be conducted.
Step 4: Evaluation of the Training Process
This helps in determining the effectiveness and profitability of the training program. The pre and post surveys on the client comments, cost-benefits assessment and assessment of customer satisfaction and returns provide information on the usefulness of the training (Rae, 1997, p. 60).
Motivating Trainees
It is usually false to believe that only money can motivate workers and it’s also costly. There are other methods of ensuring employee happiness. These methods provide long-lasting enthusiasm and the impetus is caused to come from within (Levesque, 2007, p. 131). The basic methods of motivation are as follows
Recognition: when the trainees accomplish a certain task it’s appropriate to appreciate their achievement. By recognizing that achievement, the trainees will feel respected and valued as well (Levesque, 2007, p. 131). Applause can also be used. It is similar to recognition but it’s rather special. This involves giving achievements by trainees a round of applause at meetings, luncheons, or other organizational gatherings whenever possible (Levesque, 2007, p. 132).
Career path and job titles: the trainees should be made to understand the possible options ahead on them and the opportunities available for growth. By setting career paths, the trainees get a positive message that there is hope in the future in that organization (Levesque, 2007, p. 132). Job titles on the other hand help to tap the self-esteem of these trainees. A healthy and autonomous working environment is probably a basic component of motivation. The workplace should look nice, have great ambience, be safe, allow employee privacy, enhance interaction and communication and be comfortable (Levesque, 2007, p. 132)
There is a difference between the problems can be fixed with training and those that cannot. Any organization must face some problems at some point or most of the time, they are experiencing some conflict. Training is offered to ensure that these problems are greatly reduced (Levesque, 2007, p. 132). As such training fixes organizational problems like management skills, conflict resolution skills, and training employees on how to manage interpersonal relationships.
It is pertinent to note that some problems cannot be fixed by training, to distinguish them, the first step is to identify whether they are personal or professional problems. There is not so much the HR department can do to solve personal matters (Levesque, 2007, p. 133). It’s very hard to train employees on how they should manage their emotions! But an employee can be trained on the new management information system introduced in the company. Besides, it’s easy to identify the type of training that is required to be effective in certain professional roles.
Training Techniques
In human resource studies, several techniques are used n the training of employees. The questions who? When? Where? And why the training is required? Help in determining the type of technique to be used for the training.
On-the-job-training: this is the method of teaching employees new skills while they are performing their usual tasks at work and this system saves time for learning. After developing the training plan, employees are given the details. There are several techniques under this method and they include apprenticeship, coaching, internships and orientations (Boverie & Kroth, 2001, p. 160).
Job rotation: this technique involves moving the workers around various workstations so that they can take part and understand the task that other workers do. The employees can learn a little bit of all the work going on in every department. This is good for growing organizations because any worker can be moved from one place to another (Boverie & Kroth, 2001, p. 160).
Apprenticeship: This technique develops workers with multiple experiences and can handle several tasks. They are in most cases concerned with skills that prepare the apprentice to work in a certain field or industry (Boverie & Kroth, 2001, p. 160). Apprenticeships last for relatively long periods with a novice working under a senior expert worker.
Internships: this is the combined use of the classroom work or the theory with the on-the-job hands-on training to achieve a deeper understanding of the profession (Boverie & Kroth, 2001, p. 161). Prospective managers, doctors, nurses, marketing personnel and lawyers have often trained these ways.
The Of-the-job training techniques include lectures, simulation, televised discussions, case studies and role-playing.
Lectures: this is the form of training where the trainer presents learning material verbally and sometimes gives notes to a bigger number of audiences. This technique is cost-effective for large groups of people who need training rather than training them individually. However, the limitation is that it may not be effective as a training method because it’s often one-way communication (Boverie & Kroth, 2001, p. 161). It’s difficult to ensure the entire audience comprehends the same way.
Role-playing and simulation entail training by creating a model of the real working situation to the trainee. The problems and solutions are presented and discussed (Boverie & Kroth, 2001, p. 161). The trainees have a chance to act like they would have done n real-life situation and its cost-effective.
Management Development Program
There are several types of leadership and management development programs that have been devised to help in the smooth and efficient succession plan. These programs target to adequately prepare future leaders and managers (Gitman & McDaniel, 2008, 211). Some of the methods of developing managers are categorized into the following programs.
