HR Orientation and Training PDF

HOSPIT AL I T Y / TO U R I S M R I EN T AT I O N A N D O R A M TR AI N I N G P R O G ORIENTATIO N ORIENTATI IS THE PROCESS OF ON INTRODUCING A NEW EMPLOYEE TO THE ORGANIZATION FAMILIARIZINGWITH BASIC...

HOSPIT AL I T Y / TO U R I S M R I EN T AT I O N A N D O R A M TR AI N I N G P R O G ORIENTATIO N ORIENTATI IS THE PROCESS OF ON INTRODUCING A NEW EMPLOYEE TO THE ORGANIZATION FAMILIARIZINGWITH BASIC DUTIES AND RESPONSIBILITIES, AND INFORMING THE COMPANY’S POLICIES AND STANDARDS ORIENTATION IS THE BEST TIME TO INFLUENCE AND SHAPE PERCEPTIONS AND ATTITUDES IN NEW EMPLOYEES MAJOR OBJECTIVES OF ORIENTATION ARE TO: 1.GAIN EMPLOYEE COMMITMENT; 2.REDUCES ONE’S ANXIETY: 3.HELP THE EMPLOYEE UNDERSTAND ORGANIZATION’S EXPECTATIONS; AND 4.CONVEY WHAT HE CAN EXPECT FROM THE JOB AND THE ORGANIZATION ELEMENTS OF A GOOD ORIENTATION PROGRAM WELCOME TO THE COMPANY TOUR OF THE FACILITIES INTRODUCTION TO TOP MANAGEMENT AND CO- WORKERS COMPLETION OF PAPERWORK REVIEW OF EMPLOYEE HANDBOOK TYPES OF ORIENTATION PROGRAMME FORMAL AND INFORMAL ORIENTATION INDIVIDUAL AND COLLECTIVE ORIENTATION SERIAL AND DISJUNCTIVE ORIENTATION EFFECTS OF A GOOD ORIENTATION PROGRAMS 1.REDUCES START-COSTS 2.REDUCES EMPLOYEE TURN-OVER 3.SAVES TIME FOR SUPERVISORS AND CO-WORKERS 4.DEVELOPS POSITIVE JOB EXPECTATIONS, POSITIVE ATTITUDES AND JOB SATISFACTION  TRAINING IS THE SYSTEMATIC PROCESS OF GAINING KNOWLEDGE AND DEVELOPING SKILLS BY INSTRUCTION AND PRACTICAL ACTIVITIES AIMED AND IMPROVED PERFORMANCE AT SUSTAINABLE LEVELS.  IT IS ALSOTRAINING AN ACTIVITY THAT COULD BE CONDUCTED IN A COHESIVE SERIES WHERE AN EMPLOYEE’S KNOWLEDGE, SKILLS AND ATTITUDES ARE MODIFIED TO FIT THE JOB REQUIREMENTS. TRAINING USUALLY RESULTS IN BEHAVIOR MODIFICATION  IS THE PROCESS OF CREATING A DEVELOPMENT PROGRESSIVE PATTERN IN AN EMPLOYEE’S CAREER TO MAXIMIZE HIS POTENTIAL IN THE ORGANIZATION. THIS COULD INVOLVE IN VARIETY OF ACTIVITIES AND PROGRAMS THAT ENRICH THE TOTALITY OF A PERSON AIMED AT ACQUIRING ABILITIES THAT THE ORGANIZATION WILL NEED IN THE FUTURE. TYPICAL REASONS FOR EMPLOYEE 1.WHEN A PERFORMANCE TRAINING ANDAPPRAISAL INDICATES DEVELOPMENT PERFORMANCE IMPROVEMENT IS NEEDED 2.TO "BENCHMARK" THE STATUS OF IMPROVEMENT SO FAR IN A PERFORMANCE IMPROVEMENT EFFORT 3.AS PART OF AN OVERALL PROFESSIONAL DEVELOPMENT PROGRAM 4.AS PART OF SUCCESSION PLANNING TO HELP AN EMPLOYEE BE ELIGIBLE FOR A PLANNED CHANGE IN ROLE IN THE ORGANIZATION 5.TO "PILOT", OR TEST, THE OPERATION OF A NEW PERFORMANCE MANAGEMENT SYSTEM 6.TO TRAIN ABOUT A SPECIFIC TOPIC TRAINING BENEFITS TO THE ORGANIZATION; A.A WELL-TRAINED WORKFORCE WILL MOST LIKE RESULT IN BETTER SERVICE WHICH