One of our department’s Vision 2000 goals is to improve employee orientation for new civil service employees and to implement a New Employee Evaluation Form which will gather information on our recruitment, hiring, and orientation procedures. These data will be used to continually improve our activities and to identify problems that need solving.

The attached document is your copy of our new Civil Service/Non-Academic New Employee Orientation Guide. Our hope is that it will be a good first step to help us achieve our goal. We encourage you to review it and use it. This document is based on a similar document developed by the University’s CCE Staff Development Committee. We are very grateful to them for allowing us to adapt their document to meet our campus needs. Though these materials are designed specifically to be used for civil service employees (including non-faculty bargaining unit members), you will see that they could be easily adapted for use with both academic and student employees. I encourage you to use it in any way you find helpful. Please let me know if you have any questions, comments, or suggestions for improvement of this manual. As always, we look forward to hearing from you.

The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.

The University of Minnesota is an equal opportunity educator and employer.

In adhering to this policy, the University abides by the Minnesota Human Rights Act, Minnesota Statute Ch. 363; by the Federal Rights Act, 42 U.S.C. 2000e; by the requirements of Title IX of the Education Amendments of 1972; by Sections 503 and 504 of the Rehabilitiation Act of 1973; by the Americans with Disabilities Act of 1990; by Executive Order 11246, as amended; by 38 U.S.C. 2012, the Vietnam Era Veterans Readjustment Assistance Act of 1972, as amended; and by other applicable statutes and regulations relating to equality of opportunity.

Inquiries regarding compliance may be directed to Deborah Petersen-Perlman, Director, Office of Equal Opportunity, University of Minnesota Dulut, 269 Darland Administration Building, Duluth, MN 55812, (218) 726-6827; or to Patricia A. Mullen, Director, Office of Equal Opportunity and Affirmative Action, University of Minnesota, 419 Morrill Hall, 100 Church Street S.E., Minneapolis, MN 55455, (612) 624-9547.

Questions on disability accommodations for job applicants and employees can be addressed to the UMD Department of Human Resources at (218) 726-6520, or TDD (218) 726-8251.

This guide is intended to be a handy reference for your use in orienting new employees. Helping a new employee feel comfortable and welcome on the first day on the job is one of the keys to a successful orientation. Your role in informing the employee about his or her job responsibilities, work rules, your department’s mission and goals is extremely important. And the way in which you present the information will make a lasting impression on the new employee.

The information contained in this guide is only a blueprint for orientation. Please adapt the information to fit your own particular situation and training needs. Don’t hesitate to call on other resources to make your orientation complete. Our department also offers an "Orientation to UMD" to all new 75%+ employees. Please call 726-6520 to schedule a convenient time.

We welcome your suggestions and those of your new employees about how to improve this guide and the orientation process. Please direct them to Jeanne Lukkarila who will incorporate them in future planning.

The material included in this guide is a compilation and adaptation of numerous materials and information collected from various books, articles, workshops, seminars, meetings, etc. Of special mention are the New Employee Orientation: A Practical Guide for Supervisors by Charles M. Cadwell and How to Train and Orient Employees from KEYE Productivity Center. We adapted these materials from a document developed by the University’s CEE Staff Development Committee. The UMD Department of Human Resources is very grateful to them for allowing us to share this valuable information with our campus.

Judith S. Karon

Director

Orientation Guide: Suggestions Welcome!

"Oh, is that how it’s done? . . . I wish someone would have told me that!: . . .Does this sound familiar? Did you ever wish employees could be trained faster and with increased retention of the information? One of the best ways to accomplish this task is to provide an effective orientation. In fact, orienting a new employee is one of the most important responsibilities that a supervisor and trainer can perform!

According to a recent study conducted by training experts, when employees are trained effectively, there is a higher degree of productivity and job satisfaction. The study indicated that a properly trained employee could be 30% more productive. Conversely, poorly trained employees tend to make more mistakes, which means a loss of time and effort. The cost of hiring, orienting, and training new employees has been estimated from $5,000 to $30,000 per person, depending on the position. One of the concrete benefits of a thorough orientation is cost savings. Effective training can motivate an employee to do a good job, increase job satisfaction, and reduce staff turnover, a cost saving measure for the future.

