RECRUITMENT AND

SELECTION

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 Training and Development
1. Define Training and Development
2. The Training Process
Learning 3. Training Options
4. Training methods
Objectives Performance Review and Appraisal
5. Objectives of Performance Appraisal
6. Performance Criteria
7. Performance Appraisal Methods
8. Performance Appraisal Problems and
Solutions

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Training Defined
It is a learning process that
involves the acquisition of
knowledge, sharpening of
skills, concepts, rules, or
changing of attitudes and
behaviors to enhance the
performance of employees.

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Objectives of Training and Development
1. Improve productivity and the quality and quantity of output. This can lead to an increase in
an individual's skills in one or more areas of expertise.
2. Effectiveness in the present job. This involves increasing an individual's motivation to
perform his/her job well.
3. Create more favorable attitudes such as loyalty and cooperation.
4. Help employees in their personal development and advancement by helping them acquire
additional qualifications for a better job.
5. Help organization respond to dynamic market conditions and changing customer demands.
6. Satisfy human resource planning requirements.

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The Training Process
1. Training needs analysis/Need assessment
This refers to the process used to determine if training is
necessary. It identifies specific job performance deficiencies and
increases productivity.
Training is needed when significant differences exist between
actual performance and prescribed standards. It refers to a
systematic, objective identification of training needs.

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The Training Process

Needs Assessment Process

a. Organizational analysis
b. Person/performance analysis
c. Task analysis

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The Training Process
2. Designing the training program/ training objectives
After determining training needs, objectives must be established to meet those
needs. Effective training objectives should state the benefit to the different
stakeholders in the organization. The outcome of the training or learning objectives
can be categorized as follows:
a. Instructional objectives - What principles, facts, and concepts should be learned in
the training program taking into consideration the positions of the participants?
b. Organizational and departmental objectives - What impact will the training have
on organizational and departmental outcomes such as absenteeism, turnover, reduced
costs, improved productivity, accident rate, and the like?
c. Individual and growth objectives - What impact will the training have on the
behavioral and attitudinal outcomes of the individual trainee and on the personal
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Training Design

The design of the training program can be undertaken only when a clear
training objective has been produced. The training objective clarifies what
goal has to be achieved by the end of the training program, i.e., what the
trainees are expected to do at the end of their training. Training objectives
assist trainers to design the training program.

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The Training Process
3. Validation
Introduce and validate the training before conducting. Based
the final revisions on pilot results to ensure training effectiveness.
When clearly defined objectives are lacking, it is impossible to
evaluate a training program efficiently.

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The Training Process
4. Implementation of training program
Once the staff, course, content, equipment, and topics are ready, the training is
implemented. Completing the training design does not mean that the work is done
because implementation phase requires continual adjusting, redesigning, and refining.
Preparation is the most important factor to guarantee success. Therefore, the
following are factors that should be kept in mind while implementing a training program:
a. The trainer
b. Physical setup
c. Establishing rapport with participants
d. Reviewing the agenda

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The Training Process
5. Training Evaluation
This will help check whether training has had the desired effect.
Training evaluation ensures that candidates are able to implement their
learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation

a. Feedback- Giving feedback helps the candidates define the objectives
and link them to learning outcomes.
b. Research- It helps in ascertaining the relationship between acquired
knowledge, transfer of knowledge at the workplace, and training.
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 The Training Process

