HRM Reviewer (Chapter 8)

Onboarding or socialization
• frequently called socialization, refers to the process of helping employees adapt to a new job
and new organizational culture.

• A process of adaptation that takes place as individuals attempt to learn the values and norms
of work roles

SEVERAL ASSUMPTIONS IN THE PROCESS OF SOCIALIZATION

1. Socialization Strongly Influences Employee Performance

• Your work performance depends to a considerable degree on knowing what you should or
should not do.

2. Organizational Stability Also Increases through Socialization

• Mission and culture transfer more smoothly as longtime employees help teach and reinforce
the culture to new employees.

3. New Members Suffer from Anxiety

• A new job, new supervisor, new coworkers, a new work location, and new rules and
regulations often create stress for new hires.
4. Socialization Needs to Be Consistent with Culture
• Socialization is influenced by both subtle and not so subtle statements and behaviors offered
by colleagues, management, employees, clients, and others.

5. Individuals Adjust to New Situations in Remarkably Similar Ways

• New members are usually anxious and want to reduce that anxiety quickly. Information
obtained during recruitment and selection is always incomplete and can be distorted.
Onboarding, socialization, orientation, and training must not only provide complete information
necessary for success but also reinforce it often.

Organizational culture

• System of shared meaning.

THREE STAGES IN SOCIALIZING NEW EMPLOYEES

1. Pre-arrival Stage
• The pre‐arrival stage recognizes that each individual arrives with a set of expectations about
organizational values, attitudes, and culture.

• This socialization process stage recognizes that individuals arrive in an organization with a set
of organizational values, attitudes, and expectations.

2. Encounter Stage

• new hires may compare expectations about the job, coworkers, supervisors, and the
organization with the reality of working there.

• The socialization stage where individuals confront the possible differences between their
organizational expectations and reality.

3. Metamorphosis Stage

• the point when new members become comfortable with the organization and their work
teams.

• The socialization stage during which the new employee must work out inconsistencies
discovered during the encounter stage.

Employee handbook
• A booklet describing important aspects of employment an employee needs to know.

Employee training

• a learning experience that teaches new skills, knowledge, attitudes, and behaviors necessary
for successful job performance.

• Present‐oriented training that focuses on individuals’ current jobs.

ADDIE model
• A model of instructional design that stands for analyze, design, develop, implement, and
evaluate.
Analyze

Once jobs have been designed to align with the organizational strategy, HRM needs to
determine how effectively employees in those jobs are accomplishing the necessary tasks.

Design
• The results of the analysis are used to plan training that corrects deficiencies. Effective
training design establishes training objectives that will be used to measure the results of the
training, much the same way the learning objectives at the beginning of each chapter of this
textbook are used to plan and evaluate student learning.

Develop
• HRM then develops a format to deliver the training in the most effective way, considering the
tasks to be learned and the target audience for the training.

Implement
• This step is where the actual training takes place.

Evaluation
• Any training or development implemented in an organizational effort must be cost‐ effective.

EMPLOYEE TRAINING METHODS

1. On‐the‐job training (OJT)

• probably the oldest and most frequently used type of training.

• Trainee works with more experienced employee in the actual work environment.

2. Job rotation
• has long been considered a valuable tool to increase employee motivation.
• Job rotation involves lateral transfers that allow employees to work at different jobs and
provides exposure to a variety of tasks.

• Moving employees horizontally or vertically to expand their skills, knowledge, or abilities.

3. Apprenticeships
• are frequently used to combine classroom instruction in combination with working alongside
a seasoned veteran, coach, or mentor.

• frequently used in skilled trade or craft jobs such as building trades.

• Combine instruction with coaching from an experienced mentor.

4. Internships

• are opportunities for students in higher education to utilize their instruction and training in a
chosen profession as part of their education.

• Structured program for students to gain employment experience in their area of study
5. Classroom lectures
• Training in a traditional classroom setting

6. E‐learning

• is delivered by computer technology

• Uses computer technology to deliver a variety of training methods.

7. Simulations

• involve learning a job by actually performing the work (or its simulation).

• Any artificial environment that attempts to closely mirror an actual condition.

Vestibule training

• Simulations that use equipment identical or nearly identical to equipment used on the job

• Using actual work tools or equipment in a training situation

Kirkpatrick ’ s model .
• This is a four‐level approach that works well in determining the value of managerial training
and any training that is difficult to assess in terms of ROI.

