TRAINING AND DEVELOPMENT T:: three M's of training and development are maintenance, motivation, and measurement. With the tremendous changes in technology, e-commerce, body of new knowledge, competitive advantages, total quality management, and good governance, companies saw the need to train and develop employees to level up and keep abreast of these new trends. In addition, organizational growth hindered by the lack of knowledge and training of employees prompted companies to invest in developing and enhancing the skills of their human capital. Training is defined as a process or method of providing programs that may modify, change, increase, or improve the level of performance of employees. According to Noe (2010), training is a planned effort by a company toenhance and facilitate the learning of job-related competencies. These competencies include knowledge, skills, or behavior that is critical in performing a job successfully. Development is a method of allowing employees to grow by giving them opportunities take on greater or bigger responsibilities in preparation for more challenging tasks in the future. Training and development refers to the official and ongoing educational activities within an organization designed to enhance the fulfillment and performance of employees (www.businessdictionary.com). Many companies have realized the importance of training in gaining a competitive advantage and attaining organizational objectives. High-leverage training uses an effective instructional design process to ensure that training is linked to the fulfillment of company goals.- ¢ CONCEP? © a serge Management COM sno of ofr COMPA, EV g proeram’ to study the whole os V 3, their work units, ang rs employees WU ig jobs ‘ected t0 ACqUITE Ney, vides . , Fr interretationshiPe they are fice 2010). 5 tea i" Through continuous ppl’ © u Teveloped by Roger Buckley ) ny. conti ney © yor the comPrnowledge which “ysteratic appre, this eyele: art ie fa Ot illus ing Cyc ne diagram The training eyele is 8 01 The follo and Jim Caple- Roping) | an Figure 6 ~ The Training Cycle ure: Training by Roger Buckley 7 | of a Systematic Approach to Trainin Soe in ea in The Theory and Practice of Training (1995) 1. Identifying Training Needs Pa Buckley and Caple (1995) identified two ways of determining if there is a training need. a. Reactive (Present) approach There are six stages in identifying whether training is the best means to overcome a current shortfall in performance or not: " Define the problem and focus on past performance by studying quality standards, Productivity levels. customer complaints, and accident rates, Identify who is responsible for solving the problem. Define the method to be used in.solving the problem. Analyze the Problem. Identify ¢] ‘1 Batad, ‘he probable solution to the Problem. 4Teport as a form of feedback,a ™Pplementat;, ° Ntation neon Planni Ps rain: ning. The . waporate strate ing can Somewhat affect she, fechnology, Products, . Fin the need for cts OF 8ervIces, These ean Pps Leisten 8 and development ion and development 7 can Necessitate new trainin, 1 oe Programs in the organization reviews egpersonnel Procedures, Surveys and nea ¢ new training and development The two a 'PProaches can b i team, and inno © used in three different levels: company, Preparation Once the traini i i pene ees eer a es identified, the training delivery, > ma . Presentation, venue, budget, food accommodations, and the means of i, i arget audienee : of ink i priser reeemanty forming the target audience Training delivery ~ It is essential to consider the venue or location and the equipment to be used. The training itself should be led by competent and experienced trainers or facilitators. In this case, training should be regarded as a rewarding and valuable experience for the participants. The facilitators should deliver their lectures in an appropriate communication style and language. Applying learning The trainees should be encouraged to practice what they have learned to appreciate the new insights they have gained from training. The tt of their comfort zones and accept They should be encouraged to get out of mistakes as part of the learning process. uation F | the ae: tant to find out the extent of the learning gained fom = a peaeae There are easy quantifiable measures of tain See eeeaali igher production volume, | i ed sales, higher produc eae success such as neeAR a done, ol qualitative levels, etc.‘i intenance. ction is main’ ice, d development funyees through training i its employ" eans that the firm y ny: ity to the COMPANY formance: mice the employees good pervor™ provide. The first is sa company CAr Tims to provide new 'm, This PYOBT ony, specifically the peryices; work hours; . produ aa * culture; Pro! nt; the organizational sompany’S f top manal ements ove ‘nel and members of a veriods, Major company nts, Tike dress code» B°AC" Te antly, the company vision, re imp joyees, even though employees following: the c preaktimes; Key person! 