TRAINING AND

DEVELOPMENT OF
HUMAN RESOURCES
Chapter 5
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 OBJECTIVES:
After this lesson, you should be able to:

• Enumerate and explain varied types of employees training

• State the differences between training and development
• Discuss training and development of employees for
efficient continued membership in the organization:
• Reason out why management must consider training as one
of its major functions; and
• Internalize the responsibilities of the personnel
department and the supervisors in the orientation program.
 Topic Outline:

 The Beginning of Training

 A Systematic Approach to Training
 Analyzing Training Needs
 Criteria for Evaluation of Training
 Human Resource Development
 Planning and Choosing the Development Approach
 Human Resources Development Approaches
 The Beginning of Training

The beginning of training can be traced

to the Stone Age when people started
transferring knowledge through signs
and deeds to others. Vocational training
started during the Industrial Revolution
when apprentices were provided direct
instructions in the operation of
machines.
 Some believe that training has unnecessarily been given undue
importance and that the experience on-the-job is good enough to
develop the necessary skills and efficiency to perform the job.
Training cannot entirely substitute for experience but it has
certain definite advantages over it.

1. Training, unlike experience, can shorten the time required to reach

maximum efficiency.
2. Cost of training is much less than the cost of gaining experience,
particularly if one is dealing with expensive equipment.
3. The results of experience can sometimes be accidental particularly when
experience depends solely on trial and error.
4. The element of predictability is far less when compared to the outcome of
a well-conceived and conducted training program.
 Training
Training is the process where
people acquire capabilities to aid
in the achievement of
organizational goals. It is a
planned effort of the company to
facilitate learning on the job-
related competencies. These
competencies include knowledge,
skills or behavior that are critical
for successful job performance.
Orientation: Training of new
employees
Orientation is the planned
introduction of new employees to
their jobs, co-workers and the
organization. The employees need to
know the company policies, rules and
regulations and the company
direction in order to adapt to the new
working environment. The
systematic approach to orientation
requires attention to attitudes,
behaviors and information that new
employees need.
 Orientation to be meaningful, requires cooperation among individuals in
the HR unit and other managers and supervisors. The HRD has to design
the orientation program and incorporate the following topics:

1. Company policies, rules and regulations - These cover reporting for work time in,
time out policies related to employee discipline and behavior while at work and
other important company regulations.
2. Corporate Mission and Vision, company officers and corporate goals and
objectives, its product and services and other important clienteles.
3. Explain company pay system, benefits and other services available to employees
and their families.
4. Provide overview of job setting and work rules.
5. Introduce the employee to co-workers and the company working environment.
6. Safety rules and health programs.
The purpose of the orientation of new employees - The overall
goal of orientation is to help new employees learn about the
organization as soon as possible so that they can begin
contributing to the company's goals and objectives. From the
perspective of the emploveers and the employees, the orientation
process has the following purposes;

1. Productivity enhancement - Both the employer and employee want to start

right and become productive as soon as possible.
2. Turnover reduction - Employees with effective orientation programs tend
to stay longer with the company. Fast employee's turnover rate affects
productivity and efficiency.
3. Organization effectiveness - Well-oriented employees can
immediately contribute to the goals and objectives of the
organization.

4. Favorable employee impression - A good orientation

program creates a favorable impression of the organization
and its work.

5. Enhancement interpersonal acceptance - It tries to ease

the employee's entry in the work group. Employees often of
concerned about meeting new people in the work force.
 A Systematic Approach to Training
Training is moving its focus to teaching employees specific
skills to a broader focus of creating knowledge. Training is used
to gain a competitive advantage and viewed broadly as to create
an intellectual capital. The development of intellectual capital
includes the following:

1. Basic skills - Skills needed to perform one's job effectively.

2. Advanced skills - The use of technology to share with other employees.
3. Understanding of the Customer Needs - The global market is quality
competitive.
 The following steps are integral instructional processes:

1. Conducting needs assessment 2. Ensuring employee's readiness

* Organizational analysis for training
• Person Analvsis * Attitude and motivation
• * Task Analvsis * Basic skills
 The following steps are integral instructional processes:

3. Creating the learning environment 4. Ensuring transfer of training

 Identification of training objectives and training * Self-management strategies
outcome * Peer and manager support
 Meaningful materials
 Practice
 Feedbacks
 Observation of others
 Administering and coordinating programs
 The following steps are integral instructional processes:

5. Selecting training methods 6. Evaluating training programs

 Presentational methods  Identification of training
 Hands-on methods outcome and evaluation
 Group methods designs
 Cost-benefit analysis
 1. Assessment Phase

Training is designed to help the organization accomplish its

objective. Planners determine the need for training and specify
the training objectives and the training efforts. An important
part of the company's strategic human resource planning is the
identification of the knowledge, skills, abilities that will be
needed by the employees in the future as both jobs and the
organization change.
 A. Organizational Analysis
 the specific source of information and operational measures or an
organization-level needs analysis, which includes the following.

