Republic of the Philippines

Laguna State Polytechnic University

San Pablo City Campus

GRADUATE STUDIES AND APPLIED RESEARCH

COURSE CODE : EM 206
COURSE DESCRIPTION : Personnel Management
PROFESSOR : HEIDILYN S. TOLENTINO, EdD
REPORTER : EDUARDO M. TALAMAN, MAEd
COURSE : Master of Arts in Education Major in
Educational Management
TOPIC : Policies and Types of Training

POLICIES ON TRAINING
Training
- is a systematic process through which an organization’s human resources gain
knowledge and develop skills by instruction and practical activities that result in
improved corporate performance.
Differences between Training, Education & Development
Training Education Development
- is short term, task oriented - is a lifetime investment. It - is a long-term investment in
and targeted on achieving a tends to be initiated by a human resources.
change of attitude, skills and person in the area of his/her
knowledge in a specific interest.
area. It is usually job related.

The ASK Concept

If we follow the GAP concept, training is simply a means to use activities to fill the
gaps of performance between the actual results and the expected results.
This GAP can be separated into 3 main themes
1. Attitude
2. Skills
3. Knowledge
A Systematic Approach to Training
Key Concepts in Preparing a Training Plan
Before you train and develop people identify what:
• They must know - before they can perform job
• They should know - to improve performance
• Would be nice for them to know – but not necessary to perform duties.
Model of the Training Process
*Goldstein, I. (2002) Training in Organizations 4th Ed.
Assessment Training Stage Evaluation Stage
Organizational Needs
Assessment

Task Need Assessment

Development of Training Design & Select Procedures Measure Training Results

Objectives

Development of Criteria for Train Compare Results to Criteria

Training Evaluation
Feedback
 Policies on the Training Process
1 Assessing training needs 6 Completing the training plan
2 Preparing training plan 7 Implementing the training program
3 Specifying training objectives 8 Evaluating the training
4 Designing the training program(s) 9 Planning future training
5 Selecting the instructional methods

1. Assessing Training Needs

Conduct a training needs analysis by either one, or both, of the following
• External approach (company, guests, society)
• Internal approach – using a staff opinion survey.
2. Preparing Training Plan
Consider whether to design a long (5-10 years), medium (3-5 years) or short (1 year)
term plan.
• Ask yourself “What are we going to achieve in the time period?”
• Use a holistic approach by using a calendar for inputting your training activities.
3. Specifying Training Objectives
Training Objectives must be specific & measurable. Why? Very difficult to measure
effectiveness after course is finished.
• What should trainees be able to accomplish after participating in the training
program?
• What is the desired level of such accomplishment, according to industry or
organizational standards?
• Do you want to develop attitudes, skills, knowledge or some combination of these
three?
4. Designing the Training Program(s)
1. Program duration 7. Training location & environment
2. Program structure 8. Criteria & methods for assessing
3. Instruction methods participant learning and
4. Trainers qualification achievement
5. Nature of trainees 9. Criteria & methods for evaluating
6. Support resources – materials, the program
OHP, classroom
5. Selecting Instructional Methods
On-the job-training (OJT)
• learn while you’re working
Off -the job-training
• In house, training or classroom
• External, consultancies or attending external classes
• Independent bodies, such as government talks
• Distance learning, from books or notes
• Computer-assisted learning
• Interactive-video training
• Video conferencing, same as classroom except teachers and students are in
different locations.
6. Completing the Training Plan
• Target group – assess your audience
• Topic – task, skill or attitude ingredient
• Method – direct (one-way communication) or indirect (discussion, games,
experimental exercises…). Important as evaluation of trainees usually lies on the
perception on what they did in the training session
• Time – length, period, breaks important to consider
• Location – away from the office?
7. Implementing the Training Program
Besides trainers’ qualifications and experience:
 • Participant selection
• Group comfort - physical & psychological
• Trainer enthusiasm & skills
• Effective communication
• Feedback mechanism
• The need to learn new training skills
• Preparation by trainers
8. Evaluating the Training
Three Levels of Evaluation
1. Immediate Feedback
 Survey or interview directly after training
2. Post-Training Test
 Trainee applying learned tasks in workplace.
3. Post-Training Appraisals
 Conducted by immediate supervisors of trainees
9. Planning Future Training
• After taking all evaluated comments, trainers should modify the programs to keep
good things and make suggested improvements
• Remember, even with the same topic for different trainees, trainers should
address many parts of the training process again and consider new approaches.
EXAMPLE: New Employee/Teacher Orientation
Time Topic Method Activity
Welcome Speech
09:00-09:30 AM Speech Talk and Handshake
by SH
Intro to School Slide Show and
09:30-10:00 AM Slide Presentation
Background Video Presentation