1 policies chart; general fit 7 its, in cate supervisors, benents immediate sup' s pemues are 7 ission, philosophy, ; i they pave been Giscussed already dur! ey will work closely ig also best to introdu rere they will be assigned to. nuh in the department "=" iy welcomed on their first with such as those New employee day. ‘As mentioned earlier, skills. The following diag? to improve or enhance the employees’ training tries e in the training Process. ram breaks dow! Designing of Training Programs Formulation of Training Objectives Validation Determination of Training, of Appropriate CF searing Techniques Technique Figure 7 ~ Training Process 1. Training needs assessment rast curent ede oles bresent organisational needs as is vit . . Conducting oleate ropa te Soh say ied tse oe nts ining program without a employees, sa a because some training sessions. ma ria Brown (2002) provided Tour sea actony results assessment prior to oeeaee main steps in conducti ’ designing of a training ihe oea, Identi Y Speci tt exam Probe reas in the Telationsne P's before team-building ieee TBAnization, i ae , tl uilding will really ing is done to im prove HR should identity first Develop data for evaluation Training need: Aa Is assessment test: i training program prior to its implement stveness ofa Determine the costs and benefits of training Prior to the conducting of the training program, needs assessment can determine the costs and the benefits mined Ceram. The HR can also justify the costs and benefits gained by the organization as a whole. Training can be justified as a way of increasing productivity whi ictivity leads to higher profits. ae ene training The types of training needs analysis are the following: a. Organizational analysis It examines which specific department or area needs training. Examples are the installation of new equipment or the implementation of a new procedure. When new equipment is bought and installed, the employees who will use the equipment should be trained to operate it. A new procedure can likewise affect a certain department and employees should be trained to observe and make it operational. The composition of the workforce in a particular department is also considered. Task analysis task employees ini i id of task employ Training is also based on the kin fran. For example, before training sales personnel, the oe oa i formed, the skills Aik should consider the kind of task performed, the #kis required, and the working environment where these are performed. Individual analysis Training can also be bai performance. If an employee employee's individual sed on the fe caaeice has certain deficienc!4 IR and the employee, eee tele * ce evaluatio! end a training progra, his/her performance: ev ecomm: ‘ain performa immediate sup ehe employee meet a certain pi Ace that will help standard. ccording to Noe (2010) wn (2002), there are four step, A (2010) and Brown (2002), there are 7 ling to Noe (2 lysis: nducting a training needs analy ee “ 4@. Gather data on the are aes cece ae cr a the weston the following are the methods of ga s to be don . dane . The HR can use the 0 Barney oe eee einer data. Questionnaires = aos asaleiacibeied to the employees. They are Petree aiasessinarcl and reschyaylarge number of See aaria e emrecie iiss ee ae organizations Beople. This ie «=P f survey respondents are kept Since the identities of survey respond ase Re Sree Unee eat seen afraid even Sicugh che ervey tackles] hein iacaenesear duticencies. the survey questionnaire is really an economical and easy method to gather and analyze data. However, there is little room to get a free response, and it may take some time to develop a good sury questionnaire. Also, a survey can only, generate limited data since there are certain pieces of information or ideas which cannot be fully expressed using the method. | | | * dntercimes, The Interview format provkles = leeway to be casual or formal. There is a provision ts dig deeper into the real causes or needs which cannot be fully revealed by a survey or questionnaire. Also, the data gathered in an interview has depth. During the interview, spontaneity is achieved because feedback is given right away and clarifications are dene mare openly. However, an interview can Teally be time- consuming and analyzing data is difficult. " Performance appraisals, should be done regularly i ‘ccompany fe 8ppraisals 'Y performance Usually perce = managers who aan them. ~ S are limited only to" a lander cote! malo ELS 5) lectiv eS Since Uni: bargaining agreements ee are - However, there may especially when the test is isa test, the knowledge and ot be related or applicable skills being assessed may " to the job. area of managers: Assessment is used in the of "1 lopment wherein employees are given exercises to find out their strengths which should be developed. It can easily identify people who have the potential for further advancement, thus reducing the bias in selecting people for promotion. Nonetheless, it is expensive to do and time-consuming as well. Also, passing the exercises is the only gauge and there are no criteria to follow in determining people with high potential. Focus group discussions. It is a common method of gathering data that allows the free flow of various ideas and helps employees listen to contrasting viewpoints. In the process, employees become better analyzers, problem-solvers, and decision-makers. However, because of the varied viewpoints, it is difficult to quantify and interpret the results. It is also time- consuming for the employees and discussion group leaders. Document reviews. Training needs can be identified by perusing documents such as employee records, accident reports, policies, organizational charts, memos, etc. Reviewing these documents is easy. Gathering data is done objectively because evidence for pertinent information is documented. However, documents only reflect past, not current, inputs. The documents do not indicate what causes the problems that need to be solved.ee These are groups ofp. to provide reliable infor 1 ing communication ee aa caoniber ofan ana ho comes from a particular group.) ree may not be the right person 10 prong, department ees the group that he/she represen. ee canbe met by Pitn9 aNd develapm, b Denermsne ng data related to training needs, the j.. ae oe mcs what needs can be met by conducting Se Sean There are certain ise,, Se a ears ant bench tewues obit are of needs such ning, but should be brought to the attention, aa wl! dexraice if walning 6 the best soe, because thew ar tostances when whats really needsd a but mere polishing or enhancing of the employee, skill. For example, an encoder may just need the aid of , software manual to fully utilize his/her skills. do Develop a taining popesal conduct a training auning proposal. This includes the expected results, the pesps to be Uained, and the postiie Green oe if the training is not conducted. 