Training-Development-of-Human-Resource-Group-3-mm-1-3_20240925_181957_0000.pdf

GROUP 3 MM 1-3 TRAINING & DEVELOPMENT Of Human Resource PAGE 1 The beginning of training can be traced to the Stone Age when people started transferring The knowledge through signs and deeds to others. Beginning Vocational training started during the...

GROUP 3 MM 1-3 TRAINING & DEVELOPMENT Of Human Resource PAGE 1 The beginning of training can be traced to the Stone Age when people started transferring The knowledge through signs and deeds to others. Beginning Vocational training started during the Industrial Revolution when apprentices were Training provided direct instructions in the operation of machines. Training and development are increasingly recognized now as the most important organizational activity. Rapid technological changes requires newer skills and knowledge in many areas. Training has to be continuously offered to keep employees updated and effective..  PAGE 2 1. Training, unlike experience can shorten the time required to reach maximum Some believe that training has efficiency. unnecessarily been given undue importance and that the 2. Cost of training is much less than the cost of gaining experience, particularly if one is experience on-the-job is good dealing with expensive equipment. enough to develop the necessary skills and efficiency to perform 3. The results of experience can sometimes be accidental particularly when experience the job. Training cannot entirely depends solely on trial and error. substitute for experience but it has certain definite advantages 4. The element of predictability is far less when compared to the outcome of a wel- over it. conceived and conducted training program.. PAGE 3 Training Training is the process where people acquire capabilities to aid in the achievement of organizational goals. It is a planned effort of the company to facilitate learning on the job-related 1competencies. These competencies include knowledge, skills or behavior that are critical for successful job performance. The goal of training is for employees to master the knowledge, skills and behaviors emphasized in training programs and to apply them in day-to-day activities PAGE 4 Orientation: Training New Employees Orientation is the systematic introduction of new employees to their roles, co-workers, and the organization, focusing on understanding company policies, rules, and direction. Orientation to be meaningful, requires cooperation among individuals in the HR unit and other managers and supervisors. The HRD has to design the orientation program and incorporate the following topics:  PAGE 4 3. Explain company pay system, 1. Company policies, rules and benefits and other services regulations - These cover reporting available to employees and their for work time in, time out policies families. related to employee discipline and behavior while at work and other 4. Provide overview of job setting important company regulations. and work rules. 2. Corporate Mission and Vision, 5. Introduce the employee to co- company officers and corporate workers and the company working goals and objectives, its product environment. and services and other important clienteles. 6. Safety rules and health programs  PAGE 4 The purpose of orientation of new employees The overall goal of orientation is to help new employees learn about the organization as soon as possible so that they can begin contributing to the company's goals and objectives. From the perspective of the employers and the employees, the orientation process has the following purposes.  PAGE 4 immediately contribute to the 1. Productivity enhancement - Both goals and objectives of the the employer and employee want to organization. start right and become productive as 4. Favorable employee impression - soon as possible. A good orientation program creates a favorable impression of the 2. Turnover reduction - Employees organization and its work with effective orientation programs tend to stay longer with the company. 5. Enhancement interpersonal Fast employee's turnover rate affects acceptance - It tries to ease the productivity and efficiency. employed's entry in the work group. Employees often of concerned 3. Organization effectiveness - about meeting new people in the Well-oriented employees can work force.  PAGE 7 1. Basic Skills - Skills needed to A Systematic perform one's job effectively. Approach to Training 2. Advanced Skills - The use of Training is moving its focus to teaching technology to share with other employees specific skills to a broader focus of creating knowledge. Training is employees. used to gain a competitive advantage and viewed broadly as to create an 3. Understanding of the intellectual capital. The development of Customer Needs - The global intellectual capital includes the following: market is quality competitive.  PAGE 7 3. Creating the learning environment The following steps are integral a. Identification of training objectives instructional processes: and training outcome b. Meaningful materials 1. Conducting Needs Assessment c. Practice a. Organizational analysis d. Feedbacks b. Person Analysis e. Observation of others c. Task Analysis f. Administering and coordinating programs 2. Ensuring employee's readiness for training 4. Ensuring transfer of training a. Attitude and motivation a. Self-management strategies b. Basic skills b. Peer and manager support  PAGE 8 The success of any training 5. Selecting training methods program can be gauged by a. Presentational methods the amount of learning that b. Hands-on methods occurred and is transferred to c. Group methods the job. training and learning will take place through the 6. Evaluating training informal work groups whether programs an organization has a a. Identification of training outcome and evaluation coordinated effort or not, designs because employees learn b. Cost-benefit analysis from other employees.  