 Accident record
 Grievances
 Observations
 Exit interview
 Customer's complaint
 Equipment utilization and breakdown
 Material wastage, scraps, and quality control data
 Training committee, observation and need assessment data
 B. Task Analysis

 the job description and the job

specifications provide information on the
performance expected and the skills
necessary for employees to accomplish
the required work. Changes in the work
environment due to the introduction of
new technology or machinery require
changes in the task requirements of the
position.
S
C. Individual Analysis

 The use of performance appraisal data in

making this individual analysis is the
most common approach. A performance
review reveals the employee's
inadequacy to perform certain types of
task and this will reveal what necessary
training is needed to correct the
weaknesses. An employee's potential
may mean further training to assume a
higher position in the future.
 2. Employees Readiness for Training

The employees must set a positive tone for training. That

attitude toward training must be cultivated and made an integral
requirement before the employee sets foot in the training room.
A positive attitude is the desire of the trainee to learn the
content of the training program. Motivation is related to
knowledge gain, behavior change or skill acquisition in the
training.
S
A. Self-efficacy

 It is the employee's belief that he

can successfully learn the content
of the training. The employee must
understand that the training is for
his advantage and learning gain
could be an asset for the future
advancement.
S
B. Understanding the Benefits or
Consequences of Training

 The emplovee must understand

that the training is related to his
job, personal and career benefits
as it may include process or
procedures to make his work
easier and is needed due to
change in work technology.
S
C. Awareness of Training Needs, Career
Interest and Goals
 The employee must be given the
choice of what training program he
would like to attend. This should
be related to his needs, career
interest and personal goals in the
organization as discussed with his
immediate superior.
S
D. Basic Skills

 This refers to the degree of

the employee's desire to learn
the cognitive ability, reading
and writing skills and other
technology changes necessary
in the work environment.
3. The Learning Environment Learning
involves a permanent change in behavior. For employees to
acquire knowledge and skills in the training program and
apply the information in their job, the training program
needs to include specific learning principles.
A. Employees need to know why they should learn - They must understand why they have
to attend the training program.
B. Employees need to use their own experiences as bases for learning - Training could be
meaningful if it is linked to their current job experiences and tasks.
C. Employees need to have the opportunity to practice -The opportunity to practice the
learning should be provided in the program.
D. Employees need feedback - The employees need to know how they are meeting the
training objectives.
E. Employees learn by observing and interacting with others - Community of practice
refers to a group of employees who work together.
F. Employees need training programs to be properly coordinated and arranged.
 ANALYZING TRAINING NEEDS:

The immediate and specific needs of a company are determining

factors in the selection of the training courses and materials.
Standard as to the amount of training that should be provided for
each type of job may not be readily established, as many other
factors must be considered such as the liability and the
experience of the learner and the complexity of the things to be
learned. The personnel manager, with the cooperation of the line
supervisors is in the best position to establish what and how
much training is needed.
 THE NEED FOR TRAINING IS USUALLY
INDICATED IN THE FOLLOWING INSTANCES:

1. When required skill is not possessed by anyone in the work force;

2. When an employee’s performance is below standard, but he has the
potential to improve the productivity;
3. When morale or production is low;
4. When there is a fast turnover of the personnel;
5. When the rate of absenteeism or accident is high;
6. When restiveness or dissatisfaction mounts;
7. When supervision is lax;
8. When new technology is introduced
TRAINING NEEDS MAY BE ASCERTAINED BY
CONSIDERING THE FOLLOWING QUESTIONS:

A.Is there a problem to be solved?

B.Where does it exist?
C.Who needs the training?
D.What is the nature of the training?
S
Transfer of Training

 it is the practical application of

what was learned in the program.
Immediate supervisors and peers
support opportunity to practice
what was learned in the work area
and self-management skills
influence the climate of transfer.
S
Selecting a Training Method

 A number of different methods

can be used to help employees
acquire new knowledge, skills and
behavior. Technology has a major
impact on the delivery of training
programs. New technology allows
trainees to see, feel, and hear how
equipment and other persons
respond to their behavior.
 Different Training Methods:
1. PRESENTATION METHOD
-is the passive receipts of information that includes the traditional instructions,
distance learning and audiovisual techniques
-these are ideal for presenting new facts, information, different philosophies and
alternative solutions or processes.
2. HANDS-ON TRAINING
-refers to the training method that require on-the-job training, simulation,
business games, case studies, behaviour modelling, interactive videos and web-
based training.
3. GROUP BUILDING METHOD
-this helps trainees share ideas and experiences, build group or team identity,
understand the dynamics of interpersonal relationship and get to know their own
strengths and weaknesses and those of their co-workers.
S
Evaluating the Training Program

