TRAINING AND DEVELOPMENT

INTRODUCTION: Organizations and jobs are never static; they keep on changing. They change
as the competitive global economy changes. Then, there is the scarcity of economic resources,
rapidly changing technology, new business demands, cultural and generational shifts of the
workforce and the changing nature of work itself. All the confluence of events make training
and development imperative.

Employees, regardless of rank and stature, need to learn new skills, develop new
abilities and competencies to respond to these changes. Withold training and development and
your people will rust in obsolescence; your organization will lose completitiveness.

Plants and equipment need retooling and maintenance not only to maintain their
efficiency but also to improve output performance. We all know that upgrades and additional
components are needed to keep our computer up to date because of the fast changing
technology in microchips and other components. Similarly, training and development helps
fight the obsolescence of human resources.

At no time in our history when our local economy is teetering in recession in the face of
the world economic meltdown that organizations face challenges and opportunities in training
and development. The organizations ability to compete in today’s highly competitive
marketplace requires a talented pool of workers. Only through the continous upgrading of skills
of its workers can an organization achieve and maintain its competitive advantage. Training and
developmentis a never ending demand that company must address. The development of skills
and expertise of the employees remains one of the most crucial keys to business success.
DEFINITION OF TRAINING AND DEVELOPMENT
In the field of human resources management, training and development is the field
concerned with organizational activity aimed at enhancing the performance of individuals and
groups in organizational settings. It has been known by several names including employee
develoment, human resources learning and development.

Training and development refers to organized learning activities in the organization to

improve performance and/or personal growth for the purpose of improving the job, the
employee and the organization. It encompasses the whole range of training and development
interventions and career development. These competencies include knowledge, skills or
behaviors that are critical for successful job perfromance. The goal of training is for employees
to master the knowledge, skills and behaviors emphasized in training programs and to apply
them to their day-to day activities.
Although training and development are used interchangeably, both address slightly
different needs. Training foucses on learning the necessary skills required to perform a job. In
other words training is both focused upon, and evaluated against, the job that an individual
currently holds. Development focuses on the preparation needed for future jobs or jobs that an
individual may potentially hold in the future, and is evaluated against those jobs. If a particular
employee, for instance is identified as potential successor to somebody of a higher rank in the
succession plan, that individual will undergo the development process to help him prepare to
assume the job in the future.
In any case the ultimate beneficiary of trainin and development is the organization.
Training improves individual performance; development prepares an employee to a future job.
Both have ripple effects on improved corporate performance.
As job rsponsibilities change, and jobs are redesigned, processes reengineered the skills
and abilities required to perform them will change as well. Companies need to anticipate these
changes and address them through training and retraining. Training and development therefore
is a continuing process to combat obsolescence and increase productivity.
TYPICAL REASONS FOR EMPLOYEE TRAINING AND DEVELOPMENT
Aside from the general reasons stated above, here are some typical reasons why
training and development should be initiated in the company:
1 When a performance appraisal indicates performance improvement is needed.
2. To “ benchmark’ the status of improvement so far in a performance improvement effort.
3. As part of an overall professional development program.
4. As part of succession planning to help an employee eligible for a planned change in role in
the organization.
5. To pilot or test the operation of new performance management system.
6. To train about a specific topic such as computer skills, quality assurance, communications,
supervisory, customer service, human relations, how to handle a grievance and discipline, labor
relations, safety, negotiations, and many others.

SPECIFIC BENEFITS FROM EMPLOYEE TRAINING AND DEVELOPMENT

Training and development opens the floodgate to many benefits inuring to the
organization. Among them are:
1. Increased job satisfaction and morale
2. Increased employee motivation
3. Increased effectiveness in processes, resulting in financial gain.
4. Increased capacity to adopt to new technologies
5. Incresed innovation in strategies and products.
 6. Reduced employee turnover (since training increases job satisfaction and employee
morale and motivation, and enhances career growth, employee turnover is minimized)
7. Enhanced company image( ex. Conducting customer service training.)
8. Improved risk management and ethical behavior in business (ex. Conducting training on
corporate governance which covers the whole range of strategic planning risk
management, good human resource practices, values and ethics)
THE FOUR-STAGE TRAINING CYCLE
It is not enough to take a pro-training position. Setting a certain percentage of your
payroll budget for training and development is perfectly normal. But there must be rhyme and
reason in your training program. A systematic approach in developing a good training program
must follow a four stage cycle:
1. Training needs Analysis (TNA)
2. Planning the training
3. Implementing the training
4. Evaluating the training
STAGE 1 : TRAINING NEEDS ANALYSIS (TNA)
You got to start with the premise that not all performance deficiencies can be addressed
through training. The TNA will provide a systematic assessment of the organization, the task
and the employee. The overall corporate strategy is the central point for the assessment of the
company’s training needs. These needs must be explored within the context of the firm’s goals
and strategies.
Below shoes the cause and effect resulting from the training needs analysis

