Handout 3 TRAINING AND DEVELOPMENT PDF

**Handout 3 TRAINING AND DEVELOPMENT** - With the vast changes in technology, e-commerce, knowledge workers, competitive advantages, total quality management, and good governance, companies saw the need to train and develop employees to level up and keep abreast of new trends. - Th...

**Handout 3 TRAINING AND DEVELOPMENT** - With the vast changes in technology, e-commerce, knowledge workers, competitive advantages, total quality management, and good governance, companies saw the need to train and develop employees to level up and keep abreast of new trends. - The training cycle consists of the following stages: identifying needs, preparation, training delivery, and application of learning. - The training process consists of the following steps: training needs assessment, formulation of training objectives, designing of training program, determination of appropriate training techniques, validation of training program, implementation of the training program, and feedback. - Needs assessment is conducted in order to identify specific problem areas in the organization, obtain management support, develop data for evaluation, and determine the cause and benefits of training. - The types of training needs analysis are the following: organizational analysis, task analysis, and individual analysis. - The steps in conducting a training needs analysis are: gather data in the training needs of employees; determine what needs can be met by training and development; propose solutions; and develop a training proposal. - The methods for gathering needs data are the following: surveys and/or questionnaires, interviews, performance appraisals, observations, tests, assessment centers, focus group discussions, document reviews, and advisory committees. - The three types of learning objectives are knowledge, attitude, and skills. - The three components of a learning objective are behavior, condition, and criteria. - The six principles in designing a training program are structure, flexibility, relevance, evaluation and feedback, transferability, and cost-efficiency. - The following are the steps in designing a training program: (1) think of an appropriate title to the program and rationalize the conduct of the program; (2) state the program objectives; (3) determine the specific contents of the program; (4) select the learning methodology and indicate the time frame; (5) determine the duration and venue; (6) identify standards and evaluation measures; (7) select the resource speakers; and (8) calculate and prepare the budget. - The cognitive methods of training techniques include the following: lecture, demonstration, discussion, computer-based training, programmed instruction, virtual reality, distance training, brainstorming, and worksheet. - The behavioral methods as training techniques are the following: games and simulations, management development programs, and on-the-job training. - The types of games and simulations are business games, case study, equipment simulators, behavior modeling, in-basket technique, and role playing. - Management development program techniques are goal-setting, team-building, total quality management (TQM), executive coaching, executive monitoring, and job rotation. - A good trainer should lead by example with high integrity and credibility; know the would-be participants; exercise humility; use humor sparingly; show enthusiasm; and get the support of top management. - The preferred approach in implementing a training program assumes that the participants are willing to learn if they are given the materials in an environment which is conducive to learning. - The training evaluation model developed by Donald Kirkpatrick is the most widely used. It has four levels: reaction, learning, behavior, and results. - The Phillips model measures training outcomes in five levels: (1) reaction; (2) satisfaction and planned action; (3) learning; (4) application and implementation; (5) behavior; (6) business impact; and (7) return on investment (ROI). 1. **Identifying Training Needs** Buckley and Caple 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 and 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. 2. **Preparation** Once the 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 and 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 quantifiable measures of training success such as increased sales, higher production volume etc. the qualitative measures include attitude modifications, satisfaction levels etc. **MAINTENANCE** 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 also means that the firm tries to maintain or enhance the employees' good performance. There are various training programs a company can provide. The first is the new employee orientation program. This program aims to provide new employees with pertinent information about the company, specifically the following: (1) the company's prevailing culture; (2) products/services; (3) work hours; (4) breaktimes; (5) key personnel and members of the top management; (6) the organizational chart; (7) general policies like dress code, grace periods, major company events, immediate supervisors, benefits etc.; and (8) the company's vision, mission, philosophy, and values. It is also best to introduce new employees to people they will work closely 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 the first day. **The Training Process** 1. **Training needs assessment** This calls for the identification of present organizational needs as well as current needs of jobholders. Conducting a needs assessment is vital to the success of a training program. 