2. Formulation of training objectives Ones ti neds of the exployees are identified, the next step is to Ermulate the cain objectives ofthe proposed training program These Souls should be clear, achievable, and must address the needs of the In formulating training objectives, i is important to understand the role ef the trainers and trainees. The trainers role is expressed eee esie of ‘sims’ whereas the trainee's role is exprevend in the form of “objectives.” To formulate the trainer's aims, he/she should answer two questions: “What am I going to teach?” and “Why am I iegching it?" Learning objectives are stared according to the desired behavioral changes among the learners. There are three types of learning Objectives: Imowledge, attitude, and skills objectives (www. “SSSrzCUS got in/lvk/technical/?2 pdf) & Knowledse objectives These usually include the acquisitig ition of new information. pamming is easily quantified fo. example, by the end of the session, participants should be able to ler Se le is ii Fors list the steps inb. Attitude objectives 7 nn aon objectives include a change of feelings or manne Ge o e training is regarded as the most difficult Berean ee types because the participants should ia comel@ea' at the change of attitude will benefit them p Some way, For instance, by the end of the program, the Pe ipants should recognize their worth as individuals. ©. Skills objectives ae objectives include the ability of participants to do aren iB New ar acquire new ways or methods of doing a sk. Learning is gauged according to the changes in the way they do a task. By the end of the session, for example, participants should be able to deliver a presentation in public using a slide show. (This situation assumes that participants do not know how to make a presentation using visual aids in the past.) According toMager (1997), alearningobjective has three parts: behavior, condition, and criteria, Below are sample descriptions and illustrative words or phrases based on Bloom's Taxonomy of Learning that are helpful in formulating training objectives (www.nwlink.com/~donclark/hrd/ bloom.html). a. Behavior: What will the trainee’s demonstration of learning be? The performance must be observable. = Knowledge learning: list, describe, report, debate, hold, approach = Attitude learning: role-play, discuss, critique Skills learning: demonstrate, lead, perform b. Condition: Where, when, and how will it be done? Are there special conditions present while on the job? = Knowledge learning: Without the aid of notes, without coaching = Attitude learning: Without talking or moving your hand = Skills learning: Given the situation, without the sample c. Criteria: Level and quality of performance that is acceptable. = Knowledge learning: As judged by your supervisor, aS judged by your peers Attitude learning: To the opinion of your leaders and peers ® Skills learning: To the satisfaction of your supervisor, no more than three errors program should have learning objectives Every session of the training tives are achieved or not. so the participants can check whether the object 3. Designing of Training Programs ‘After formulating the objectives, the training program is designed in accordance to budgetary considerations. Other things to considerPhen are the follow duratie d. f ng the specific number of employees to be traineg of the training program, accommodations (if any), and f food costa. re are nix principles in designing a training program by, farticle/guiding-principles-effective instructiong, Jes the appropriate connection of topicg specific goals, and activities, and how they interrelate one another in the achievement of learning objectives, Flexibility The training program should attend to anticipated Reeds and adapt to varying circumstances. Relevance The program should focus on the needs of the trainees Bvaluation and feedback The program should vali Transferability Knowledge. skills, and attitude changes should be ingrained in the participants after the training Cost effec The program should provide the greatest benefit at the least cost late learning, The following are the steps in designing a training Program: Figure 8 ~ Outline of a Training Designa ProMinds Con, designed for team \, le ‘raining program Figure 9 ~ ‘gure 9 ~ Sample Training Program Content for Toam Leaders : ‘Adopted from waew promndsgletal com 4. Determination of appropriate training techniques While the training progra Z program is being designed, different trai techniques should be studied and considered if they are appropriate, The training program should fulfill the training objectives MOTIVATION The second M is motivation. Motivation in the training and development function discusses the different techniques in training and developing employees to boost their morale and encourage them to grow and to perform better. Before discussing the various techniques