Handout 1.

Designing the Training Program

The training program starts with analysing and identifying operational and strategic
training needs of the organization and the employees. Based on the results of the analysis, HR
established training objectives and designs the training program which are developed, validated
and implemented using different training methodologies. The process normally culminates with
an evaluation of the trainings efforts to determine whether the training programs have realized
their objectives and have created expected employee competencies needed to achieve
organizational objectives.

The organization design the training program, based on the results of the training need
assessment (TNA). Experts believe that the design of training programs should focus on at least
four related elements: (1) the training’s instructional objectives, (2) readiness of trainees and
their motivation, (3) principles of learning, (4) characteristics of instructors.

1) Instructional Objectives. This element describe the skills or knowledge to be acquired and/or
the attitude to be changed. The desired outcomes of training is through written instructional
objectives. An example is the stated objective for one training program where employees trained
in team methods will be able to perform the different jobs of their team members within three
months. There should have precise terms such as “to adjust,” “to assemble,” and “to classify.”

2) Trainee readiness and motivation. Trainee readiness refers to whether or not the experience of
trainees has made them receptive to the training they will receive. Prospective trainees should
be screened to ensure that they have the background knowledge and the skills necessary to
absorb what will be presented to them. Since trainees have differences in terms of their
readiness, it is as important in organizational training. Consequently, it is often desirable to
group individuals according to their capacity to learn as determined by test scores or other
assessment information.

The receptiveness and readiness of participants in training programs can be increased by

requiring the participants complete questionnaires about why they are attending training and
what they hope to accomplish as a result of it. Participants can also be asked to give copies of
their completed questionnaires to their immediate heads.

Most employees are motivated by training opportunities that allow them to develop their
skills and advance their careers. However, employees differ from one another in the relative
importance of these needs at any given time. For example, new college graduates often have a
high desire for advancement, and they have established specific goals for career progression.
The training’s objective should therefore be clearly related to trainee’s individual needs to
succeed.

3) Principles of Learning. Ultimately, training has to build a bridge between employees and the
organization. One important step in this transition is giving full consideration to the
psychological principles of learning. This is a characteristic of a training program that help
employees grasp new knowledge and behaviour, make sense of it in their own lives, and transfer
it back to their jobs.
 The principles of learning include some factors which can be incorporated to become
more effective. These are: goal setting, meaningfulness and presentation, modelling, individual
differences, active practice and repetition, whole-versus-part learning, massed-versus—
distributed learning, and feedback and reinforcement.

Can any learning occur without feedback? Some feedback comes from trainees
themselves thru self-monitoring while other feedback comes from trainers or fellow trainees.
Feedback can help individuals focus on what they are doing right and what they are doing
wrong. Think about when you first learned how to operate a fax machine. Someone from your
office, perhaps told you what you were doing right and what things to correct.

4) Characteristics of Instructors. The success of any training effort will depend in large part on
the teaching skills and personal characteristics of the trainers. How do we characterize good
trainers and mediocre ones. A good trainer is one who demonstrates more instructional
preparations. However, training is also influenced by the trainer’s personal manner and
characteristics. Some of desirable traits of a good trainer are:
a. Knowledge of subject
b. Adaptability
c. Sincerity
d. Sense of humor
e. Interest
f. Clear instructions
g. Individual assistance
h. Enthusiasm

For example, in a work setting, employees are more likely to pay attention to and imitate
the behaviors of respected managers and supervisors, than to low-status employees. Retention
states that if behaviour is to be modelled , it must be processed in memory, and remembered.

Handout 2. Evaluating the Training Program

Training like other functions of Human Resource Management (HRM) has to be

evaluated to determine its effectiveness. It should ensure the preparation of the appropriate
training assessment tools that will be used after training has taken place. A variety of methods
are available to assess the extent to which a firm’s training programs improve learning, effect
behaviour on the job, and impact the bottom-line performance of an organization

There are four (4) basic criteria to evaluate training: 1) Reactions, 2) Learning, 3)
Behavior, and 4) Results.

Criterion 1. Reactions.
This is one of the simplest and most common approaches to evaluating a training
program. Trainees can do more to give insights into the content and techniques they found most
useful. They can provide criticism both constructive and destructive. They can make
suggestions about participants interactions, feedback, and the like. Some potential questions are
the following:
a. What were your learning goals for this training program?
b. Did you achieve the learning goals?
c. Did you like the flow of the training program?
d. Would you recommend it to others who have similar learning goals?