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. There are 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* The HR should first identify the pressing issue rather than merely accommodate a single idea or suggestion. For example, before team-building is done to improve relationships in an organization, the HR should first identify whether team-building will really solve a current company issue or not. b. *Obtain management support* To obtain management approval and support for a training program, the projected outcomes of a training program should be seen as relevant to the company's long-term objectives. c. *Develop date 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 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. **The types of training needs analysis are the following:** a. *Organizational analysis.* It examines which specific department or area needs training. b. *Task analysis.* Training is also based on the kind of task employees perform. c. *Individual analysis.* Training can also be based on the employee's individual performance. If an employee has certain has certain deficiencies based on his/her performance evaluation, the HR and the employee's immediate supervisor can recommend a training program that will help the employee meet a certain performance standard. a. *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 analysis to be done. The following are the methods of gathering needs data: - *Survey or questionnaires.* The HR can use the survey method to gather data. Questionnaires are prepared and distributed to the employees. They are easy to disseminate and reach a large number of people. They survey questionnaire is really an economical and easy method to gather and analyze data. However, there is little room to get a free response, and it may take some time to develop a good survey questionnaire and there are certain pieces of information or ideas which cannot be fully expressed using this method. - *Interviews.* The interview format provides a leeway to be casual or formal. There is a provision to dig deeper into the real causes or needs which cannot be fully revealed by a survey or questionnaire. The data gathered in an interview has depth; spontaneity is achieved because feedback is given right away and clarifications are done more openly. Downside is that, interviews can really be time-consuming and analyzing data is difficult. - *Performance appraisals.* These evaluations should be done regularly o be more consistent and updated in gathering data. The strengths and weaknesses of employees are recorded. Deficiencies are also identified based on actual performance. However, there are biases that accompany performance appraisals through the managers who conduct them. - *Observations.* The use of observations 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. Downside is that, it is time-consuming and that employees may not also like being observed while they are working. - *Tests.* Testing can be done in the office or taken home by employees. Tests are used to assess the employee's comprehension skills. It is also easy to quantify and interpret. However, there may be inconsistencies especially when the test is brought home. Also, the knowledge and skills being assessed may not be related or applicable to the job. - *Assessment centres.* 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. However, it is time-consuming and expensive to do. Also, passing the exercises is the only gauge and there are no criteria to follow in determining people with high potential. - *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. Downside, it is difficult to quantify and interpret the results. It is also time-consuming for the employees and discussion group leaders. - *Document reviews.* Training needs can be identified by perusing documents such as employee records, accident reports, policies, organizational charts, memos, etc. Gathering data is done objectively because evidence for pertinent information is documented. However, documents only reflect past, not current, inputs. The documents do not indicate what causes the problems that need to be solved. - Advisory committees. These are 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. b. *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. c. *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 more polishing or enhancing of the employee's skill. d. *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** Once the needs of the employees are identified, the next step is to formulate the main objectives of the proposed training program. These goals should be clear, achievable and must address the needs of the organization and the employees.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 "aims" whereas the trainee's role is expressed in the form of "objectives." To formulate the trainer's aim, he/she should answer two questions: "What am I going to teach?" and "Why am I teaching it?" 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 belief. Thus, the training is regarded as the most difficult among the three types because the participants should be convinced that the change of 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. a. *Behavior:*what will the trainee's demonstration of learning be? The performance must be observable. - Knowledge learning: list, describe, report, debate, hold, approach. - Attitude learning : role-play, discuss, critique - Skills learning: demonstrate, lead, perform b. *Condition:* where, when and how will it be done? Are there special conditions present while on the job? - Knowledge learning: without the aid of notes, without coaching. - Attitude learning -- without talking or moving your hand. - Skills learning -- given the situation, without her sample. c. *Criteria --* level and quality of performance that is acceptable. - Knowledge learning: as judged by your superior, as judged by your peers. - Attitude learning -- to the opinion of your leaders and peers. - Skills learning -- to the satisfaction of your supervisor, no more than three errors. 