New Employee Orientation Term Paper

Pages: 12 (3722 words)  ·  Bibliography Sources: ≈ 9  ·  File: .docx  ·  Level: College Senior  ·  Topic: Business - Management

Another study conducted in 1995 assessed the issue of realistic self-regulatory coping orientation on new hires. The study addresses the idea that self-regualtory coping borrowing from stress inoculation programs would assist new hires in coping with the stress and shock that is nearly always assocaiated with entering a new job. The study attempts to show a correlation between this sort of orientation and employee success and retention.

The present study investigates the relative efficacy of a realistic orientation and a realistic orientation combined with self-regulatory coping training. Techniques borrowed from the stress inoculation literature (Meichenbaum & Novaco, 1986) were applied to coping orientation. Stress inoculation, initially a three phase (problem conceptualization, skills training, & skills application) skills training approach to anxiety management, has been expanded into a more general training paradigm, which has been applied to problems such as police officer anger, alcohol abuse, rape trauma, and patient surgery preparation (Meichenbaum & Cameron, 1983). Self-regulatory activity, one of the focal points of stress inoculation training (Janis, 1958, 1983), involves ongoing self-statements, images, and feelings (Meichenbaum & Cameron, 1983).


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The outcomes of the experiment are important in that the findings were conclusive that the type of training offered had a reverse of the desired effect upon new hires. "Consistent with Meglino et al.'s (1988) explanation for the early turnover of the reduction preview group, exposure to self-regulatory coping resulted in higher perceptions of negative information. "


Term Paper on New Employee Orientation on Employee Assignment

Waung actually found that the exposure to the possibility of negative circumstances was more alarming to the new hire and caused a greater sense of fear. The employees found themselves looking for the negative and therefore concentrating on their concerns rather than implementing positive work practices and socializing effectively with peers. This particular study is a good example of outmoded or ineffective practices working against an organization with a goal of greater retention of employees.

In a rather radical move by a county organization detailed in a 1998 article tactics were tried that drastically altered the way in which the county oriented new hires. Prior to this time the organization offered a rather mundane set of orientation procedures that included mostly general information and the filling out of paperwork, while offering a few specialized orientation sessions for certain jobs. What the county did was survey employees about what they thought would be helpful in an orientation program.

Employees were asked what they wanted and needed from orientation. They also were asked what they liked and didn't like about orientation. New employees were asked what they wanted to know about the organization. Additionally, the organization's senior management members were asked what they believed was important for employees to learn when joining the county payroll.

The result of these assessments was the decision to radically alter how Mecklenburg County's new employees would be greeted and oriented to their new organization.

Mcgillicuddy 551)

The organization lengthened the time they allotted orientation and included additional information that was both more interesting to the new employees and offered in a format that had more variety.

Trusting their employee feedback, the trainers crafted a one-day orientation that gave employees what they said they wanted, and what the senior management believes employees need to know. Essentially, the mix includes the topics that still lacked excitement - W-2s and various policies and procedures - but also included details that let the employee know something about the organization, even operating divisions they hadn't heard about.

(Mcgillicuddy 551)

The new process offered question and answer sessions that directed questions of the new hires directly to the person or persons who needed to answer them, it offered more interesting visual information and many other things that resulted in an overall more effective session that was less stressed and more useful. With these changes the county has made a significant impact upon both the orientation process and the comfort level of the new hires. What the organization found themselves doing was treating the new employee as a customer, who's needs must be met accordingly.

To assist in this continuous improvement, the HR staff implemented an ongoing evaluation to keep tabs on employee satisfaction with the session. With 93% of those involved in orientation completing surveys, the big question is, What are these newcomers saying now? Whereas previously most reported that the half-day session was too long, nearly 94% now say the "full-day" session is just the right length. About the same percentage report the information provided is "very useful." More than 93% say the orientation is "well worth my time," while nearly 98% say their questions were answered.

(Mcgillicuddy 551)

The county has begun to recognize employee orientation as a fluid process that includes a continuous check and balance to determine efficacy and success of the system. The literature that is available on the subject of new employee orientation and the successful retention of employees is still very limited. The correlation between employee retention and employee satisfaction needs to be more clearly drawn as do the reasons why employees report job satisfaction.

In summary the relation between the various literature and the problem and thesis posed in this assessment is drawn through the desire for employers to have answers as to what is a best practice and what is an ineffective tool for the orientation of new employees. It is clear from the literature that finding effective solutions must almost always include a combination between useful and sometimes mundane information and also information the employee finds engaging. Accentuating the positive is the common ground between these successful orientation programs and a reliance on realism is the common goal behind those that prove to frighten rather than to prepare.


The proposal will analyze the empirical data in a test group of new hires from a six-month period. The new hires will be offered an orientation program that will be detailed later in this section. The new hires will then be evaluated based on the several factors associated with job retention which have been outlined above, early task success, general job satisfaction and then overall retention of longer than two years.

This proposal will develop an orientation plan borrowing from the Duke university new orientation model, including a clear pre-orientation, arrival and a long-term component. Pre-orientation phase included the pre-hire interview and the contact information "Employees' first impressions of a department are formed during the hiring process. Department's must ensure that their interactions during this period are positive and consistent." (Duke) The arrival phase is the most integral as it actually includes a rather long daily task associated orientation process that includes activities for the first day:

Greet the employee and introduce the employee to co-workers and work areas

Introduce the employee to their" "buddy"

Review the information provided in the department's orientation packet

Review the job responsibilities

Review the first week schedule of activities

Assign the first project and schedule a feedback session

Activities for the first two weeks:

Review the department function, mission, vision and culture

Insure the employee understands the relationship between their job, the department and the institution

Explain the employees work relationship with others in the department

Review current, 90 day, 6-month and 1 year department priorities

Describe customer service expectations

Introduce Duke's guiding principles

Explain applicable department policies, work rules, work schedules and time away from work procedures

Insure the employee is trained on safety and emergency procedures

Schedule technical training as necessary

Review pay policies and schedule (Duke)

Activities to be completed in the first month after hire:

Meet regularly with the employee to answer questions and insure that they are becoming acclimated to the department and position responsibilities

Discuss the guiding principles and how they employee has seen them "in action" within the department

Insure the new-hire has signed up for benefits

Encourage the employee to visit special Duke locations and events

Discuss/support community service initiatives

Establish performance goals with the new employee (Duke)

With the implementation of the second phase of the orientation process taking place over a longer period of time new employees will be offered a more positive social situation that should ensure the employee finds success within the social as well as task success situations of the new job. The process will also offer more opportunities for information gathering and a less stressful association with a timed information gathering process.

The long-term phase of the process will be tailored to meet the needs of assessment of learning goals. The new hires will be given the opportunity at this point to assess their satisfaction with the hiring and orientation process and to report on their general job satisfaction.

Employees will be asked questions about his or her general satisfaction with both orientation process and specific questions associated with what he or she feels was the most useful portion of the orientation phase. The job satisfaction survey will be offered to each employee at each quarterly review and will include questions associated with his or her general assurance about… [END OF PREVIEW] . . . READ MORE

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How to Cite "New Employee Orientation" Term Paper in a Bibliography:

APA Style

New Employee Orientation.  (2003, May 10).  Retrieved January 19, 2021, from

MLA Format

"New Employee Orientation."  10 May 2003.  Web.  19 January 2021. <>.

Chicago Style

"New Employee Orientation."  May 10, 2003.  Accessed January 19, 2021.