Week 5: Orientation, Training, Career Development

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Week 5 Orientation, Training,Career Development

• BUSI 4320
• Dr. D. Ford

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This Weeks Class

• Orientation Training
• Career Development
• Reminder Next week no class (it is Tuesdays
  schedule on October 11th)
• Following week (Oct 18th) is Test 1. If an
  emergency situation arises before Oct 17th, email
  both me and my TA, Lindsay Pepin
  (linds_1616_at_yahoo.ca) with the details please.

3
Orientation Training

• Orientation important because
• Helps ease transitions into jobs and into the
  organization
• Indicates commitment to the employees
• Improves performance (through socialization and
  orientation to organizational ropes)
• Training becoming increasingly vital to success
  of modern organizations
• To develop the SKA that will enable Ee to handle
  new and more demanding assignments
• Training results in performance improvement
• Orientation and training are a continuous process

4
Orientation

• Defn formal process of familiarizing new Ees
  with their organization, their job and the work
  unit
• it entails socialization of the Ee to the orgns
  norms, values and beliefs.
• Also includes orientation to other things (like
  where do you find.)
• Benefits
• Lower T/O (e.g., McMaster)
• Increased productivity (e.g., reduced errors,
  save time, improved performance, clear
  expectations,
• Start-up costs (new Ee inefficiency costs)
• Improved Ee morale (e.g., NipissingU reduce
  grievances)
• Lower recruiting and training costs
• Facilitation of learning
• Reduction of new Ees anxiety

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Orientation

• Continuous process
• All employees must be continually re-oriented to
  changing conditions
• Cooperative endeavour
• Coordination required b/n line and HR staff
• Various approaches
• Group orientation versus individual orientation
• Employee Handbook (benefits, union info, map)
• Buddy Systems
• Orientation tends to be formal tends to take a
  full day (51 Cdn co. took a full day or longer)
  typically done at start of employment

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Orientation

• Careful planning
• Unprepared orientation sessions can make a Bad
  impression!
• Whos going to run it? Is it a group or
  individual? What will be covered? Where will it
  be held? Will food be provided? How long will it
  be?

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Orientation

• Follow-up and evaluation
• Avoid orientation pitfalls
• Information overload
• Menial tasks
• Overloaded with forms and manuals to read
• Trial by fire philosophy
• Discrepancies between HR orientation and
  departmental requirements
• New Ee reactions
• Effect on job attitudes (e.g., job satisfaction,
  motivation, psychological contract)
• Economics of program (e.g., is it too costly?)

8
Training

• Defn The acquisition of knowledge, skills and
  attitudes that result in improved performance in
  the current job.
• Scope of training
• Vary widely over companies
• E.g., leadership training, training at McDonalds
• Training for current job
• Development for future jobs

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Training

• Factor to determine training
• Increased global and domestic competition
• Greater need for competitive strategies flatter
  organizations
• Rapid advances in technology
• Widespread mergers, acquisitions and divestitures
• Better educated workforce
• Values self-development and personal growth
• Change of types of occupations

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Training

• Systems approach of training
• Conduct a needs analysis
• Formulate instructional objectives
• Select and design learning experiences to achieve
  these objectives
• Devise transfer procedures
• Gather information to use in evaluating training
  program

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Systems Approach of training

• Needs analysis
• Organizational analysis
• Examination of the goals, resources and
  environment of the organization to determine
  where training emphasis should be placed
• (e.g., human rights legislation and HR training
  for interviews)
• Task analysis
• Process on a study of the tasks or duties
  involved in the job.
• Person analysis
• Determination of the specific SKA required on the
  job.

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Systems Approach of Training

• Formulating instructional objectives
• Formal statements of the desired outcomes of a
  training program
• Performance-centered objective!
• Specific goals aid in development of what needs
  to be trained and how it should be trained.

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Systems Approach of Training

• Learning Curve
• Two phases, plus plateau
• Ers want steep curves.
• Designing the training program
• Various considerations (Schwind et al, 2005)
• Cost
• Desired program content
• Appropriateness of the facilities
• Trainee preferences and capabilities
• Trainer preferences and capabilities
• Learning principles

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Training

• Designing
• Learning principles guidelines to effective
  learning
• Participation active participation
• Repetition practice makes perfect
• Relevance so what?
• Transference applied to job
• Feedback how am I doin?

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Training

• Training techniques
• On-the-job Training (OJT)
• Job instruction training, job rotation (a.k.a.
  cross-training), apprenticeships, coaching
• Off-the-job Training
• Lecture, video presentation, vestibule training,
  role-playing, case study, simulation, self-study,
  programmed learning, laboratory training,
  computer-based training, virtual reality,
  Internet or web-based training, Intranet,
  videoconferencing

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Systems Approach of Training

• Transfer of training
• The implementation in the work environment of the
  skills acquired during the training program and
  the maintenance of these acquired skills over
  time
• Pre-training
• Readiness motivation
• The Training Course
• Make presentation meaningful use positive
  reinforcement give positive feedback pace
  learning provide practice
• Post-training
• Relapse prevention

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Systems Approach of Training

• Evaluation phase
• Reaction
• Did they like it?
• Learning
• Did they learn it?
• Behaviour
• Did they use it on the job?
• Results
• Did this change measurable organizational
  outcomes?

