Employee orientation is defined by Byars and Rue (2011) as the process of introducing new employees to an organization, a work unit, and a job.  They suggest two strategic levels for an effective orientation.  The first level is an introduction to the organization that includes information about the organization such as its rules, procedures, policies, and things which would be of interest to all employees. The second orientation level is a departmental and job orientation, which presents topics that are unique to the department the new employee will be  assigned to, their specific job, and job unit (Byars & Rue, 2011).

The Organizational Orientation

For a global organization, the first level in the orientation would present a brief historical overview of the organization, introducing its founders and their mission, the vision of the founders; company goals and values that shed light on why the company operates as it does.  It would be helpful at this level to also include an overview of the industry within which the company functions, and how the organization is positioned within its industry.   Because this is an organization with offices in foreign countries, care must be taken to employ knowledgeable sensitivity when explaining values.  The company must develop a proactive approach for managing diversity that includes both a structural and cultural strategies for change.  Werner and DeSimone (2012) suggest that elements in such a program include an awareness of cultural differences, attitude changes, increasing the factual knowledge about various cultures, and skill-building in areas of language, cultural stress management, and adaptation (Werner, DeSimone, 2012).

Byars and Rue (2011) recommend an explanation of the safeguards and precautions the company exercises to protect its employees as it conducts business. This would include elements such as OSHA requirements or other government regulations, physical examinations, licenses, and any other health-related requirements (Byars, Rue, 2011).   Policies and procedures would include the company’s position regarding issues such as diversity, proprietary information, and harassment.  Additional content would be benefits, inclusive but not limited to general compensation issues, insurances, vacation and use of other leave time, personal and family matters, holidays, retirement plans, career development opportunities, and other company perks that may be applicable (Werner, DeSimone, 2012).  This session would end with the employees completing paperwork for taxes, insurance, and any other legally-required forms.

Selecting Training Methods and Media for Level 1 Orientation  Selecting the appropriate training method and media is determined by assessing the objective of the program.  Since the primary objective at this first level of orientation is to acquaint the new employees with company values and continue the socialization process, it would be appropriate to use instructor-led live programs.  Werner and DeSimone also suggest relying on some type of hard-copy training manuals coordinated with the live presentation (Werner, DeSimone, 2012).  The ideal presenter would be a member of the human resources team, someone who would be able to answer questions that new employees are likely to have at this juncture.

Level 2 – Departmental and Job Orientation

The departmental and job orientation would take place within the department where the new employee is assigned.  The content would include information about the goals and functions of the department itself, its relationship with other departments within the organization; a detailed explanation of job duties and responsibilities, which might include work hours, overtime requirements, required records and reports, equipment and supplies needed for the job, breaks; a discussion about common problems that are likely to come up; and performance evaluations.  There would also be a departmental tour and introduction to other employees in the unit (Byars, Rue, 2011).

This segment of the orientation would be conducted by the new employee’s supervisor, who has what Werner and DeSimone characterize as a pivotal role in the socialization and training process.  The supervisor is responsible for arranging adequate training on  job specifics, guarding the new employee from unreasonable demands that are outside the realm of their responsibilities, providing feedback to keep the employee aware of their progress, and carefully observing the employee’s efforts to become an insider by addressing problems and concerns swiftly (Werner, DeSimone, 2011).

Level 2 – Methods and Media Challenges

Level 2 of the orientation would be a combination of on-the-job training (OJT) methods, and blended e-learning strategies to develop job performance and create a learning experience that maximizes the return on learning (ROL) for the organization.  There are, however, certain strategies identified by Adams (2010) that supervisors must be aware of to achieve success with e-learning. First, they should be aware that only 10 percent of learners are what would be classified as self-motivated learners.  This means that the supervisor must remain actively engaged in the e-learning process in 90 percent of new hires.  Second, e-learning should be balanced and reinforced with another mode of instruction such as classroom or one-on-one instruction to motivate learners to accept ownership for the learning process.  E-learning must be tightly aligned with specific learning objectives that are strategic with the goals of the department or organization.  And four, the new value created through e-learning must be coupled with action projects that demonstrate ROL outcomes (Adams (2010).

Other Problems Regarding Cultural Diversity

An employee orientation program in a multicultural global organization will likely encounter some cultural diversity challenges.  Schein (2010) suggests that before diversity can be a resource, there must be good cross-cultural communication and understanding, where leaders develop what Schein (2010) refers to as cultural intelligence, by establishing authoritative coordinated mechanisms.  The four capacities identified by Schein are:  knowledge of essentials for the cultures one is working with; cultural sensitivity; a sincere motivation to learn about other cultures; and a willingness to learn new ways of doing things (Schein, 2010).  These are characteristics leaders will need to acquire in order to prosper in cross-cultural environments.

Although globalization has enhanced the awareness of workforce diversity and the benefits inherent in managed workforce diversity, Shen et al., (2009) echoes Schein’s sentiments by stating that the potential benefits associated with a diverse workforce do not occur simply because diversity exists.  It is corporate competence that embraces flexibility, collaborative management, and the value of the individual.  More specifically, Shen et al. states, “While diversity management is an approach that revolves around employees, the HRM function is the custodian of the people management processes (Shen et al., 2009, p.236).

Conclusion

The two levels of orienting new employees into an organization are the organizational level and the department or job-unit level.  Together they should provide the new employee with adequate information about their new company and new job, to enable socialization into the organization.  Trainers can overcome learning deficits associated with technology by using blended e-learning strategies.  Organizations can maximize the benefits of a diverse workforce by developing cultural sensitivity through a managed diversity program.

