Nocra’s Recruitment Policy and Induction Program
Nocra Limited’s recruitment policy for higher-level positions involves open advertisements to attract individuals of high calibre. This ensures that the Company can meet its human resource requirements at the management level. On the other hand, for junior-level vacancies, the managers have the flexibility to recruit staff based on their specific needs, as granted by the Head of Human Resources.
The induction program at Nocra Limited varied for each of the three management trainees:
Kamau:
Kamau was assigned a role in Finance and joined a collaborative department with a dynamic and efficient team. The Head of Finance, Samuel, instituted a rigorous induction program for Kamau, which helped him quickly settle into his role. He was given assignments and actively participated in the department’s activities. Additionally, Kamau benefited from attending a training session organized for the senior finance team, which provided him with valuable insights into the Company’s finances.
Otieno:
Otieno assigned a role in Audit, faced challenges during his induction. The Head of Audit, Michael, was often absent due to assignments outside the country, leaving Otieno with much free time and minimal guidance. He resorted to reading audit manuals and policies on his own. It was not until after a month that Otieno received his first assignment from Michael. This lack of guidance and delayed assignment affected Otieno’s initial performance.
Maara:
Maara, assigned a role in Quality Assurance, faced significant problems during his induction. He needed more guidance and support from the Quality Assurance department. The Head of Quality Assurance, Joab, provided limited assistance by having Maara follow him around without clear objectives. Maara’s colleagues also did little to make him feel welcome, contributing to his struggle to settle into the role.
Overall, while the recruitment policy allowed for flexibility in filling junior-level vacancies, the induction program varied in effectiveness for each management trainee. Kamau had a well-structured and supportive induction experience, Otieno faced challenges due to a lack of guidance, and Maara struggled with insufficient guidance and a lack of objectives.
Problems Faced By Maara and Affected Policies
Maara encountered several issues during his induction and probation period:
Lack of guidance and support:
Maara needed more guidance and support from his supervisor, Joab. He spent weeks following Joab without clear objectives or productive tasks, affecting his ability to settle into his role effectively.
Lack of direction and objectives:
Maara needed to receive clear objectives for his role, leaving him without a clear path or targets to work towards. This lack of direction further contributed to his struggles and lack of productivity.
Poor work environment and team dynamics:
Maara’s colleagues in the Quality Assurance department did not make him feel welcome, resulting in a lack of psychological safety and a challenging working environment. The poor work ethic and lack of support from his immediate team affected his motivation and ability to perform.
The Affected Policies In Maura’s Case Are
Onboarding and Induction Policy:
The Company needed a structured and effective onboarding process for Maara, failing to provide him with the necessary support, guidance, and objectives during his induction period. This policy needs improvement to ensure a smooth transition and effective integration of new employees.
Performance Management Policy:
The absence of clear objectives for Maara and the lack of support from his supervisor hindered his performance. The performance management policy should include clear goal-setting, regular feedback, and support mechanisms to help employees like Maara thrive and overcome challenges.
Employee Engagement Policy:
The poor team dynamics and lack of psychological safety in the Quality Assurance department affected Maara’s motivation and engagement. The employee engagement policy should address such issues to foster a positive and inclusive work environment for all employees.
Improvements for the three Management Trainees
To enhance the experiences and outcomes for the three management trainees, the following actions could have been taken:
Consistent and structured induction program:
Implement a standardized induction program for all management trainees, ensuring they receive comprehensive training, guidance, and objectives. This program should cover company policies, procedures, and department-specific training to equip trainees with the necessary knowledge (Skills Siau et al., 2020).
Mentorship and buddy system:
Assign each management trainee a mentor or buddy within their respective departments. The mentor/buddy should provide ongoing guidance, answer questions, and offer support throughout the trainee’s probationary period (Afandi, 2021). This would help the trainees feel welcomed, provide them with a source of assistance, and enhance their overall experience.
Clear and measurable objectives:
Develop clear and measurable objectives for each trainee, aligning them with their roles and responsibilities. These objectives should be established at the beginning of the probation period and reviewed periodically to track progress and provide feedback (Picchi, 2022).
Regular performance feedback:
Establish a framework for regular performance feedback sessions between supervisors and trainees (Mehale et al., 2021). These sessions should include constructive feedback, goal setting, and discussions on development opportunities to ensure continuous growth and improvement.
Team-building activities:
Conduct team-building activities within departments to foster a positive and supportive work environment. These activities should encourage collaboration, communication, and relationship-building among team members (Aquino et al., 2022).
Regular check-ins with HR:
HR should regularly check in with the trainees to ensure their well-being, address concerns, and provide additional support. This proactive approach can help identify and resolve issues early on, ensuring a positive experience for the trainees (Murthy, 2022).
By implementing these improvements, Nocra Limited can enhance the effectiveness of its management trainee program and ensure the successful integration and development of future talent.
References
Afandi, A. (2021). MENTORING PROGRAM: Empowerment and Human Resources Development. AKADEMIK: Jurnal Mahasiswa Humanis, 1(3), 87-94.
Aquino, J. F., Riss, R. R., Multerer, S. M., Mogilner, L. N., & Turner, T. L. (2022). A step-by-step guide for mentors to facilitate team building and communication in virtual teams. Medical Education Online, 27(1), 2094529.
Mehale, K. D., Govender, C. M., & Mabaso, C. M. (2021). Maximizing training evaluation for employee performance improvement. SA Journal of Human Resource Management, 19, 11.
Murthy, V. H. (2022). Confronting health worker burnout and well-being. New England Journal of Medicine, 387(7), 577–579.
Picchi, A. (2022). Create the Team. In Design Management: Create, Develop, and Lead Effective Design Teams (pp. 221–264). Berkeley, CA: Apress.
Siau, K., Hodson, J., Neville, P., Turner, J., Beale, A., Green, S., … & Hawkes, N. D. (2020). Impact of a simulation-based induction programme in gastroscopy on trainee outcomes and learning curves. World Journal of gastrointestinal endoscopy, 12(3), 98.
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