TRAINING AND DEVELOPMENT_1st Part

CHAPTER III

Training and Development

OVERVIEW OF CLASS MODULE

Topics in this module will focus on the three M’s of training and development that includes
maintenance, motivation, and measurement. With the tremendous changes in technology, e-
commerce, body of new knowledge, competitive advantages, total quality management, and good
governance, companies saw the need to train and develop employees to level up and keep abreast of
these new trends. In addition, organizational growth hindered by the lack of knowledge and training of
employees prompted companies to invest in developing and enhancing the skills of their human
capital.

LEARNING OBJECTIVES

By the end of this module, the students should be able to:

1. Explain how training differs from development in terms of the expected results or outcomes
manifested by the employee;
2. Discuss how different training techniques are used in large organizations;
3. Explain how training and development help employees in the long run;
4. Identify the importance of feedback/evaluation after the implementation of the program;
5. Identify the important reasons why training and development is the core function of HRM; and
6. Define the training needs analysis, setting training objectives and training cycle.

LEARNING CONTEXT

Training is defined as a process or method of providing programs that may modify, change,
increase, or improve the performance level of employees. According to Noe (2010), training is a
planned effort by a company to enhance and facilitate the learning of job-related competencies. These
competencies include knowledge, skills, or behavior that is critical in performing a job successfully.

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
(www.businessdictionary.com).

Many companies have realized the importance of training in gaining a competitive advantage and
attaining organizational objectives. High-leverage training uses an effective instructional design
process to ensure that training is linked to the fulfillment of company goals.

It also serves as a benchmark for the training programs of other companies. Continuous
learning provides employees with the change to study the whole system that includes the
interrelationships among jobs, their work units, and
the company. Through continuous learning, they are
Identifyin
expected to acquire new skills and knowledge which g training
they can apply on the job (Noe, 2010). needs

THE TRAINING CYCLE

Evaluation Preparation
The training cycle is a systematic approach
developed by Roger Buckley and Jim Caple. The
following diagram illustrates the cycle.

Appying Training
Learning Delivery
Figure 3. The Training
1. IDENTIFYING TRAINING NEEDS Cycle

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Buckle and Caple (1995) identified two ways of determining if there is a training need.

a. Reactive (Present) Approach

There are six stages in identifying whether training is the best means to overcome a
current shortfall in performance or not.

- Define the problem and focus on past performance by studying quality standards,
productivity levels, customer complaints, and accident rates.
- Identify who is responsible for solving the problem.
- Define the method to be used in solving the problem.
- Analyze the problem.
- Identify the probable solution to the problem.
- Prepare a report as a form of feedback.

b. Proactive (Future) Approach

To determine if future performance is linked to the organization’s objectives, the focus

should be placed on the following:

- Corporate Strategy. Training is an important aspect of the company’s long-term

strategy.
- Manpower and Succession Planning. The implementation of training can somewhat
affect corporate strategy.
- New Technology, Products, or Services. These can usher in the need for training and
development.
- New Laws. Legislation can necessitate new training and development programs in the
organization.
- Ongoing Personnel Procedures. Surveys and reviews can create new training and
development needs.

The two approaches can be used in three different levels: company, team, and individual.

2. PREPARATION

Once training needs are identified, the training delivery, schedule, materials, manner of
presentation, venue, budget, food, accommodations, and the means of informing the target
audience should be prepared.

3. TRAINING DELIVERY

It is essential to consider the venue or location and the equipment to be used. The training
itself should be led by competent and experienced trainers or facilitators. In this case, training
should be regarded as a rewarding and valuable experience for the participants. The facilitators
should deliver their lectures in an appropriate communication style and language.

4. APPLYING LEARNING

The trainees should be encouraged to practice what they have learned to appreciate the new
insights they have gained from training. They should be encouraged to get out of their comfort
zones and accept mistakes as part of the learning process.

5. EVALUATION

It is important to find out the extent of the learning gained from the training program. There are easy
quantifiable measures of training success such as increased sales, higher production volume, etc. the
qualitative measures include attitude modifications, satisfaction levels, etc.

