CHAPTER 5

TRAINING AND
DEVELOPMENT OF HUMAN
RESOURCES
OBJECTIVES:
After this lesson, you should be able to:

Enumerate and explain varied type's 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 department and the 1
supervisors in the orientation program.
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 sign apprentices
were provided direct instructions in the operation of machines or when app
development are increasingly recognized now as the most important
Orgining dional activity. Rapid technological changes require newer skills
and knowledge in many areas. Training has to be continuously offered to
keep employees updated and effective.

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TRAINING
Training is the process where people acquire capabilities to
aid in the achievement of organizational goals.

ORIENTATION: TRAINING OF NEW EMPLOYEES

Orientation is the planned introduction of new employees to

their jobs, co-workers and the organization.

Orientation to be meaningful, requires cooperation of HR

UNIT and other managers and supervisors.
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 THE HRD HAS TO DESIGN THE ORIENTATION PROGRAM AND
INCORPORATE THE FOLLOWING TOPICS:

1.Company policies, rules and regulations

2. Corporate Mission and Vision
3. Explain company pay system
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.

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 THE PURPOSE OF 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 EMPLOYERS AND THE EMPLOYEES, THE

ORIENTATION PROCESS HAS THE FOLLOWING PURPOSES;

1. Productivity enhancement
2. Turnover reduction
3. Organization effectiveness
4. Favorable employee impression 4
5. Enhancement interpersonal acceptance
 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.

SYSTEMATIC APPROACHES FOR THE DEVELOPMENT ARE INTEGRAL INSTRUCTIONAL PROCESSES: OF

TRAINING PROGRAMS. THE FOLLOWING STEPS:

1. Conducting needs assessment

a. Organizational analysis
b. Person Analysis
c. Task Analysis

2. Ensuring employee's readiness for training

a. Attitude and motivation 5
b. Basic skills
3. Creating the learning environment
a. Identification of training objectives and training outcome
b. Meaningful materials
c. Practice
d. Feedbacks
e. Observation of others
f. Administering and coordinating programs

4. Ensuring transfer of training

a. Self-management strategies
b. Peer and manager support

5. Selecting training methods

a. Presentational methods
b. Hands-on methods
c. Group methods

6. Evaluating training programs

a. Identification of training outcome and evaluation designs 6
b. Cost-benefit analysis
 1. ASSESMENT 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.

a. Organizational Analysis - the specific source of information and operational measures or an organization
level needs analysis, which include the following:
• Grievances
• Accident record
• Observations
• Exit interview
• Customer's complaints
• Equipment utilization and breakdown
• Material wastage, scraps, and quality control data
• Training committee, observation and needs assessment data
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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.

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
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2.EMPLOYEE READINESS FOR TRAINING
The employee must set a positive tone for training. That attitude towards training
must cultivated and made an integral requirements before the employee sets foot in
the training room.

THE FOLLOWING FACTORS INFLUENCE THE MOTIVATION TO LEARN

A. self-efficacy- it is the employee’s belief that he can successfully learn the content of
the training. The employee must understand the training is for his advantage and
learning gain could be an asset for the future advancement.

B. Understanding the Benefits or Consequences for training - The employee must

understand that the training is related to his job, personal career benefits as it may
include process or procedure to make his work easier and is needs due to change in
work technology.
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C. Awareness of Training needs, Career interest and Goal- 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
goal in the organization as discussed with his immediate superior.

D. Basic Skill - This refers to the degree of the employee’s desire to learn
the cognitive ability, reading and writing skill and other technology change
necessary in the work environment.

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3. THE LEARNING ENVIRONMENT
learning involves a permanent change in behavior. For employees to acquire knowledge
and skill 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 used their own experiences as bases for learning- training
could be meaningful if it is linked to their current job experiences and task. The
lessons should be presented on the level of employee’s understanding.

C. Employees need to have the opportunity to practice- the opportunity to

practice the learning should be provided in the program.Practice makes perfect as
the saying goes.
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D. Employees need feedback - The employees need to know how they are meeting
the training objectives, feedback should focus on specific behavior and should be
immediately communicated to employee.

