CHAPTER 5 – TRAINING AND DEVELOPMENT OF HUMAN RESOURCES

The Beginning of Training

The beginning of training can be traced to the Stone Age when people transferring knowledge through
dens and deeds to others. Vocational training during the Industrial Revolution when apprentices were
provided direct instr in the operation of machines. Training and development are increasingly recogni now as
the most important organizational activity. Rapid technological cha requires newer skills and knowledge in
many areas. Training has to be conti offered to keep employees updated and effective.
Some believe that trainine has unnecessarily been given undue importan that the experience on the job is
good enough to develop the necessary skin efficiency to perform the job. Training cannot entirely substitute
for experience has certain definite advantages over it.
1. Training, unlike experience can shorten the time required to reach maximus efficiency
2. Cost of training is much less than the cost of gaining experience, particularly if one is dealing with
expensive equipment.
3. The results of experience can sometimes be accidental particularly when experience depends solely on
trial and error.
4. The element of predictability is far less when compared to the outcome of a well-conceived and
conducted training program.

Training
Training is the process where people acquire capabilities to aid in the achievement of organizational goals. It
is a planned effort of the company to facilitate learning on the Job-related competencies. These competencies
include knowledge, skills or behavior that are critical for successful job performance. The goal of training is for
employees to master the knowledge, skills and behaviors emphasized in training programs and to apply them
in day-to-day activities.

Orientation: Training of new employees

Orientation is the planned introduction of new employees to their jobs, co-workers and the organization.
The employees need to know the company policies, rules and regulations and the company direction in order
to adapt to the new working environment. The systematic approach to orientation requires attention to
attitudes behaviors and information that new employees need
Orientation to be meaningful, requires cooperation among individuals in the HR unit and other managers and
supervisors.
The HRD has to design the orientation program and incorporate the following topics:
1. Company policies, rules and regulations - These cover reporting, for work time in time out policies
related to employee discipline and behavior while at work and other important company regulations.
2. Corporate Mission and Vision, company officers and corporate goals and obiectives, its product and
services and other important clienteles,
3. Explain company pay system, benefits and other services available to employees and their families.
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.
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 - Both the employer and employee want to start right and become
productive as soon as possible.
2. Turnover reduction - Employees with effective orientation programs tend to stay longer with the
company. Fast employee's turnover rate affects productivity and efficiency.
3. Organization effectiveness - Well-oriented employees can immediately contribute to the goals and
objectives of the organization.
4. Favorable employee impression - A good orientation program creates a favorable impression of the
organization and its work 5. Enhancement interpersonal acceptance - It tries to ease the employee's
entry in the work group. Employees often of concerned about meeting new people in the work force.

A Systematic Approach to Training

Training is moving its focus to teaching employees specific skills to a broader focus of creating knowledge.
Training is used to gain a competitive advantage and viewed broadly as to create an intellectual capital. 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
One of the key characteristics of training system that contribute to competitiveness is that they are designed
according to the instructional design process. It refers to the systematic approach for the development of
training programs. The following steps are integral instructional processes:

1. Conducting needs assessment

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

2. Ensuring employee's readiness for training

a. Attitude and motivation
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
b. Cost-benefit analysis
The success of any training program can be gauged by the amount of learning that occurred and is
transferred to the job, Training and learning will take place through the informal work groups whether an
organization has a coordinated effort or not Because employees learn from other employees. While this may
be true to a certain well-designed training program can give better results because what may be Jeamed may
not be the best for the organization,

1. Assessment 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. An important part of the company's
strategic human resource planning is the identification of the knowledge, skills, abilities that will be needed by
the employees in the future as both jobs and the organization change. Both internal and external forces that
will influence training must be considered when doing arcanizational analysis. The problem posed by the
technical obsolescence of current employees and an insufficiently educated labor pool from which to draw
new workers should be confronted before those training needs become critical
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 need assessment data

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

2. Employees Readiness for Training

The employees must set a positive tone for training. That attitude toward training must be cultivated and
made an integral requirement before the employee sets foot in the training room. A positive attitude is the
desire of the trainee to learn the content of the training program. Motivation is related to knowledge behavior
change or skill acquisition in the training. It is the role of the man and the supervisor to assure that the
employee has the highest degree of learn before he is sent to the program.

