Employee Training

Program
EMPLOYEE ORIENTATION

The procedure for providing

new employees with some
basic background information
about the firm, its culture, and
the job
 EMPLOYEE ORIENTATION
2 Types of
Orientation

ORGANIZATIONAL/OVERVIEW DEPARTMENTAL AND JOB

ORIENTATION ORIENTATION
– topics discussed include overview – topics about the department function
of the company, key policies and and the duties and responsibilities of
procedures, compensation, benefits, the newly hired employees\, policies,
safety and accident prevention, procedures, rules and regulations, tour
employees and union relation if there of the department, and introduction to
is any, physical facilities, and the like. department employees.
 TRAINING

A methods used to give new or present

employees the skills they need to perform their
jobs. It is also defined as a planned effort by a
company to facilitate employees’ learning of job-
related competencies.
 DEVELOPMENT

Refers to learning opportunities designed to

help employees grow. It focuses in preparation
needed for future jobs or jobs that individual
may potentially hold in the future, and is
evaluated against those work
 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.
 Improve productivity
and the quality and
quantity of output Create more
favorable attitudes
Effectiveness in the
such as loyalty and
present job
cooperation.
OBJECTIVES OF
TRAINING
AND DEVELOPMENT
Help employees in their
personal development Help organization
respond to dynamic
and advancement by Satisfy human
helping them acquire market conditions and
resource planning changing customer
additional qualifications
requirements. demands.
for a better job.
 USING TRAINING TO DEAL WITH
COMPETITIVE CHALLENGES

1. Global challenge – In the advent of a borderless society, cross-cultural training is

important to prepare employees and their families for possible overseas assignments.

2. Quality challenge – The emphasis quality is seen in the establishment of the

Malcolm Baldrige Quality Award and the ISO quality standards. As a result of these, the
quality challenge has forced employers to train their employees to create high-quality
products and services.

3. High performance work system challenge – New technology causes changes

in skill requirements and work roles, and often results in redesigning work structures.
Through new technology, the information needed to improve customer service and product
quality becomes more accessible to employees.
THE TRAINING
PROCESS
1. Training Need Analysis (TNA)/Needs
Assessments

This refers to the process used to determine if

training is necessary. It identifies specific job
performance deficiencies and increases
productivity. Training is needed when
significant differences exist between actual
performance and prescribed standards. It
refers to a systematic, objective identification
of training needs.
 Five Methods Used to Gather Needs
Assessment Information

1. Interviews – can be used to take note of the problem of the employee in

relation to the job, additional skills or knowledge the employee needs to
better perform the job, and what training the employee believes is needed.

2. Survey questionnaire – involves developing a list of skills required to

perform particular jobs effectively and asking employees to check skills in
which they believe they need training on.

3. Observation – specialists in the HR department who have been trained to

conduct job analysis are usually adept at observing to identify training
needs.
 Five Methods Used to Gather Needs
Assessment Information

4. Focus Groups – employees from various departments who conduct

focus group sessions to determine skills and knowledge needed by
employees for the organization to stay competitive and identify problems of
the organization that can be solved by training.

5. Documentation Examination – this involves examining records like

absenteeism, turnover, accident rates, and performance appraisal
information to determine if problem exists and whether any problems
identified can be addressed through training.
 Needs Assessment Process

a. Organizational Analysis – involves determining the appropriateness of

training, given the company’s business strategy, its resources available for
training, and support by managers and peers for training activities.

b. Person/performance Analysis – determining the training needs of

current employees. This means verifying that there is a significant
performance deficiency and whether that deficiency should be rectified
through training.

c. Task analysis – assessing training needs of new employees. This is a

detailed study of the job to determine what specific skills are required.
 2. Planning the Training

Objectives must be established to meet those

needs. Effective training objectives should state
the benefits to the different stakeholders in the
organization.
 The outcome of the training or learning
objectives can be categorized as follows
a. Instructional Objectives – What principles, facts, and concept
should be learned in the training program taking into consideration the
positions of the participants?

b. Organizational and Departmental objectives – What impact will

the training have on organizational and departmental outcomes such as
absenteeism, turnover, educed costs, improved productivity, accident rate,
and the like?

c. Individual and growth objectives – What impact will the training

have on the behavioral and attitudinal outcomes of the individual trainee
and on the personal growth of the trainee?
 Training Design

The design of the training program can be undertaken only when

a clear training objective has been produced. Training objectives
assist trainers to design the training program.