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Systems Approach of Training

• Meeting training goals
• Evaluation phase must address
• Training validity (trainees learn during
  training?)
• Transfer validity (enhance performance in orgn?)
• Intraorganizational validity (new groups
  original group)
• Interorganizational validity (training program in
  one organization good for another)

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Demographics and Careers

• Canada 2nd largest country 0.5 of worlds
  population 6 time zones very spread out
  population high infrastructure costs
• Demography study of populations and its effects
• Data gathered through census

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Demographic Ladder

• Golden Oldies -- Woopies (Well-off older
  people) 3.6M (1993)
• Born before 1928 survived two world wars did
  VERY well in careers and accumulation of wealth
• Bust Traditionalists aka The Lucky Ones
  4.3M (1993)
• First group at 1928-1946
• Depression and WWII
• Boom Baby Boomers 9.8M (1993)
• 1947-1966 with peak at 1959
• First phase 1947-1957 Woodstock Generation
  (5.6M)
• Second phase 1960-1966 (4.2M) Generation X
• Bust Baby Busters also known as Generation
  X 5.3M (1993)
• 1967 - 1979
• Echo Baby Boom Echo 6M (1993)
• 1980 1995
• Generation Y

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Demographics

• Fertility Rate (TFR) average number of children
  a woman has within her life.
• Has been declining since confederation (6.8)
  except during post-war baby boom.
• Currently at 1.6-1.8
• Replacement level 2.0
• Has very strong effect on population size

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Demographics

• Working age population 20-65 or 16-65
• 2 dependent groups 65 (old) and lt16 (young)
• Elderly group projected to increase
• Most expensive group for support in
  industrialized socieities
• Young dependents projected to decrease
• Proportion of workers to retirees currently
  51 projected 31
• Change of CPP required and other financial social
  considerations Dr. Berger suggests funds will
  be transferred from other social programs
• Aging population due to decreasing TFR

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• Life expectancy at birth
• 1920 Women 61 Men 59
• 1990 Women 80 Men 73
• Bust generations tend to do better than boom
  generations due to less peer competition
• Booms tend to be like tidal waves force the
  structures to fit them.
• Post-peak boomers very different experience
  from pre-peakers

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1981 vs 2001
strategis.ic.gc.ca
25
2003 (male female)
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Career Patterns

• Steady State lifelong commitment to a field
• Postwar period
• Direction of job movement NONE
• occupations 1
• Organizational structure rectangular
• Reward systems tenure, security, fringe benefits
• Linear climbing the career ladder
• Postwar period
• Direction of job movement upward
• occupations 2
• Organizational structure tall pyramid
• Reward systems promotion, power, inc. pay perks

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Career Patterns

• Spiral common career pattern today
• Current
• Direction of job movement lateral and upward
• occupations five?
• Organizational structure flat pyramid
• Reward systems re-education, retraining
• Transitory - the commitment-phoebe
• Direction of job movement lateral
• occupations many
• Organizational structure temporary teams
• Reward systems variety and time off

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Career Patterns

• Interaction Effect for Depression/Wartime Busters
• Benefits assoc. with bust smaller workforce
• Faced economic boom over much of their career
• North American Economic Expansion (40s 74
  (OPEC, inflation and stock market crash)) stead
  rise in std of living inc. consumption orgns
  expanded
• Crash training, fast promotions
• Steady state and linear career paths!

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Career Patterns

• Interaction Effect for Baby Boomers
• Bottleneck in infrastructure
• Didnt do as well due to generational size
• Overall stagnant economy
• Intergenerational competition
• Those born 1960-1966 hard times due to 80s
  recession
• Transitory and spiral career paths

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Career Patterns

• Interaction Effect for Current Busters
• Affected by baby boomers
• Arent as fortunate as the first busters

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Career Patterns

• Changing factors affecting careers today
• Going from linear and steady state to spiral and
  transitory
• Delaying thrust and decline in mid-management
  positions (related to globalization and
  technology)
• Less life-long one-company careers
• Stagnant or slow growing real wages
• Life long learning trend rising skill
  requirements

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Review for Test 1

• Format of Midterm Exam
• 30 Multiple choice questions
• 1 Mini-scenario some analysis and HR
  recommendations/analysis involved. Short
  essay-like.
• Closed book exam
• Covers Chapters 1-7 and the lecture material
  (Chapter 3 is not included, but is an interesting
  read).
• If there was stuff in the textbook that we did
  NOT cover or even hint at, then do not worry
  about it.
• 2 hour exam in 2.5hr time slot.
• Worth 25 of your final grade.

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Test 1

• Note for Test 1
• You will be asked to leave your backpacks near
  the door or up at the front.
• Nothing at your desk except you, pen, pencil,
  eraser, calculator, and student card.
• No baseball caps either! (You will be asked to
  remove the cap, and place it with your stuff at
  the door or wear it backwards.)

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Next Week

• Upon my return (October 25), we will complete
  Career Development and move onto Performance
  Appraisals.
• October 18th is Test 1.