This guide will assist supervisors and other staff to conduct a logical, comprehensive, and positive orientation for a new employee. The guide can be used regardless of the employee’s personnel classification (academic, professional and administrative, civil service, or bargaining unit) or term of employment (regular, part-time, or temporary). It is not intended to serve as a handbook on how to develop an employee manual, though it may assist in what materials to consider. A copy of this guide (and an employee information packet) will be maintained in each department. Each supervisor should also have a copy of this guide.

The lists and forms attached are intended to facilitate the orientation process. This process will be a concentrated effort the first day or two of employment. The Orientation Checklist, in particular, outlines the most common areas typically covered during the first couple of days of a new employee orientation. It includes a series of statements and questions and should be used to generate discussion with the new employee. Supervisors should have the expertise to respond to these questions, delegate training to others, or search out the answers in order to conduct the orientation. Responses are strongly dependent on the specific position for which the person was hired and the goals and objectives of the department/unit. The overall time frame is dependent on the amount of information required to train the employee to be at a satisfactory level of productivity.

TIP #1 Question: When does orientation begin?

Answer: At the interview.

If this guide is being read prior to the interview process, remember that as questions are asked at the interview, potential employees are also gathering information to develop an impression of the interviewer, the office, and the surrounding environment. These first impressions will have an impact on whether the person even accepts the job offer.

• Provide a warm welcome to the new employee and to put the employee at ease.
• Assist the supervisor in identifying which areas to cover with the employee.
• Give information on work environment, policies, and practices.
• Familiarize the employee with the University, department, etc.
• Work toward uniformity of information relayed across UMD departments.
• Be proactive in providing packets of information to employees in a more timely manner.
• Formalize the orientation process.

Since the assumption can be made that a smart, hard-working, and competent employee has been hired, the orientation process should not only assist supervisors and staff to more readily establish a foundation with the new employee, but also provide a vehicle for the new employee to assimilate into the work place and to quickly understand the job-specific tasks at hand.

The amount of time and careful priority setting of the information are critical to the early success of the employee. An effective orientation includes a policy and procedural handbook. However, the most important aspect in any orientation is personal contact.

TIP #2 Question: How can new employees feel welcome?

Answer: Smile

Communicating expectations to employees enthusiastically, with a smile and a positive attitude, will affect the employees’ interpretation as well. To enhance communication, relate a personal experience, or perhaps let the individual know what stimulates individuals to work here by giving examples.

• The work area is neat and organized.
• The whereabouts of staff members are known.
• Normal work continues when supervisors are out of the office.
• Staff appears to be doing productive work.
• It has a friendly and outgoing atmosphere.
• Interruptions are dealt with positively.
• Positive things are said about the work.

The UMD Department of Human Resources, University Employee Benefits, and individual departments each has developed packets of materials, which are mailed to new employees within the first few weeks of employment. The packets can be shared during the interview process and/or given to the new employee the day of his or her arrival.

Review the attachment, New Employee Information: From the Supervisor. Check to make sure that the materials listed are on hand or will be developed for use during the orientation. Make sure to evaluate the current orientation material and modify it as appropriate.

A large portion of the training time for the new employee will be expended on the functions and responsibilities of the job itself. The job description and procedural manual are key elements in assimilating the employee. The written material, as indicated earlier, is not a substitute for personal contact. Any written materials should be reviewed with the employee for understanding. Responses can be customized to fit the particular needs of the new employee.

• Layout of the office (if there’s a large number of staff in various locations).
• Office directory of names, telephone numbers.
• List of commonly used acronyms.
• Summary of other staff job tasks, and/or job descriptions.
• Biographies and photos of staff.

The new employee should be taken to a space that is neat, orderly, and ready for work to begin. It should contain a desk, chair, telephone, and other equipment such as a computer, typewriter, or calculator as appropriate to the position. Office keys should be on hand.

The first job assignment is an essential component in allowing the employee to have a sense of achievement. The supervisor should prepare a first task that will allow the employee to display newly explained job skills. The assignment should be measurable and achievable within a given time frame. Completing and assessing this first assignment will set the stage for future performance appraisals.

