U OBJECTIVES: After this lesson, you should be able to: Enumerate and explain varied types of employees training State the differences between training and development: s training and development of employees for efficient ntinued membership in the organization. out why management must consider training as one of its ions; and ize the responsibilities of the personnel department and visors in the orientation program.The Beginning of Training le started wren peor’ The beginning of training can be traced to the Stone ABE as training started transferring knowledge through signs and deeds to othert VO"‘ ay direct instructions during the Industrial Revolution when apprentices were PTO‘ icreasiN BY sr ianone in the operation of machines, Training and development 27 ochnolOB al aaron now as the most important organizational activity apid eg be continuously recpures newer ekile end knowledge in many acoae offered to keep employees updated and effective ndue importance and ven undue Some believe that training has unnecessarily BE" BI ihe necessary oe that the experience on-the-job is good enough f° dewtabstitute for experience but it efficiency to perform the job. Training cannot entirely has certain definite advantages over it. required to reach maximum jen the time 1. Training, unlike experience can short efficiency. particularly if i ience, .ss than the cost of gaining expen equipment be acid 3. The results of experience can some. experience depends solely on trial an is far less when compared to the outcome of a 4. The element of predictability is © wel-conceived and conducted training program. 2. Cost of training is much le: di vi n ‘one is dealing with expensive ental particularly when Training toaid in the achievement Je acquire capabilities rocess where people acqulfs SOP facilitate learning on the “tis a planned effort of the company to / t job-related paca hese 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. Training is the p' of organizational goal Orientation: Training of new employees Orientation is the planned introduction of new employees 10 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:5 6 The purpose of orientation of new ¢' help new employees learn about the organiza begin contributing to the company’s goals an employers and the employees, the orientation pro’ 1 policies: rues and regulations These cover reporting for worktime iicies related to employer discipline tant company regulations Company in, time out PS and other impor ind behavior while at work ve Mission ane Vision, company officers and corporate goals and saciven its product and services and other important clienteles objectives, its pr Expl npany pay system, benefits and other services available toemployees plain comp and their families and work rules, Provide overview of job setting veto co-workers and the company working environment. Introduce the employe Safety rules and health program mployees The overall goal of orientation is to ation as soon as possible so that they can .d objectives, From the perspective of the ss has the following purposes; Productivity enhancement - Both the employer and employee want to start right and become productive as soon as possible. Tumover reduction - Employees with effective orientation programs tend to stay longer with the company. Fast employee's turnover rate affects productivity and efficiency. Well-oriented employees can immediately tives of the organization, Organization effectiveness - contribute to the goals and obj Favorable employee impression - A good orientation program creates a favorable impression of the organization and its work. 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. ‘Advanced skills ~The use of technology to share with other employees. Understanding of the Customer Needs ~ The global market is quality competitive.One of the ke is . i that they are designed ack sys matic approach for the are integral instructional pro 1 to competitiveness Pig, It refers to the following steps Y characteristic of training system that contrib! Ording to the instructional desig" P™ development of training program deesses The Conducting needs ass ment 4. Organizational b. « analysis Person Analysis Task Analy sis 2. Ensuri String employee's readiness for training a Attitude and motivation b. Basic skills 3. Creating the learning environment 2. Identification of training objectives and training outcome b. Meaningful materials c Practice d. Feedbacks © Observation of others £ Administering and coordinating programs 4. Ensuring transfer of training a. Self-management strategies b. Peer and manager support 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, 72teva learned may jeatn from other employees hovers a 1 While this may te true to a certain carat ANIME PRYRTAT CaN jive better femulte been at may be 4 for the organization y 1 he the be Assesament Phase neal to help the organization accomplish Training is de jective Planners aining and specify the training determine the need for tt objectives and the training, of the company’s strategic human re forts An important part of Nan resource planning tee dari a vat the Knowledge, skills, abilities that will be needed by the Fee tare as both yobs andl the organization change. Both internal + will influence training must be considered when doing andl external forces tha Ha ree ae The problem posed by the technical obsolescence of Mit crac rad an insufficiently educated labor pool from which to draw Fee ae yea he confronted before those training needs become critical the specific source of information and \ Organizational Analysis operational measures. or an organization level needs analysis, which include the following ances 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. © 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 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 73” AIR] —=—Aa="="=="— ledge Rain, to hig the Manager Fee of earning learn Awaten! = the content of the training program. Motivation # ~ ae ehange oF skill acquisition in the train it the supervisor to assure that the employee I efore he is sent to the program {he following factors influence the motivation 10 le" sake andl that the training Havrasot for the future & Selfvefficacy> It is the employee's belief that eontent of the training. The employer Mt Th Ws for his advantage and learning gain Oo" vee ing - The employee raining \ Understanding the Benefits or Camseatere® Tob personal and career est unvleratad thatthe taining "1 hg go make his work easier benefits as it may include process of PANY ay include process oF PW and is reedted clue to change in work . soals - The employee . rest and Goals © Awareness of Training Needs, Careet IMT ne would like to attend edi find personal goals in aust be given the choice of what AINE gers This should be related to his needs © > superior. the eoganicat ne dsl ws mentions SIPS 4. Basic Skills = This refers tothe Jegro ofthe employee's desite 1 EN te d i¢ Skills ~ This refers to the ¢ er tec ie counitive ability, reading and sorting Skills and other technology Sane’ necessary in the work environment. 