TRAINING AND DEVELOPMENT
enhancing company performance by designing and
KEY ELEMENTS OF LEARNING
Learning - refers to employees acquiring
knowledge, skills and competencies, attitude, and
behavior. ( to be more productive, and improve their
performance and quality employee)
Human Capital - refers to the knowledge (know
what), advanced skills (know-how), system
understanding and creativity (know why), and the
motivation to deliver high-quality products and
services (care why)
Physical capital - equipment and technologies
Financial capital - monetary asset, cash
Competitive advantage - skills na meron ka at
wala sa ibang organization
Effective - doing right things
Efficient - doing things right
TRAINING- refers to a planned effort by a company
to facilitate learning of job-related competencies,
knowledge, skills, and behaviors by employees
Formal Training & Employee Development -
refers to training and development programs,
courses, and events that are developed and
organized by the company.
Informal Learning - refers to learning that is
learned initiated, involves action and doing, is
motivated by an intent to develop, and does not
occur formal learning setting.
● Lead to the effective development of tacit
knowledge, contrasted with explicit
knowledge.
● Explicit knowledge (formal) - knowledge of
the employee about the flow charts, formula,
and checklist
- knowledge that is easy to
documented
● Tacit knowledge (informal) - personal
knowledge based on experiences. For
example, how employees treat customers
KNOWLEDGE MANAGEMENT - the process of
implementing tools, processes, systems, structures,
and cultures to improve the creation, sharing, and
use of knowledge.
INSTRUCTIONAL SYSTEM DESIGN (ISD) - refers
to the process for designing and developing training
programs.
Regardless of the specific ISD approach used,
all share the following assumptions:
● Training design is effective only if it helps
employees reach instrumental training goals
and objectives
● Measurable training objectives should be
identified before the training programs begin
● Evaluation plays an important part in
planning and choosing a training method,
monitoring the training programs, and
suggesting changes to the training design
process.
TRANING DESIGN PROCESS - systematic
approach for developing training programs
Step 1: Conducting needs assessment
Step 2: Ensuring Employee's readiness for
training
Step 3: Creating Learning Environment
Step 4: Ensuring the transfer of Training
Step 5: Developing an Evaluation
Step 6: Selecting Training Method
Step 7: Monitoring and evaluating
ADDIE MODEL
A - Analysis (Steps 1&2)
D - Design (Steps 3&4)
D - Development (Step 5)
I - Implementation (Step 6)
E - Evaluation (Step 7)
TOPIC 3. STRATEGIC PLANNING
STEPS IN HR PLANNING
Step 1: Know the Vision, Mission, and Values
Vision - provides a destination for the organization
Mission - a guiding light of how to get to the
destination
Values - are the things that you believe are
important in the way you live and work
Example: Vision - to be leading brands
Mission - to provide high-quality products and
services
Step 2: Environmental Scanning - Is a process
that systematically surveys and interprets relevant
data to identify external opportunities and threats
that could influence future decisions.
Step 3: Internal Analysis - It highlights an
organization's strengths and weaknesses in relation
to its competitiveness, resources, and competitive
advantage
Step 4: Formulating Strategy - the process of
using available knowledge to document the
intended direction of a business and the actionable
steps to reach its goals.
THREE (3) TYPES OF CORPORATE STRATEGY
1. Stability Strategy - firms seek to maintain
opportunities and market size
2. Expansion Strategy - firms seek to faster
growth, compete, achieve higher profit or
occupy a bigger market share
3. Retrenchment Strategy - desertion of
products and services that are no longer
needed by the business
4. Combination Strategy - employs any
simultaneous combination of other
strategies
BUSINESS STRATEGY STRATEGY
1. Value Creation - trying to make a good
impression
2. Low Cost Strategy - offer product in a
lower cost
3. Differentiation Strategy - how to make
your products and services differentiate from
others
Step 5: Strategy Implementation - the process of
turning plans into action to reach the desired
outcomes.
Step 6: Evaluation and Assessment - it
determines whether or not the goals are being met.
LESSON 4. TRAINING NEEDS ASSESSMENT
Training Needs Assessment (TNA) - is the
method of determining if a training needs exist and,
if it does, what training is required to fill the gap.
Steps in Training Needs Assessment
Step 1: Identify Problem Needs
Step 2: Determine Design of Need Analysis
Step 3: Collect Data
Step 4: Analyze Data
Step 5: Provide Feedback
Need - A learning or performance gap between the
current and desired condition.
Gap Analysis - also called performance analysis;
identifies the difference between current
performance and the desired.
Job Analysis - The process of identifying all the
parts of a specific job; conducted before a task
analysis.
Task Analysis - finds the best method and
sequence of steps to complete a specific task.
Job Specification - Knowledge, skills, and abilities
(KSAs) of the person who is to perform the job.
Job Description - the tasks, duties, and
responsibilities (TDRs) of a job to be performed.
Training can reduce, if not eliminate, the gap, by
equipping the participants with knowledge and skills
by encouraging them to build and enhance their
capabilities.
Performance Deficiency - a difference with a
negative connotation, implying that the official is not
meeting a known standard for performance.
“Report on Training Needs Assessment” by
PILAC
➢ Lack of skills, knowledge, or experience
➢ Not having the right equipment or resource
➢ Not being encouraged by managers and
colleagues to do the right thing
 ➢ There are no standards or expectations that
are set and communicated Learning Outcomes -
➢ Bad workplace morale or conditions ● Verbal Information
TNA aims at the following situations ● Intellectual Skills
➢ Solving current problems ● Motor Skills
➢ Avoiding a past or current problem ● Attitudes
➢ Creating or taking advantage of a future ● Cognitive Strategies
opportunity
➢ Providing learning, development or growth THEORIES
THE PURPOSE OF TNA 1. Reinforcement Theory - individuals are
Why - conduct the training: to tie the performance motivated to perform or avoid behaviors
deficiency to a working need and be sure the because of past outcomes of behavior.
benefits of conducting the training are greater than - Positive reinforcement is a
the problems being caused by the performance pleasurable outcome resulting from
deficiency. behavior
Who - is involved in the training: involve parties - Negative reinforcement -
to solve the deficiency. removable of unpleasant outcome
How - can the performance deficiency be fixed: 2. Social Learning Theories - individuals
how training can fix the performance deficiency learn by observing models of behavior,
What - is the best way to perform: Conduct a task emulating behavior, receiving reinforcement
analysis to identify the best way to perform. and rewards.
When - will training take place: the best timing to PROCESS
deliver training because attendance at training can Attention→ Retention →Motor Reproduction→
be impacted by work cycles, holidays, and so Motivational Processes
fourth. 3. Goal Theory - Maslow’s Theory, self-
actualization
LESSON 5: LEARNING AND TRANSFER OF Two Types
TRAINING ● Learning Orientation - he is trying to
increase ability and competence in a task
Learning - a relatively permanent change in human (he’s goal is to improve)
capabilities (attitude, skills, knowledge) ● Performance Orientation - you desire to
Transfer - trainees applying what they have learned look good in comparison to others
in their job 4. Need Theories - trainers should attempt to
understand learner’s need
MODEL OF LEARNING AND TRANSFER 5. Expectancy Theory (Expectation of
Trainee)

TWO TYPES OF TRANSFER 6. Adult Learning Theory - self-directed

● Generalization - it refers to applying what
was learned to situations that are similar but
not identical to those in training.
● Maintenance - refers to trainees continuing
to use what they learned over time.
7. Information Processing Theory - we
reacted to the stimulus we receive based on
our senses