Chapter 6

Training & Development of Human Resources

Chapter Objectives
After this chapter the learner should be able to:
➢ Understand the importance of training &
development and the reason why companies invest
in training
➢ Learn the procedure for choosing trainers,
trainees and training programs
➢ Know the advantages of organizations having
competency-based training
 Training & Development focuses
Training on process and activities that help
and employees perform their jobs in an
Development excellent manner.
(Salvador, Ramos, Geronimo, Essentials of HRM)

Training is more a short-term Development is a long-term

process of utilizing a systematic educational process, utilizing a
and organized procedure by systematic and organized
which non-managerial human procedure by which managerial
resources learn technical human resources learn
knowledge and skills for definite conceptual and theoretical
purposes knowledge for general purposes
DIFFERENCE BETWEEN TRAINING & DEVELOPMENT
Aspect Training Development
A short-term process A long-term process
1. Definition focused on teaching aimed at personal and
specific skills professional growth

2. Objective Improve current job Prepare for future roles

performance and responsibilities

Job-related skills and Attitude, knowledge, and

3. Focus competencies long-term capabilities

Short-term and Continuous and future-

4. Time Frame immediate oriented
DIFFERENCE BETWEEN TRAINING & DEVELOPMENT
Aspect Training Development
Mostly non-managerial or Mostly managerial or
5. Target Group operational employees future leaders

Proactive (based on
6. Approach Reactive (based on
potential and career
current needs)
planning)
Workshops, on-the-job Coaching, mentoring,
7. Methods Used training, simulations seminars, leadership
programs
Increased efficiency in Broad personal and
8. Outcome current role career development
 Example # 1:

• Training: A customer service agent

attends a workshop on handling
difficult clients.

• Development: The same agent is enrolled

in a leadership program
to prepare for a
supervisory position.
 Example # 2:

• Training: A barista is oriented on how to

make a seasonal drinks.

• Development: A barista joins a business

course to open their own
café in the future.
 Example # 3:

• Training: A factory worker is taught

quality inspection procedures.

• Development: The worker undergoes

training in production
planning for a line
manager role.
 Eight (8) Segments in the Training Functions

1. Training Objectives 5. Principles of Training

2. Investment in Training 6. Choosing Trainers and Trainees
3. Training Policy 7. Administration of Training
Program
4. Identification of training 8. Evaluation
 # 1. Training Objective Example
Objective: To equip Human Resource personnel with effective time
management, employee engagement strategies, and
performance management techniques to enhance
workforce productivity by at least 15% within three
months.
Specific Goals:

1. Understand and apply time management principles in daily

HR operations
Specific Goals:

2. Implement performance evaluation tools to monitor

employee output
3. Apply engagement techniques to boost motivation and
reduce absenteeism
4. Utilize HR metrics to assess productivity and recommend
improvements
5. Conduct workshops or coaching sessions to support line
managers in productivity planning
# 2. Three Categories of Investment in Training & Development

Refers to the total hours that employees

1. Person-hours Spent spend participating in training activities. It
is calculated by multiplying the number of
participants by the duration of the training.
Represents the potential benefits or gains
2. Opportunity Cost that are forgone when choosing one
training program or development activity
over another.
Refer to the funds earmarked for employee
3. Financial Allocations learning and development initiatives, which
should be strategically planned and aligned
with organizational goals to maximize
impact and ROI.
 # 3. Employee Training Policy
A company's training policy outlines its approach to employee development,
encompassing procedures for identifying training needs, selecting
appropriate training methods, and evaluating program effectiveness, all
while promoting a culture of continuous learning.

Sample Employee Training Policy

Scope
This policy applies to all permanent, full-time or part-time employees of the company.
All eligible employees are covered by this policy without discriminating against rank or
protected characteristics. Employees with temporary/short-term contracts may attend
training at their manager’s discretion. This policy doesn’t cover supplementary
employees like contractors or consultants.
Policy Elements
Imparting training policy is a joint effort. Employees, managers and HR should all
collaborate to build a continuous professional development (CPD) culture. Employees
are responsible for seeking new learning opportunities. Managers are responsible to
coach their teams and identify employee development needs. The HR Department is
responsible for conducting workshops, seminars and refresher courses to keep the
workforce informed and updated with the latest learnings.

Training Delivery
There are various methods to impart training. The selection of the training delivery
method depends on cost-effectiveness in terms of achieving the training outcome.
Training activity will mostly be delivered in a combination of the following forms:
1. Formal training sessions (individual or corporate).
2. Training provided by internal and/or external experts.
3. On the job training (OJT)
4. E-learning
5. Conferences/Seminars participation
6. Rotation assignments
7. Pre-employment training
8. Training apprentices
9. Continuous education assistant
10. Employee coaching and mentoring
11. Job shadowing
 # 4. Training Needs Assessment (TNA)