NEW EMPLOYEE ORIENTATION PROGRAM

Training Needs Implementation of

Feedback
Assessment Training Programs
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Formulation of Validation of
 TRAINING AND DEVELOPMENT_1st Part
The first M in the training and development function is maintenance. Maintenance means that
the company invests in its employees through training and development to enhance loyalty to the
company. It is also means that the firm tries to maintain or enhance the employee’s good performance.

There are various training programs a company can provide. The first is new employee
orientation program. This program aims to provide new employees with pertinent information about
the company, specifically the following: the company’s prevailing culture; products/services; work
hours; break times; key personnel and members of top management; the organizational chart; general
policies, etc.

It is also best to introduce new employees to people they will work closely Figure 3.1 Training
Process
with such as those who are in the department where they will be assigned to.
New employees should not be isolated, but immediately welcomed on their first
day.

1. Training Needs Assessment

This calls for the identification of present organizational needs as well as the current needs of
jobholders. Conducting a needs assessment is vital to the success of training program (Brown,
2002). It is very risky for an organization to conduct a training program without a needs
assessment because some training sessions may over-train employees, miss some areas, or yield
unsatisfactory results.

Brown (2002) provided four main steps in conducting a needs assessment prior to the actual
designing of a training program.

a. Identify specific problem areas in the organization

For example, before team-building is done to improve relationships in an

organization, the HR should identify first whether team-building will really solve a current
company issue or not. If employees tend to be reserved or aloof with one another, is
team-building or communication the appropriate solution to the primary concern? The HR
should first identify the pressing issue rather than merely accommodate a single idea or
suggestion.

b. Obtain management support

To obtain management approval and support for training program, the projected
outcomes of a training program should be seen as relevant to the company’s long-term
objectives. It means that, for example, the productivity of the workforce has greatly
improved after the training or the employees became motivated and this resulted in
higher outputs.

c. Develop data for evaluation

Training needs assessment tests the effectiveness of a training program prior to its
implementation.

d. Determine the costs and benefits of training

Prior to the conducting of the training program, training needs assessment can
determine the costs and the benefits of the program. The HR can also justify the costs
and benefits gained by the organization as a whole. Training can be justified as a way of
increasing productivity which, in turn leads to higher profits.

TYPES OF TRAINING NEEDS ANALYSIS

a. Organizational Analysis

It examines which specific department or area needs training. Examples are the
installation of new equipment or the implementation of a new procedure. When new equipment
is bought and installed, the employees who will use the equipment should be trained to operate
it. A new procedure can likewise affect a certain department and employees should be trained

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to observe and make it operational. The composition of the workforce in a particular department
is also considered.

b. Task Analysis

Training is also based on the kind of task employees perform. For example, before training
sales personnel, the HR should consider the kind of task performed, the skills required, and the
working environment where these tasks are performed.

c. Individual Analysis

Training can also be based on the employee’s individual performance. If an employee has
certain deficiencies based on his/her performance evaluation, the HR and the employees’
immediate supervisor can recommend a training program that will help the employee meet a
certain performance standard.

Four steps in conducting a training needs analysis:

 Gather data on the training needs of employees

There are several methods of gathering data and the selection of a certain method
depends on the type of the analysis to be done. The following are the methods of gathering
needs data:

a. Surveys or Questionnaires

Questionnaires are prepared and distributed to the employees. They are easy to
disseminate and reach a large number of people. This is especially true for large
organizations. Since the identities of survey respondents are kept confidential, employees
can freely answer the questions without feeling insecure and afraid even though the survey
tackles their weaknesses or deficiencies. The survey questionnaire is really an economical
and easy method to gather and analyze data.

b. Interviews

The interview format provides lieu to be casual or formal. There is provision to dig
deeper into real causes or needs which cannot be fully revealed by survey or questionnaire.

c. Performance Appraisals

These evaluations should be done regularly to be more consistent and updated in

gathering data. The strengths and weaknesses of employees are recorded. Deficiencies are
also identified based on actual performance.

d. Observations

The use of observation yields both qualitative and quantitative data. This method is
not disruptive of the normal workflow of employees under observation. The data gathered
is also realistic since actual performance is being observed.

e. Tests

Testing can be done in the office or can be taken home by employees. Usually, tests
are used to assess the employee’s comprehension skills. It is helpful in determining
deficiencies related to knowledge and skills.

f. Assessment Centers

Assessment is used in the area of management development wherein employees are

given exercises to find out their strengths which should be developed. It can easily identify
people who have the potential for further advancement, thus reducing the bias in selecting
people for promotion.