ORGANIZATION ANALYSIS TASK ANALYSIS PERSON ANALYSIS

What are strategies/ goals? In what do the need training? Who needs Training?
Reasons for training: Outcomes:
* Lack of basic skills * Who receives training
* Poor performance * Why trainees need to learn
*New technology * Types of training
*Customer Problems * Frequency of training
* New products * Buy of develop training decisions
* Higher performance standards
*New/restructured jobs * Training methodology

ORGANIZATION ANALYSIS
There must always be a link between the firm’s strategies/goals and training and development.
Training presure points vary form one company to the other. For instance, is a company is in a
downsizing mode, training maybe focused on newly restructured or consolidated jobs. A
company that is about to launch a new produc or service, training is on the technology of this
new product or service. An enterprise may have grown too fast and too big that it has to
refocus its business from marketing to the supply side of business.

A concrete example is a new strategy developed by a leading domestic fast food

company. It has excelled its multinational competitors in the front of the store business. It has
opened outlets, wholly owned or franchised. Since the commissary processed its own bakery
meat fish poultry and other food products management developed a strategy to benchmark
itself with the leading food manufacturers of the country. It retained our group to assist its
commissary management group in identifying the company, departmental, and job core
competencies and assessing the competency levels against the targeted competencies. Out of
this identification and assessment of current competencies a master training plan was
developed.
TASK ANALYSIS
This activity involves identifying the important tasks and job related knowledge, skills and
attributes (KSA) that need to be emphasized in training for employees to complete their tasks.
This analysis addresses the specific requirements of the job. It is important to determine what
needs to be done in the job and what qualifications are required to accomplish these tasks.
The tasks analysis provides a good insight of this information from the job description
and the job specification. The paper analysis should be validated by observing employees on
the job and interviewing them and their managers. Tasks that are important, frequently
performed and are of moderate to high levels of difficulty should be the focus of training. The
analyst can discard those that are unimportant and are infrequently performed.

PERSON ANALYSIS
The final phase of the TNA is the employee assessment. This phase identifies gaps between
skills and comptencies possessed by the employees. Training can mitigate, if not, close these
gaps.
Person analysis helps the company to determine whether training is appropriate and
who among the employees need training. The major pressure point for training is poor or
substandard performance. Poor performance is indicated by the performance evaluation
system, cutomer complaints, attitudinal problems, job-related incidents and unsafe behavior.

The bull’s eye technique is one effective method in person analysis. The employee
concerned is placed at the center of the bull’s eye target. It starts with an honest self
assessment of the employee himself to determine what his training needs are. It is followed by
interviewing his immediate superior, peers customers or anyone who interfaces with the
employee concerned. The ultimate objective is to get comprehensive pucture of the employee’s
training needs.

It is also important to set the behavioral objectives of the training of an employee. This
would help in determining one of the vital outcomes of the program- changing behavior. For
example, a behavioral objective of supervisory training is good listening skills. A behavioral
objective of heavy equipment training in a construction company is the ability to safely operate
this equipment.
 As stated , however in our earlier caveat poor performance may not be attributable to
the employee himself.

There could be some extraneous factors that caused poor performance. For example if poor
performance results from faulty equipment, then training is not the answer. If the supervisor
fails to give feedback or is incapable of transferring knowledge and skills, the supervisor may
need training.
These three quadrants on training needs analysis present a complete picture of the
training needed. By combining the organization’s strategic goals, the specific skills and
competencies required of the job and what the employee needs (ex. The skills to operate a new
equipment), the final training needs are identified.
OTHER ISSUES ON TRAINING NEEDS ASSESSMENT
You may have applied all the rigorous requirments of training needs analysis, but there
are other relevant issues that are to be considered. Failing to consider these issues may render
your training prograrm less effective. These are:
 Ensuring employees readiness for training
 Creating a learning environment
 Ensuring transfer of training
ENSURING EMPLOYEES READINESS FOR TRAINING

Readiness for training means personal characteristics- such as ability, attitudes, beliefs
and motivation- that are essential requisites for learning. Do they have the cognitive ability to
learn? Do they have positive attitude towards training as a means of improving their skills and
career? Do they have motivation to learn? If the answers to these questions are negative, you
better not include them in training as it is a waste of time and money. Motivation to learn is the
desire of the trainee to learn the content of the training program. Various studies have shown
that motivation is related to knowledge gain behavior change or skill acquisition in training
programs.

