This is the third in the series of five articles, this section following on from Advertising and Selection Interviewing. The normally accepted definition of induction is – a formal introduction of a new starter to a new job would support that placement.

However, it is our view that induction (and training) does not only happen at the commencement of employment, when it is intensive to say the least, but is on-going to provide solutions to problems as the job duties change, as more efficient practices or machinery equipment is introduced, or to allow the individual to cope with expansion of his/her role. It will also be extremely important for the individual and the employer that induction and training ensures a smooth transition into a new job ie on promotion.

Much time, effort and money has been spent even before the new employee starts. A smooth professional introduction to the organisation and his/her role within it will ensure that money is not wasted and we have to start all over again because the newcomer promptly leaves because of an appalling reception into the organisation.

There are a whole host of subjects which need to be covered to effect the smooth induction of an individual into any organisation. Some will have to be carried out immediately on commencement, especially if there is a high security or health and safety risk; others are more suitably dealt with at a later stage.

A properly planned and executed induction programme will ensure a more relaxed and confident employee, comfortable with their new colleagues and their own role within the organisation. It ensures that relevant paperwork is completed relating to national insurance number, P45 (or P46), driving licence, SSP1 form, bank details, emergency contact, permits to work (if applicable) etc. It also provides, to the employee, their statement of main terms and conditions of employment including supporting policies and rules so that the employer can prove, should it ever become necessary that the employee was fully aware of the standards required of them. Finally, it ensures that the employer complies with relevant statutory obligations in respect of health and safety regulations and safe systems of working.

Someone in the organisation should be nominated as the person responsible for ensuring induction is properly carried out. That person may carry it out themselves or delegate to others. Some induction subjects are common to all starters whilst some will only apply to that job in that department. Inevitably, induction will have to be carried out over a period of time and will almost certainly involve more than one person. It is, therefore, vital that it is properly planned in a sensible order and recorded as completed, including the signature and date of the newcomer confirming that it has indeed been done. This may be vital should a falling out occur in the future. Although planning the programme (the common skills part) subject, sequence, venue, timing and trainers, is time consuming on the first occasion, it can be used time and time again in the future when little time will be required to update it. Try and mix up “sitting listening” and “practical doing” sessions so that people do not spend long periods being talked at or have unfamiliar muscular activity become painful and tiring! Clearly, any activity involving risk (you have carried out your risk assessments haven’t you?!) should be preceded by appropriate health and safety training.

The theory of training is a funny thing. It pre-supposes that since we are born with no skills (we may even need our rears smacking to teach us to breathe!) adults in possession of those skills must, therefore, have learned them; so if one adult has learned them then another can also - and there the theory falls apart. Ever tried to teach a youngster to ride a bike? Some seem to just get on and ride – others have a long and painful learning curve and some never learn!

Assuming general physical and mental ability (tested if necessary during the recruitment process), consistent with the requirements of the job, certain basics will improve the ease, proficiency and success of training. First identify the skills required. Break each one down into suitably sized steps. Practice each step until proficient at that step before moving on to the next. Once proficient at each step combine them and ‘hey presto’ learning done.

As an example consider learning to drive. To move off, on the first occasion, involves intense concentration (and not a little fear!) and sequences like safety checks, start the engine, select first gear, mirror, signal, manoeuvre which involves balancing clutch against accelerator timed perfectly to coincide with handbrake release, moving out into traffic flow, avoiding the parked car in front, and then changing up through the gearbox as speed increases etc. Commonly considerable changing of gears, turning corners etc, occurs before the vehicle is once more brought to a halt. Moving off then involves this clutch/accelerator/handbrake “battle” again the feel or skill of which has now been forgotten! Why not, in some quiet spot obviously, simply practice pulling away in first gear and braking to a halt again and again, without changing into higher gears, until such time as the learner is reasonably proficient? Train in stages.

Where the newcomer is acquiring knowledge the same basic principal applies, organise it in appropriate bite sizes. You must also ensure that the learner has learnt. With skill, that is not too difficult to assess because, using the example above, if they keep stalling the car they haven’t learnt. But where it is knowledge and the trainer asks “okay – got that?” the answer is invariably “yes” since it is a brave soul who says “no” to the boss. Certainly learners should be given the opportunity to ask if they do not understand but it is the trainer’s responsibility to ensure the learner has learned therefore always “test” that you have been understood. Quizzes, “tell me what you’ve got to do”, “how

Date : 13-07-2006