3. **Designing of Training Programs** After formulating the 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 the training program, accommodations (if any), and venue and food costs. There are six principles in designing a training program: 1. *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. 2. *Flexibility* -- the training program should attend to anticipated needs and adapt to varying circumstances. 3. *Relevance* -- the program should focus on the needs of the trainees. 4. *Evaluation and feedback* -- the program should validate learning. 5. *Transferability* -- knowledge, skills and attitude changes should be ingrained in the participants after the training. 6. *Cost-effectiveness* -- the program should provide the greatest benefit at the least cost. 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 venue.* f. *Identify standards and evaluation measures.* g. *Select the resource speakers.* h. *Calculate and prepare the 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. **MOTIVATION** The second **M** is *motivation.* Motivation in the training and development function discusses the different techniques in training and developing employees to boost their morale and encourage them to grow and to perform better. The success of training programs rests on the caliber of the trainers selected. Therefore, the selected trainers should effectively communicate the content of the program. Trainers should not only be articulate but also tactful, flexible, and innovative. The HR department may have in-house trainers or may decide to hire consultants or third parties depending on the program objectives. There are training techniques which are subdivided into cognitive and behavioral methods. The selection of a training method depends on the background and skills of trainees. Trainers also need to understand the advantages and disadvantages of each method. **Cognitive Methods** *Cognitive methods* pertain to the rules on how to carry out, demonstrate, or relate concepts. The methods aim to make changes in the participants' attitude and for them to gain additional knowledge. 1. **Lecture.** This is one of the most popular and oldest methods that helps trainees understand a particular concept and trainers to influence behavior and attitude. Training is accompanied by lectures, no matter which method is used as the main training tool. *Straight lecture* is a sub-type of the lecture method in which the trainer discusses the topic to the participants without interacting with them. *Advantages* - The lecture method is not costly and can be the done with a fairly large number of people in one session. - Trainees build their knowledge based in what they hear from the trainer. *Disadvantages* - It requires a long inactivity to the trainees as they are expected only to listen. - There is no chance to clarify any misunderstanding. - Knowledge-building tends to rely on the ability of the trainees to grasp information and since not all of the participants have the same capacity to understand and comprehend what is being discussed, it is not known if all of the trainees have learned what they are supposed to learn. - It tends to bore participants and thus limit their attention span. 2. **Demonstration.** This method is good for showing how something works or how to do a certain task. A demonstration is accompanied by a lecture to make it more effective. *Advantages* - There is a visual display of how something works as well as a description, so participants can focus more on what they see and hear. *Disadvantages* - This method is expensive. The materials and equipment needed for demonstration can be costly. - The trainer also charges more than he/she would normally charge for a plain lecture because he/she should have a specific skill or expertise on what he/she is demonstrating to convey or elucidate well how it works. 3. **Discussion.** This method does not stick only to the straight lecture but is also supported by interaction among the trainees and between the trainer and the trainees. This method is useful because a higher level of knowledge is achieved since interaction takes place between the participants and the trainer. *Advantages* - Two-way communication is enhanced. - There is room for clarification as well as verbal and non-verbal feedback. - Trainer will have an idea if what he/she discussed is understood well by the participants. - Questioning helps participants in recalling what has been tackled. *Disadvantages* - Not all participants are open for discussion - There are trainees who do not express themselves well and are thus unable to participate in the discussion. 4. **Computer-based training.** Many companies now use computer-based training instead of classroom-based training. The Internet has become a venue for delivering training. *Advantages* - Computer-based training is advantageous because face-to-face interaction is not required. - It reduces costs and trainees' learning time. - The trainees can master the training module through repetition and by working on the material at their own pace. - They are not pressed for time and are not pressured or forced to attend training as scheduled. - They have easy access to training and some degree of own privacy and convenience. *Disadvantages* - Feedback is not guaranteed since participants may not go through a particular material all at the same time. - Learning is more difficult to quantify and the achievement of training objectives is not readily known. 