LEADS TO HIGHER CUSTOMER SATISFACTION TRAINING BENEFITS TO THE ORGANIZATION; B.TRAINING, PARTICULARLY QUALITY TRAINING, PROMOTES ENHANCED EMPLOYEE MORALE AND POSSIBLY LOWER EMPLOYEE TURNOVER TRAINING BENEFITS TO THE ORGANIZATION; C.QUALITY TRAINING, VIS-À-VIS QUALITY SERVICE, FACILITIES IMAGE-BUILDING EFFORTS AND MARKETING PROGRAMS OF THE ORGANIZATION TRAINING BENEFITS TO THE ORGANIZATION; D.TRAINING MINIMIZES OPERATING LOSSES RESULTING FROM INCOMPETENCE AND CARELESSNESS OF EMPLOYEES. TRAINING BENEFITS TO THE ORGANIZATION; E.TRAINING CREATES A POOL OF GOOD AND COMPETENT EMPLOYEES WHO MAY BE GROOMED FOR MORE CHALLENGING ROLES WITHIN THE ORGANIZATION.  KEY TRAINING IS THE ISSUES TRAINING THE SOLUTION? ARE TRAINING GOALS CLEAR AND REALISTIC IS TRAINING A GOOD INVESTMENT? WILL THE TRAINING WORK? THE TRAINING PROCESS 1)TRAINING NEEDS ANALYSIS 2)PLANNING THE TRAINING 3) IMPLEMENTING THE TRAINING 4)EVALUATING THE TRAINING STAGE 1: TRAINING NEEDS ANALYSIS IS THE PROCESS IN WHICH THE COMPANY IDENTIFIES TRAINING AND DEVELOPMENT NEEDS OF ITS EMPLOYEES SO THAT THEY CAN DO THEIR JOB EFFECTIVELY. IT INVOLVES A COMPLETE ANALYSIS OF TRAINING NEEDS REQUIRED AT VARIOUS LEVELS OF THE ORGANIZATION. ⮚ ORGANIZATIONAL ANALYSIS EXAMINES BROAD FACTORS LIKE ORGANIZATIONAL CULTURE, MISSION, VISION AND VALUES, BUSINESS CLIMATE, BUSINESS GOALS (BOTH SHORT AND LONG TERM), ORGANIZATIONAL STRUCTURE AND COMPETITION. ⮚TASK ANALYSIS IS AN EXAMINATION OF THE JOB TO BE PERFORMED. IT FOCUSES ON THE DUTIES, RESPONSIBILITIES AND TASKS OF JOBS THROUGHOUT THE ORGANIZATION TO DETERMINE WHICH JOBS REQUIRE TRAINING.  DETERMINES WHICH EMPLOYEES NEED TRAINING BY EXAMINING HOW WELL EMPLOYEES ARE CARRYING OUT THE TASKS THAT MAKE UP THEIR JOBS. A DISCREPANCY BETWEEN EXPECTED PERFORMANCE AND ACTUAL PERFORMANCE AS GAUGED BY THE PERFORMANCE APPRAISAL WILL MOST LIKELY REQUIRE TRAINING TO BE CONDUCTED. A COMPANY MAY HAVE SEVERAL SYMPTOMS OR INDICATORS OF POOR PERFORMANCE SUCH AS: POOR QUALITY OF PRODUCTS AND SERVICES INABILITY TO MANAGE TIME MATERIALS VARIANCES LABOR VACANCIES OVERHEAD VARIANCES LOW PRODUCTIVITY ORGANIZATIONAL CONFLICT OR FRICTION OTHER OBSERVATIONS TRAINING MODULE IS THE PROCESS OF CREATING A DEVELOPMENT RESOURCE MATERIAL TO BE ADMINISTERED TO A SPECIFIC GROUP OF EMPLOYEES. THIS PARTICULAR STEP ENTAILS THREE PARTS – MODULE DESIGN, MODULE WRITING AND MODULE CRITIQUING TRAINING ADMINISTRATION IS THE PROCESS OF CONDUCTING A TRAINING PROGRAM USING A PRESCRIBED TRAINING MODULE. THE TRAINING PROGRAM CAN BE DIVIDED INTO SEVERAL SESSIONS. A TRAINING SESSION IS A DATE SCHEDULED FOR THE TRAINER AND TRAINEES TO PURSUE A TRAINING PROGRAM. TYPICAL TOPICS OF EMPLOYEE TRAINING COMMUNICATIONS: THE INCREASING DIVERSITY OF TODAY'S WORKFORCE BRINGS A WIDE VARIETY OF LANGUAGES AND CUSTOMS. COMPUTER SKILLS: COMPUTER SKILLS ARE BECOMING A NECESSITY FOR CONDUCTING ADMINISTRATIVE AND OFFICE TASKS.  