or methods used in training and development, it is very important that the trainers, instructors, and speakers are chosen carefully. Usually, the success of training programs rests on the caliber of the trainers selected. Therefore, the selected trainers should effectively communicate the content of the program. Trainers should not only be articulate but also ‘nef : flexible, and innovative. The HR department may have in-house trainers or may decide to hire consultants or third parties depending on the program objectNIC . ©. sy bdivided inte ex, eo which are oul WN, conven of a training method depends yl ‘ ees, Trainera also need 10 Undertany ne reach method (wew:tralningainddevleyy, a ” There are various training te and behavioral methods. The se background and skills of the train advantages and disadvantages of naukrihub.com/methods-of-training)- COGNITIVE ered ules on how to carry out, demonstraty Cognitive methods pertain to the ee changes in the participants’ atin relate concepts. The methods aim to male l and for them to gain additional knowledge. 1 are is one of the most popular and oldest beta fet help alten understand a particular concept and trainers to influence behav, and attitude. Basically, training is accompanied by ae NO matte, which method is used as the main training tool. Straight lecture , a sub-type of the lecture method in which the trainer discunses 1}, topic to the participants without interacting with them. Inotruction,, materials can also come in the form of textbooks, noten, ete. 1}, printed text naturally offers no visual imagery, or human Beatures, speech, or body language. Printed material can also be studied the trainee’s own pace. The lecture method is not costly and can L. done with a fairly large number of people in one session. Trainer, build their knowledge based on what they hear from the trains, However, it requires a long period of inactivity among the t because they are expected only to listen. There is also no cl clarify any misunderstanding. Knowledge-building, moreover, tends to rely on the ability of the trainees to grasp information and sin. not all of the participants have the same capacity to understand and comprehend what is being discussed, it is not knows! if all of the qrainees have learned what they are supposed to learn. It alae tends to bore participants and thus limit their attention span. 2. Demonstration This method is good for showing how something work: : to do a certain task. Usually, a demonstrat; s caters lecture to make it more effective. The advant. method is that there is a visual display of hoSEES "inn and elon ee the partioipants eathanced, thee yt ln. Ten way sammtentan 6 alan Honverbal feodthack meee Wr claritontion an well an verbal and discussed iv nudersuntt aii WIE have an tow if whal he/ahe has PACHedpants iy recalling whan hee letba Qual amg elm all partioipanta are a : hat Nan heen tackled Neverthelenn, not Awol expend themmelae et oetianion, There ave tatneos whe da discusalon, “Welland aro thin unable ta partiolpate in the Computorbased training Many con any Companion now tine ¢ otassroom-baied Wwe computer baned traintiy instead af delivering trailag ee ‘The Internet han become a venue for KON the one hand, computersbaded Ualutng in advantageous becative fae , anne face to-face IMoraction ta not Fequired. I alao training aaeelute thea learning tine, the trainees eat manter the : Suh tepetition and by working on the H their own pace, Hon the material at t wed for tine and are not prensured i ' They are not pres: cor foreed to a reed 10 attend training as scheduled, They alio have eany accenn degree of own privacy and convenience. ‘The to training and some Aisadvantage, however, ix that feedback tn nat nuarantecd nince Hot go through a particular material all at the same participants may time. Learning is more difficult to quantity and the achievement of training objectives is not readily Inown, Programmed instruction It is a form of computer-based t multimedia, and text stored in memor system and participants can access the aining that utilizes graphics, ‘The program ts ina company nd program through the network The participants go through the content of the material, anawer questions, and go to the next level if they get correct answers, Again, the advantage is that the participants can learn at their own pace, It also depends on the participants’ comprehension. Moreover, the company can also use books, videos, and other platforms to save costs. The trainees also acquire a substantial amount of information and are then tested based on their comprehension, However, feedback is not known at once since the participants go through the material at their own speed. Virtual reality This method allows the participants to experience a 3-D environment. It provides the participants experience in certain situations that actually happen on the job. It is also flexible and participants need not go out of the company for training, There are savings from food, lodging, and other accommodation costs of the participants. Virtual reality tends to be time-consuming though and requires eXcellent infrastructure. Aside from the infrastructure, the company will also need the following: headset for audio and visual information, gloves for tactile information, treadmill for movement, and other sensory devices so that trainers can keep track of the participants’ responses in the virtual workplace, Therefore, itis really expensive.csegereeee The HR makes us ing. The aes use g ay yee If their technicians neq Be hat broke dow Corpora “s cs: he re une power of teehee, particule