The following factors influence the motivation to learn:

a. Self-efficacy. It is the employee's belief that he can successfully learn content of the training.
The employee must understand that the train is for his advantage and learning gain could be an
asset for the futu advancement.
b. Understanding the Benefits or Consequences of Training - The emplo must understand
that the training is related to his job, personal and care benefits as it may include process or
procedures to make his work easier and is needed due to change in work technology
c. Awareness of Training Needs, Career Interest and Goals - The employer 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 goals in the organization as discussed with his immediate superior.
d. Basic Skills - This refers to the degree of the employee's desire to learn the cognitive ability,
reading and writing skills and other technology changes necessary in the work environment.

3. The Learning Environment

Learning involves a permanent change in behavior/ For employees to acquire knowledge and skills 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. The objective and purpose must be made clear to the employees.
Employees need to use their own experiences as bases for learning - Training could be meaningful if it is
linked to their current job experiences and tasks. The lessons should be presented on the level of employees
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.
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 the employee.
e. Employees learn by observing and interacting with others - Community of practice refers to a group of
employees who work together to learn from each other and develop a common understanding on how to get
the work done.
f. Employees need training programs 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.

Analyzing Training Needs

The immediate and specific needs of a company are determining factors in the selection of the training
courses and materials. Standard as to the amount of training that should be provided for each type of job may
not be readily established, as many other factors must be considered such as the liability and experience of
the learner and the complexity of the things to be leamed. The personnel manager, with the cooperation of
the line supervisors is in the best position to establish what and how much training is needed. The need for
training is usually indicated in the following instances:
1. When required skill is not possessed by anyone in the work force
2. When an employee's performance is below standard, but he has the potential to improve the
productivity:
3. When morale or production is low;
4. When there is a fast tumover of the personnel:
5. When the rate of absenteeism or accident is high
6. When restiveness or dissatisfaction mounts:
7. When supervision is lax
8. When new technology is introduced.

9. Training needs may be ascertained by considering the following questions:

1. Is there a problem to be solved?
2. Where does it exist (which department)?
3. Who needs the training?
4. What is the nature of the training? (remedial or improvement required by the situation)
The subject matter is best determined by a survey of company needs with the help of a questionnaire
and job analysis and by examining various records pertaining to cost labor turnover, absenteeism and other
relevant factors in the particular Organization. The cooperation of line supervisors in determining needs and
priorities will be necessary

4. Transfer of Training
Transfer of training is the practical application of what was learned in the program. Immediate supervisors
and peers support opportunity to practic what was learned the technology in the work area and self-
management skill influence the climate of transfer. The environment is the laboratory for the transfer of
learning

5. Selecting the Training Methods

A number of different methods can be used to help employees acquire new knowledge, skills and
behavior. Technology has a major impact on the delivery of training programs. New technology allows
trainees to see, feel and hear how equipment and other persons respond to their behavior. The multimedia
has greatly changed the training landscape and training now could be less costly.
a. Presentation Method - is the passive receipt of information that includes the traditional instructions,
distance learning and audiovisual techniques These are ideal for presenting new facts, information, different
philosophies and alternative solutions or processes.

b. Hands-on Training - This refers to the training method that require on-the job training simulation,
business games, case studies, behavior modeling interactive videos and web-based training

c. Group Building Method - It helps trainees share ideas and experiences build group or team identity,
understand the dynamics of interpersonal relationship and get to know their own strengths and weaknesses
and those of their co-workers. Various training techniques are available to improve work-group or team
performance to establish new teams and to improve interactions among different teams. All involve
examinations of feelings, perceptions and beliefs about the function of the team. This develops discussions
and development of plans to apply what was learned that will improve team performance on the job.

6. Evaluating the Training Program

Evaluation of training compares the post-training results to the objectives expected by the management,
trainers and the trainees. Training is often done without any thought of measuring, evaluating and seeing how
well it works after. Training is both time-consuming and costly and therefore evaluation must be done.
Training assessment will measure the benefits derived from the activity What the employees learn is directly
related to what they earn; hence, evaluation of training is put into practice.
One way to evaluate training is to examine the cost associated with the training and the benefits received
through cost-benefit analysis. The best way is to measure the value of the output before and after the
training. Any increase represent the benefits resulting from training

a. Learning - It represent the level of how well the trainees have leamed facts, ideas, concepts, theories
and attitudes. Tests 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. The trainee must be able to display a better look at the work environment and
increased productivity must be observed. Management should observer performance as a gauge to
effectiveness of training.
c. Results -Employer evaluate results by measuring effects of training on the achievement of
organizational 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 emplovee reactions. If trainees applaud the resource person, the lecture or demonstration,
it is a success. If they are happy to have taken the course that is enough. If notices that on the first day back on
the job they seem to be using the skills learned, one may conclude that the training money was well spent.
Those conclusions are entirely wrong. One should look at long term performance, not immediate superficial
results.
Training programs are usually evaluated on the basis of their intended objectives. Five steps to a meaningful
evaluation:
 1. Determine what to Measure. Decide before you begin training what you want to change.
The number of customer complaints? The rate of scrap? The number of employee grievances?
The number of quality defects?

