Lyceum of Alabang

KM30 National Rd, Tunasan, Muntinlupa City

 
  

WRITTEN REPORT FOR 
TRAINING AND DEVELOPMENT 
 
CHAPTER 8: DEVELOPMENT AND
IMPLEMENTATION OF TRAINING  

 
Date: October 19, 2021
Submitted to: Prof. Joshua Kimpano 
Course & Section: BSBA HRDM 31M1  
Name:  
ABEGAIL CALONGE
JETHRO PASTORES
MINA CAPULONG
MICA ELLA PAGATPATAN
 Lyceum of Alabang
KM30 National Rd, Tunasan, Muntinlupa City

Introduction:  
 
Development is a process that creates growth, progress, positive change or the addition of
physical, economic, environmental, social and demographic components.  The purpose of
development is a rise in the level and quality of life of the population, and the creation or
expansion of local regional income and employment opportunities, without damaging the
resources of the environment.  Development is visible and useful, not necessarily
immediately, and includes an aspect of quality change and the creation of conditions for a
continuation of that change. To ensure that both new and experienced employees have
the knowledge and skills to perform their jobs successfully, organizations invest in training
and development activities. Training and development involves learning situations in
which the employee acquires additional knowledge or skills to increase job performance.
Training objectives specify performance improvements, reductions in errors, job
knowledge to be gained, and/or other positive organizational results.
Implementation is the carrying out, execution, or practice of a plan, a method, or any
design, idea, model, specification, standard or policy for doing something. As such,
implementation is the action that must follow any preliminary thinking in order for
something to actually happen.The implementation phase is where the training program
comes to life. Organizations need to decide whether training will be delivered in-house or
externally coordinated. Program implementation should consider employee engagement
and learning KPI goals, as well as thoroughly planning the scheduling of training activities
and any related resources (facilities, equipment, create questionnaire process etc.). The
training program is then officially launched, promoted and conducted. During training,
participant progress should be monitored to ensure that the program is effective.
The purpose of the implementation phase is to implement the training plan that you
designed and developed in earlier phases of the systematic approach to training. This is
when the learners undertake the activities of learning, produce the various tangible results
that can be referenced as means to evaluate learners' progress toward achieving the
learning objectives, and evaluation occurs not only of the results produced by learners but
also the activities of implementation to ensure those activities themselves are high-quality.
If the previous phases of assessment, design and development we done well, then this
implementation phase should go quite smoothly.

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 Lyceum of Alabang
KM30 National Rd, Tunasan, Muntinlupa City

Topic Content: 

COMPONENTS OF A SUCCESFUL EMPLOYEE LEARNING EXPERIENCE

The goals of the employee training or development program are clear

The employees are involved in determining the knowledge, skills and abilities to be
learned
The employees are participating in activities during the learning process
The work experiences and knowledge that employees bring to each learning situation
are used as a resource
A practical and problem-centered approach based on real examples is used
New material is connected to the employee's past learning and work experience
The employees are given an opportunity to reinforce what they learn by practicing
The learning environment is informal, safe and supportive
The individual employee is shown respect
The learning opportunity promotes positive self-esteem

REASON FOR RUNNING A TRAINING PROGRAM

Increased job satisfaction and morale among employees

Increased employee motivation
Increased efficiencies in processes, resulting in financial gain
Increased capacity to adopt new technologies and methods
Increased innovation in strategies and products
Reduced employee turnover
Enhanced company image, e.g., conducting ethics training (not a good reason for
ethics training!)
Risk management, e.g., training about sexual harassment, diversity training