A memo should be sent to departmental staff announcing the arrival of the new employee and the orientation timetable. Make a copy of it and give it to the new employee as well. It should include the employee’s name and nickname (if appropriate), starting date, office telephone number, and a brief description of the employee’s background and other relevant information. Ask staff to introduce themselves and to mention how they will be working with the new employee. It is also beneficial to include some personal element (i.e., hobbies) to help remember who is who and to help put the new employee more at ease. This also will assist in establishing a sense of place and meaning between employees.

If appropriate, the hiring decision may be made more widely known by writing an article for a departmental newsletter (if there is one). For special hires a press release with a photo could be generated. (Contact University Relations, 726-7110, for information.)

The employee is enthusiastic about being hired and the orientation will be an opportunity to confirm the employee’s decision to join your department. Nurture the employee’s thirst for knowledge. New employees are willing and eager to learn. Orientation need not be neither difficult nor time consuming. In fact, a successful orientation will save time in the long run. Avoid compressing everything into the first day.

How long will it take? That will depend on the complexity of the position and the ability of the new employee and the trainer to interface. Orientation is not a one-day event. It normally is a process that continues for several days or a week with subsequent follow-up meetings. In addition to being enthusiastic, the new employee may also be nervous. Give the employee sufficient time to assimilate the new information in a way that is meaningful. Essential information, plus the items the employee is most interested in, can be covered the first day and the rest can be discussed later. There may never be another chance to make a good impression. The first day is always remembered.

The supervisor’s role during orientation must be an active one. Calendars should be open to devote as much time as possible on the first day to the new employee. Exactly what is covered from the Orientation Checklist and when it is discussed is based on what the supervisor wants the employee to know the first day. A good way to set priorities for those items from the Orientation Checklist not included the first day is to ask the employee: What would you like to discuss next? What projects or information are you most interested in knowing about? A few employees will want the big picture first; most will want to start simply and build to the more complex. This allows the employee’s individual preference to shape the formulation of the orientation. It also is a way to have the employee add other items.

The best way to provide a new employee with the orientation information is in a one-on-one meeting. However, it can be accomplished in a group meeting as long as the group is small (three to five at most) and stays on task. Groups also provide different perspectives about how the organization functions. New employees should not be forced to learn on their own, as the new employee may interpret information in a way other than what is intended. The one-on-one setting helps reinforce clear direction and that individual help is available when there are questions. If several meetings with various staff are needed in order to help the new employee understand relationships and job functions, no more than four meetings should be scheduled in one day. This permits the employee to review the information and not be overwhelmed with meeting many new people. In addition, involving all attendees in presenting information will make the meeting more interesting and distribute the workload.

TIP #3 Question: How much orientation is needed for a temporary employee?

Answer: As much as is needed to be productive. Start with the checklist.

What, if any, orientation process differentiation should there be for a part-time or temporary employee compared to a regular employee? The part-time employee with an on-going appointment should have the same orientation as an employee with a regular on-going appointment. The temporary employee, on the other hand, usually has the unique distinction of fulfilling a need for a specified period of time.

The depth of information needed for that employee to be productive will determine the length of time for an orientation. In general, the shorter the length of employment, the less time needed for orientation. Some of the crucial items to cover include payroll information, crucial office policies, details of the job, and expectations of a job done well. As the items on the Orientation Checklist are reviewed, the following question should be kept in mind: Could the employee start without having to know or be concerned about this item? If the answer is no, then it should be included. Remember to include any item that, if not explained, would inhibit an employee’s ability to complete a task in a timely manner.

• Vary the training method, be friendly and natural
• Ask and allow questions and feedback
• Use personal experiences and stories
• Inject humor

TIP #4 Question: How can you tell when the new employee has information overload?

Answer: Changes in the employee’s body language will tell you.

Information overload, too much, too fast, is a common occurrence during orientation. Body language such as less verbal interaction, detachment, and inability to sit still can be obvious signals. One of the ways to be proactive and head off information overload is to practice the orientation information on others prior to giving it to the new employee. If it seems to be too much, it probably is. Once the orientation is in progress, taking breaks through various means (moving the location, changing the trainer, taking an actual break) is the best way to combat information overload.

Explain how this position fits in the office, department, and UMD. Use the department packet of information and the organizational charts to explain how the employee’s position and work group fits into the total structure. Outline the reporting lines. This allows the employee to see at-a-glance where he or she fits and the relationships among various groups and departments.

Clarify the importance of the position. What is the history of the position, have there been any recent changes in funding or responsibilities? Are there any opportunities for advancement in the position, in the office, etc?