Criterion 2. Learning
It might be a good idea to see whether they actually learned anything from the training
program. Testing the knowledge and skills of trainees before and after the training program,
will help determine their improvements. The knowledge and skills level of employees who have
undergone a training program can also be compared to employees who have not. For example,
the logistical services gave a weeklong training to twenty (20) newly hired van drivers. The
performance was compared to another twenty (20) van drivers who only underwent on-the-job
training. The logistical service found that the drivers who underwent formal training made fewer
package processing errors, saving the company’s resources and the effectiveness and efficiency
of workers and organization increased.

Criterion 3. Behavior
Oftentimes, trainees do not demonstrate behaviour change back on the job. The transfer
of training refers to how well employees apply what they learned to their jobs. To maximize the
transfer of training, managers and trainers can take several approaches:
a. Future identical elements. For example, instead of verbally explaining a
manufacturing process, it is better to demonstrate it on a factory floor.
b. Focus on general principles. This approach help trainees learn how to apply the main
learning points to varying conditions on the job.
c. Establish a climate for transfer. In some cases, trained behaviour is not implemented
because old approaches and routines are still reinforced by some managers. Peers,
and employees. To prevent this mind of problem, managers should support, reinforce
and reward trainees for applying the new skills or knowledge.

Criterion 4. Results (Return on Investment)

Most organizations today measure their training in terms of its return on investment
(ROI). The training program should produce “bottom-line” results. An organization’s ROI
refers to the benefits it derives from training its employees relative to the costs it incurs. The
ROI formula can then be calculated fairly, as:

ROI = Results/Training Costs

HR managers or immediate department heads are responsible for calculating and

presenting these benefits to the organization’s top managers. The benefits can include higher
revenue generated, increased productivity, higher standard and rewards, improved quality and
prestige, lower costs, lower employee turnover, higher job satisfaction, and more satisfied clients
and stakeholders.
 HR Managers and immediate department heads should try to answer the following types
of questions as they calculate a training program’s benefits:
a. How much did quality improve because of the training program?
b. How much has it contributed to profits?
c. What percentage of reduction in turnover and wasted materials did the organization
get after training?
d. How much or percentage has productivity increased, and how much or percentage
have costs been reduced?
e. What rewards did the organization received as contributed by the results of training?

Summary:
This Week2, as we end the topic on Training and Development, please recall the
definition of Training and Development, the advantages that this brings both to the employer and
to the employee and all the concepts discussed before March 16, 2020. Last week based from
the assigned readings and your own online readings, the types of training and development were
given emphasis. Assignment was given to submit different types of training and development
(the more the better) and to present it in a matrix form:
Types of Training/Development Description Industry most aligned

Training has been considered as a planned effort of a company to con tribute to learning
or relearning new skills, attitudes, and competencies specifically needed to achieve business
objectives. Training efforts need to be aligned with organizational strategies. New employees
need to go through the orientation, onboarding, and socialization process. The training process
outlines the key consideration in creating an effective training program such as need analysis,
objectives and design, development, methodology, validation and evaluation. Evaluation of
training programs may take five (5) levels: reaction, learning, behaviour, results, and return on
investment. There are several training methodologies available to the trainer (refer to your
preparation in Assignment 1, item 3) in delivering the training programs effectively. Trainers
have to bear in mind that if training and development programs are in place, employees are more
motivated to perform and succeed in their jobs and companies are able to achieve their business
objectives.

In a similar way for students, if classroom sessions are conducted with the trainer’s
(teacher) mastery of the subject matter, using an appropriate delivery mechanism (varied
methodology), and immediate feedback on results of evaluation then the level of student’s
motivation is high, which may contribute to become achievers, and promising career can be
expected in the future.

References:
Snell, Scott., Bohlander, Goerge (2014). Principles of Human Resource Management, 16 th ed., SG:
Cengage Learning.
Diamante, Melva M., Ledesma-Tan, Genevieve (2015). Managing Human Resources : Local and Global
Perspectives (Outcomes-based Learning), Phil., QC: C&E Publishing, Inc.
Robbins, Stephen P., Coulter, Mary (2013). Management, 11th ed., ENG: Pearson Education Limited.