PAGE 1. Assessment Phase Training is designed to help the organization accomplish its objective. Planners determine the need for training and specify the training objectives and the training efforts. a. Organizational Analysis - the specific source of information and operational measures or an organization level needs analysis, which include the following: PAGE Grievances Accident record Observations Exit interview Customer's complaints Equipment utilization and breakdown Material wastage, scraps, and quality control data Training committee, observation and need assessment data PAGE b. Task Analysis - the job description and the job specifications provide information on the performance expected and the skills necessary for employees to accomplish the required work. c. Individual Analysis - The use of performance appraisal data in making this individual analysis is the most common approach. A performance review reveals the employee's inadequacy to perform certain types, of task and this will reveal what necessary training is needed to correct the weaknesses  PAGE 8 2. Employees Readiness for Training The employees must set a positive tone for training. Motivation is essential for learning, behaviour change, and developing skills, managers and supervisors must encourage a positive attitude towards training, which includes a desire to learn, as a fundamental requirement to guarantee that employees learn as much as possible before attending the training programme. The following factors influence the motivation to learn: a.Self-efficacy- It is the employee's belief that he can successfully learn the content of the training. The employee must understand that the training is for his benefit, and the knowledge gained may be useful for further development.  PAGE b. Understanding the Benefits or Consequences of Training - The employee needs to understand that the training is related to his job, personal and professional benefits, since it may involve processes or procedures to make his work easier and is required due to changes in workplace technology. c. Awareness of Training Needs, Career Interest and Goals - The employee must be given the choice of what training program he would like to attend. This should be related to his needs, career interests, and personal goals inside the organization, as agreed with his immediate supervisor. d.Basic Skills -This refers to the employee's willingness to learn cognitive capacity, reading and writing abilities, as well as other technological advances required in the workplace.  PAGE 8 3. The Learning Environment Learning involves a permanent change in behavior. For employees to acquire knowledge and skills in the training program and apply the information in their job, the training program needs to include specific learning principles. A. Employees need to know why they should learn - They must understand why they have to attend the training program. The objective and purpose must be made clear to the employees. B. Employees need to use their own experiences as bases for learning- Training could be meaningful if it is linked to their current job experiences and tasks. The lessons should be presented on the level of employees understanding.  PAGE E. Employees learn by observing and C. Employees need to have the interacting with others - Community of opportunity to practice -The practice refers to a group of employees opportunity 10 practice the learning who work together to learn from each should be provided in the program. other and develop a common Practice makes perfect as the saying understanding on how to get the work goes. done. D. Employees needs feedback - The F. Employees need training programs to employees need to know how they are be properly coordinated and arranged - meeting the training objectives. Coordination is the most important Feedback should focus on specific aspect of training administration. It behavior and should be immediately means coordinating activities before, communicated to the employee. during and after the program.  PAGE 8 Analyzing the Training Needs The immediate and specific needs of a company are determining factors in the selection of the training courses and materials. Standard as to the amount of training that should be provided for each type of job may not be readily established, as many other factors must be considered such as the liability and experience of the learner and the complexity of the things to be learned. The personnel manager, with the cooperation of the line supervisors is in the best position to establish what and how much training is needed.  PAGE The need for training is usually 4. When there is a fast indicated in the following instances: turnover of the personnel: 1. When required skill is not 5. When the rate of absenteeism or possessed by anyone in the work accident is high; force; 6. When restiveness or 2. When an employee's performance dissatisfaction mounts; is below standard, but he has the potential to improve the 7. When supervision is lax; productivity; 8. When new technology is 3. When morale or production is low; introduced.  PAGE 8 The subject matter is best determined Training needs may be by a survey of company needs with the help of a questionnaire and job analysis ascertained by considering the and by examining various records following questions: pertaining to cost, labor, turnover, absenteeism and other relevant factors 1. Is there a problem to be solved? in the particular organization. 2. Where does it exist (which department)? 4.Transfer of Training It is the practical application of what 3. Who needs the training? was learned in the program. Immediate 4. What is the nature of the supervisors and peers support training? (remedialor improved opportunity to practice what was required by the situation) learned the technology in the work area  PAGE 8 a. Presentation method - involves passively receiving information through traditional instruction, distance learning, and audiovisual techniques. It's effective for 5. Selecting the Training sharing new facts, ideas, and various solutions or processes. Methods b. Hands-on Training - This refers to the training - A number of different method that requires on-the-job training, methods can be used to help simulation, business games, case studies, employees acquire new behavior modeling interactive videos and web- based training. knowledge, skills and behavior. c. Group Building Method - It encourages New technology has a major trainees to share ideas, build team identity, and impact that allows trainees to understand interpersonal dynamics. It helps see, feel and hear how individuals recognize their strengths and weaknesses while improving team performance. equipment and other persons Techniques focus on feelings and perceptions, respond to their behavior. leading to discussions and plans to enhance team effectiveness at work.  