One can also measure the success of the training program according to:
a. Reaction of the learner
The learners' immediate reactions to the training can determine if they are already bored while the training is ongoing. Reaction
level should include measuring of trainees' reactions to program content, format, instructional techniques, abilities and style of
trainer, extent to which the training objectives were met, and the like.
b. Learning level
This refers to how well the trainees understood and absorbed the principles, facts, and skills taught. To obtain an accurate picture
of what was learned, trainees should be tested before and after the program or through feedback devices using pretests and
posttests to measure what learners have actually learned.
c. Behavior of the learner
Supervisor's reaction to learners' performance following completion of the training should also be documented. This is to measure
the degree to which learners apply newly acquired skills and knowledge to their jobs. To evaluate behavioral change, a systematic
appraisal should be made including statistical analysis of on-the-job performance on a before-and-after basis and to relate changes
to the training program.
This should be made at least after six months after the training so that the trainees will have an opportunity to put what they
learned into practice.
d. Results
Determine the level of improvement in job performance and assess needed maintenance to ensure continuous good performance.
This is an attempt to measure changes in variables such as reduced turnover, reduced costs, improved efficiency, reduction in
grievance, and increase in quality and quantity of production. Pretests, posttests, and controlled groups experimentation are also
required to come up with accurate results in the evaluation of the given training. 28
The Training Options

1.Outsourcing
2.Internal Training
3.Product Related Training
4.Independent Professional

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Training Methods
A. Cognitive Methods
Cognitive methods dwell on giving
theoretical training to the trainees. The
various methods under cognitive
approach provide the rules on how to do
specific tasks such as written or verbal
information and demonstrate
relationships among concepts. These
methods are associated with changes in
knowledge and attitude by stimulating
learning.

B. Behavioral Methods
Are more of giving practical training
to the trainees. These methods are
best used for skills development.

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Performance Review and Appraisal

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Objectives of Performance Appraisal
1. It provides information upon which promotion, transfer, demotion, layoff, discharge, and salary decisions can be made. It could justify
reward decisions including merit increases, promotions, and other forms of rewards.

2. It provides an opportunity for the supervisor and his/her subordinates to review and identify their strengths and weaknesses or work-related
behavior. This in turn allows both to develop a plan for correcting any deficiencies that the appraisal might have reinforce the things the
subordinate does right. This feedback clarifies for employees the job expectations held by their supervisor.

3. It forms the basis in identifying the training needs of employees as well as evaluating the success of training, thus, development initiatives
are not based on opinions but rather on results.

4. It helps in the firm's career planning process because it provides a good opportunity to review the person's career plans in light of his/her
exhibited strengths and weaknesses. Thus, it could produce evidence and/or opportunity for career progression.

5. It allows easy monitoring and supervision.

6. It helps evaluate the individual's share relative to the team's contribution in achieving the organization's goal.

7. It provides information to evaluate effectiveness of selection and placement decisions

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Performance Criteria
1. Relevance
2. Reliability
3. Freedom from contamination

Indicators or Matrix that can help measure employee performance Freedom

 Quantity
 Quality
 Timeliness
 Cost-effectiveness
 Absenteeism/Tardiness
 Creativity
 Adherence to policy
 Gossiping and other personal habits
 Personal Appearance/grooming
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Who should evaluate performance
1. Managers/ supervisor appraisal
2. Self-appraisal
3. Subordinates' appraisal
4. Peer appraisal
5. Customer/Supplier
6. Team appraisal
7. Assessment center
8. 360-degree or full circle appraisal

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 Seven Tips for Creating a World-class Appraisal System
1. Design the form first. The appraisal form is a lightning rod that will attract everyone's attention. Design the form early and get a lot of
feedback on it.
2. Build your company's values into your form. Performance appraisal is a means, not an end. Values become real only when people are held
accountable for living up to them.
3. Assure ongoing communication during development. Circulate drafts and invite users to make recommendations. Keep the development
process visible through announcements. Use surveys, and request suggestions. Remember the cardinal principle that people support what
they help create.
4. Train all appraisers. Performance appraisal (PA) requires a multitude of skills-behavioral observation and discrimination, goal-setting,
developing people, confronting unacceptable performance, persuading, problem-solving, and planning. Unless appraiser training is universal
and comprehensive, the program would not produce much.
5. Orient all appraises. The program's purposes and procedures must be explained in advance to all who will be affected by it. Specific
training should be provided if the performance management procedure requires self-appraisal, multi-rater assessment, upward appraisal, or
individual development planning.
6. Use the results. If the results of the performance appraisal are not visibly used in making promotion, salary changes, employee movement,
training, and termination decisions, people will decide that it is merely an exercise and therefore is just a waste of time.
7. Monitor and revise the program. Audit the quality of appraisals, the extent to which the system is being used, and the extent to which the
original objectives have been met. Provide feedback to management, appraisers, and appraises. Actively seek and incorporate suggestions for
improvement. Train new appraisers as they are appointed to supervisory positions.