2. 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 variable is the Hawthome Effect, named after a General Electrie plant
that was studied in landmark performance experiment several years ago. The effect: Employees
improved their performance simply because of the attention of the research study - not
because of any changes in their working condition

4. Measure Attitudes. This goes back to the problem of measuring initial reactions but it is
valuable in the overall evaluation. Did the trainees like the training? Did they think it was
valuable? Often, they can provide valuable feedback and suggestions in improving training
techniques

5. Measure Performance. Go back to your baseline 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 assessments of personality
and abilities that employees prepare for the future Development can be thought of as the growing capabilities
that go beyond the required by the current lo. It represents the employee's ability to handle variety of
assignments. Development helps the employee prepare for other positions and increase their ability to move
into other jobs that may be available in the future prepares also the employee for changes in current jobs due
to changes in technology work design and customers or new products or new type of market

Planning and Choosing 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. Assessment involves collecting information and providing feedback on
employee's behavior, communication style or skills or leadership potentials as preparation for formal
induction to the development program.

The following processes are used in the assessment:

1. Assessment Centers - Employees are sent to assessment centers to take examination

covering personality tests, communication skills, personal inventory assessments,
benchmarking and other examinations. The center is manned by a group of teams that assesses
the individual potential for leadership and other capabilities or qualities that may be used by
the organization in its future operations.
2. Psychological Testing - Pencil and paper tests have been used for years to determine
employees' development potentials and needs Intelligence tests, verbal and mechanical
 reasoning tests can furish useful information about factors of motivation, reasoning abilities
leadership styles, interpersonal response traits and job preferences
3. Performance Appraisal-Performance appraisal that measures the employees potential
when done properly could be a good source of development information Observable and
measurable output, attitude and behavior, data on productivity, employee relations, job
knowledge and leadership behavior are important source of employee information. These are
usually available in the personnel file.

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 hance employees' potential to assume other jobs that the
company needs in its seration. It is imperative that managers and supervisors plan coordinate development
Horts so that the desired developments actually occur. The following are the In-House
Approaches:

1. Management Coaching - The immediate supervisor coaches he subordinate employee in performing

certain functions that are necessary for its advancement. It combines observations and suggestions.
This is best when involves good relationships.
a. 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 govering the organization
2. Job Rotation - this is the process of shifting employees from one job to another. A substantial
managerial time is needed when trainees change positions. The trainees must be acquainted with
different people and techniques in each new unit.
3. 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. Studies
and other tasks are assigned for analysis before they are given to the head for final implementation
4. Job Enlargement - refers to adding challenges or new responsibilities to the employee's current job.
This could include such activities as special projects assignments, switching roles within a work team or
research activities
5. Mentoring -Employees can also develop skills and increase their knowledge about the company and
its operation by interacting with more experienced organization members. Mentoring helps new
members bring together successful senior employees with less experienced 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. These Interventions are usually held outside at the company's
expense and will serve as a break from the office monotony.

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. Some companies send their employee
 to take advanced studies in the graduate programs in exclusive schools or take courses in foreign
countries.The condition is usually that an employee is tied to a contract to serve th company for a
number of years for every year of outside training,
2. Team Building - These organizational interventions are usually conducted away from work about
three to four days the employees are organized team and solve common problems related to
relationships. The focus is on human relation issues and poor team work
3. Case Studies - This is a classroom type of training techniques that provide a medium through the
application of management behavior concepts and analysis. Cases are either through the use of multi-
media or case problems that are developed similar to those existing in the work environment Group
case analysis and presentations are made and discussions facilitate the learning experience.
4. Role Playing-Roleplaying is a development technique requiring the trainee to assumes a role in a
given situation and act the behavior associated with it The facilitators provide the script and the group
evaluate the performance. The other participants provide comments and suggestions after each
performance.
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