A good training design requires close scrutiny of the trainees

and their profiles. Age, experience, needs, and expectations of
the trainees are some of the important factors that affect training
design.
 TYPES OF TRAINING

Types of Training Includes the Following:

Communication skills, computer systems application and
programming, customer service, executive development,
General management skills and development, personal growth,
sales, supervisory skills, and technological skills and
knowledge
Basic life-work skills, creativity, customer education,
diversity/cultural awareness, remedial writing, managing
Specific change, leadership, product knowledge, public
speaking/presentation skills, safety, ethics, sexual
harassment, team building, wellness and others
 Training Options

1. Outsourcing: One approach is to tie up with some reputed training or

educational institutes and send employees for training. This way, a
company gets to avail the required expertise and high quality training
program and saves money on content development, recruiting, and
maintaining training team.

2. Internal Training: This alternative is generally for the new employees

who are given the fundamental or job-related training inhouse and then
send outside for higher training.
 Training Options

3. Product-related Training: The dealer who delivers the apparatus or

installs the system offers the initial training.

4. Independent Professionals: The responsibility of training is entirely

on the individual and a better-trained professional will always have better
market worth than others.
 3. TRAINING METHODS

1.On the Job Training

A person learn a job by actually performing it. The employee is shown how to perform the
job and allowed to do it under the trainer’s supervision.

2.Apprenticeship Training
Provides beginning workers with comprehensive training in the practical and theoretical
aspects of work required in a highly skilled occupation. It also receives wages, it could be
defined as earning while learning.

3.Vestibule or Simulated Training

Trainee learns the job in an environment that serves as miniature of real plant or office. It
represents real life situations with trainee’s decisions resulting in outcomes that mirror
what would happen if they were on the job.
 3. TRAINING METHODS

4. Off-the- Job Training – it could be done in organization’s classroom

or elsewhere:

a. Lecture Discussion Approach- transmitting large amounts of factual

information to a relatively large number of people at the same time.

a. Audio-Visual Techniques- appears in several forms: use of television,

films, videotapes, filmstrips and slide-type presentations.

c. Teletraining or teleconferencing- a trainer in a central location can train

groups of employees at remote locations via TV hookups. Include multiple
trainers broadcasting from different locations as panel of experts with the
capacity to interact with their audience.
 3. TRAINING METHODS

d. Case Studies- designed to promote a trainee’s discovery of underlying principles. It is

a description about how employees or an organization dealt with a difficult situation.

e. Role Playing- participants assume specific characterizations and act a particular

situation or problem. The participants attempt to solve the situation as if they were the real
individuals involved

f. Mentoring / Coaching – coaches or mentors act as consultant who assist companies

to prepare for succession by identifying and training future top executives. Coaching,
subordinates knows their supervisors think about how they do their jobs, enables
supervisors and employees to work together on ways which employees can improve their
work. Mentoring in the other hand is typically people two or three higher in the organization
than the trainees.
 3. TRAINING METHODS

5. Technology Based Training

a. Multimedia Training – combines audio-visual training methods with computer-

based training. These programs integrate text, graphics, animation, audio and video.

b. Computer-based Training – interactive training experience in which the computer

provides the learning stimulus, the trainee must respond and the computer analyzes
the response and provides feedback to the trainee.

c. Virtual Reality – computer-based technology that provides trainees with a three-

dimensional learning experiences. Using specialized equipment or viewing the virtual
model on the computer screen, trainees move through the simulated environment and
interact its components.
 4. IMPLEMENTING THE TRAINING

a. The trainer – The trainer needs to be prepared mentally before the delivery of
content. The trainer prepares materials and activities well in advance.