References

Adams, J. (2010). A four-level model for integrating work and e-learning to develop soft skills and improve job performance. IUP Journal of Soft Skills, 4(4), 48-68.

Byars, L. L., & Rue, L. W. (2011). Human resource management (10th ed.). New York, NY: McGraw-Hill Irwin.

Schein, E. H. (2010). Organizational culture and leadership (4th ed.). San Francisco, CA: John Wiley & Sons.

Shen, J., Chanda, A., D’Netto, B., & Monga, M. (, February 2009). Managing diversity through human resource management: an international perspective and conceptual framework. The International Journal of Human Resource Management, Vol. 20, No. 2, 235-251. http://dx.doi.org/10:1080/09585190802670516

Werner, J. M., & DeSimone, R. L. (2012). Human resource development (6th ed.). Mason, OH: South-Western CENGAGE Learning.

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Increase Your Ability to Learn, by Understanding How You Learn

With the new emphasis placed on learning, it is more important than ever to maximize your ability to learn.  Learning is a complex task that involves many dimensions such as the concept of association, grouping related items; learning styles, which involves certain choices people make during the process of learning; learning strategies, techniques people use to help them learn; and perceptual preferences, which are the sensory channels that individual learners prefer to use in gathering in information (Werner, DeSimone, 2012).

The VARK Questionnaire

The VARK questionnaire is a one of the most recognized tools used for assisting learners in discovering their preferred sensory channel.  VARK is an acronym that represents four primary sensory channels that learners use: visual, aural, read/write, and kinesthetic.

Visual (V) Learners.  In the VARK model, V represents the visual channel.  These are learners who prefer information to be presented using graphs, charts, and pictures.  They prefer to have materials presented in a pictorial form as opposed to a textual form (Werner, DeSimone, 2012).   O’Dowd (2007) excludes the use of videos, movies, and even PowerPoint from this channel (O’Dowd, 2007).  LeFever (1995) describes Albert Einstein as a visual learner who had an extraordinary ability to construct complex card houses and manipulate intricate geometric diagrams, in spite of a disability with auditory learning (LeFever, 1995).

A training strategy design for visual learners would include an abundant use of charts, diagrams, and mindmaps since these learners think in pictures.  Wherever possible, you would limit the use of words, transforming words into pictures or diagrams.  Other useful techniques would include color-coding, flash cards, keywords, highlighting (O’Dowd, 2007).

Auditory (A) Learners.  The A in the VARK model represents an aural or auditory preference.   Auditory learners prefer to hear instructional materials.  They learn by listening to verbal information.  According to LeFever (1995), many auditory learners do not take notes because it distracts them from listening.  They are completely tuned in to what is being said and how it is being said, using tone, pitch, and even speed in their learning process.   When they read silently, they move their lips, mentally making the sounds that help their minds to respond and adjust to written material (LeFever, 1995).  A training designed for auditory learners would include group discussions, study partners, lectures, and recordings such as audio books.  These learners should be encouraged to record sessions, and the trainer should read much of the material out loud, especially reciting salient points in the lesson so these learners can connect (O’Dowd, 2007).

Read/Write (R) Learners.    The Read/Write learner responds best to information that is text-based, and this includes all forms of reading and writing.  They learn by using written words.  They are note-takers and list makers.  Trainings designed for these learners would include a lot of reading and writing.  Instructor would do the exact opposite for the Read/Write learner as they would do for Visual learners.  Instead of turning words into pictures, the instructor would turn pictures into words for Read/Write learners, reducing the amount of diagrams and charts.  Other teaching strategies for these learners would include PowerPoint presentation, lists, dictionaries, handouts, and the Internet, which is reading intensive (O’Dowd, 2007).

Kinesthetic (K) Learners.     LeFever (1995) describes those who prefer to learn by kinesthetic methods as learners who need movement in order to learn, excluding writing.  They need to be actively involved in what they are learning (LeFever, 1995).  O’Dowd (2007) describes these learners a little differently by stating that they must be connected to what they are learning, either by experience or some type of simulated practice (2007).  They need an experiential connection to what they are learning.

The best learning strategies for kinesthetic learners involve using samples, laboratories, and field trips that are relevant to what is being taught.   Creating opportunities for hands-on connections that emphasize touch, smell, taste, sight, and hearing help these learners stay engaged with the teaching.  Using real life examples is also beneficial because it creates application to what is being taught (O’Dowd, 2007).

Conclusion

One method of maximizing the learning experience is to know the sensory channel a learner prefers to use in receiving information.  Having this knowledge facilitates the ability to tailor training in a way that allows the trainee to get the most from the training experience.  When trainers use sensory preferences, everyone wins.  The instructor becomes a more effective teacher.  The learner learns better, acquiring new knowledge that can be creatively applied to solve new problems.  And the organization prospers, as the recipient of new innovative and creative problem solving from better trained employees.

References

 LeFever, M.D. (1995). Learning styles reaching everyone god gave you to teach.  David C.

     Cook Publishing Co.  Colorado Springs, Colorado.

O’Dowd, D. (2007).  Activity: VARK learning styles.  Retrieved on September 14, 2013, from the

     HHMI-UCI Professor Program from www.researchandteaching.bio.uci.edu/…/

     Activity%20VARK%20Learning%20Styles.pdf

Werner, J.M., DeSimone, R.L. (20112). Human resource development, sixth edition. Southwest

     Cengage Learning.  Printed in the United States.

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