WHEN TO RUN A TRAINING PROGRAM

Training for new staff should clearly be conducted as soon as possible after they're hired.
The ideal is that it be part of their orientation -- if the orientation period is long or
comprehensive enough -- or that it at least starts before they begin work, so they'll know
what they're doing. But a well-planned training program should run all throughout the life
of the organization.
Staff development should be scheduled regularly, as part of the normal operation of the
organization. Probably, at minimum, everyone in the organization should have the
opportunity for some ongoing training at least once a month. Some organizations may
conduct or sponsor ongoing training much more often, sometimes as part of a weekly or
biweekly staff meeting. Such training opportunities could be as low-key as a half-hour
presentation at a staff meeting, or as formal as a presentation or workshop by a nationally
known expert in the field, depending upon the organization's resources.
Professional development opportunities may be more difficult, because they generally
require money. Most small organizations simply don't have the resources to pay for staff
 Lyceum of Alabang
KM30 National Rd, Tunasan, Muntinlupa City

members' college or graduate courses, and may not even be able to afford conference
fees. While some staff members may be more than willing to pay for their own
conferences or courses, it would be unfair to require everyone to do so. A compromise
might be to ask staff members to take advantage of at least one professional development
opportunity per year. Some of those opportunities - study circles, for instance - are free or
almost free, and can be arranged by staff members themselves, or by the organization.

DEVELOPING A TRAINING PROGRAM

 1. Determine the Organizational Objectives 

The purpose of formulating a training strategy is to answer two relatively simple, but vitally
important questions: (1) What is our business? and (2) What should our business be?
Once you have the answers to these questions and a clear vision of the mission, strategy,
and objectives, you can identify the training needs.

2. Assess Training Needs 

Conduct meetings with all levels of the organization to determine what types of training
programs are needed, what types of programs are desired by employees, what types of
training programs are most effective and most beneficial to the employees, and who is in
need of training.

3. Finalize the Training Objectives and Budget

Once the needs have been determined, it is time to finalize the training curriculum based
on the budget allowed for training. Due to restricted budgets, it may not be possible
to meet all of the training needs of the staff. You must carefully select and determine
which programs are going to be the most beneficial and cost effective.

4. Select Trainers
Who actually conducts the training depends on the type of training needed and who will be
receiving it. On-the-job training is conducted mostly by supervisors; off-the-job training, by
either in-house personnel or outside instructors.

5. Select the Training Method(s)

There are two broad types of training, on-the-job and off-the-job. Individual circumstances
and the "who," "what,"and "why" of your training program determine which method to use.

5a. On-The-Job Training

 Lyceum of Alabang
KM30 National Rd, Tunasan, Muntinlupa City

Delivered to employees while they perform their regular jobs. In this way, they do
not lose time while they are learning. After a plan is developed for what should be
taught, employees should be informed of the details. A timetable should be
established with periodic evaluations to inform employees about their progress. On-
the-job techniques include orientations, job instruction training, apprenticeships,
internships,assistantships, job rotation, and coaching.

5b. Off-The-Job Training

Includes lectures, special study, films, television conferences or discussions, case
studies, role playing, simulation, programmed instruction, and laboratory training.
Most of these techniques can be used by small businesses, although some may be
too costly.

6. Develop and Administer the Training Programs

Now that the programs have been identified, it is important to make sure the programs are
successful. You will need to make sure the course material is developed to the needs of
the staff and the organization. Location, timing, and any equipment for the course will also
need to be decided. Careful attention to these operational details will contribute to the
success of the training program.

7. Evaluate the Training

Training should be evaluated several times during the process. Determine these
milestones when you develop the training. Employees should be evaluated by comparing
their newly acquired skills with the skills defined by the goals of the training program. Any
discrepancies should be noted and adjustments made to the training program to enable it
to meet specified goals. Many training programs fall short of their expectations simply
because the administrator failed to evaluate its progress until it was too late. Timely
evaluation will prevent the training from straying from its goals.

IMPLEMENTING THE TRAINING PROGRAM

Assess training needs

The first step in developing a training program is to identify and assess needs.
Employee training needs may already be established in the organization’s
 Lyceum of Alabang
KM30 National Rd, Tunasan, Muntinlupa City

strategic, human resources or individual development plans. However, if you’re

building the training program from scratch (without predetermined objectives),
you’ll need to assess which areas to focus on.