This motivation to learn can be enhanced by explaining to the employees the potential
jb-related, personal and career benefits they will get in attending training programs. These
benefits may some by way of improving their skills in handling or operating and equipment,
networking with other employees, and advancing their careers in the company. These benefits
must be realistic. Unmet expectations can adversely affect their motivation to learn in the
future.

CREATING A LEARNING ENVIRONMENT

Managers play a pivotal role in creating a learning environment. They must communicate to
employees the benefits of training. Managers should be role models- walk the talk, practice
what they preach . They should be supportive of the training activites by allowing time off from
job to join training programs. Social support is necessary in terms of allowing employees to
practice new skills or behaviors to their work, giving feedback and reinforcement if employees
did better on the job after training.
 The physical facilities for training such as a good training room free from noise and
distractions, with adequate audio-visual equipment, paper and pencils, and other related
materials contribute to creating a learning environment.

Ensuring Transfer of Learning.

Transfer of learning is the proof that training was effective. The transfer must be visible
or tangible enough to conclude that a transfer of learning is made. Training does not stop at the
classroom. It is only the beginning. Trainees must apply the knowledge. Skills and abilities (KSA)
from the learning environment to the actual job.

Successful transfer of learning needs constant practice. Few people learn how to play
golf by just reading about it or hearing a lecture on how to play. Actual practice is critical in the
learning process. But the practice must be under the active supervision of the trainee’s
supervisor. As they say, constant practice does not make it perfect . It is perfect practice that
makes it perfect.

Management must provide this climate for transfer. It refers to trainee’s perceptions
about a wide variety of characteristics of the work environment that facilitate or inhibit use of
trained skills or behavior. These characteristics include manager and peer support, opportunity
to use skills and the consequences for using learned capabilities.
Manager’s support is important. It is manifested by his stressing the importance of
attending training programs and stressing the application of training content to the job. The
greater the level of managers support, the more likely the transfer of learning will occur.

A good example of ensuring transfer of learning is when a manager sits down with the
trainee and agrees on an action plan to apply what he learned and monitor the progress of the
application. It is the operating managers responsibility not the HR or Training Manager to
ensure the transfer of learning to monitor its transfer, and to judge its success.

STAGE 2: PLANNING THE TRAINING

The training plan describes the key decisions, tasks and resources needed to develop a
strategy for developing training . Creating a training plan encourages the management team to
cinsider the training strategy and implementation rather than addressing training on an adhoc
basis.
The plan encourages human resource department and operating managers to claim
ownership of the training process, leading to cross team coordination. Another useful benefit of
the plan is it requires the management team (HR and line managers) to consider all aspects of
training, not just delivery but also documentation reserving the appropriate space. If the
company has no adequate training rooms, engaging the isntructors, speaker or resource
persons and securing the necessary funding

Below presents simple matrix form the basic components of one training plan.

Training Goal Learning Learning Facilities, Budget

 Objectives Methods/ Resource
Activities Persons
Overall resultys To be able to do Lectures, Facilities include The specific costs
or capabilities to as a result of the workshops, case choice of the of training
be achieved by learning studies, and venue of should be
implementing activities the teambuilding training, audio- spelled out to
the training ex. skills required for sessions visual comply with the
To pass the the job ex. equipment, accounting
senior 1. Exhibit handouts, papers procedures of
accountatn required skills in and pencils, the company.
qualification test problem solving meals, snacks,
and decision transportation/
making Accomodation, if
2. Exhibit done offsite ,
required skills in and choice of
delegation instructors/
resource persons

A master training plan which covers the entire training activities for the whole year could follow
the same format.

OTHER ISSUES IN PLANNING THE TRAINING

There are several issues to be resolved in the planning process. Should the training take place
on –the – job or off-the job Should it be done by the company or outsourced to a training
provider? Should it be done inside the company or off-site ? What kind of training methods
should be used?

ON THE JOB TRAINING ( OJT )

This is the training done while the employee is on the Job. Usually the supervisor or a more
senior employee experienced on the job does the instruction. In most skilled and semi-skilled
jobs especially in manufacturing and in the service indstries, training is performed on the job.
On-the job training takes many forms: Learnership, Apprenticeship, Internships, practicum,
mentoring, coaching, simulation, distance learning, E learning or web based learning and other
modalities.