eind out the Brand and thy immediately They will €2 19 download all the importang al ae then he : turer, make all, an aaa a repalt They Cine. Distance training, therefore data eanooting that particu ites sen of downey troubempenaive. H Thus, it creates pressure, tn nc nt informat a ealy for troubleshoot" Brainstorming In fs @ grou solutions toa pro and uses the part The disadvantage vor cooperate. Some also ten of idea. Worksheet - - ‘Thin method is used to perform quantitative exercises. A participant can iiate their general learning to the specific areas of their work, fomever itis time-consuming and difficult to prepare. ance tt te trainin in which participants generate possible ‘he upside of brainstorming is that it stimulates bem. The uPMeriences and ideas to solve a problem Ucipante ow ime-consuming and participants may ie oat tend to be passive and not contribute a lo, p activity, NORAL METHODS BEHAV! These methods provide practical training for participants and are used to develop their skills. 1 Games and Simulations These are commonly used to simulate events or processes that take place on the job. Games refer to training exercises where participants compete with one another according to some clearly defined set of rules, Simulations refer to computer games that imitate how a particular event might happen in a real-life situation. a. Business games They simulate the whole organizati rhe ‘ Banization and Participants to experience what it would be Tike ins ae erat Situation and give them the opportunity to decide a 4rls PProach js hed! how to Slo provident} N solving th TMative recommended Pinpoint a particular hem with relevant © problem and allows re ee of action that may ces thelr interpersone| discussion with the ‘ly method also meets objectives, ‘The downside ig may not agree particip, Y spark conflicts eeardling the prowen 84° tay have dite Perspectives ™ in the case tn wae Inder st Equipment simutato “ ; rs These are me cane sty Ludes o Surroundings of the el Mevlees that simulate the physical a Ss © Participants’ w Surroundings, relationships with ice ae ne aehstcal telephone ats ype Of training is ideal for taxi drivers, 1 8) ship navig maintenance workers, airline pilots, and mil 4 real-life situation that happens in the workplace without pactrupting normal work hours. Some aeeac! situations, however, may not be tackled during the simulation exercise. Behavior modeling This method uses a videotape to demonstrate a particular behavior. The trainees watch the tape and then practice what they saw through role plays or other simulation techniques. It is preferable for sales, safety, and interview training: It is not expensive and time-consuming. A particular skill is defined well in videotapes. Participants can have different interpretations of what they have watched, however. In-basket technique se fam e i jos such as complaints from Enea ateeacat lorie 1 orders, an application a request for additional f : Ieter for ‘dinate, a list of charitable letter for vacation leave from a subondinad a i S ms, an e-mail from the presic : Flew im because he has «speaking engages, ete. ae i \d the managers pi in a container or basket an kamem oa ey tp esate it. Since the in-basket ae ie oe us uated on the basi ‘agers, they are eval they eal Tae and analyze the contents of each memo and eau of their decision and responses ere an i is helpful s a i imi hnique is ie time imi Tiking and enhances interpersonal 8 decision-mI eC nietg Ret emFe MDA! Be One paaiyticn! thee pat be challenging 4. o- & re iy nee — Barca Cor ef warrest te el Coomacoran ele fer gh cern wn actual work situation.) a rete to play and act our s are empic ae wad he dinadvantage 1 that not many aoe ee ee Fa a er a rom = ae become more crucial im the workplace has become acta ig Se ne ee re ae aug menagrmese Sreviogeren programa to enhance manager, Krrwinagr sila and artiude (KSA) Some management devet tectngare are a Solow, 2 Gna! wetting Thr @reviopment of individua Grpending on bow they set their goals. This technique bre them net otyectiwes or goals that are measurable, clear, and achievable Goal setting iz important to employees because ft hetps im extabiisteing concrete plans and motivates them to reach whetewr goals they have set for themselves. Goal setting, howrver ss hmited to formulating goals and does not explain how to acherve or actualize them. There is no way to harmancse thr goals employees have set to help in achieving company chyrctives and the personal goals they have set for theme! b Teom.tuciktong B's a development process that helps employees work weil in groups, enhances their social pkilla, and provides the opportunity to be sensitive to the feelings of Team-building activities he Nee tp the organization in achieving can be enhanceg hise company-wide development ke technique that requires everyone in the organization fo continuously improve’ thet quality of work in all ie departments However, managers are Given more accessPositions, : Conse ‘i tictivity ag eSCIOUS About TOM instructs quality and how to M is expenaive, Y the co mMpany's cl ce Consultan ci is, Job e.g fother deve t. This practice "i Af aN executive in his/her ing is ings one at the convenience of the eteraction. It can alto be Fovides an opportunity he field. However, it ig s ive who already his/her field of specialization PS junior executive 8 e8 grow them for higher management e Mentoring he} and prepares executives who are ‘olved in demanding Ff Job rotation This method gives executives the Opportunity to experience other tasks that require managerial skills. Job