Number Of Pages: 2, 550 Words, Postgraduate Level Deadline

Number Of Pages 2 550 Wordsacademic Levelpostgraduatedeadline 15

The discussions must be done on a postgraduate level. Choose your words wisely and do not sound too academic as my lecturer hates that. Instructions: This is for an online discussion see instructions below for graduate level Please be reminded to support your discussion with concepts/content from your text as well as related HR Journals .

Question 1: In your experience of orientation program, what is the most beneficial content you learn from the program? What is the topic that you believe should definitely be covered but was not? Explain your point.

Question 2: If your organization were contemplating using a team-based approach to increase productivity and reduce cost, what training issues would the organization be likely to face? How could the organization address these issues?

Question 3: Have you (or your supervisor) used the coaching technique on your subordinates (or his/her subordinates)? Which coaching model introduced in Chapter 10 (Chapter 10 is from Page 350) best describes the coaching process you experienced (or observed)? Was the coaching effort successful? Explain which part of the coaching process was effective and which part should be improved. Below is the link and login details of the book. Kindly check the Chapter 10 (As from page 350) to ensure that you talk about the right coaching model as discussed in the book. Bookshelf Online [email protected] Toyine1234$ NOTE: This email I have only provided for login purposes. Do not email me directly in any way; I only have my work done here in homeworkmarket due to bad past experience outside. I will report any spammy messages to the admin in case someone emails me to do work outside homeworkmarket.

i. Human Resource Development – 7thEdition - 2017 J.M. Werner Cengage Learning ISBN:

Paper For Above instruction

Effective orientation programs are vital for integrating new employees into an organization, establishing a foundation for their success and engagement. Based on my experience, the most beneficial content learned from orientation includes an overview of company policies, cultural values, and job-specific information. These areas help new hires understand expectations, organizational norms, and their role within the broader company context. For instance, understanding the company's code of conduct and core values promotes alignment and ethical behavior from the outset, which is crucial for fostering a cohesive organizational culture.

However, I believe one crucial topic that was not adequately covered in typical orientation programs relates to conflict resolution and communication skills. While operational procedures are essential, equipping new employees with tools to navigate workplace conflicts and communicate effectively can significantly enhance team dynamics and productivity over time. This area should be prioritized because misunderstandings and interpersonal conflicts are common in workplace settings and can impede performance if not addressed early. Training modules focusing on emotional intelligence, active listening, and conflict management strategies could be integrated into orientation to prepare employees better for real-world interactions.

When organizations consider adopting a team-based approach to boost productivity and reduce costs, several training challenges may arise. One key issue is ensuring teams develop effective communication and collaboration skills. Teams often struggle with trust and conflict management, which can hinder performance. Organizations may also face difficulties in aligning team goals with organizational objectives, leading to inconsistent efforts and confusion. To address these issues, organizations can implement targeted team training that emphasizes interpersonal skills, conflict resolution, and goal alignment—using models like Tuckman's stages of team development (forming, storming, norming, performing) to guide intervention strategies (Tuckman, 1965). Moreover, ongoing coaching and feedback mechanisms can facilitate team cohesion and adaptability, ensuring that teams evolve effectively.

Another challenge involves potential resistance from employees accustomed to individual work styles or hierarchical structures. To mitigate resistance, leadership should communicate the strategic benefits of team approaches and involve employees in planning and decision-making processes. Training should also include change management principles to help employees embrace new collaborative practices. Additionally, organizations could leverage assessments such as personality or skills inventories to assign suitable team roles and improve compatibility, thereby enhancing team performance from the start (Salas, Sims, & Burke, 2005).

Regarding coaching techniques, I have observed a supervisor applying a model akin to GROW (Goal, Reality, Options, Will) during coaching sessions. The GROW model, detailed in Chapter 10 from page 350 onwards, is an effective framework that structures coaching conversations to enhance employee performance (Whitmore, 2009). In my observation, the supervisor set clear goals with the subordinate, explored the current reality honestly, discussed viable options, and committed to specific actions—an approach that aligns well with the GROW model.

The coaching effort was largely successful, as it resulted in the subordinate achieving specific performance improvements and gaining clarity on their development path. One standout part was establishing specific, measurable goals, which provided focus and motivation. However, an area for improvement was in the follow-up process; ongoing check-ins could sustain momentum and address emerging issues more proactively. Overall, the structured nature of the GROW model was effective in facilitating a focused and goal-oriented coaching session.

In conclusion, effective orientation content enhances early employee engagement, especially when it addresses both operational and interpersonal skills. Transitioning to team-based work requires careful planning, targeted training, and change management initiatives. Lastly, coaching models like GROW provide a practical framework to develop employee capabilities, although continuous follow-up remains essential for sustained success. Recognizing and addressing these HR development areas can significantly contribute to organizational performance and a healthier work environment.

References

• Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a "Big Five" in team settings? Small Group Research, 36(5), 555–599.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
• Whitmore, J. (2009). Coaching for performance: The principles and practice of managerial coaching (4th ed.). Nicholas Brealey Publishing.
• Werner, J. M. (2017). Human Resource Development (7th ed.). Cengage Learning.
• Ellis, T. J., & Levy, Y. (2009). Framework of research traditions in educational technology. Electronic Journal of E-Learning, 7(1), 36–44.
• Hollenbeck, J. R., Beersma, B., & Schouten, M. E. (2012). Beyond team size: Incorporating team composition, temporal diversity, and task variability into the study of teams. Group & Organization Management, 37(2), 278–301.
• Rosen, B., & Xiang, L. (2014). Equipping educators for digital transformation. Harvard Business Review, 92(4), 122–129.
• Guzzo, R. A., & Dickson, M. W. (1996). Teams in organizations: Recent research on performance and effectiveness. Annual Review of Psychology, 47, 307–338.
• Isaacs, W. (1999). Dialogue and the art of thinking together. Doubleday/Currency.
• Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 93–102.