The advantage of the OJT is that it provides instant entry to the job. The trainees work and
earn, learn and develop some expertise at the same time. They can see immediatley the results
of their work while being effectively trained and supervised. They can also see the social and
behavioral aspects of the job which sometimes cannot be found while reading the training
manual or job descriptions.

The downside is on the attitude and qualifications of a supervisor in training. The training mabe
haphazardly done either because the supervisor is busy or he does not have the xpertise in
training. The worst thing is that the instruction may be delagted to a senior employee who may
teach the wrong way or impart the bad habits imbibed by old employees. This is where HR
professionals should come in and check on the efficacy of the on the job training.

Our law allows apprenticeship and learnership for apprenticeable’ and learnable jobs.
This medium of traing has been trandsferred to the supervision of the TESDA from the
department of Labor and Employment. Patterned after the german system, apprenticeship has
not flourished so much principally because it has been abused by some unscruluous companies
as a means of getting cheap labor(75% of the applicable minimum wage ) for a temporary
tenure.

Practicum is required by schools for graduating college students to undertake practicum in

companies for a certain number of hours before they can graduate. The problem is, students
taking practicum are usually reduced into doing jobs like acting as messengers, typing, filing or
sorting clerks or other jobs that are not related to the course they are taking.

Mentoring and coaching are done mostly in white-collar or supervisory jobs to improve
trainee’s knowledge, skills and abilities required of the job. PMAP has done a pinoeering job in
assigning senior PMAP members to mentor junior members in the intricacies of people
management.

Simulation is a training method that represents a real life situation, with trainees decisions
resulting in outcomes that mirror what would happen if the trainee were on the job. Simulators
need to have identical elements found in the actual work. For example, the equipment used in
simulation should respond exactly like that under the same conditions in actual work as
handled by the trainee. A good example is the fligh simulator training at the PAL trainng center
where the pilot trainee operates in simulated cockpit under conditions similar to actual flight
simulation is therefore expensive and rarely done.

Distance learning web-site based and E learning is an emergent and sophisticated method of
training done through the internet or intranet. It can be done on self tutorial basis or it can be
as done as a group where the trainees despite the distance can interact with each other and
with the trainer. Sound, video and automation are used. The author has witnessed one done by
a telecommunications company in Japan. The training room looks like a TV studio where
screens are hooked up to all branches of the company nationwide where trainees listen and can
ask questions which the trainer answers.

The advantage of this sophisticated method is training can be simultaneously delivered

anywhere in the country at any time, with cost savings on travel, accommodation and other
administration cost. The disadvantages is it deprives trainees from going to their company
headquarters and socializing among themselves after training day.

Off-site Training
There is no doubt that training inside the premises of the company has cost-benefit advantage
provided that training facilities are adequate and no distractions are allowed druing training.
The disadvantage is the temptation of superiors to summon their subordinates at the middle of
training. It is disruptive and dysfunctional.

There is also the added advantage of off-site training. People are stressed in their jobs.
Trainees are more concerned about what’s going on at their desks or workplace instead of
whats being said or demonstrated by a facilitator or instructor. Taking training out of the office
and into a new setting can provide boost to concentration and focus. New settings have been
proven to increase learning and information retention.

COMPANY OR OUTSOURCED TRAINING PROVIDER

Only very few big companies provide a complete in-house training . No matter how big the
Training Department is. It can not house all the experts in the country. This is especially true
with managerial, professional and technical training. Besides training done by the same
resource persons all the time, creates boredom to the trainees.

Outsourcing training to specialist or training organizations has the advantage of getting

new faces who have acquired the reputation for running special courses. They provide high
quality training and expose trainees to situations which they have not experienced before . The
disadvantages is it is more expensive and the trainer does not follow up the trainees progress. It
is where the human resource department provides the proper coordination, ensuring quality of
training delivery and transfer of knowledge, skills and abilities.