School Administrative Fire Drill &

03:00-04:00 PM Fire Safety Talk
Security Equipment

TYPES OF TRAINING
1. Induction or Orientation Training
Introducing a new employee to the organization and its procedures, rules and
regulations.
• Every new employee needs to be made familiar with his job, his superiors and
subordinates and with the rules and regulations of the Organization.
• It is short and informative
• Given immediately after recruitment
EXAMPLE: Teachers Induction Program, Induction programmed at the Marriot Hotel is
a two-day event which includes – Presentation Sessions and Interaction with Top
management, games, team building approach etc.
2. Job Training
To increase the knowledge and skills of an employee for improving performance on the
job. It may include:
• Informing about machine and its handling

• Process of production
• Methods to be used
The purpose is to reduce accidents, waste, and inefficiency in performance.
3. Safety Training
• Training provided to minimize accidents and damage to the machinery
 • It involves instruction in the use of safety devices and in safety consciousness.
4. Promotional Training
• It involves training of existing employees to enable them to perform higher level
jobs.
• Employees with potential are selected and are given training before their
promotion.
5. Refresher Training
• Also called Retraining
• Purpose is to acquaint the existing employees with the latest methods of
performing their jobs and improve their efficiency further i.e. to avoid personnel
obsolescence
• It is essential because:
To relearn
To keep pace with the technological changes in the field
When newly created jobs are given to existing employees
6. Remedial Training
• To overcome the shortcomings in the behavior and performance of old employees
• It may include unlearning certain inappropriate methods and techniques
• Should be conducted by Psychological experts
7. Internship Training
• Under this educational or vocational institutes enter in an arrangement with an
industrial enterprise for providing practical knowledge to its students
• The organization providing the training may even absorb the candidates post training
EXAMPLE: Work Immersion for SHS, Practice Teaching, Engineering and MBA
students undergo such training.

Deped Order 111, s. 2009 - Establishment of NEAP in the Region

Deped Order 66, s. 2010 - Policies and Guidelines on Training and Administration/
Management of the Human Resource Training and
Development Program (INSET Trainings)
Deped Order 32, s. 2011 - Policies and Guidelines on Training and Development
Programs and Activities
Deped Order 35, s. 2016 - Learning Action Cell as K to 12 Basic Education Program

We set rules to have a guideline;

We follow guidelines to meet standards;
We established standards to provide quality output;
We can get quality output, if we have proper training;
We acquired training to develop skills; and
We build skills through great policies.
- Eduardo Talaman

Sources:
• Anthony W.P., Kacmar, K.M., Perrewé, P.L. (2002) Human resource management: a
strategic approach, 4th ed. Fort Worth : Harcourt College Publishers.HF5549 .A866 2002
• Goldstein, I. L., Ford J.K. (2002) Training in organizations : needs assessment,
development, and evaluation, 4th ed. Belmont, CA . HF5549.5.T7 G543 2002
• Greer, C.R. (1995) Strategy and human resources – a general managerial perspective,
Prentice Hall.
• Riley, Michael, (1996) Human resource management in the hospitality and tourism industry,
2nd ed. Oxford ; Boston : Butterworth-Heinemann. TX911.3.P4 R55 1996