Action Learning
This is a strategy that potential manager employs by doing their educational studies to improve their actions and experience of job performance (Gitman & McDaniel, 2008, 211). This is usually done in conjunction with a team of workers where the individual in question is enabled to reflect and review hi/her actions. This process supposedly serves as a guide to a future decision and improves performance (Gitman & McDaniel, 2008, 211).
Mentoring
This process involved the development of a working relationship between a senior manager and a new employee with the experienced manager acting as an educator, an adviser and guide. Some organization have a formal mentorship program designed to build new management teams in transformational leadership strategy (Gitman & McDaniel, 2008, 212). The mentees or protégé use the opportunity to collect valuable information and skills from the experts.
Coaching Programs
These programs are increasingly becoming very important means of developing new managers in many organizations. The potentials management candidates are trained on the skills and knowledge they ought to have when they get into the management positions (Gitman & McDaniel, 2008, 212). Coaching is developed based on motivation for change, type of relationship between the coach and employee and role of the coach.
Training and Developing Employees
The world is dynamic and so is the nature of work and organizations. There are rapid changes that are being witnessed across companies and them strife to meet that needs of their clients. The changes also demand new skills, knowledge and strategies of management and working (Rae, 1997, p. 60). As a result, employees are required to be versatile, flexible, adaptive and goal-oriented with future achievement in mind. To keep up with the needs of the customers, the employees need constant training and development to build their motivation as well.
Training has a wider definition which expands from the direct transfer of knowledge to the new workers in this context to the performance of formal duties to improve employee performance (Tharenou, 2008, p. 112). Training is meant to help organisations to achieve their mission and performance objectives.
Previous studies have indicated that employees and employers working together to develop careers through training and development can lead to the optimal performance of the organisation. This is because training builds confidence in the employee’s work. When employees are confident, it boosts their self-esteem and they attain their job satisfaction. Satisfied employees are less likely to be involved in negative behaviour like absenteeism, conflict, and there will be minimal turnover (Tharenou, 2008, p. 113). This means that the organisation will retain most of its talented and experienced workers it recruited via a competitive recruitment and selection process.
Training would be useless if it involved training employees on irrelevant skills or knowledge not in line with their duties. Many organisations are now working closely with their workers to have individualized development plans (Tharenou, 2008, p. 115). These are plans designed systematically to identify and record the relevant training and development activities which would increase the performance of the workers. The plan covers the projected future so that as employee progress through the hierarchy they obtain the needed skills for future positions and responsibilities (Tharenou, 2008, p. 116). The individual development plans are completed by employees and supervisors, important features of the plans include development needs, the processes to meet these needs, the time frame and the resources to be used.
Successful organisations affirm that the quality of employees and their development via proper training was a key feature that determines the long-term profitability of the organisation (Tharenou, 2008, p. 117). If an organisation is hiring and keeping good employee, it is proper for it to invest training and developing their skills and competences. This would ultimately increase their productivity.
The result of well-trained employees is increased performance, better skills, improved morale, job satisfaction, highly motivated, innovative and creative workers and better sensitivity to the organizational objectives (Rae, 1997, p. 61). This impact builds an even greater feeling of self-worth and dignity and employees perceive themselves as very valuable.
Studies indicate that as competition intensifies in the dynamic markets, organisations require new skills and abilities to stay ahead of competition especially in employee qualities. Workers are the main assets of any organisations and good human resource management will keep an organisation abreast in terms of performance (Tharenou, 2008, p. 122). Career development training help prepare workers for new job assignments since when they are promoted to new levels it requires them to handle new duties and responsibilities. When training and career development was well conducted, employees are always competent in their new positions.
Many organisations failed to stay in competition because they failed to take care of unavailable skills and future staffing needs. Good managers can identify what the customers and what the company can offer and the gaps existing in the system in terms of education, skills, knowledge and abilities. Competitors may capitalise on these but when an organisation a good training and development plan, it will be able to assess its training needs and make projections for future needs as well (Tharenou, 2008, p. 128). The company will be better prepared in terms of occupational speciality with enough and qualified workers well prepared for dynamic tasks. The organization will have more confidence in the workers because they are trained from within.
