Assessment and the Determination of Orientation

Program Content Ideally, orientation programs should follow the same assessment-design- implementation-evaluation (A DImE) framework we highlighted in Chapters 4 through 7. This means that organization representatives will do a careful assessment of exactly what content should be provided in orientation, as well as the best means for providing that content. This should then be followed with a systematic evalua- tion effort, to determine how successful an orientation program is.

In general, orientation programs typically cover information about the organi- zation as a whole, which may be provided by HRD staff, as well as job-specific information, which would more likely be provided by the newcomer’s immediate supervisor.Organizational information might include an overview of the organization, key policies and procedures, the mission statement, goals and strategy, as well as information concerning compensation, benefits, safety and accident prevention, employee or union relations, and the physical facilities. Job-specific information can include the function of a department or work group, job duties and responsibilities, policies, rules, and procedures, a tour of a department, and introduction to depart- ment employees.

Given the nature of organizational socialization, it is important that organiza- tions clearly communicate job expectations to new employees. Such things as job responsibilities, tasks, reporting lines, accountability, and performance standards should be explained. All too often, a job description is viewed as the primary means for communicating this information, but as mentioned earlier, important job characteristics may be missing from this description. For example, work rules, working conditions, and relationships with coworkers, clients, and customers all play roles in establishing expectations.