人力资源培训与开发英文材料.docx

人力资源培训与开发英文材料.docx

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人力资源培训与开发英文材料

ARTICLES

NewEmployeeDevelopment:

AReviewandReconceptualization

ElwoodEHoltonIII

Thepurposeofthisarticleistoreconceptualizenewemployeedevelopmentby.proposingacomprehensivetaxonomyofthelearningtasksthatanewemployeemustcomplete（andthatorganuationsshouldfacilitate）toachievedesiredlevelsofperformance.Formoreeffectivedevelopment,thesystemsapproachdevelopedhereintegratessocializationlearningwithtasklearninginthreecategoriesofinterventiom.ThesocializationresearchmostrelevanttoHRDandservingasabasisforpartofthetaxonomyisreviewedindepth.

ThetaxonomyshouldenableHRDprofessionalstodiagnosenewemployeeadaptationandsocializationproblems,designinterventionstofacilitatemoreeffectivenewemployeedevelopment,andevaluateinterventionoutcomes.

LmplicationsforHRDpracticeandresearcharediscussed,focusingonthedesignofnewinterventionstofacilitatecomprehensivedevelopment.

Humanresourcedevelopershaveasignificantroleindevelopingnewemployeesintoproductiveorganizationalmembers.Newemployeeorientationisreportedtobethemostcommontypeoftrainingprovidedbyorganizations（“Who’sLearningWhat?

”,1994）.Evidencesuggeststhatproperlydesignedprogramsfornewemployeescanyieldsubstantialreturns（McGarrell,1983）.

However,researchalsosuggeststhatnewemployeeturnoverremainshigh（Leibowitz,Schlossberg,andShore,1991;Wanous,1992）andisrelatedtodevelopmentprocessesduringthefirstyear.Thesefactors,coupledwithincreasinglayoffsandjobchangesintoday’sworkplace,pointtoaneedforincreasedHRDfocusonnewemployeedevelopment（Holton,19951,particularlybecausenewemployeeresearchatthepresenttimeisfragmentedandincomplete（Feldman,1989）.

Newemployeedevelopment（NED）isdefinedasalldevelopmentprocessesusedtoadvancenewemployeestodesiredlevelsofperformance.Itencompassesalldevelopmentactivitiesinwhichanorganizationengages,whethertheyareformalorinformalandwhethertheyarepIannedorunplanned.

TheHUMANRESOURCEDEVELOPMEQNUTARTERLvoYl.,7,no.3,Fall1996QJoswy-BassPublishers233234Holtontwoexpectedoutputsofnewemployeedevelopmentareanemployeewho,first,performsatatargetedlevelofperformanceand,second,stayswiththeorganization.Thoughthetimeframevanes,thedevelopmentprocessistypicallycompletedattheendofanemployee’sfirstyear.

TworesearchstreamshaveexploreddifferentdimensionsofNED.Socializationresearchershavetraditionallyfocusedontheprocessnewcomersgothroughtolearnthevalues,norms,andcultureofanorganizationandadapttonewroles.Trainingresearchershavefocusedprimarilyonprocessesandinterventionsnecessarytobuildskillsandtaskcompetence.Eachresearchstreamhaslargelyignoredtheother,eachtakingtheotherasafixedeffectthathappensoutsideitsownrealmofinterest.Recentresearchsuggeststhisfragmentationisinappropriate,however,becausebothsocializationandtrainingarecriticaltodevelopmentofnewemployees（Chao,O’Leary-Kelly,Wolf,Klein,andGardner,1994;Feldman,1989;Holton,1995;Major,Kozlowski,Chao,andGardner,1995）.

AmajorshortcomingofNEDliteratureisthelackofaconceptualframeworktointegratethesetwodimensionssomoreeffectiveinterventionscanbedesigned.HRD’straditionalfocusonnewemployeeskillbuildingandorientation

istoolimitedandneedstobeextended.ComprehensiveNED,combiningsocializationandtask-relatedtraining,canbeapowerfulstrategctoolfororganizations;standingaloneeachhaslimitedimpact.Achievingthepotentialforstrategcimpactwillrequireresearchonperformance-relatedinterventionsandlearningtoolsthatHRDisuniquelyqualifiedtoprovide.

TheprimarypurposeofthisarticleistoprovideaconceptualframeworkforNED,asafoundationfordevelopingmorecomprehensiveinterventions.

ThisconceptualframeworkshouldenableHRDprofessionalstodiagnoseNEDproblems,designHRDinterventionsthatfacilitatemoreeffectiveNED,andevaluateinterventionoutcomes.First,acomprehensivetaxonomyoftheleamingtasksthatanewemployeemustcompleteandthatorganizationsshouldfacilitateforsuccessfulNEDispresented.Second,theresearchonsocializationthatismostrelevanttoHRDandthatservesasabasisforportionsofthetaxonomyisreviewed.Duetospacelimitations,traditionaltask-relatedtrainingandorientationliteratureisnotreviewed.Thus,majoremphasisisplacedonunderstandingandintegratingsocializationlearning.Third,therelationshipbetweenlearningtasksandlearninginterventionsisclarifiedandintegratedintoanNEDsystem.Finally,implicationsforHRDresearchandpracticeare

discussed.

