CHAPTER 3:

TRAINING
AND
DEVELOPM
ENT
Training
 is defined as a process or method of providing
programs that may modify, change,, increase, or
improve the level of performance of employees.

Development
 is a method of allowing employees to grow by giving
them opportunities take on greater or bigger
responsibilities in preparation for more challenging
tasks in the future.
Training and Development
 refers to the official and ongoing educational activities within an
organization designed to enhance the fulfillment and
performance of employees.

High – leverage training

 uses an effective instructional design process to ensure that
training is linked to the fulfillment of company goals.

Continuous learning
 provides employees with the chance to study the whole system that
includes the interrelationships among jobs, their work units, and the
company.
TRAINING CYCLE
 A. Reactive (Present) Approach
Six stages:

1.  Define the problem and focus on past

performance

IDENTIFYI  Identify who is responsible for solving the

problem

NG  Define the method to be used in solving the

problem

TRAINING  Analyze the problem

NEEDS
 Identify the probable solution to the
problem
 Prepare a report as a form of feedback
B. Proactive (Future) Approach
 Corporate strategy
 Manpower and succession planning
 New technology, products, or services
 New laws
 Ongoing personnel procedures
THREE DIFFERENT LEVELS:

COMPANY TEAM INDIVIDUAL

 2.  Once the training needs are identified, the
training delivery, schedule, materials,

PREPARATI manner, or presentation, venue, budget,

food, accommodations, and the means of
informing the target audience should be
ON prepared.
 3.  It is essential to consider the venue or

TRAINING location and the equipment to be used. The

training itself should be led by competent
and experienced trainers or facilitators.
DELIVERY
 4.  the trainees should be encouraged by

APPLYING practice what they have learned and

appreciate the new insights they have
gained in the training.
LEARNING
 5.
EVALUATIO  It is important to find out the extent of the
learning gained from the training program.

N
THREE M’S OF TRAINING
AND DEVELOPMENT

MAINTENANCE MOTIVATION MEASUREMEN

T
 MAINTENANCE
It means that the company invest in its
employees through training and development to
enhance loyalty to the company and the firm
tries to maintain or enhance the employees’
good performance.
TRAINING PROCESS
Training Formulation Designing of
Needs of Training Training
Assessment Objectives Programs

Implementatio Validation of Determinatio

n of Training Training n of
Program Objectives Appropriate
Training
Techniques
Feedback
1. TRAINING NEEDS ASSESSMENT:
THIS CALLS FOR THE IDENTIFICATION OF PRESENT ORGANIZATION NEEDS AS WELL AS
THE CURRENT NEEDS OF JOBHOLDERS.

IDENTIFY SPECIFIC OBTAIN DEVELOP DATA FOR DETERMINE THE

PROBLEM AREAS IN MANAGEMENT EVALUATION COSTS AND
THE ORGANIZATION SUPPORT BENEFITS OF
TRAINING
THE TYPES OF TRAINING NEEDS ANALYSIS
ARE THE FOLLOWING:

Organizational analysis – Examines specific departments

or area needs training.

Task analysis- Training based on the kind of task

employees perform.

Individual analysis- Training can also be based on the

employee’s individual performance.
FOUR TYPES IN
CONDUCTING A TRAINING
NEEDS ANALYSIS
(ACCORDING TO NOE (2010)
AND BROWN (2002) ):
A. GATHER
DATA ON Surveys or
THE questionnaire
TRAINING Advantage: Economical and easy
method to gather and analyze data
NEEDS OF Disadvantage: There is a little
EMPLOYEE room to get a free response and it
may take some time to develop a
S good survey questionnaire. Also a
survey can only generate limited
data.
Interviews

Advantage: Spontaneity is achieved.

Disadvantage: Interview can really
be time consuming and analyzing data is
difficult.
Performance
appraisals
Advantage: Strengths and
weaknesses of employees are recorded.
Deficiencies are also identified based on
actual performance.
Disadvantage: Difficult and quite
tedious to develop and implement a very
good performance evaluation. There are
also biases that accompany performance
appraisals through the managers who
conduct them
Observations
Advantage: The data gathered is
realistic since actual performance is
observed. This method is not disruptive of
the normal workflow of employees under
observation.
Disadvantage: It is time-
consuming for the observer. Employees
may not also like being observed while
they are working.
Test
Advantage: Easy to quantify and
interpret Helpful in determining
deficiencies related to knowledge and
skills.
Disadvantage: There may be
inconsistencies especially when the test
is brought home.
Assessment centers
Advantage: It can be easily identify
people who have potential for further
advancement.
Disadvantage: It is expensive and
time-consuming Passing the exercises is
the only gauge and there are no criteria
to follow in determining people with high
potential.
Focus group
discussions
Advantage: Employees become
better analyzers, problem solvers, and
decision makers.
Disadvantage: It is difficult to
quantify and interpret the results. It is also
time-consuming for the employees and
discussion leaders
Document reviews
Advantage: Reviewing the
documents is easy Gathering of data
is done objectively because evidence
for pertinent information is
documented.
Disadvantage: Documents
only reflect past, not current inputs.
The documents do not indicate what
causes the problems that need to be
solved.
Advisory committees

Advantage: Easy to organize. It also

permits interaction of the committee
members, thus strengthening and
opening communication lines among
them.
Disadvantage: A member of an
advisory committee who comes from a
particular group or department may not
be the right person to provide
information.
B. DETERMINE WHAT NEEDS CAN BE MET BY TRAINING AND DEVELOPMENT

C. PROPOSE SOLUTIONS

D. DEVELOP A TRAINING PROPOSAL

2. Once the needs of
FORMULA the employees are
TION OF identified, the next
step is to formulate
TRAINING the main objectives
OBJECTIV of the proposed
training program.
ES
THREE TYPES OF LEARNING
OBJECTIVES:

A. KNOWLEDGE B. ATTITUDE C. SKILLS

OBJECTIVES OBJECTIVES OBJECTIVES
THREE PARTS OF LEARNING OBJECTIVES
(ACCORDING TO MAGER (1997)):
a. Behavior

Knowledge Learning: list, describe, report, debate, hold, approach.