TYPICAL TOPICS OF EMPLOYEE TRAINING CUSTOMER SERVICE INCREASED COMPETITION IN TODAY'S GLOBAL MARKETPLACE MAKES IT CRITICAL THAT EMPLOYEES UNDERSTAND AND MEET THE NEEDS OF CUSTOMERS. DIVERSITY DIVERSITY TRAINING USUALLY INCLUDES EXPLANATION ABOUT HOW PEOPLE HAVE DIFFERENT PERSPECTIVES AND VIEWS, AND INCLUDES TECHNIQUES TO VALUE DIVERSITY  TYPICAL ETHICS TOPICS OF EMPLOYEE TRAINING TODAY'S SOCIETY HAS INCREASING EXPECTATIONS ABOUT CORPORATE SOCIAL RESPONSIBILITY. ALSO, TODAY'S DIVERSE WORKFORCE BRINGS A WIDE VARIETY OF VALUES AND MORALS TO THE WORKPLACE. HUMAN RELATIONS THE INCREASED STRESSES OF TODAY'S WORKPLACE CAN INCLUDE MISUNDERSTANDINGS AND CONFLICT. TRAINING CAN PEOPLE TO GET ALONG IN THE WORKPLACE.  QUALITY INITIATIVES TYPICAL TOPICS OF EMPLOYEE TRAINING INITIATIVES SUCH AS TOTAL QUALITY MANAGEMENT, QUALITY CIRCLES, BENCHMARKING, ETC., REQUIRE BASIC TRAINING ABOUT QUALITY CONCEPTS, GUIDELINES AND STANDARDS FOR QUALITY, ETC. SAFETY SAFETY TRAINING IS CRITICAL WHERE WORKING WITH HEAVY EQUIPMENT , HAZARDOUS CHEMICALS, REPETITIVE ACTIVITIES, ETC., BUT CAN ALSO BE USEFUL WITH PRACTICAL ADVICE FOR AVOIDING ASSAULTS, ETC. TYPICAL TOPICS OF EMPLOYEE TRAINING SEXUAL HARASSMENT SEXUAL HARASSMENT TRAINING USUALLY INCLUDES CAREFUL DESCRIPTION OF THE ORGANIZATION'S POLICIES ABOUT SEXUAL HARASSMENT, ESPECIALLY ABOUT WHAT ARE INAPPROPRIATE BEHAVIORS.  STAGE 2: PLANNING THE A TRAINING PLAN DESCRIBES THE KEY TRAINING DECISIONS, TASKS AND RESOURCES NEEDED TO DEVELOP A STRATEGY FOR DEVELOPING TRAINING. CREATING A TRAINING PLAN ENCOURAGES THE MANAGEMENT TEAM TO CONSIDER THE TRAINING STRATEGY AND IMPLEMENTATION RATHER THAN ADDRESSING TRAINING ON AN ADHOC BASIS. 1.ON-THE-JOB TRAINING (OJT) TRAINING METHODS 2.APPRENTICESHIP 3.PRACTICUM 4.MENTORING 5.SIMULATION 6.E-LEARNING 7.OFF-SITE TRAINING  EMPLOYEE TRAINING AT THE PLACE OF ON-THE-JOB TRAINING WORK WHILE HE OR SHE IS DOING THE ACTUAL JOB. USUALLY A PROFESSIONAL TRAINER (OR SOMETIMES AN EXPERIENCED EMPLOYEE) SERVES AS THE COURSE INSTRUCTOR USING HANDS- ON TRAINING OFTEN SUPPORTED BY FORMAL CLASSROOM TRAINING.  APPRENTICESHIP IS A SYSTEM OF TRAINING A NEW GENERATION OF PRACTITIONERS OF A TRADE OR PROFESSION WITH ON-THE- JOB TRAINING AND OFTEN SOME ACCOMPANYING STUDY (CLASSROOM WORK AND READING). ALSO ENABLES PRACTITIONERS TO GAIN A LICENSE TO PRACTICE IN A REGULATED PROFESSION.