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g. Focus Group Discussions

It is a common method of gathering data that allows the free flow of various ideas
and helps employees listen to contrasting viewpoints. In the process, employees become
better analyzers, problem-solvers, and decision-makers.

h. Document Reviews

Training needs can be identified by perusing documents such as employee records,

accident reports, policies, organizational charts, memos, etc. Reviewing these documents is
easy. Gathering data is done objectively because evidence for pertinent information is
documented.

i. Advisory Committees

These groups of people who are in a position to provide reliable information

regarding the training needs of employees. One such group is also easy to organize. It also
permits interaction of the committee members, thus strengthening and opening
communication lines among them.

 Determine what needs can be met by training and development

After gathering data related to training needs, the HR is tasked to identify what needs can
be met by conducting training and development sessions. There are certain issues or needs
such as salary and benefit issues which are not addressed in training, but should be brought to
the attention of top management.

 Propose solutions

The HR should determine if training is the best solution because there are instances when
what is really needed is not training but mere polishing or enhancing of the employee’s skill. For
example, an encoder may just need the aid of a software manual to fully utilize his/her skills.

 Develop a training proposal

If a lack or inadequacy is identified and the need to conduct a training program is justified,
the HR must present a training proposal. This includes the expected results, the people to be
trained, and the possible consequences if the training is not conducted.

2. Formulation of Training Objectives

In formulating training objectives, it is important to understand the role of the trainers and
trainees. The trainer’s role is expressed in the form of “objectives.” To formulate the trainer’s aims,
he/she should ask two questions: “What am I going to teach?” and “Why am I teaching it?” learning
objectives are stated according to the desired behavioral changes among the learners. There are
three types of learning objectives:

a. Knowledge Objectives

These usually include the acquisition of new information. Learning is easily quantified.

b. Attitude Objectives

These learning objectives include a change of feelings or beliefs. Thus, the training is
regarded as the most difficult among the three types because the participants should be
convinced that the change f attitude will benefit them in some way.

c. Skills Objectives

These objectives include the ability of participants to do something new or acquire new ways
or methods of doing a task. Learning is gauged according to the changes in the way they do a
task.

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3. Designing of Training Programs

After formulating objectives, the training program is designed in accordance to

budgetary considerations. Other things to consider are the following: the specific number of
employees to be trained, the duration of training program, accommodations, and venue and
food costs.

There are six principles in designing a training programs:

a. Structure

This includes the appropriate connection of topics, specific goals, and activities,
and how they interrelate with one another in the achievement of learning objectives.

b. Flexibility

The training program should attend to anticipated needs and adapt to varying
circumstances.

c. Relevance

The program should focus on the needs of the trainees.

d. Evaluation and feedback

The program should validate learning.

e. Transferability

Knowledge, skills, and attitude changes should be ingrained in the participants

after the training.

f. Cost-effectiveness

The program should provide the greatest benefit at the least cost.

The following are the steps in designing a training program:

a. Provide an appropriate title for the program and rationalize the reason for conducting
the program.
b. State the program objectives.
c. Determine the specific contents of the program.
d. Select the learning methodology and indicate the time frame.
e. Determine the duration and the venue.
f. Identify the standards and evaluation measures.
g. Select the resource speakers.
h. Calculate and prepare budget.

4. Determination of Appropriate Training Techniques

While the training program is being designed, different training techniques should be studied
and considered if they are appropriate. The training program should fulfill the training objectives.

SOURCE:

 Cynthia A. Zarate (2014). “Human Resource Management.” C and E Publishing, Inc.

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