The Initial Orientation Program - Assignment Example

Orientation Training Program: The initial orientation program followed by subsequent skills training is a key factor in the successful execution of organizational plans. A retail store presents particular sets of challenges associated with these two key processes. While orientation programs present a macroscopic vision of the corporation, the training program endeavors to achieve a well-defined set of goals. In this regard, both are equally important in order to achieve the company bottom line. The rest of this essay will foray into key aspects of these programs and will provide a general design framework for any successful training of salespeople. The orientation program is very important and hence, it needs to be made a priority. With the unprecedented volatility and mobility in the labor markets, especially applicable to the retail industry, many workers are either completely inexperienced or experienced in allied fields. The following sets of guidelines will be adopted during the implementation of the orientation program for the newly hired salesclerks. A sound orientation program, also known as induction into the company is essential (Owler, 2007). Here, “The program includes core classroom offerings by the human resources team, classroom and online offerings from the core learning organizations, and peer mentoring to assist in the on-boarding process. Each new employee receives information about the company’s mission, culture, and commitment to corporate citizenship. He is introduced to the resources available to understand corporate processes and tools, as well as employee benefits. The HR team also conducts a series of check-ins with new employees and managers“. (Owler, 2007) In fact, contrary to popular conceptions of orientation, this activity always precedes other training activities. It is also imperative that the orientation program is well planned and smoothly integrated with the recruitment process. Considering the fact that orientation is a process and not an event per se, enough time need be allotted to this starting phase of the induction program, so that the new recruits are not rushed into their roles without fully gaining an understanding of the wider responsibilities and expectations that their jobs require of them. Elucidating to the new salesclerks about the broader interests of the departmental chain and its responsibility in the context of society is particularly important. The following passage serves as a useful guideline, to be adapted to the orientation program of the salesclerks: “An effective induction and training system can should be part of a well planned and thought out program which doesnt just finish after a couple of weeks. Putting time and effort into induction, starting at the recruitment stage, will certainly have payoffs for both company and employees at the time and down the track.” (Owler, 2007) The training program for the salesclerks can be divided into the following three components: Interacting with Customers, Handling the Billing Computer, Tracking and Replacing commodities, each covered on subsequent days of the three-day program. Handling the Billing Computer: The technique most suited to this component of the three-day training program is the active learner-centered one. To begin with, a learner-centered approach to training design is the most advanced form of training that can be adopted. Hereby, the salespeople become active participants in the interactive discourse. While there are a broad range of designs within the learner-based approach, finding the one most suited to retail salesmanship requires a bit of analysis. The general idea is to give these new recruits reasonable control over their learning curve by employing “formal training design elements to shape the cognitive, motivational, and emotional learning processes that support self-regulated learning”. There is sufficient proof that traditional approaches are inadequate in the context of a modern departmental store. For example, workers who already have some expertise find it very challenging to mould their previously acquired skills to a newly structured operational environment. This is very relevant for retail salespeople as the nature of retail marketing is constantly in a flux and requires its practitioners to constantly catch up with market requirements (Skills Training, 1993). This learner-centered approach to training and orienting retail salespeople is much more that “learning by doing”. For instance, the method “…focuses on using formal training design elements to systematically influence and support the cognitive, motivational, and emotional processes that characterize how people focus their attention, direct their effort, and manage their affect during learning. In recent years, researchers have developed a number of discrete active learning interventions, including error management training, mastery training, and guided exploration. These interventions represent complex training manipulations composed by combining multiple training design elements intended to selectively influence the nature, quality, and focus of self-regulatory activity” (Bell & Kozlowski, 2008) Interacting with Customers: This component of the training program is very important, as poor customer feedback will result in decline in business. Some useful techniques that can be adopted for executing this training module include vestibule training, apprenticeship training, classroom training, and programmed (or computer-assisted) instruction. Since, this module does not require hands-on exercises, many theoretical training approaches, as listed above could be used. In the case of vestibule training – a method quite suited to train sales clerks in customer service, “the trainee uses procedures and equipment similar to those of the actual job, but located in a special area called a vestibule. Trainees are taught by skilled persons and are able to learn the job at their own speed without the pressures of production schedules” (Bell & Kozlowski, 2008). The learner-centered approach, used for the previous module, is equally applicable to the customer service training module, although a few learning intervention elements need be incorporated into the program. In the learning interventions that will be designed for the departmental store clerks, three core elements are kept in mind - exploration, training frame, and emotion control. Further, through systematic analysis, these core elements are oriented with the recruits’ “cognitive, motivational, and emotional self-regulatory processes” (Bell & Kozlowski, 2008). Other aspects of the program design include incorporating “exploratory/discovery learning, error management training, and enactive exploration”. It is also intended that the trainees will be given guided training only a “need-to” basis, leaving the bulk of the learning to “active exploration and experimentation with the task” (Bell & Kozlowski, 2008). This approach is very effective in the acquisition of skills at the billing counters – especially with respect to the handling of the accounting software, etc. Tracking and replacing commodities: For this cumbersome and repetitive skill, the above discussed models could be employed. For instance, part of the strategy for this component though requires utilizing managers as coaches. This approach to training comprises “a rich set of tools that drives candid and meaningful coaching conversations between managers and employees. The tools include competencies linking with each employee’s profession and career path; career stage profiles that define what is appropriate progression in each stage of an employee’s career and what paths are available; and an experiences grid that defines the best job experiences needed to develop a pipeline of future company leaders” (Clement, 1991). In order to measure the overall success of the training program, the following parameters need be measured: Intrinsic motivation: Participants intrinsic motivation is assessed with the Interest/Enjoyment subscale from Deci and Ryans Intrinsic Motivation Inventory (IMI). Self-efficacy: Self-efficacy is assessed with an 8-item self-report measure developed for use in this training program. State anxiety: State anxiety is measured using a 5-item measure drawn from Deci and Ryans Intrinsic Motivation Inventory. Declarative knowledge: At the end of training, trainees undertake a test of basic knowledge. This test consists of 11 multiple-choice items focusing on the extent to which declarative knowledge (e.g., cue values; basic operating features of the task) about the task had been acquired. Strategic task knowledge: To measure this, a 11-item multiple-choice test was employed that that focused on the extent to which strategic knowledge (e.g., locating the perimeters, prioritizing targets) about the task had been acquired (Clement, 1991). Skill-based performance: This is the final indicator of the effectiveness of the training program. In addition to the above sets of parameters, a mid-year review can make sure that “career development and coaching conversations take place”. The manager and the sales clerks talk about “immediate career goals and how they correlate to the employee’s long term career aspirations” (Clement, 1991). References: Bell, B., & Kozlowski, S. (2008, March). Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability. Journal of Applied Psychology, 93(2), 296-316. Retrieved April 4, 2008, from Business Source Complete database. SECTION 3: Skills Training. (1993). Industrial & Commercial Training, Retrieved April 4, 2008, from Business Source Complete database. Clement, R. (1981, Winter). EVALUATING THE EFFECTIVENESS OF MANAGEMENT TRAINING: PROGRESS DURING THE 1970s AND PROSPECTS FOR THE 1980s. Human Resource Management, 20(4), 8-13. Retrieved April 4, 2008, from Business Source Complete database. Owler, K. (2007, June)., the art of induction: a process not an event. Human Resources Magazine, 12(2), 22-23. Retrieved April 4, 2008, from Business Source Complete database. Read More