(TESDA) PRACTICUM ALSO CALLED INTERNSHIPS OR WORK PLACEMENT PROGRAMS) ARE DESIGNED TO PROVIDE STUDENTS WITH PRACTICAL WORK EXPERIENCE. THEY EMPHASIZE THE IMPORTANCE OF LEARNING BY DOING. MENTORING MENTORING AND COACHING ARE DONE MOSTLY IN WHITE-COLLAR OR SUPERVISORY JOBS TO IMPROVE TRAINEE’S KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED OF THE JOB. PMAP HAS DONE IN PIONEERING JOB IN THE INTRICACIES OF PEOPLE MANAGEMENT. SIMULATION (VESTIBULE) SIMULATED TRAINING IS A DEVISED JOB TRAINING THAT IS NOT ON THE JOB BUT AWAY FROM THE JOB. IT TEACHES A COMPLICATED, CRITICAL AND HAZARDOUS TASK. ENOUGH PRACTICE GIVES THE TRAINEES ENOUGH EXPOSURE AND RENDERS HIM BETTER PREPARED FOR THE REAL LIFE PROBLEM. E-LEARNING IS AN EMERGENT AND SOPHISTICATED METHOD OF TRAINING DONE THROUGH THE INTERNET. OFF-SITE TRAINING OUTSOURCED TRAINING STAGE 3: IMPLEMENTING THE TRAINING TRAINING ADMINISTRATION IS THE PROCESS OF CONDUCTING TRAINING PROGRAM USING A PRESCRIBED TRAINING MODULE. SOME THINGS TO CONSIDER WHEN CHOOSING A VENUE ✔SIZE OF ROOM ✔NUMBER OF PARTICIPANTS ✔LIGHTING ✔VENTILATION ✔HEIGHT OF CEILING ✔PROVISION FOR EMERGENCIES ✔NOISE IN ADJACENT ROOMS AND ACCESIBILITY TYPES OF SEATING ARRANGEMENT CLASSROOM TYPE U-SHAPE SEMI-CIRCLE ROUND TABLE SEMINAR TYPE AMPITHEATER CLUSTER TYPE LONG TABLE CLASSROOM TYPE IDEAL FOR LECTURE, SLIDE PRESENTATI ON, FILM SHOWING AND  U-SHAPE SEATING IDEAL FOR SMALL GROUPS WHEREIN GREATER INTERACTION IS EXPECTED  SEMI- CIRCLE SEATING IT IS GOOD FOR SMALL GROUPS AND IDEAL FOR BRAINSTORMING SESSION  ROUND TABLE IDEAL FOR SMALL GROUPS WITH THE TRAINER AS MERE FACILITATOR SEMINAR TYPE IDEAL FOR LECTURE AND TEAM/PAIRE D ACTIVITIES FOR MEDIUM- AMPHITHEATER STYLE IDEAL FOR LECTURES WITH MEDIUM SIZED TO LARGE GROUPS CLUSTER TYPE GOOD FOR WORKSHOPS, TEAM ACTIVITIES AND BRAINSTORM  LONG TABLE IDEAL FOR PANEL DISCUSSION S AND WORKSHOPS TRAINING EVALUATION IS THE PROCESS OF ASSESSING THE EFFECTIVENESS OF A TRAINING PROGRAM WITH REGARDS TO TRAINING OBJECTIVES, PERCEPTIONS OF P[ARTICIPANTS AND ABILITY OF PARTICIPANTS TO INTEGRATE THE NEW CONCEPTS TO THE WORK PROCESS. TRAINING METHODS BLOOM TAXONOMY THREE MAIN DOMAINS: COGNITIVE DOMAIN AFFECTIVE DOMAIN PSYCHOMOTOR DOMAIN COGNITIVE DOMAIN BEHAVIORAL OBJECTIVES THAT DEALT WITH COGNITION COULD BE DIVIDED INTO SUBSETS. THESE SUBSETS WERE ARRANGED INTO A TAXONOMY AND LISTED ACCORDING TO THE COGNITIVE DIFFICULTY — SIMPLER TO MORE COMPLEX FORMS.  