rotation is usually practical in large universities where a department head or chairperson ofa particular discipline may be assigned as the registrar or head of research. Managers are given the opportunity to assume different positions and tasks and have a better perspective of these various jobs in the process. Nevertheless, this practice provides a feeling of discomfort and insecurity for managers or executives who are rotated after becoming familiar with a certain job. 3, On-the-job training - vations je ini is wi d in small organizi : On-the-job training (OJT) is widely use 1 t The task of training employees are given to areas or supervisors, je ining i ‘tly undertaken in the workplace, henc On-the-job training is frequently u i orkpace, hence i ituati no work interruption. However, it is done in real situation. There is loge is is no formal procedure or conte! training is not planned, there is no - ‘ a It is stl best to have a formal on-the-job training eet the mbthod, processes, and techniques are well discusse 'during, and att monitoring and Iso have contin ainee must al Loy ‘ne trail also employs they: ne training, ejob training er th rout | feedbacl techniques: Validation of the training program implementation: probable participants of the training prograi g between a supervisor ang , Coaching , hhing is done on the job. This practic rank-and-file emp! .¢ is observe loyee. Coacl b. Mentoring ‘Through mentori understanding to. su to carry out his/her To abjectives. The superior PFel position in the future cena” ea can also assume other jobs within the same ceparineat Togive themselves the chanie 0 €XPerience oth; tasks and to be promoted to a higher po vides guidance ». the superior provid ine Mrdinate by teaching him/her ho, \ je in the achievement of Compan, pares a subordinate for a highe, validated before its actual » program should be validate . A training Progra tated using employees who will not be the m. This is usually a pio: fun of a pilot test. Revisions, if any are required, are done after the implementation of the program. Implementation of the training program Ifthe program is workable, the training program is scheduled for actual implementation, Some companies have felt the need to provide the best possible training programs and have built their own training academy or training center to support the learning, development, and growth of their employees. While it is appropriate to select the best training techniques available, it is also equally important to have a good trainer who will be responsible for the actual implementation of a training program The characteristics of a good trainer are the following {www.practical. management-skills.com/trainer-skills}: a. Lead by example with high integrity and credibility A trainer should be and a high standard in should be credible a role model with utmost integrity every aspect of his/her life. He/She &. Know the would-be participants Atrainer should doa backgrow: Knowing their background can should know their capabilit ind check of the participants help during training. He/She ies and knowledge level so th: heise fan repare on how to deal with them These inv iy, (he trainer in conducting the training session ae g sessionvf Knowledgeable than the be modest about i it. Hey = efforts of the el Superior as q trainer and must Ise humor sparingly ; There is noth Nothing like Cnjoyable training se ion for th an ini A trainer may (uo8 0 training session for the ‘ay inject a little hu i je mor f mM getting bored, ae program. MEASUREMENT The last M in the training and development function is measurement. Evaluating the training and development programs requires a cost-benefit analysis. Measurement here is the end result of the training and development Programs. The most widely used training evaluation model is Donald Kirkpatrick's four levels of evaluation model. A training program is evaluated according to the following levels (www.mindtools.com/pages/article/kirkpatrick. htm):the trainin, , felt about e. y the participant’ ainer provid cates how the Pate raining, tae ea en food, in. Usually after “Air comme : the particlPiitself. In some cases, the ro 1. Reaction ‘This level indi to obtail easy pee form asking an evaluation A ar emmodation, venue, and P trainer is also evaluated. and after the 2 owledge before and : 2, Learning «increase in knoe oe ee ions and vel measures tht This level meas ee ‘on methods of € t aw is asured righ training. This is not ed rie elearning, interviews are com! .n the job. The assessment 3, Behavior s observations and It is the extent of learn! of any change in performan interviews. as effect of the par ‘his level evaluates the el the training and how it affects the whol society at large. ied right 01 Li ing aPP jIso done through ce is al: ticipants’ performance ie organization and the Jopment aspect of the it i devel imately measure either the training or e coos soe the author of this book has set a criteria for evaluation termed as the R's: 1. Reactions . These include the actual reactions of the trainees on such factors as content, venue, food, accommodation, visual aids, etc. p 2, Results / 4 ‘These include the end results of the program in terms of job e performance, productivity, and efficiency. 3. Recall This includes the participants’ recall of what has been learned and the actual application of what is recalled. A program well-received, well-delivered, and effectively implemented will be easily recalled by the participants. 