Attitude Learning: role-play, discuss, critique.

Skills learning: demonstrate, lead, perform.

b. Condition

Knowledge Learning: without the aid of notes, without coaching

Attitude Learning: without talking or moving your hand

Skills learning: Given the situation, without the sample

c. Criteria

Knowledge Learning: As judged by your supervisor, as judged by your

peers.

Attitude Learning: To the opinion of your leaders and peers.

Skills learning: To the satisfaction of your supervisor, no more than

three(3) errors.
3. After formulating
DESIGNIN the objectives, the
training program is
G OF designed in
TRAINING accordance to
PROGRA budgetary
considerations.
MS
SIX PRINCIPLES IN DESIGNING A TRAINING PROGRAM

a. Structure
b. Flexibility
c. Relevance
d. Evaluation and feedback
e. Transferability
f. Cost-effectiveness
STEPS IN DESIGNING A
TRAINING PROGRAM
Title
Rationale of the training
Objectives of the training
Course outline
Learning methodology
Time frame
Duration and venue
Evaluation method
Resource
speakers/persons
Training cost
Provide an appropriate title for the program and
rationalize the reason for conducting the program.

State the program objectives

Determine the specific contents of the program

Select the learning methodology and indicate the time

frame

Determine the duration and venue

Identify standards and evaluation measures

Select the resources speakers

Calculate and prepare the budget

SAMPLE TRAINING PROGRAM CONTENT FOR
TEAM LEADERS
UNDERSTANDING OF THE MISSION
Module Clarification of the mission
1 Clarification of the success indicators
Clarification of the activities

STRESS MANAGEMENT ACTIVITIES

Module
Stress Prevention
2
Avoidance of Burnout

LEADERSHIP AND EMPOERMENT

Module Clarification of Roles
3 Delegation and Authority
Limitations of power and authority
4. While the training
DETERMINA program is being
TION OF designed, different
APPROPRIAT training techniques
should be studied
E TRAINING and considered if
TECHNIQUE they are appropriate.
S
 MOTIVATION
It discusses the different techniques in training and
development employees to boost their morale and
encourage them to grow and to perform better.
 2 TYPES OF TRAINING TECHNIQUES:
(COGNITIVE AND BEHAVIORAL METHODS)

Cognitiv Lecture- This is one is the most popular and oldest

methods that help trainees understand a particular
e concept and trainers to influence behavior and
attitude. Basically, training is accompanied by lectures
methods no, no matter which method is used as the main
training tool.
Demonstration- This method is good for showing how
something works or how to do a certain task. Usually, a
demonstration is accompanied by a lecture to make it
more effective
Discussion- This method does not stick only to the
straight lecture but it is also supported by
interactions among the trainees and between the
trainer and the trainees.
4. COMPUTER-BASED TRAININING 5. PROGRAMMED INSTRUCTION 6. VIRTUAL REALITY
7. Distance training
8. Brainstorming
9. Worksheet
Behavioral Methods
1. Games and simulations
a. Business games
b. Case study
c. Equipment simulators
d. Behavioral modeling
e. In-basket technique
f. Role-playing
2. Management development programs
a. Goal-setting
b. Team-building
c. Total quality mmanagement (TQM)
d. Executive coaching
e. Executive mentoring
f. Job rotation
3. On-the-job training
OJT techniques:
a. Coaching
b. Mentoring
c. Job rotation
4. Validation of the training program

5. Implementation of the training program

The characteristics of a good trainer are the following:
a. Lead by example with high integrity and credibility
b. Know the world-be participants
c. Exercise humility
d. Use humor sparingly
e. Show enthusiasm
f. Get the support of top management
6. Feedback
MEASUREMENT
Evaluating the training and development
programs requires a cost-benefit analysis.
 1. Reaction – This level indicates
how the participants felt about the
training.
DONALD 2. Learning – This level measures
the increase in knowledge before and
KIRKPATRIC after the training.
K’S FOUR 3. Behavior – It is the extent of
learning applied right on the job.
LEVELS OF 4. Results – this level evaluates the
EVALUATIO effect of the participants’
performance after the training and
N MODEL how it affects the whole organization
and the society at large.
 1. Reactions

2. Results
FOUR
R’S:
3. Recall

4. Retrieval
 RETURN ON INVESTMENT
(ROI) METHODOLOGY
This methodology has become the most credible and the
most widely-used training evaluation tool.

The Formula is:

ROI = Total program benefits – Total program cost
x100%
Total program cost
 PHILLIPS MODEL

1. REACTION, 2. LEARNING 3. APPLICATION 4. BUSINESS 5. RETURN ON

SATISFACTION, AND AND IMPACT INVESTMENT (ROI)
PLANNED ACTION IMPLEMENTATION
 The cost of training sales
personnel is ₱120,000. The
impact of training is an increase of
EXAMPLES ₱200,000 in sales per year. To
OF ROI compute for ROI:
METHODOL
OGY ROI = 200,000 – 120,000 x 100%
120,000
= 66.67%