Describe the job. This is the area of training where the most time will be scheduled in the first day, and in the weeks and months to come. Be as specific about tasks and responsibilities as possible. Describe a typical day on the job. Use the job description to review the primary job responsibilities, outline the critical skills needed to perform the job, and establish task priorities. Discuss standards and include how performance will be monitored. Explain how general skills in problem-solving, organizational, and inter-personal skills affect the job. Give examples of the important concepts of the job with practical applications.

There will be a better understanding and a greater application of the information in the future if the important facts are restated and questions are invited for discussion. It may be relevant to give the employee a chance to use this new knowledge by applying it to some activity the first day.

A simple example of how the office functions for telephone training is outlined below:

• How are calls handled? Does the person take his or her own calls, or for others?
• How is the telephone answered? (Hello, this is . . .?)
• Within how many rings?
• When and how do calls get transferred?
• When do messages get taken? Where are they placed?
• How are long distance and fax calls handled? Is there a log?
• Is a long distance calling card available?

The support materials detailed in this section and referred to in the other sections of this guide will assist the supervisor in a variety of ways. They will provide a means for the supervisor to review the diversity of information to be discussed in an orientation, offer suggestions for a plan of activities, include items to cover with the new employee, and provide a checklist template to be used generically for each orientation. The checklist template information can also be used to create another checklist developed by the supervisor.

The attached form, New Employee Information: From the Supervisor, is a list of materials. Unlike the other New Employee Information lists, there is no pre-assembled packet. The supervisor will therefore need to gather, design, and develop the materials prior to holding the orientation with the new employee.

Supervisors and other staff members should be prepared for the arrival of the new employee to provide a warm welcome, to put the employee at ease, and to create a positive impression of the department and Continuing Education.

Write a plan and schedule of activities for orienting the new employee.

• Who should be involved?
• What are people’s responsibilities for orientation?
• When will the orientation be? How many meetings?
• Where will the orientation take place?
• Is orientation scheduled at this time (through UMD Department of Human Resources?

• Familiarize other workers with new employee’s background.
• Encourage others to meet with new employee.
• Assign a mentor and other trainers (as appropriate), review trainer responsibilities.
• Send a memo announcing arrival of new employee, share orientation schedule.
• Schedule lunch and some form of work group gathering or informal time for the first day.

• Office space (available and clean).
• Desk, chair, phone, keys, office supplies and equipment.

• Gather payroll documentation.
• Review and update job-specific information as needed (organization chart, job description, standards, manuals, etc.
• Check packets of materials (department, UMD Department of Human Resources, Employee Benefits).
• Mail/deliver any forms or materials to the employee that can be reviewed or completed prior to the first day of employment.

• Welcome the new employee personally.
• Make instructions to co-workers.
• Take to work space.
• Review Orientation Checklist with employee (cover need-to-know items first).
• Have employee complete appropriate documentation.
• Arrange to have the mentor and new employee meet.
• Take to lunch or allow for informal time.
• Assign a task to be completed by the end of the day.
• Meet with employee at end of day to review task and offer time for questions.

• Discuss more of the remaining items from the Orientation Checklist.
• Start more in-depth training of position.
• Have employee set up meetings with individual staff to discuss work.
• Give the Orientation Review form to the employee.
• Schedule a time to meet at the end of the week.

• Meet with the new employee to check comfort level and discuss Orientation Review.
• Provide the employee an opportunity to ask questions.
• Check employee’s understanding of responsibilities and procedures.
• Schedule time for next meeting.

• Meet with new employee to discuss progress and answer questions.
• Provide additional training as needed.
• Schedule time for next meeting.

• Briefly give an evaluation of the employee’s performance.
• Identify areas of strength and needed growth.
• Review the performance appraisal process and training.

The checklist of orientation items below shows the most common topics that are typically covered during new employee orientation. They are divided into several categories; supervisors may wish to add or eliminate items from the list. The phrase or question by each item should be used as a starting point for discussion and further detail.

It is important to cover the pertinent items at a level relevant to the new employee’s position. Be prepared and start with a list that is as comprehensive as possible. Items should be pre-assigned to individuals involved in the training. The new employee should be given a list of the items and the names of the staff who will be providing information on specific items.