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Performance Appraisal Problems and Solutions
Halo Effect
The Problem: A manager or supervisor allows a general favorable impression of an employee to influence his or her judgment on each separate factor
in the performance appraisal process. An unfriendly employee will often be rated unsatisfactory for all traits rather than just for the trait pertaining to
interpersonal relation.
The Solution: The rater should consider each factor independently of all other factors, rather than rating the employee at the same level on all (or most)
factors in an appraisal. Being aware of this problem is a major step toward avoiding it.
Recency Effect
The Problem: Recent events tend to have an unusually strong influence on performance evaluation. Outstanding contribution or untimely mistake just prior
to a performance review colors the manager's perception of the employee's performance for the entire appraisal period. (A similar pitfall, the unforgettable
effect, occurs when an employee does something so extraordinary, either positively or negatively, that its impressions last for a long time, to the advantage
or disadvantage of the employee.)

The Solution: An alert manager compensates for lack of perspective by careful documentation and to make refinements in the design of the appraisal
method, as well as improving the skills of the raters.

Previous Performance Bias

The Problem: The employee who has performed well in the distant past is assumed to be acceptable in the recent past also. Previous good work tends to
carry over into the new period being appraised.
The Solution: Once again, observation and documentation of the employee's performance will give an accurate account of the performance period under
scrutiny.

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Performance Appraisal Problems and Solutions
Leniency/Harshness/Strictness Error
The Problem: Some managers tend to give mostly favorable ratings while others tend to evaluate the same performance levels unfavorably. This error
is usually committed when managers feel uncomfortable about communicating negative feedback or do not want to hurt the employee's feelings.
The Solution: Understanding the constructive purposes of performance appraisal and acquiring effective skills in giving negative feedback should
reduce the tendency to commit this error. Raters can assess their own harsh and lenient rating tendencies by examining or distributing ratings forcing a
normal distribution to avoid this error.
Central Tendency
The Problem: Central tendency occurs when a manager rates all employees as average by choosing the middle rating. The central tendency closes the door
to an employee's growth and improvement on a job, because no strengths or weaknesses are identified.
The Solution: Ranking employees can avoid this error because all employees must be ranked and, thus, cannot all be rated average.

Carelessness
The Problem: Managers make quick guesses based on first impressions of an employee's performance.
The Solution: Managers commit significant time observing staff members and forming judgments based on their observations. Major decisions are often
based on performance rating, and ill-considered ratings will contribute unreliable information and detract from the organization's goals.

Bias
The Problem: Individual differences among rates in terms of characteristics like age, race, sex, and religious and political affiliations. Evaluations are
dependent on the rater's personal preferences, prejudices, and biases. The rater who has a biased or prejudiced attitude toward certain groups of people
looks for behavior in these groups that confirms his or her biases.

The Solution: When rating employees, the manager must consider the same relevant behaviors for all employees supervised. Individual differences and
other nonperformance factors should not affect performance appraisal ratings. Careful observation, description, and documentation of actual performance
on an ongoing basis reduce the tendency for bias by emphasizing job performance over a period of time.
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Feedback or Appraisal Review
This is an interview in which the supervisor and subordinates review the appraisal and make plans to
remedy deficiencies and reinforce strengths. It provides an opportunity to identify the subordinate's
feelings more thoroughly and thus improve communication between supervisor and the employee.
Annual discussions of performance should include:

1. review of overall progress;

2. discussion of problems that were encountered;
3. discussion of sources of ineffective performance;
4. agreement about how performance can be improved;
5. discussions on how current performance fits with long-range career goals; and
6. specific action plans for the coming year and how to reach short- and long-term objectives. and
long-term objectives.

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THANK YOU!