CAN THE PARTICIPANTS REPEAT WHAT WAS COGNITIVE DOMAIN LEARNED? (KNOWLEDGE) CAN THE PARTICIPANTS EXPLAINS WHAT WAS LEARNED? (COMPREHENSION) CAN THE PARTICIPANTS APPLY WHAT WAS LEARNED? (APPLICATION) CAN THE PARTICIPANTS ANALYZE WHAT WAS LEARNED? (ANALYSIS) CAN THE PARTICIPANTS SYNTHESIZE WHAT WAS LEARNED? (SYNTHESIS) CAN THE PARTICIPANTS EVALUATE WHAT WAS LEARNED? (EVALUATION)  LIKE COGNITIVE OBJECTIVES, AFFECTIVE DOMAIN AFFECTIVE OBJECTIVES CAN ALSO BE DIVIDED INTO A HIERARCHY (ACCORDING TO KRATHWOHL). THIS AREA IS CONCERNED WITH FEELINGS OR EMOTIONS. AGAIN, THE TAXONOMY IS ARRANGED FROM SIMPLER FEELINGS TO THOSE THAT ARE MORE COMPLEX.  AFFECTIVE DOMAIN 1. RECEIVING THIS REFERS TO THE LEARNER’S SENSITIVITY TO THE EXISTENCE OF STIMULI – AWARENESS, WILLINGNESS TO RECEIVE, OR SELECTED ATTENTION. 2. RESPONDING THIS REFERS TO THE LEARNERS’ ACTIVE ATTENTION TO STIMULI AND HIS/HER MOTIVATION TO LEARN – ACQUIESCENCE, WILLING RESPONSES, OR FEELINGS OF SATISFACTION.  AFFECTIVE DOMAIN 3. VALUING THIS REFERS TO THE LEARNER’S BELIEFS AND ATTITUDES OF WORTH – ACCEPTANCE, PREFERENCE, OR COMMITMENT. AN ACCEPTANCE, PREFERENCE, OR COMMITMENT TO A VALUE.  AFFECTIVE DOMAIN 4. ORGANIZATION THIS REFERS TO THE LEARNER’S INTERNALIZATION OF VALUES AND BELIEFS INVOLVING (1) THE CONCEPTUALIZATION OF VALUES; AND (2) THE ORGANIZATION OF A VALUE SYSTEM. AS VALUES OR BELIEFS BECOME INTERNALIZED, THE LEANER ORGANIZES THEM ACCORDING TO PRIORITY.  AFFECTIVE DOMAIN 5. CHARACTERIZATION – THE INTERNALIZATION OF VALUES THIS REFERS TO THE LEARNER’S HIGHEST OF INTERNALIZATION AND RELATES TO BEHAVIOR THAT REFLECTS (1) A GENERALIZED SET OF VALUES; AND (2) A CHARACTERIZATION OR A PHILOSOPHY ABOUT LIFE. AT THIS LEVEL THE LEARNER IS CAPABLE OF PRACTICING AND ACTING ON THEIR VALUES OR BELIEFS.  PSYCHOMOTOR OBJECTIVES ARE THOSE PSYCHOMOTOR DOMAIN SPECIFIC TO DISCREET PHYSICAL FUNCTIONS, REFLEX ACTIONS AND INTERPRETIVE MOVEMENTS. TRADITIONALLY, THESE TYPES OF OBJECTIVES ARE CONCERNED WITH THE PHYSICALLY ENCODING OF INFORMATION, WITH MOVEMENT AND/OR WITH ACTIVITIES WHERE THE GROSS AND FINE MUSCLES ARE USED FOR EXPRESSING OR INTERPRETING INFORMATION OR CONCEPTS. THIS AREA ALSO REFERS TO NATURAL, AUTONOMIC RESPONSES OR REFLEXES. PSYCHOMOTOR DOMAIN REFLEX MOVEMENTS OBJECTIVES AT THIS LEVEL INCLUDE REFLEXES THAT INVOLVE ONE SEGMENTAL OR REFLEXES OF THE SPINE AND MOVEMENTS THAT MAY INVOLVE MORE THAN ONE SEGMENTED PORTION OF THE SPINE AS INTERSEGMENTAL REFLEXES (E.G., INVOLUNTARY MUSCLE CONTRACTION). THESE MOVEMENTS ARE INVOLUNTARY BEING EITHER PRESENT AT BIRTH OR EMERGING THROUGH MATURATION.  FUNDAMENTAL PSYCHOMOTOR DOMAIN MOVEMENTS OBJECTIVES IN THIS AREA REFER TO SKILLS OR MOVEMENTS OR BEHAVIORS RELATED TO WALKING, RUNNING, JUMPING, PUSHING, PULLING AND MANIPULATING. THEY ARE OFTEN COMPONENTS FOR MORE COMPLEX ACTIONS.  