5. **Programmed instruction.** It is a form of computer-based training that utilizes graphics, multimedia, and text stored in memory. The program is in a company system and participants can access the program through the content of the material, answer questions, and go to the next level if they get correct answers. *Advantages* - Participants can learn at their own pace. - It also depends on the participants' comprehension. - The company uses books, videos, and other platforms to save costs. - The trainees also acquire a substantial amount of information and are then tested based on their comprehension. *Disadvantages* - Feedback is not known at once since the participants go through the material at their own speed. 6. **Virtual reality.** This method allows the participants to experience a 3-D environment. *Advantages* - It provides the participants experience in certain situations that actually happen on the job. - It is also flexible and participants need not go out of the company for training. - There are savings from food, lodging, and other accommodation costs of the participants. *Disadvantages* - It tends to be time-consuming though and requires excellent infrastructure. - Provide the costly equipment needed for this kind of training like headset for audio and visual information, gloves for tactile information, treadmill for movement, and other sensory devices so that trainers can keep track of the participants' responses in the virtual workplace. - It is really expensive. 7. **Distance training.** Corporate training is gradually changing. The HR makes use of the power of technology to train employees. *Advantages* - Acquire the know-how in the process of troubleshooting. - Distance training is not expensive. *Disadvantages* - It may take time to access or download the important information from the Internet. - It creates pressure, especially for troubleshooting purposes. 8. **Brainstorming.** It is a group activity in which participants generate possible solutions to a problem. *Advantages* - It stimulates and uses the participants' experiences and ideas to solve a problem. *Disadvantages* - It is time-consuming and participants may not cooperate. - Some tend to be passive and not contribute a lot of ideas. 9. **Worksheet.** This method is used to perform quantitative exercises. *Advantages* - A participant can relate their general learning to the specific areas of their work. *Disadvantages* - It is time-consuming and difficult to prepare. **Behavioral Methods** These methods provide practical training for participants and are used to develop their skills. 1. **Games and Simulations.** These are commonly used to simulate events or processes that take place on the job. Games refer to training exercises where participants compete with one another according to some clearly defined set of rules. Simulations refer to computer games that imitate how a particular event might happen in a real-life situation. a. *[Business games]* They simulate the whole organization and allow participants to experience what it would be like in a particular situation and give them opportunity to decide which action will be favourable to the organization. *Advantages* - The trainer gives them feedback on the impact of the decision. - Business games develop leadership skills and promote management skills as well. - It helps solve complex problems in the organization. *Disadvantages* - They focus on the whole organization and not on the specific functions of each position. b. *[Case Study]* It simulates a particular situation and trainees decide on a particular solution to an organizational problem highlighted in the case. This approach is recommended because participants are trained how to pinpoint a particular problem in a situation. It also provides them with relevant facts that will help them in solving the problem and allows them to come up with alternative courses of action that may solve a problem. *Advantages* - It enhances their interpersonal and communication skills during the discussion with the other participants. - It also meets knowledge, skills, and attitude objectives. *Disadvantages* - It is time-consuming. - Participants may not agree or determine the same problem - It may spark conflict among the participants who may have different perspectives regarding the problem in the case study. c. *[Equipment simulators]* These are mechanical devises that simulate the physical surroundings of the participants' workplace. The physical surroundings, relationships with colleagues, time pressures, and other demands in the workplace are simulated so that trainees may closely match what they experience in the workplace. This type of training is ideal for taxi drivers, telephone operators, ship navigators, air traffic controllers, maintenance workers, product development engineers, airline pilots, and military officers. *Advantages* - The trainees can experience a real-life situation that happens in the workplace without interrupting normal work hours. *Disadvantages* - Actual situations may not be tackled during the simulation exercise. d. *[Behaviour modelling]* This method uses a videotape to demonstrate a particular behaviour. The trainees watch the tape and then practice what they saw through role plays or other simulation techniques. *Advantages* - It is preferably