4. Retrieval Following recall is the immediate retrieval of information from memory recall and the eventual application of retrieved learning. The four Rs are essential for any change or modification of behavi y the part of the employees, and thus, they confirm, thi ining or developn va hs empiyees *V , that a training or development The return on investment (ROI) methodolo gy on evaluating traini programs emerged from the work of Dr. Donald Kirkpatrick cad Devas ips. This methodology has become the most credible and the most widely used training evaluation tool. Moreover, ciel ; » it provides the mi 7 forecasting the potential return on inv ost practical way of (Phillips, 2002) on investment of a proposed training programIn its simplest for ™m, ii mpared to its total on Ol is the rati Costs. The f5. ‘ils Of th formul, ie © net benefits of an investment Ror = —Totat ep : Total program The Phillips moa, ion lel measu, 1. Reaction, Satista: * 100% Tes trainin (Phillips,2003), re the participants’ Tee ction i ; "action to and satisfacti ns for action, be > 2 3 E 8 gz 5 3 5 a F > Business impact It measures the impact the trainin, easures t a 8 Program has had based on the participants’ on-the-job application. It can be evaluated throu, Productivity, output levels, and the Punctuality and quality of the 5. Return on investment (ROI) Product or service. It compares the monetary value of the business outcomes with the cost of the training program. Thus, it is the ul timate measure of a training program's success, Phillips pointed out that if a training Program is successful, it Would result in a chain of positive impact from Level 1 (Reaction, satisfaction, and planned action) until ROI. If RO! io negative from the training investment, the HR should identify what has cauced the negative result. If, for example, it is negative in level 2 (Learning), it means the participants did not learn. The Phillips model evolved from the use of concrete metrics to identify th program. earlier Kirkpatrick model. It made e benefit of a particular training Example of the ROI Methodology 7 The cost of training sales personnel is 120,000. The impact of training is an increase of P200,000 in sales per year. To compute for ROI: i 006 po = 20080 120.00 120,000 = 66.67% This means that for every peso spent on training, 0.67 is contributed to profit. Training program can be deemed a success.inn toe” S HA OINT ' yen pyeleniennt HE YALE Ot ay ana ann DEVELO "l Faerie an i elevelojine 1. yuu ny ate ea syn THLE Not vr al ave Chin ui Wl van Ta ell eth on poo uae te feet oe ee 1 Make a (inane jal plan te Aneleet i a Arte uy tutta Cveateateg ene ya naga 1. Dealea Halal prague fat all yy aE | 7 the prog Tur QUEST FOR LEADEHE J people, aa mentioned In the previous chaptey, tune ma quent oe gd Fon why es pl) WL PT oxcellent workers, The HR atafl tne char 0 q Feaderahip worknhopa and nemiiara caretully it With globalisation, rnpld chungen I the world economy, and the fast pace oftoday'a technology, the Hraluliy, and development fanetion of (he He should ennuite thal lenderahip acini cud workahops are dewlgned fo answer these chanjgen and the call for dynamic and Headble leaders ‘Today's technology continues to alinplify anid practically erode and erase the traditional Hi finetlonn all the paperwork that used to aceupy mast of the Une of HR prietitionerm are now becom tig computer based, The HB departinent should continue to embrace what technology han to offer and wecept that the Work of HR profeanionaly hin become atrategle fh order ta become atrateyi beople In the organization munt have the trait of good leaders, “ ‘The future trend polite to the survival af Inowledge workers, Knowledge is the key and the denlreel tral In the power to lead : HR FOREFRONT ORGANIZATION DEVELOPMENT Organization develo f evelopment In deflued hy € syititewin : Y Commis and ley (2005) * planned devi” oe ond Wannfer of behavioral ye ReaD eee and processes that t Menten ahd refinement of the sire toulee Mann na scenes | ead to Ofrantzational effectiveneyn” ( sa eet in vainn (utzation development an a planned w aa inate ao al aclenee pene al yelematic process poINY organization towar an rae Hees are Introduced 20018 Of effee electing organizational improvement + Arent effectivencas, ener, ? snd greats organizationalOrgantaation tnkzational perfor a a There are seve, 1 2. 4 development foctinen mance, 1} ‘Tae hae Ottantestion devetopin by the top ina , Haerer third party e ven of interventi effortn to improv Several featuren: ae fas services of One proble On techni ! mn and une different types Tocope wut ev tO manage change. 7 © with change, O1 py ; Ke. OD practitione communie Honor ‘ation, partic OD ensure: 9 managed effectiy, developme, ly, Alon ; ‘ OrRANIzation Nt activities ‘such as: Action research, Developed by Lewin (1951) systematic collection of data tong People to id causes, : Survey feedback, Data Bathered thr 4nd workshops form the Interventions, ‘The: company (employee: a Proce it takes the form of the (0 identify problems and their push the use of attitude surveys basis of action plans, Dai cofe-atructured activities between the #) ond the consultants 8 consultation, Schei 88 “solving organizationn organizational and the mee in (1969) define: Al problems Process, the con: hanisma by which th Group dynamics. These Groups and determine how circumstances, Team-buildi ©. Intergroup conflict ini share their Perceptio have learned from or resolved, 's process consultation by being aware of the sequences of these processes, hey can be changed” (p. 419), are processes that take members act and rei ing is an example, tervention, This interv ons of one another an ne another. They