Myers-Briggs Indicator
The Myers-Briggs Type Indicator was developed t help in the assessment of personalities invocation, psychotherapy and education (Varve et al, 2004, p. 141). This tool is therefore used for assessment of social interaction, work capabilities and thus help to determine the job one is best suited for. The tool should, therefore, be used regularly to assess the different personalities of the employees (McCaulley & Martin, 1995, 221). The goal of utilizing the tool is to identify the various needs of different employees and hence develop an action plan to leverage their strengths.
The personality test is self-administered where the employees are taken through several questions where they answer according to their conviction. They then obtain the results defining their personality type (Varve et al, 2004, p. 141).
This tool developed by mother Katharine Myers Briggs and her daughter Isabel Briggs bases its rationale on the research and theory by Carl Jung. Different personalities are described by four Jungian psychological types (Varve et al, 2004, p. 141). Personality can be drawn from the following four categories hence making 16 possible personalities; Extraversion (E) or Introversion (I), Sensing (S) or Intuition (I), Thinking (T) or Feeling (F), and Judging (J) or Perceiving (P) (McCaulley & Martin, 1995, 221).
Personality can hence be INTJ or INFJ for introverted intuition personality; ESTP or ESFP for the extroverted sensing personality etc. these personality types do not strictly indicate people’s abilities rather they represent preferences. This is because the test is derived by a combination of the answers a person gave during the test. For instance, the sensing types can use abstract thought but this is not what they prefer using as it consumes more energy than for intuition (McCaulley & Martin, 1995, 221). The extraverted types can enjoy silent introspection but this will not be comfortable for them as it is for the introverted types.
Municipal company workers should therefore not regard this tool as a panacea for its problems but a strategy to guide their actions as they struggle to develop their careers. This tool is important in team building, improving communication problems and resolving the personal conflict that could emerge (Varve et al, 2004, p. 142).
The possible work type that can be derived from the Myers-Briggs tests will be as follows for the Municipal Company. For the INTJ personalities, they can have logical decision-making skills and are orderly as well as analytical (Varve et al, 2004, p. 142). In training, these people can undertake analytical roles with routine duties and can plan for future based on realistic objectives. Their job types include planners, engineers, lawyers, inventors and economists (Bayne, 1997, p. 60).
The INTP personality types are introverts, intuitive, logical and adaptable and they draw their energy from within via intuition. They can comprehend abstract theories and plan workable projects through calm and reserved (Bayne, 1997, p. 60). Still, they can adapt to changing environments. They are creative and perfectionists and as such their work types are lawyer, designer, administrator, strategic planners and mathematicians.
The ENTJ employees are better placed to work in logical decision making position and analytical jobs (Bayne, 1997, p. 61). They like experimenting their skills and abilities and have string decisiveness, confidence and expressiveness hence propelling them to the top of the organization (McCaulley & Martin, 1995, 228). Career match is administration, trainers, consultants, sales manager, team leaders and managers. Such employees in the Municipality Company should be guided towards these lines of a career in the training and development of employees.
ENTP personality includes people who are logical in their thought and are dynamic. Sometimes these people easily lose focus and also disorganized. They can be welcoming and sociable (McCaulley & Martin, 1995, 228). They can comprehend abstract ideas easily and device complex resolutions as well. These individual are inspirational and innovative and therefore they often seek to learn new tactics and skills to do their job. In training and development in the municipal company, such people should be directed towards careers that present several possibilities be exploited (Varve et al, 2004, p. 143). Some of these careers can include directors, trainers, marketers, sales managers, consultants and lawyers.
Organizational Practices
Best practices require that when a new employee is employed, he or she should be oriented through the organization. It’s sad that many firms do not provide extensive orientation but expect new employees to figure out for themselves what is expected of them or how things are run (Delaney & Huselid, 1996, p. 951). If a company does not provide formal employment, it will still happen (probably from co-workers) but it won’t be as the management would have wanted it to be.