PERCEPTUAL ABILITIES PSYCHOMOTOR DOMAIN OBJECTIVES IN THIS AREA SHOULD ADDRESS SKILLS RELATED TO KINESTHETIC (BODILY MOVEMENTS), VISUAL, AUDITORY, TACTILE (TOUCH), OR COORDINATION ABILITIES AS THEY ARE RELATED TO THE ABILITY TO TAKE IN INFORMATION FROM THE PSYCHOMOTOR DOMAIN PHYSICAL ABILITIES OBJECTIVES IN THIS AREA SHOULD BE RELATED TO ENDURANCE, FLEXIBILITY, AGILITY, STRENGTH, REACTION-RESPONSE TIME OR DEXTERITY.  PSYCHOMOTOR SKILLED DOMAIN MOVEMENTS OBJECTIVES IN THIS AREA REFER TO SKILLS AND MOVEMENTS THAT MUST BE LEARNED FOR GAMES, SPORTS, DANCES, PERFORMANCES, OR FOR THE ARTS.  PSYCHOMOTOR DOMAIN NONDISCURSIVE COMMUNICATION OBJECTIVES IN THIS AREA REFER TO EXPRESSIVE MOVEMENTS THROUGH POSTURE, GESTURES, FACIAL EXPRESSIONS, AND/OR CREATIVE MOVEMENTS LIKE THOSE IN MIME OR BALLET. THESE MOVEMENTS REFER TO INTERPRETATIVE MOVEMENTS THAT COMMUNICATE MEANING WITHOUT THE AID OF VERBAL COMMANDS OR HELP. PERSONALITY AND SKILLS OF A TRAINER ✔HYGIENE AND GROOMING ✔PRESENTATION SKILLS ✔LEADERSHIP SKILLS ✔EVALUATION SKILLS THE TRAINING PLAN IS THE HEART OF A TRAINING PROGRAM. IT BASICALLY ANSWERS THE SIX W’S AND TWO TRAINING PLAN H’S ENUMERATED BELOW: WHY? WHAT? WHO? WHERE? WHEN? WHOM? HOW?  STAFF TRAINING PROGRAM PROGRAM TIME TRAINOR/SPEAKER Registration and Welcome Remarks 0800H-0830H HR Manager Company History and Philosophy 0830H-0930H General Manager Organizational Structure 0930H-1030H HR Manager Basic Hygiene and Professional 1030H-1200H Training Manager Grooming  MANAGEMENT DEVELOPMENT HIGH PERFORMING EMPLOYEES ARE PROGRAM RECOGNIZED BY THEIR SUPERIORS AND ARE GIVEN OPPORTUNITIES TO MOVE UP THE MANAGEMENT LADDER. BEFORE ANY VERTICAL PROMOTION TAKES PLACE, SUCH EMPLOYEES MUST UNDERGO MANAGEMENT DEVELOPMENT PROGRAM. THE TRAINING MANAGER OPENS A FILE OR LEDGER FOR THE EMPLOYEE WHO WILL BE ENROLLED IN THE PROGRAM. THE KIND OF TRAINING PROGRAMS THE EMPLOYEE WILL UNDERGO ARE DESIGNED TO PREPARE HIM FOR MORE CHALLENGING ROLES. EXAMPLES OF COMMON BARRIERS 1.TARDINESS IN MANAGING TRAINING 2.IRREGULAR ATTENDANCE SESSIONS 3.LOW LEVEL OF PARTICIPATION 4.ACCIDENTS 5.INTERRUPTIONS 6.PERSONAL CONFLICTS 7.MOCKERY 8.INADEQUATE RESOURCES 9.EQUIPMENT MALFUNCTION TRAINING IS AN INVESTMENT TRAINING IS CLASSIFIED AS A GENERAL AND ADMINISTRATIVE EXPENSE IN THE INCOME STATEMENT (OR PROFIT AND LOSS STATEMENT) THE TRAINING BUDGET COULD ENTAIL A LIST OF NECESSARY EXPENSE THAT INCLUDE THE FF: COMPENSATION OF IN-HOUSE TRAINERS PROFESSIONAL FEES OF EXTERNAL TRAINERS OR CONSULTANTS TRAINING EQUIPMENT TRAINING MATERIALS AND SUPPLIES ENERGY AND UTILITIES COST VENUE THE TRAINING BUDGET COULD ENTAIL A LIST OF NECESSARY EXPENSE THAT INCLUDE THE FF: MEALS AND REFRESHMENTS COST OF OFF-THE-SHELF TRAINING MODULES TRAINING MODULE DEVELOPMENT COST TRAINING NEEDS ANALYSIS COST INCENTIVES AND AWARDS TO TRAINEES OVERHEAD THANK YOU