3. The Learning Environment mployees to acquire change in behavior. For e' ae information in their Leaming involves a permanent ~e knowledge and skills in the training program and apply ee in job, the training program needs to include specific learning principles. a. Employees need to know why they should I why they have to attend the training program. must be made clear to the employees. b. Employees need to use their own experiences as bases for learning ~ Training could be meaningful if itis linked to their current job experiences and tasks. The lessons should be presented on the level of employees’ understanding. 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. earn - They must understand The objective and purpose 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.i ee © Employees Jean by observing and interacting with others of practice refers tO 8 RrOUP of employees Who y each other and develop a common und done. Community work together to learn from Tstanding on how to get the work 1. 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 turnover of the personnel; When the rate of absenteeism or accident is high When restiveness or dissatisfaction mounts; 7. When supervision is'lax; 8. When new technology is introduced. 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.Same Transfer of Training Vranste, Program What w ay wan Tearried 1 the ra gusty 1 Peat Hranagement skill Hoot atin te the Immediate nt 8 learned the: Practical application of wh SUPORVINOM and peers support OF lochne Pd el influence the my In the work area a we the climate ¢ ; work area ry for the (rans of loarning Mate of transfer. The environment is tine laberate"Y J 5. Select Selecting the Training Methouts A number ot Joyees acquire i FOF different methods can be used to help Emr vn ew Knowledge, skills and behwcior renslopylkat a major iinpact on the delivery ‘sto see, feel and hear heyy havior The multimedia has costly of training prog BrAMS. New technology allows lair equipment and other pera, hnology all ‘ver bi Breatly changed the ining, NOM T persons respond to th training landscape and tr w could be lew &. Presentation Method - is the passive receipt of information that includes the traditional instructions, distance I arning, and audiovisual te niques These are ideal for pr inting new facts, information, differ int philosophies and alternative solutions or processes fors to the training, method that require onethe 6. Hands-on Training ~ This re! re rte mes, ease studies, behavior modeling, job training, simulation, business interactive videos and web-based training, ~ It helps trainees share ideas and experiences, build group or team identity, nderstand 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 leaned that will improve team performance on the job Group Building Method 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.ning ~ Ht represent the level of how well the trainees have learned 2 earnitas, concepts theories and attitudes. Tests on training materials are facts ide ced for evaluating learning and can be given belore and after ae compare results phere must be a change in the work attitude and behavior of the b. Behavior = Ter raining, Observable behavior must be measured in terms trainee after oe i increased work output, and work of work improve to display a better look at the work environment and ieee ape me etvity must be observed. Management should observe increased prod performance as a gauge 10 effectiveness of training, traini fectiveness. The e results by measuring, effects of training on the achievement of organizational objectives ae resis auch a productivity, turnover, quality, time, sales vol et = cos an at ay concrete, comparing, records before and after the training can do the evaluation, © Results Employer evaluat 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 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. 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 Hawthorne Effect, named after a General Electric 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 Perf sults of th b pat the FeSUltS Of the training are ack to your base line and see Wha" performan vd, Track per nee. ctiteria you have established: 1°" is established of time ver time 0 you can be sure the improve" Ormance, Go b ; in terms of the over along period of tra H . ‘nan Resource Development sriences, relationships, ang prepare for the future jes that go beyond those Development re assessments of pe Development can fers to formal education, job exP® Somality and abilities that employe : e though > growing capabi " required by the current eb ae Sete roves ability to handle variety Of assignments. Development helps the employee prepare £0 other positions and increase their ability prvi available in the future, I ity to move into other jobs that ye to changes in technology, . Sars also the employee for changes in current jo market work design and customers or new products or new type 0! a Planning and Choosing a Development Approach 1g a Develop While training considers analysis a5 a" important component e any training program development needs analysis because it isnecessary to identify stfengihs and weaknesses of those that will be given these organizational interventions. seccement involves collecting information and providing feedback on employee s behavio, 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 communication skills, personal examination covering personality tests, ation a inventory assessments, benchmarking and other examinations. The center is manned by agroup 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 furnish 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. 78ay Ete Human Resources Development Approaches In ~ House or on Company Site - The planned activities th: way moto Cope med stb dv enhance employees’ potential to assume other jobs that the company needs in its operation. Its imperative that managers and supervisors plan coordinate development efforts 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 foritsadvancement. It combines observations and suggestions. This is best when involves good relationships. 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. The bisa Must be acquainted with different people and techniques in each new uni 4. Assistant-to-the Position ~This isthe 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. . 5. 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. 6. 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CASE STUDY 5 ‘The ABC Training Program The ABC Corporation has been engaged in the manufacture of electronic components for automobiles for the last five’ years. The company employs 350 employees and about 30 supervisors and managers. The increase in technology sent to training to cope with the increasing demand for requires that e1 yees be atemployee t with the demand of local and foreign customers. updated new products consisten The HR Manager suggested that three of the managers and eight supervisors be sent to the mother company in Japan for updates in technology on car electronics. The vice president for finance and the operation manager opposed the recommendation on the basis of cost-cutting and lack of personnel to handle the operations while they were away for two months. They suggested that technicians from the mother company be invited instead to handle the training in the Philippines. The cost of training by the mother company would double the cost of training as they are paid higher allowances and salaries that will be charged to the local company. Note ~ Use the Case Format