agre place in ‘act in different ention makes groups id analyze what they © on the issues to be d. Neuro-linguistic programming, their reactions to others and deve interacting with one another, It allows people to program clop unconscious strategies in ¢. Sensitivity training. It aims to increase sensitiv ity to others as well as diagnostic ability and action skills f. Transactional analysis. It is an intervention that helps teach 4 i poople) nawhtolsahueslnaliceoreesiinemeniecs through transactions with others using the parent-adult-child model d 8 Behavior modification. It uses positive eee end " corrective feedback to change behavior. It weakens dysfunctic behavior and strengthens a desirable one. Integrated strategic change. Conceived by Worley (1996), it aims ans by reviewing the to facilitate the implementation of strategic plans by reviewing organization's readiness for change.¢ management of Chany, he effectiv att in improving the capa, on development Overall, orga What 1s the relevan fon? nizatil of an orp ANAGEMENT panies eee needs of EMployey. of ctitive by promoting corpo;, ne on peepee ssiness objectives can be ‘chien ve aaa It provides the organization with a mings ‘5 most important assets. The HR Manageme, have a strategic role in the overalj HRM sees to it that the organizat,.~ ble workforce who can help th. Soe Ch, INTRODUCTION TO STRATEGIC HR Strategic HR ment helps com and at the a company th that human resources are Its departme res that hu attainment objectives. Strategic has the fied, competent, and capal company’ 1s competitive advantage. Schuler (1992) states: “Strategic human resource management is larpel, about integration and adaptation. Its concern is to ensure that: (1) huma, resource (HR) management is fully integrated with the strategy and Strategic needs of the firm, (2) HR policies cohere both across policy areas and acros, hierarchies; and (3) HR practices are adjusted, accepted, and used by ling managers and employees as part of their everyday work” (p. 207). - The resource-based strategic HRM, on the other hand, is referred to a the human resource advantage (Boxall and Purcell, 2003). It means that an organization is capable of competing because it is equipped with resources a opportunities that support the achievement of strategic goals. Human Teso me are deployed effectively and are developed to think and pl ia cette i id plan strategically in organization. The organization is willing to invest in it add more value to the firm. a Delery and Doty (1996) developed the followi: i reve ; lowing perspectives in The first is the universalistic Perspective. It states that some HR faa an resources the t i i by struc , Proces: i :® With the Yast chan, COMPetitive edvantag companies saw ¢}- keep abreas pis Tee tain oa SREB and ee workers, + Reraay ee nage ees . Preperation, training pralal the following sta 8: identif asoes IRR Process cae at of tearing 7 Reeds, assessment, fe - sth a Program, determination of training caret deat ta'RINg needs othe wun an nae cee ig ot the tr 7 Of te techniques, validation . ainin Needs assessment is cor, cies areas i 2 ~ rein, the organization, obtain evaluation, and detent sakselop data for * The types of training mining analysis, task analysy, . ies The steps in conduct training needs of em, ¥ Specific problem organizational ployees, deweee needs analy father data in the and development: propose solutions: and lop a ieee aiing * The methods for gathering needs data a questionnaires, interviews, performance FS; focus group discussions, do ‘ument reviews, and ; + doc . Son ose nea training program are structure, flexibility, televance, evaluation and feedback, transferability, and cost-efficiency. ™ The following are the steps in designing a training program: think of an appropriate title to the program and rationalize the conduct of the Program: state the program objectives; determine the specific contents of the program; select the learning methodology and indicate the time frame; determine the duration and venue; identify standards and evaluation measures; select the resource speakers, and calculate and prepare the budget. ; "The cognitive methods of training techniques include the following: lecture, demonstration, discussion, computer-based training, Epon instruction, virtual reality, distance training, brainstorming, an worksheet. i F = The behavioral methods as training techniques are the Flowing games and simulations, management development programs, greining. en iness games, case study, =i yee of une a simseion ae t equipment simulators, behavior modeling, playing.es ore goal-setting, ; = recto ‘executive coaching, s} qual nese ty and credibility, ath hy antes sth high (Sipee bumer sparingly, ing a trang program assumes that i whe materials in an 28 by Donald Kirkpatrick 1s the jearning , behavior, and levels. reaction. outcomes in five levels: reaction, ng, applicalion and implementation, on investment (ROI) Training Business games Training and development Bess High leverage training study Continuous learning ae simulators React —— In-basket technique Proactive approach Role-playing New employee orientation Goal-setting Organizational analysis program Team-building individual analysis Total quality : Task analysis Executive ae Knowledge objectives Executive men! Attitude objectives Job rotation toring Lecture = Discus: - Behavior Compan, Results -based training ROI methodology Programmed i * . pote Virtua! reat struction Reaction/satichee te model Distance action /planned aie ee Lesming orkshee| ication ang j . ; veep plementation canis investment (RO!)