Set organizational training objectives

The training needs assessment process (organizational, task & individual) will
identify any gaps in your current training initiatives and employee skill sets. These
gaps should be analyzed, prioritized, and turned into the organization’s training
objectives. The ultimate goal is to bridge the gap between current and desired
performance/knowledge through the development of a training program that has
business goals at its core. At the employee level, the training should match the
identified areas where improvement is needed. This can be comprehensively
identified through 360 feedback and evaluations.

Create training action plan:

The next step is to create a comprehensive action plan that includes learning
theories, instructional design, content, materials and other training elements.
Resources and training delivery methods should also be detailed. While
developing the program, the level of training and participants’ learning styles need
to also be considered. Many companies pilot their initiatives and gather feedback
to make adjustments well before launching the program company-wide.

Implement training initiatives:

The implementation phase is where the training program comes to life.
Organizations need to decide whether training will be delivered in-house or
externally coordinated. Program implementation should consider employee
engagement and learning KPI goals, as well as thoroughly planning the scheduling
of training activities and any related resources (facilities, equipment, create
questionnaire process etc.). The training program is then officially launched,
promoted and conducted. During training, participant progress should be
monitored to ensure that the program is effective.

Evaluate & revise training:

As mentioned in the last segment, the training program should be continually
monitored. In the end, the entire program should be evaluated to determine if it
was successful and met training objectives. Feedback should be obtained from all
stakeholders to determine program and instructor effectiveness, plus knowledge or
skill acquisition. Analyzing this feedback alongside an employee performance
review will allow the organization to identify any weaknesses in the program and
built a more robust Employee Experience Management (EXM) strategy. At this
point, the training program or action plan can be revised or re-assessed if
objectives or expectations are not being met.
 Lyceum of Alabang
KM30 National Rd, Tunasan, Muntinlupa City

TRANSFER OF TRAINING
There is only one reason for you to send people to training – because there is an identified gap.   Your
staff are employed to fulfil a role.  In order to meet the requirements of this role not only do they require
the appropriate resources; they also must possess the relevant knowledge, skills, and attitude.  If there is
a gap in what they know or are able to do in relation to their job role (or even how they do it), then and
only then is there a need for training.

Training by its definition will impart new knowledge, teach a new skill or demonstrate the appropriate
attitude for the workplace.  Training transfer is the realisation of the investment – how training has
affected the attendees: it will either be positive, negative or zero.

1.   Positive Transfer – This is achieved when the attendees to training return to the workplace and
perform better than they would have without the training. They can now solve problems they couldn’t
before, or they are more productive, more efficient, more engaged, more motivated.  Results are
noticeable, measurable and desired.  The training has added value to the business as a result.

2.   Negative Transfer – This occurs training has a detrimental effect and results in training participants
performing worse than they would have had they not gone to training at all.

3.   Zero Transfer – This occurs when the acquisition of a new skill or new knowledge has absolutely
no effect in the workplace.  The productivity or performance of the staff who attended training is neither
enhanced nor hindered.  If the trainer was fun and interesting but resulted in a zero transfer, the
company has just invested in a good entertainment session for its staff!

References: 
 Lyceum of Alabang
KM30 National Rd, Tunasan, Muntinlupa City

 https://economictimes.indiatimes.com/definition/training-needs-analysis
 https://elearningindustry.com/training-needs-of-employees-identify-ways-start
https://www.aliveandkicking.com.au/importance-training-transfer/

https://ctb.ku.edu/en/table-of-contents/structure/hiring-and-training/training-programs/main

https://www.nar.realtor/ae/manage-your-association/human-resources-toolkit/training/steps-
for-developing-a-training-curriculum

https://managementhelp.org/training/systematic/implementing-training.htm

https://explorance.com/blog/5-steps-to-creating-effective-training-programs/