for sales, safety, and interview trainings. - It is not expensive and time-consuming. - A particular skill is defined well in videotapes. *Disadvantages* - Participants can have different interpretations of what they have watched. e. *[In-basket technique]* In this method, memos such as complaints from customer, a request for additional orders, an application letter for vacation leave, from a subordinate, a list of charitable programs, an e-mail from the president about a request to relieve him because he has a speaking engagement, etc. are placed in a container or basket and the managers pick a memo and try to resolve it. Since the in-basket technique is usually used for managers, they are evaluated on the basis of how they would prioritize and analyse the contents of each memo and the quality of their decision and responses within a certain time limit. *Advantages* - It encourages decision-making and enhances interpersonal skills. - It also develops analytical thinking. *Disadvantages* - The documents used may not be challenging as to warrant the application of decision-making and analytical thinking skills. f. *[Role-playing]* This method uses an actual work situation and participants are given a role to play and act out. Some examples of work situations are employees in conflict, misinterpretation of a memo, and so on. *Advantages* - It helps in managing conflicts and developing interpersonal skills and communication skills. *Disadvantage* - The disadvantage is that not many people are comfortable with role-playing. - Some participants may either exaggerate or underplay a particular role. 2. **Management development programs** The manager's role in the workplace has become more crucial in today's competitive environment. Companies are presently tasked with providing management development programs to enhance managers' knowledge, skills, and attitude (KSA). Some management development techniques are as follows: a. *[Goal-setting.]* The development of individuals can be enhanced depending on how they set their goals. This technique helps them set objectives or goals that are measurable, clear, and achievable. *Advantages* - It helps in establishing concrete plans and motivates them to reach whatever goals they have set for themselves. *Disadvantages* - Is limited in formulating goals and does not explain how to achieve or actualize them. - There is no way to harmonize the goals employees have set to help in achieving company objectives and the personal goals they have set for themselves. b. *[Team-building.]* It is a development process that helps employees work well in groups, enhances their social skills, and provides the opportunity to be sensitive to the feelings of other. *Advantages* - Helps the organization in achieving greater efficiency and productivity in the workplace because employees get to know each other better. *Disadvantages* - Managers may become too comfortable with one another and this familiarity may affect their decisions in the future. c. *[Total quality management (TQM).]* It is a company-wide development technique that requires everyone in the organization to continuously improve their operations and strive to maintain quality of work in all departments. *Advantages* - Managers are given more access because of the sensitivity of their positions. - TQM instructs managers on how to be conscious about quality and how to enhance productivity as well. *Disadvantages* - TQM is expensive. d. *[Executive coaching.]* This method is usually used by the company's chief executive officer (CEO) and his/her consultant. This practice aims to further develop the skills of an executive in his/her job as a key officer. *Advantages* - Coaching is done at the convenience of the executive. - It involves one-on-one interaction. - It can be done through the e-mail or phone. - It provides an opportunity to get feedback from an expert in the field. *Disadvantages* - It is expensive to hire a consultant for coaching purposes. e. *[Executive mentoring.]* This often happens between a junior executive who may be new in the company and a senior executive who already has extensive experience in his/her field of specialization. Executive mentoring helps junior executives grow professionally and prepares them for higher management posts in the future. *Advantages* - It involves one-on-one interaction and helps in attitude development. - It identifies strengths and weaknesses of the mentee. *Disadvantages* - The disadvantage is that both the mentor and the mentee are in the organization. - There are individual pressures on the job. - May not work well for executives who are pressed for time and deeply involved in demanding tasks. f. *[Job rotation.]* This method gives executives the opportunity to experience other tasks that require managerial skills. Job rotation is usually practical in large universities where a department head or chairperson of a particular discipline may be assigned as the registrar or head of research. *Advantages* - Managers are given the opportunity to assume different positions and tasks and have a better perspective of these various jobs in the process. *Disadvantages* - This practice provides a feeling of discomfort and insecurity for managers or executives who are rotated after becoming familiar with a certain job. 3. **On-the-job training** **On-the-job training (OJT)** is widely used in small organizations. The task of training employees is given to managers or supervisors. On-the-job training is frequently undertaken in the workplace; hence it is done in real situation. There is no work interruption. However, if training is not