E. Employee learn by observing and interacting with others - community of practice

refers to a group of employee who work together to learn from each other and
develop a common understanding on how to get the work the program.

F. Employees need training program to be properly coordinated and arranged -

Coordination is the most important aspect of training administration. It means
coordinating activities before, during and after the program.
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 ANALYZING TRAINING NEEDS
standard as to the amount of training that should be provided for each type of job may not
be readily establish, as many others factor must be consider such as the liability and
experience of the learner and the complexity of the things to learned.

THE NEEDS FOR TRAINING IS USUALLY INDICATES IN THE FOLLOWING INSTANCES.

1. When required skill is not possessed by anyone in the work forces.
2. When an employees performances is below standards, but he has the potential to improve the
productivity.
3. When morale or production is low.
4. When there is a fast turnover os the personale.
5. When the rate of absenteeism or accidental is high.
6. When restiveness or dissatisfaction amounts.
7. When supervision is lax.
8. When new technology is introduced. 13
4. Transfer of training - is the practical application of what was
learned in the program. Immediate supervisors and peers
support opportunity to practice what was learned the
technology in the work area and self-management skills
influence the climate of transfer.

5. Selecting the training methods - A number of different

methods can be used to help employees acquire new
knowledge, skill and behavior. Technology has major impact
on the delivery of training programs.
A. Presentation methods - is the passive receipt of the information that
includes the traditional instructions, distance learning and audiovisual
techniques.

B. Hands on training - this refers to the training method that require on

the job training, simulation ,business games, case studies, behavior
modeling, interactive solutions or processes.

C. Groups Building methods - it helps trainees share ideas and

experiences, building group or team identity, understand the dynamics
of interpersonal relationship and get know their own strength and
weaknesses and those of their co-workers.
6. Evaluating the Training program - Evaluation of training compares the post-training
results to the objectives expected the management, trainer and the trainees. Training is often
done without any thought of measuring, evaluating and seeing how well it works after.
A. Learning - it represent the level of how well the trainees have learned facts,ideas,
concept,theories,and attitude.test on training materials are commonly used for
evaluating learning and can be given before and after training to compare results.

B. 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.

C. Results - Employer evaluate results by measuring effects of training on the

achievement of organix=zational 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.
 CRITERIA FOR EVALUATION OF 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 resources
person, the lecture or demonstration it is a success.
TRAINING PROGRAMS ARE USUALLY EVALUATED ON THE BASIS OF THEIR INTENDED OBJECTIVES.
1. Determine what to measure - Decide before you begin training what you want to change, the number
of the customer complaints? The rate of scarp? The number of employee grievance? 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.

3. Isolate Variables - one variables is the hawthorne effect, named after a general electric plan that was
studied in landmark performances experiment several a year ago.

4. Measure attitude - this goes back to the problem of measuring initial reactions, but it is valuable in the
overall evaluation.
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 CROSSING 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. Psychology Testing - Pencil and paper tests have been used for years to determine
employees development potentials and needs.

3. Performance Appraisal - Performance appraisal that measures the employee's

potential when done properly could be a good source of development information.
HUMAN RESOURCES DEVELOPMENT APPROACHES
In - House or on Company Site - The planned activities that could be developed
within the company or while the employee is at work are those activities that
will enhance employees potential to assume other jobs that the company needs
in its operation.

THE FOLLOWING ARE THE IN-HOUSE APPROACHES:

1. Management Coaching - The immediate supervisor coaches the 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 and can help them to
understand the personalities, issues, and processes governing the organization.
3. Job Rotation - This is the process of shifting employees from one job to another. A
substantial managerial time is needed when trainees change positions.

4. Assistant-to-the Position -This is the assignment of an assistant to the position who

works directly under the manager. He is given the opportunity to deal with
challenging and interesting tasks.

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
This technique can be effective because the individuals are given the
opportunity to get away from the job and concentrate solely on what is to be
learned.

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 applicant of management behavior concepts and
analysis.

4. Role playing -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 developed by human resource

experts that require the participants to analyze a situation and decide the
best course of action based to the given data.
THANK YOU
Presented By : Group 10
Codilla, Queene
Diaman,Garcel Anne
Deniega, John Mark