The policy should outline how training needs are identified,

1. Identifying Needs whether through performance reviews, skill gaps, or industry
trends.
A training plan is formulated and revised every year by the HR
2. Training Plan Department based on the firm's current projects and future
plans, outlining the objectives and targets of training for the
year.
The policy may detail different types of training, such as
3. Types of Training classroom instruction, on-the-job training, mentoring,
workshops, or online courses. Is the type of training an External,
Corporate or Individual?
HR Department:
4. Responsibilities Responsible for developing, implementing, and evaluating the
training program.
 # 5. Five Vital Principles of Training
1. Motivation ➢ A person must recognize the need to learn and derive
satisfaction from the learning experience. If a trainee is not
interested or demotivated, then the learning outcome is
insignificant.
2. Practice ➢ Time must be provided for practice and repetition of subject
matter that has been learned. There is an ocean truth in the old
saying “practice makes perfect”.
3. Reinforcement ➢ Learners need reinforcement of appropriate behavior.
Psychologists have confirmed through research that learning is
greatly increased by providing positive reinforcement of the
desired conduct.
4. Feedback ➢ Feedback is a form of information about one’s attempt to
improve and in fact is vital for learning as well as for trainee
motivation.
5. Transfer of Training ➢ Training would only have proved truly useful if the trainee is
able to transfer his learning to his actual work role.
 # 6. Choosing Trainers and Trainees

The success of training program is dependent on the persons who perform

the training task. When choosing a trainers, consider the following
characteristics that are essential:

➢ Their experience
➢ Credentials (ability to speak well, write effectively and manage
the work of others)
➢ Training style (can innovate and inspire trainees)
➢ How well they understand your goals and needs

Also, factor in their communication skills, motivational style, and whether

you feel comfortable and confident working with them.
 # 7. Administration of Training Program
The administration of training programs refers to the planning, organizing,
delivering, and evaluating training activities to ensure employees acquire the
necessary skills and knowledge effectively.

The success of training program is dependent on the persons who perform the
training task. When choosing a trainers, consider the following characteristics
that are essential:

➢ Their experience
➢ Credentials (ability to speak well, write effectively and manage
the work of others)
➢ Training style (can innovate and inspire trainees)
➢ How well they understand your goals and needs
 Eight Key Components of Training Program Administration

a. Identify skill gaps, performance issues, or development areas.

1. Needs Assessment b. Methods: surveys, interviews, performance reviews.

a. Set objectives.
2. Training Plan b. Select training methods (e.g., workshops, e-learning).
Development c. Choose trainers (internal or external).

a. Set training dates and times.

3. Scheduling and b. Book venues or digital platforms.
Logistics c. Coordinate materials and equipment.

a. Notify participants and managers.

4. Communication b. Send invitations, reminders, and agendas.
c. Share pre-training materials (if needed).
 Eight Key Components of Training Program Administration
a. Conduct training sessions
5. Implementation b. Ensure active participation
c. Manage attendance and engagement

a. Provide technical or administrative assistance during training

6. Monitoring and b. Address feedback or disruptions in real-time
Support
a. Measure training effectiveness using feedback forms, tests,
7. Evaluation or KPIs (Key Performance Indicators)
b. Analyze outcomes and ROI (Return on Investment)
c. Suggest improvements

a. Notify participants and managers

8. Documentation and b. Send invitations, reminders, and agendas
Reporting c. Share pre-training materials (if needed)
 Five Tools Used in Training Administration

1. Learning Management Systems (LMS) - is a software application used to plan, deliver, track, and
administer educational courses, training programs, and learning
materials, often used in both educational and corporate settings.

2. Training Calendars - a schedule of live training sessions, workshops, and development opportunities offered
to employees throughout the year.

3. Attendance Sheets - is a document used to record and track the presence or absence of individuals at a specific
event, meeting, or location, such as students in a class or employees at work.

4. Feedback and Evaluation Forms - refers to a structured tool used to gather and document opinions,
assessments, and suggestions about a product, service, performance, or
experience, with the goal of improvement and learning.

5. Reports and Dashboards - provide detailed, often historical, data analysis on a specific topic, while
dashboards offer a visual, real-time overview of key metrics and performance
indicators, enabling quick monitoring and decision-making.
 # 8. Evaluation of Training Programs

Training Evaluation - is the process of analyzing a training program to

determine its effectiveness, relevance, and impact on
employee performance and organizational goals.

Objectives of Training Evaluation:

• To assess if training achieved learning objectives

• To measure the impact on job performance
• To ensure ROI (Return on Investment)
• To gather feedback for future improvements
 Common Evaluation Model

Kirkpatrick’s Four Levels of Evaluation

Level Description Example
Measures how Surveys or feedback
Reaction participants feel about forms
the training
Learning Assesses increase in Pre/post-tests, quizzes
knowledge or skills
Behavior Observes changes in job Performance appraisals,
performance on-the-job observation
Results Evaluates business Increase in sales, reduced
outcomes errors
 Five Tools for Evaluation
1. Surveys and Questionnaires - surveys and questionnaires are both methods for gathering information,
but a survey is the overall process of collecting and analyzing data from a
group, while a questionnaire is the specific tool (a set of questions) used
within that process.

2. Interviews and Focus Groups - interviews involve one-on-one conversations, while focus groups facilitate
group discussions guided by a facilitator.

3. Performance Metrics - measurable data used to track activities, behaviors, and capabilities within an
organization, helping businesses assess their performance and progress towards goals.

4. Tests and Assessments – "test" measures specific knowledge or skills, "assessment" gathers information
about learning and progress, and "evaluation" makes judgments and decisions
based on that information.

5. Observation Checklists - a list of things that an observer is going to look at when observing a class. This list
may have been prepared by the observer or the teacher or both.
Thank You