Training is also very important. In an interview with one of the managers of the municipal company, He indicated that training was an integral part of human resource duties (Delaney & Huselid, 1996, p. 951). On asking the manager “How does management get the most out of the resources it spends on training and career development?” he states that “The process helps the employees to become professionals, being a professional means having expertise that stretch beyond the normal scope of the job description”. This means that works can be able to dedicate themselves sometimes going beyond the call of duty. This greatly enhances overall performance and production (Delaney & Huselid, 1996, p. 951).
When asked how do managers addressed employees concerning career development and training options? he said that the company conducted interviews and surveys to pick the view of the employees. After that, the firm then it calls for gatherings like luncheons and seminars where they present the verdict of the management team and present their policies on employee career development. Their verdict is done in the best interests of employee with the mina aim of retaining the best, the most talented and the most experienced.
One other crucial factor that the investigator sought to find out was the discussions about training and career development… “How do the discussions help workers to pursue options in career development and training that are appropriate for them?” According to the manager, “workers were able to understand that the development of employees is a joint responsibility of the employer and the employees since this relationship is supposed to be a partnership. The employees take the initiative of accessing new skills, knowledge and pursue their interests which are in line with the needs of the job”
Coaching and mentoring have been mentioned and are often used to develop future managers so, the investigator sought to find whether there were the same or different. In the development of managers, he said “Essentially, the two functions are conducted to achieve the same goal which is to ensure that potential manager develops the full capacity of their management skills. These skills will be useful in the future of the company. Coaching is however done by trainers for a group of employees while mentoring is in most cases pairing the trainer with a novice to develop a mutual working relationship” he said. The mentor becomes a role model, a tutor, and a guide to the novice (Meyer & Smith, 2009, p. 321).
Does your organization struggle with constantly changing environment and internal reorganization? He said “As a good manager, one needs to know these changes are inevitable. Therefore there should be a training and development process in place preparing workers for new challenges and positions in the organization” this strategy usually upholds the concept of transformational leadership (Meyer & Smith, 2009, p. 321).
On being asked how the organisation’s programs were able to meet this challenges and whether the training system was efficient enough, the manager replied that “we have shifted to training best practices by matching employee goals to organizational objectives”. Accordingly, this strategy is very effective in motivating workers to meet the goals of the organization because they support their interests. This means workers are more goal-oriented and focused on the future.
Management development strategies keep on evolving and in the 21st century, the organization ought to use the most effective strategies to remain competitive. The investigator sought to know which management development strategy that the company manager was using currently. His answer was “the comprehensive career system works best for our employees as it can integrate well into the general performance strategy. Managers and employees work together to devise individual development plans highlight professional advancement opportunities”.
Reference List
Bayne, R. (1997). The Myers-Briggs Type Indicator: A Critical Review And Practical Guide. Cheltenham: Nelson Thorne.
Boverie, P.E., & Kroth, M. (2001). Transforming Work: The Five Keys to Achieving Trust, Commitment, And Passion in the workplace. Cambridge, MA: Basic Books.
Delaney, J.T., & Huselid, M.A. (1996). The Impact of Human Resource Management Practices on Perceptions of Organizational Performance, The Academy of Management Journal,39(4), 949-969.
Gitman, L. J., & McDaniel, C. (2008). The Future of Business: the Essentials. Stamford, Mass: Cengage Learning.
Levesque, P. (2007). Motivation: Powerful Motivators That Will Turbo-Charge Your Workforce, New York: Entrepreneur Press.
McCaulley, M.R., & Martin, C.R. (1995). Career Assessment and the Myers-Briggs Type Indicator. Journal of Career Assessment, 3(2), 219-239.
Meyer, J.P., & Smith, C.A. (2009). HRM Practices and Organizational Commitment: Test of a Mediation Model. Canadian Journal of Administrative Sciences, 17(4), 319–331.
Rae, L. (1997). Planning and Designing Training Programmes, Burlington, MA: Gower Publishers.
Sims, D. (2001). Creative New Employee Orientation Programs: Best Practices, Creative Ideas And Activities For Energizing Your Orientation Program. New York: McGraw-Hill Professional.
Varve, T., et al. (2004). Team Effectiveness and Individual Myers-Briggs Personality Dimensions. J. Mgmt. in Engrg, 20(4),141.
Tharenou, P. (2008). Organizational, Job, and Personal Predictors of Employee Participation in Training and Development. Applied Psychology, 46(2), 111–134.