• Evaluates the benefits of training for skills that are hard to quantify, such as attitudes and
behaviors.
Level one measures the reactions of the participants toward the training and answers questions
about whether the participants liked the training; felt they achieved their learning goals; how
much they liked the trainers; and any suggestions they have for improving the training.
Level two measures how much the participants learned. This could be accomplished by pre‐
and post‐testing the participants or evaluating the participants against a control group that has
not been trained.
Level three measures whether the training actually changes the employee ’ s behavior when he
or she returns to the job. This might be evaluated by the participants, supervisors, or trainer.
Level four measures whether the training benefited the employer or not. This could be done by
determining ROI as we have above or evaluating a behavior against another standard, such as a
benchmark.

Performance-Based Evaluation
• When training develops improved productivity, new skills, increased efficiency or other
performance measures, the effectiveness of the training can be measured by the change in
performance.

Three methods of measuring improvement:

1. Post-Training Performance Method

• Participants ’ performance is measured after attending a training program to determine if
behavioral changes have been made.

• Evaluating training programs based on how well employees can perform their jobs after
training.

2. Pre–Post-Training Performance Method

• In this method, each participant is evaluated prior to training and rated on actual job
performance.

3. Pre–Post-Training Performance with Control Group Method

• In this method, two groups are established and evaluated on actual job performance.

• Evaluating training by comparing pre‐ and post‐training results with individuals.

Employee development

• is concerned with the employee ’ s personal growth in ways that can help the organization.

• Training focused on developing employee skills that are valuable to the organization.

Employee Development Methods

1. Assistant-To-Positions
• Employees with demonstrated potential sometimes work under a seasoned and successful
manager, often in different areas of the organization.

2. Committee Assignment
• Committee assignments can allow the employee to share in decision making, learn by
watching others, and investigate specific organi zational problems.

3. Classes, Conferences, and Seminars

• Classes, conferences, and seminars allow access to experts and help individuals develop their
conceptual and analytical abilities. Online learning allows for employees to view a lecture or
presentation live or view streaming video at any time or place. Courses or seminars are
provided by employers, professional associations, or colleges.

4. Case Studies, Decision Games, and Role Plays

• Employee development through case study analysis was popularized at the Harvard Graduate
School of Business. Case studies can provide stimulating discussions among participants, as well
as excellent opportunities for individuals to defend their analytical and judgmental abilities. It
appears to be a rather effective method for improving decision‐making abilities within the
constraints of limited information.

5. Adventure Training
• A recent trend in employee development has been the use of adventure (sometimes referred
to as outdoor, wilderness, or survival) training. The primary focus of such training is to teach
trainees the importance of working together or coming together as a team.

Organization Development (OD)

• The part of HRM that addresses system‐wide change in the organization.

Change agents

• are responsible for fostering the environment in which change can occur, and working with
the affected employees to help them adapt to the change.

• Individual responsible for fostering the change effort and assisting employees in adapting to
changes.

Change usually affects four areas of an organization:

• its systems,
• technology,

• processes, and

• people.

TWO METAPHOR IN CHANGE PROCESS

1. The Calm Waters Metaphor

• The assumption is that once change occurs, the organization encounters a new normal, or
calm waters until the next change is necessary.

According to Kurt Lewin, successful change requires unfreezing the status quo, changing to a
new state, and refreezing the new change to make it permanent. The status quo can be
considered an equilibrium state. Unfreezing, necessary to move from this equilibrium, is
achieved in one of three ways:
• The driving forces, which direct behavior away from the status quo, can be increased.
• The restraining forces, which hinder movement from the existing equilibrium, can be
decreased.
• The two approaches can be combined

2. The White‐Water Rapids Metaphor

• This metaphor takes into consideration the fact that environments are both uncertain and
dynamic.

OD Methods
• OD facilitates long‐term organization‐wide changes.

1. Survey feedback efforts assess employee attitudes and perceptions of the change they are
encountering

• Assessment of employees ’ perceptions and attitudes regarding their jobs and organization.

2. Intergroup development attempts to achieve cohesion among different work groups. That is,
intergroup development attempts to change attitudes, stereotypes, and perceptions that one
group may have about another group.

• Helping members of various groups become a cohesive team.

Learning organization

• describes a significant organizational mindset or philosophy.

• An organization that values continued learning and believes a competitive advantage can be
derived from it.
International Training and Development Issues

1. Cross‐cultural training

• is necessary for expatriate managers and their families before, during, and after foreign
assignments.

2. Development

• The current global business environment makes the overseas assignment a vital component in
developing top‐level executives.