Evaluating of training compares the

post training results to the objectives
expected by the management , trainers,
and trainees. Training is often done
without any thought of measuring,
evaluating and seeing how well it works
after. Training is both time-consuming
and costly and therefore evaluation
must be done.
 Training Programs :
 LEARNING
-it represents the level of how well the trainees have learned facts, ideas,
concepts, theories and attitudes. Tests on training materials are commonly used
for evaluating learning and can be given before and after training to compare
results.
 BEHAVIOR
-there must be a change in the work attitude and behavior of the
trainee after the training. Observable behavior must be measured in terms of
work improvement, increased work output, and work effectiveness.
 RESULTS
-employer evaluates results by measuring effects of training on the
achievement of organizational objectives. Because results such as productivity,
turnover, quality, time, sales volume, and cost are relatively concrete,
comparing records before and after the training can do the evaluation.
S
Criteria for Evaluation Training

 Training effectiveness should be assessed on the basis of solid

grounds. Sometimes, trainers and managers rely on superficial
employee reactions. If trainees applaud the resource person, the
lecture of demonstration, it is a success. If they are happy to have
taken the course that is enough. If notices that on the first day back
on the job they seem to be using the skill learned, one may
conclude that the training money was well spent. Those
conclusions are entirely wrong. One should look at the long-term
performance, not immediate superficial results.
 TRAINING PROGRAMS ARE USUALLY EVALUATED ON THE
BASIS OF THEIR INTENDED OBJECTIVES. FIVE STEPS TO
A MEANINGFUL EVALUATION ARE THE FOLLOWING:

1.DETERMINE WHAT TO MEASURE

-decide before you begin training what you want to change. The number of
customer complaints? The rate of scrap? The number of employee grievances?
The number of quality defects?

2. ESTABLISH THE BASE LINE

-make sure you know the level of performance before training begins. This
allows you to make a legitimate comparison to determine training effects.
 TRAINING PROGRAMS ARE USUALLY EVALUATED ON THE
BASIS OF THEIR INTENDED OBJECTIVES. FIVE STEPS TO
A MEANINGFUL EVALUATION ARE THE FOLLOWING:
3. ISOLATE VARIABLES
-one variable is the Hawthorne Effect, named after a General Electric plant that was studied
in landmark performance experiment several years ago. The effect: Employees improved
their performance simply because of the attention of the research study- not because of any
changes in their working condition.
 
4. MEASURE ATTITUDES
This goes back to the problem of measuring initial reactions, but it is valuable in the overall
evaluation. Did the trainees like the training? Did they think it was valuable?
 
5. MEASURE PERFORMANCE
Go back to your base line and see what the results of the training are in terms of the criteria
you have established. Track performance over a long period of time so you can be sure the
improvement is established.
Human Resource Development

Development refers to formal

education, job experiences,
relationships, and assessment of
personality and abilities that
employees prepare for the future.
 Planning and Choosing a
Development Approach
While training considers analysis as an
important component of any training
program development needs analysis because
it is necessary to identify strengths and
weaknesses of those that will be given these
organizational interventions.
 THE FOLLOWING PROCESSES ARE USED IN THE
ASSESSMENT :

1. Assessment Centers- Employees are sent to assessment centers to

take examinations covering personality tests, communication
skills, personal inventory assessments, benchmarking and other
examinations.
2. Psychological Testing- Pencil and paper tests have been used for
years to determine employees’ development potentials and
needs.
3. Performance Appraisal- measures the employees’ potential when
done properly could be a good source of development
information.
 HUMAN RESOURCES DEVELOPMENT
APPROACHES:

1. Management Coaching- The immediate supervisor coaches he

subordinate employee in performing certain functions that are
necessary for its advancement.
2. Committee Assignments- Assigning promising employees to
important committees can give the employees a broadening
exercise.
3. Job Rotation- this is the process of shifting employees from one
job to another.
 HUMAN RESOURCES DEVELOPMENT
APPROACHES:

4. Assistant-to-the-Position- this is the assignment of an assistant to

the position who works directly under the manager.
5. Job Enlargement- refers to adding challenges or new
responsibilities to the employee’s current job.
6. Mentoring- employees can also develop skills and increase their
knowledge about the company and its operation by interacting with
more experienced organization members.
 OFF- SITE OR OUTSIDE DEVELOPMENT
INTERVENTIONS:

The following are some of the Development Programs:

1. Formal Education- the company sends the employee to formal

seminars, workshops and other training programs offered by
training consultants and agencies.
2. Team Building- These organizational interventions are usually
conducted away from work about three to four days.
3. Case Studies- this is a classroom type of training techniques that
provides a medium through the application of management
behavior concepts and analysis.
 OFF- SITE OR OUTSIDE DEVELOPMENT
INTERVENTIONS:

The following are some of the Development Programs:

4. Role Playing – is a development technique requiring the trainee

to assumes a role in a given situation and act the behavior associated
with it.

5. Simulation- these are business games and developed by human

resource experts that require the participants to analyze a situation
and decide the best course of action based on the given data.
THANK YOU!