planned, there is no formal procedure or content. It is still best to have a formal on-the-job training program wherein the method, processes, and techniques are well discussed before, during, and after the training. The trainee must also have continuous monitoring and feedback. Om-the-job training also employs these techniques: a. *Coaching* -- this practice is observed between a supervisor and a rank-and-file employee. Coaching is done on the job. b. *Mentoring* -- through mentoring, the superior provides guidance and understanding to a subordinate by teaching him/her how to carry out his/her role in the achievement of company objectives. The superior prepares a subordinate for a higher position in the future. c. *Job rotation* -- employees can also assume other jobs within the same department to give themselves the chance to experience other tasks and to be promoted to a higher position later on. 4. **Validation of the training program** A training program should be validated before its actual implementation. It is tested using employees who will not be the probable participants of the training program. This is usually a pilot run or a pilot test. Revisions, if any are required, are done after the implementation of the program. 5. **Implementation of the training program** If the program is workable, the training program is scheduled for actual *implementation.* While it is appropriate to select the best training techniques available, it is equally important to have a good trainer who will be responsible for the actual implementation of a training program. The characteristics of a good trainer are as follows: a. *[Lead by example with high integrity and credibility.]* A trainer should be a role model with utmost integrity and high standard in every aspect of his/her life. He /she should be credible. b. *[Know the would-be participants.]* A trainer should do a background check of the participants. Knowing their background can help during training. He/she should know their capabilities and knowledge level so that he/she can prepare on how to deal with them. These insights can help the trainer in conducting the training session properly. c. *[Exercise humility.]* Naturally the trainer is more knowledgeable than the participants, but he/she should be modest about it. He/she should not look and feel superior as a trainer and must consider the efforts of the participants. d. *[Use humor sparingly.]* There is nothing like an enjoyable training session for the participants. A trainer may inject a little humor from time to time to prevent them from getting bored. e. *[Show enthusiasm.]* Enthusiasm shows and it is infectious. When a trainer sets a good mood, the trainees will also feel excited to listen and learn. f. *[Get the support of top management.]* Management should be open to good training programs. A trainer should always ensure that there are key players who can support and recognize the importance of training and how it can help in achieving over-all company goals. 6. **Feedback** After the training, the program is evaluated in two ways. First, the participants of the training evaluate the program itself based on all its aspects such as venue, food, the speakers and/or trainers, and audiovisual aids. The most important feedback comes from the immediate superiors of the participants after the latter go back to their respective work areas. These superiors monitor any change or improvement in the work performance of those who participated in the program. **MEASUREMENT** The last **M** in the training and development function is **measurement**. Evaluating the training and development programs requires a cost-benefit analysis. Measurement here is the end result of training and development programs. A training program is evaluated according to the following levels: 1. *Reaction* -- this level indicates how the participants felt about the training. It is very easy to obtain. Usually after the training, the trainer provides an evaluation form asking the participants to comment on food, accommodation, venue and the program itself. In some cases, the trainer is also evaluated. 2. *Learning* -- this level measures the increase in knowledge before and after the training. This is not rapidly measured right away. Observations and interviews are common methods of evaluating learning. 3. *Behavior* -- it is the extent of learning applied right on the job. The assessment of any change in performance is also done through observations and interviews. 4. *Results* -- this level evaluates the effect of the participants' performance after the training and how it affects the whole organization and the society at large. To ultimately measure either the training or development aspect of the program, a set of criteria for evaluation termed as the R's are as follows: 1. *Reactions* -- these include the actual reactions of the trainees on such factors as content, venue, food, accommodation, visual aids, etc. 2. *Results* -- these include the end results of the program in terms of job performance, productivity, and efficiency. 3. *Recall* -- this include the participants' recall pf what has been learned about the actual application of what is recalled. A program well-received, well-delivered, and effectively implemented will be easily recalled by the participants. 4. *Retrieval* -- following recall is the immediate retrieval of information from memory recall and the eventual application of retrieved learning. The four Rs are essential for any change or modification of behavior on the part of the employees, and thus, they confirm, that a training or development program is a success.