b. Physical setup – Good physical setup is a prerequisite for effective and successful
training program because it makes the first impression on participants.

c. Establishing rapport with participants – A trainer can establish good rapport

with trainees

d. Reviewing the agenda – At the beginning of the training program, it is very

important to review the program objective. The trainer must tell the participants the
goal of the program, what is expected of the trainers, the flow of the program, and how
the program will run.
 5. EVALUATING THE TRAINING

Purposes of Training Evaluation

a. Feedback. Giving feedback helps the candidates define the

objectives and link them to learning outcomes.

b. Research. It helps in ascertaining the relationship between

acquired knowledge, transfer of knowledge at the workplace,
and training.
 Domains of
Leadership in
Human Resource
 Leadership

Defined as the ability of the management to

make sound decisions and inspire others to
perform well. It is the process of directing the
behavior of others towards achieving a
common goal.
The Sitkin-Lind Six Domains of
Leadership model
Domain Of Description
Leadership
Take responsibility as a leader. Model ethical action.
Responsible
Strive for balance.
Cultivate a team mindset for excellence and innovation.
Inspirational Be enthusiastic and optimistic. Encourage thoughtful
risk-taking.
Protect your people from political minefields. Secure
Supportive
needed resources. Give feedback, not assign blame.
Enhance and project your leadership capability. Be
Personal
authentic and demonstrate dedication.
Show that you respect and understand your team. Show
you are sincerely concerned about their best interests.
Relational
Manage (influence) your boss, your peers as well as your
direct reports.
Build team identity and purpose. Build coherence within
Contextual complexity. Clarify for your team mission, roles and
organizational practices.
 Methods of
Employee Discipline
 Approaches to Discipline

1. Hot Stove Rule by Douglas McGregor

a. A warning system – a manager communicated what are consequences for

undesirable behavior

b. An Immediate Burn – discipline is required

c. Consistency – Employee who performs the same undesirable act will be

disciplined similarly.
d. Impersonal – Disciplinary action is directed against the act not at the person
 Approaches to Discipline

2. Progressive Discipline – A sequence of penalties is administered,

each one slightly more severe than the previous one.

3.Positive / Corrective Discipline- Future oriented as, as working

with employees to solve problems so that problems do
not occur again.

4.Negative Approach – Punitive effects on undesirable behavior.

 Approaches to Discipline

5. Preventive Discipline – Taken action by the company to encourage

employees to follow standards and rules so that
infractions do not occur.

6.Counseling Approach – Employee is counseled rather than

progressively penalized for the first few
breaches of rules and regulations.
 Elements of a Discipline Program

1. Code of Conduct – Handbook provided to every employee

2. Knowledge of Disciplinary Punishments – employees should

know what penalties would occur with certain offenses

3. Appeal Procedure – employees should have the opportunity to voice

their side of the story.

4. Reservation of Right – a statement that says you have the right to

modify the policy

5. Fair Discipline – Discipline program must be applied to all employees

 The Disciplinary Process

1.Informal Talk -May occur in cases where the misconduct is very minor.

2.Verbal Warning - A simple comment by a supervisor to warn employees

that certain acts are not acceptable.

3.Verbal Reprimand - Supervisor informs the employee that the situation

is not acceptable and improvement is required.

4. Written Reprimand - Written description of the problem and the

disciplinary action; the said written records should
be sign by employee and supervisor.
 The Disciplinary Process

5.Suspension- Where an employee is not allowed to work for a period of

time and his compensation is reduced accordingly.

6.Demotion - Occur when it becomes necessary to use against the

employee before termination.
7.Discharge / Dismissals - Final step in disciplinary process;
Progressive discipline failed to correct the
employee, termination will result
Grounds for Dismissal:
a. Unsatisfactory Performance
b. Misconduct / insubordination
c. Lack of Qualifications for the Job
d. Changed Requirements of the Job
THE END