PAGE a. Learning - It represents the level of how well the trainees have learned facts, ideas, concepts, 6. Evaluating the Training theories and attitudes. Tests on training materials are commonly used for evaluating learning and Program can be given before and after training to compare results. - Involves comparing the results against the initial b. Behavior - Trainees should demonstrate improved work attitude and behavior after objectives set by training, evidenced by better performance, management, trainers, and increased output, and productivity. Management should use these observable changes to measure trainees. Since training is time- training effectiveness. consuming and costly, c. Results - Employers evaluate training results by assessment is essential to measuring its impact on organizational objectives, measure its effectiveness and such as productivity, turnover, quality, and costs. Comparing records before and after training benefits. provides a clear assessment.  PAGE 8 Criteria of Evaluation for Training Training evaluation compares post-training results to management, trainers, and trainees' objectives. It's crucial to measure the benefits derived from training, as it's time-consuming and costly. Cost-benefit analysis helps evaluate training, with the best method being to measure the value of output before and after training, indicating the benefits. Training programs are usually evaluated on the basis of their intended objectives. Five steps to a meaningful evaluation:  PAGE 1. Determine what to Measure - 4. Measure attitudes - This goes Decide before you begin training back to the problem measuring what you want to change. initial reactions, but it is valuable in the overall evaluation. 2. Establish the Base line - Make sure you know the level of performance 5. Measure Performance - Go back before training begins. to your base line and see what the results of the training are in terms 3. Isolate Variables - One variable is of the criteria you have the Hawthorne Effect, named after a established. Track performance General Electric plant that was over a long period of time so you studied in landmark performance can be sure the improvement is experiment several years ago. established  PAGE 8 Human Resource Development - Development refers to formal education, job experiences, relationships, and assessments of personality and abilities that employees prepare for the future. Planning and Choosing a Development Approach - Training programs require an analysis to identify the strengths and weaknesses of participants. This assessment gathers information on employees' behaviors, communication styles, and leadership potential to prepare them for development programs. The following processes are used in the assessment:  PAGE 1. Assessment Centers - Employees attend assessment centers for tests on personality, communication skills, and other evaluations. Teams at these centers assess leadership potential and other qualities useful for the organization's future operations. 2. Psychological Testing - Pencil and paper tests have long been used to assess employees' development potentials and needs. Intelligence, reasoning, and verbal tests provide valuable insights into motivation, abilities, leadership styles, interpersonal traits, and job preferences. 3. Performance Appraisal - Properly conducted performance appraisals can provide valuable insights into employee development. They assess observable output, attitudes, behaviors, productivity, employee relations, job knowledge, and leadership qualities, all of which are typically found in personnel files.  PAGE 8 HUMAN RESOURCE DEVELOPMENT APPROACHES In-House or on Company Site - The planned activities that could be developed within the company or while the employees is at work are those activities that will enhance employees potential to assume other jobs that the company needs in its operation. The following are In-house Approaches: 1. Management Coaching- the immediate supervisors coaches he subordinate employee. This is best when involves good relationship.  PAGE 2. Committee Assignment - under the manager. Assigning promising employees to 5. Job Enlargement - refers to important committes can give the adding challenges or new employees a broadening exercise. responsibilities to the employees current job. 3. Job Rotation - this is the process of shifting employeesfrom one job 6. Mentoring - Employees can also to another. develop skills and increase their knowledge about the company. Mentoring helps new members 4. Assistant to the Position - This is bring together successful senior the assignment of an assistant to employees with less experienced the position who works directly members  PAGE 8 OFF-SITE OR OUTSIDE DEVELOPMENT INTERVENTIONS This technique can be effective because the individuals are given the opportunity to get away from the job and concentrate solely on what is to be learned. The following are some of the development programs:  PAGE 3. Case Studies - This is a 1. Formal Education - the company classroom type of training sends the employee to formal techniques that provides a seminars, workshops and other medium through the application of training programs offered by training management behavior concepts consultants and agencies. and analysis. Cases are either through the use of multi-media or 2. Team Building - These case problems that are developed organizational interventions are usually conducted away from work similar to those existing in the work about three to four days. The environment. Group case analysis employees are organized into team and presentations are made and and solve common problems related discussions facilitate the learning to relationships. experience. PAGE 8 4. Role Playing - Role-playing is a development technique requiring the trainee to assumes a role in a given situation and act the behavior associated with it. The facilitators provide the script and the group evaluate the performance. The other participants provide comments and suggestions after each performance. 5. Simulation -These are business games developed by human resource experts that require the participants to analyze a situation and decide the best course of action based to the given data. THYNK UNLIMITED THANK YOU presented by: group 2 Buenaventura, Angel Leine Ordinado, Amber Cabigao, Angela Mariz Pantoja, Ashley Claros, Sherena May Roy, Kennevic Erno, Miaka Santiago, Andrei Gutib, Sheila Mae Sebastian, Kyla