STAGE 3 : IMPLEMENTING THE TRAINING

To put the training program into effect according to definitive plan or procedure is
called training implementation. The devil is in the details, a great training plan can be upset by
poor implementation , Training implementation is the hardest part of the system because one
wrong step can lead to the failure of the whole training program.
Implementation includes delivering of training materials and the actual training itself.
Associated activities can include clarifying training materials administering pre-test and post-
test and conducting the final evaluation this latter part of which will be discussed in separate
detail. It also includes administrative details such as copying, scheduling activities taking
attendance data, and other similar activities.
Training implementation can be segregated into two segmentsL
 Practical administrative arrangements; and
 Carrying out of the training
PRACTICAL ADMINISTRATIVE ARRANGEMENTS

Before the training starts, a checklist is prepared which checks if the staff support,
course content, equipment and facilities are now ready. Completion of the training design does
not mean that the work is over because the implementing phase includes continuous adjusting,
readjusting and refining of the training program.
 Good physical set up is prerequisite for effective and successful training proper because
it makes the first impression on the participants. Is it free from noise and distractions? Is it
comfortable enough that participants do not have to fan themselves to overcome the heat?Can
write on something while seated? Does the room need a microphone so the speaker or
facilitator can be heard well ? How is the room size in relation to the number of participants? It
must not be so small that it will not give the right amount of space allocated to every
participant. Neither must it be so big that it will not bring people together both physically and
psychologically. Practical administrative arrangements are important to make the place
conducive to learning.

Carrying Out the Training

THE TRAINER IS KEY TO THE SUCCESS OF THE TRAINING. HE MUST BE PREPARED MENTALLY
AND PHYSICALLY BEFORE THE DELIVERY OF THE CONTENT. THE TRAINER PREPARES THE
MATERIAL AND ACTIVITIES WELL IN ADVANCE. HE PREPARES BY MAKING SURE THAT HE IS
COMFORTABLE WITH THE COURSE CONTENT AND IS FLEXIBLE IN HIS APPROACHES.
At the bginning of the training program, the trainer review the objectives and solicity
from the participants their expectaitons. It would be good to give and overview of the program
and ground rules that should include the following:
1. Topics to be covered
2. Kinds of training activites
3. Time schedules
4. Setting group nors
5. Housekeeping arrangements
6. Flow of the program
7. How questions will be encouraged and responded.
Establishing rapport with the participants is important.There are various ways by which a
trainer could establish rapport.
1. Gretting participants and giving some ice-breakers.
2. Encoraging informal conversations
3. Calling them by their first names
4. Listening carefully to trainees comments and opinions
5. Starting the sessions promptly at the scheduled time
6. Using familiar examples
7. Varying the instructional techniques
8. Using alternative approaches if one seems to bog down
STAGE 4: EVALUATING THE TRAINING
The training process does not end when training is completed. Its effectiveness must be
evaluated against its outcomes. The outcomes must be related to the objectives of the training
progra. The first usual evaluation is soliciting feedback from the participants on what they think
about the program, facilities, and the trainers. This is captured generally in a form handed out
to the participants at the end of the training. This is useful for improving the program for
future learners. Feedback provides most basic information; evaluation, however, really requires
more.
 Organizations spend money for training. It is an investment in human resources. It is
natural to expect return on these investments. A cost-benefit analysis of the training will be
discussed in a later chapter in Part V.
Outside of the trainees’ reactions which are called “affective” outcomes, results are
evaluated on the followin criteria:
1. Leaning that occurred – Trainees may be given a paper-and pencil test to determine if
they have mastered the knowledge and information presented. In the case of skills and
abilities, trainees may be subjected to a performance test or complete a simulation test.
For example, In a training for computer technicians theu may be subjected to a test by
being observed on how they repair a computer.
2. Behavior changes – Assessing behavior involves observing whether the trainees applied
what they have learned. The best assessor of the change is the immediate supervisor
who can observe at close range work or other behavioral change indicators.
3. Impact on corporate objectives- Management is much interested in assessing results as
they impact on corporate objectives .For instance costs savings due to process
improvements, productivity increases, lower accident rates or significant decrease in
quality defects can be measured to assess resultys of training.
MANAGEMENT AND CAREER DEVELOPMENT
A firm’s success depends on a large degree to its management talents . It must not only
strive to retain these talents but also to develop them. Continous training is necessary to
enhance their management competencies and career advancement.
Some for the most popular training conducted for the management team either inside
or offsite are: problem-solving and decision making, negotiations and conflict resolution,
leadershp, communication, delivering results, conducting performance appraisals, motiating
employees, developing interpersonal relations, labor relations and managing change.
While classroom training is important managers, on-the job training is equally important
in management development. Some companies conduct formal management training
programs. Some companies conduct formal management training programs. San Miguel
Corporation, PLDT, Meralco, to name a few, have their own training centers. Some companies
also rotate their managers from on functional unit to another to broaden their knowledge,
skills, incompetencies and abilities to the whole breadth and length of their business.

Instructor : Feljohn T. Valdehuea

Subject: HRDM