ResearchTrendsinSocialization

Fivemajordevelopmentsinsocializationresearchpointtotheneedtointegratesocializationandtask-relatedtraining.First,itisnowwellestablishedthatsocializationisaperformancemanagementissue.Studieshaveconsistentlydemonstrateditsstrongcorrelationstocriticalaffectivejoboutcomessuchasjobsatisfactionandorganizationalcommitment（Fisher,1986）.Theseoutcomesinturnarelinkedtointenttoleaveandturnover,whichhavebeentheprimaryoutcomeswithbottom-lineimpact.Recentstudieshavedemonstratedstrongrelationshipstojobperformanceaswell（Adkins,1995;BauerandGreen,1994）.Thesestudiesclearlyshowthatineffectivesocializationprocessescontributetolowerjobperformanceandincreasedturnover.

Second,recentresearchthatshowssocializationisaproactivelearningprocessinwhichnewcomersseekinformation（MillerandJablin,1991）pointstoalargeroleforHRDtoplayMorrison（1993）demonstratedthatnewcomersvanedtheirinformation-seekingtactics,thetypeofinformationsought,andsourcesusedastheyenteredorganizations.Newcomerswhosoughtinformationmorefrequentlyhadhighersatisfactionandperformanceandlowerintentionstoleave.Amoredynamicconceptualizationofnewcomershasemergedandraisednewresearchquestionsaboutwhatnewcomersneedto

learnandhowtheycanbestlearnthesethings.

Third,itisalsonowclearthatsocializationisfundamentallyalearningandchangeprocessfornewcomers（Fisher,1986;Louis,1980;Morton,1993;OstroffandKozlowski,1992）.Asasociallearningprocess,itinvolvessupervisors,

coworkers,andotherkeypersonsintheorganization（Reichers,1987）.

Furthermore,socializationlearningisrelatedtoimportantemploymentoutcomes（OstroffandKozlowski,1992）.Itappearsthatsocializationislittledifferentfromanyotherperformance-relatedlearningneedthatHRDaddresses.Thedifferenceisthecontent,notthelearningobjectivesandmethods.Whilecontentinferencescanbedrawnfromtheprocess-orientedsocializationresearch,Chao,O’Leary-Kelly,Wolf,Klein,andGardner（1994）seemtobethe

firsttodirectlystudysocializationcontent.Theyfoundlearninginsixcontentareastoberelatedtocareeroutcomes:

organizationalhistory,language,politics,people,andgoalsandvalues,andperformanceproficiencyHowever,their

studydidnotconclusivelyshowthatthesesixareascompletelydefinedthecontentofsocialization.

Fourth,VanMaanenandSchein（1979）proposedamorestrategicrolefororganizations,whereinorganizationsdifferentiallyaffectoutcomesthroughthesocializationstrategiestheyselect.LimitedresearchontheVanMaanenand

Scheintaxonomyalongwithotherfieldresearchindicatesthatorganizationaltacticsareassociatedwithjobattitudes,includingintenttoleave（AllenandMeyer,1990;Jones,1986;Louis,Posner,andPowell,1983;NelsonandQuick,

1991）.DespitethefactthatresearchonorganizationalinterventionshasnotapproachedthesophisticationorquantiLyofprocessresearch,theseresultsindicatepromisingprospectsforproperlydesignedinterventions.

Fifth,ithasbecomeincreasinglyclearthatsocializationisanimportantconcernforanypersoncrossinganorganizationalboundary（VanMaanenandSchein,1979）.Whilemanystudieshaveexaminednewcollegegraduates

enteringtheirfirstworkorganization,recentstudieshavelookedatexperiencedemployeesenteringneworganizations（Adhns,1995）orchangmgroleswithinanorganization（Chao,OLeary-Kelly,Wolf,Klein,andGardner,1994）.

Adkins（1995）reportedlimitedrelationshipsbetweenpreviousworkexperienceandsocializationoutcomes,suggestingthatsocializationisarecurringphenomenon.Chao,O'Leary-Kelly,Wolf,Klein,andGardner（1994）found

thatexperiencedworkerswentthroughresocializationastheychangedpositions.Thus,socializationneedstobefacilitatedforallnewemployeesbecausethelearningskillsemployeesacquirewhennewhavecareer-longapplication.

ANewEmployeeLearningTaxonomy

Twokeyquestionsarelargelyunaddressedatthispoint:

WhatlearningcontentshouldbeincludedinacomprehensiveNEDprogram?

and,Whatlearningstrategiesaremosteffectivetofacilitatethatlearning.Thefirstchallengeisdelineatingthelearningcontentbecausestrategiesaredependentonthatcontent.

Severalmacrostructureshavebeensuggested.Feldman（1989）suggestedthatthelearningprocessesfallintofourdomains:

job-relatedtasks,workroles,groupprocesses,andorganizationalattributes.Adluns（1995）followedMorrison（1993）indefiningfourtasks:

taskcompetence,workroleclarity,realisticexpectations,andinterpersonalrelationships.Fisher（1986）suggestedasimilarstructurebutaddedanimportantindividualchangedimension.The

domainsshesuggestedwereorganizationalvalues,goals,andculture;workgroupvalues,norms,andfriendships;howtodothe