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Training and DevelopmentTraining and Development
1. Training vs. Development.1. Training vs. Development.
2. Importance of Training.2. Importance of Training.
3. Types of Training.3. Types of Training.
4. Training Process Model.4. Training Process Model.
5. Learning Principles.5. Learning Principles.
6. Training Methods.6. Training Methods.

1. Difference Between Training1. Difference Between Training
TrainingTraining focuses onfocuses on
specificspecific jobjob
knowledge and skillknowledge and skill
that is to be applied inthat is to be applied in
the short run.the short run.
DevelopmentDevelopment focuses onfocuses on
broad knowledge andbroad knowledge and
insights that may beinsights that may be
required forrequired for adaptationadaptation
to environmentalto environmental
demands in the future.demands in the future.
1. Training vs. Development

1. Respond to1. Respond to technologytechnology changes affectingchanges affecting
job requirements.job requirements.
2. Respond to organizational2. Respond to organizational restructuringrestructuring..
3. Adapt to increased3. Adapt to increased diversitydiversity of theof the
workforce.workforce.
4. Support4. Support careercareer development.development.
5. Fulfill employee need for5. Fulfill employee need for growthgrowth..
2. Importance of Training

3. Types of Training3. Types of Training
1. Skills Training.1. Skills Training.
2. Retraining.2. Retraining.
3. Cross-Functional.3. Cross-Functional.
4. Team Training.4. Team Training.
5. Creativity Training.5. Creativity Training.
6. Literacy Training.6. Literacy Training.
7. Diversity Training.7. Diversity Training.
8. Customer Service.8. Customer Service.
3. Types of Training

1.1. SKILLS TRAININGSKILLS TRAINING
Focus on job knowledgeFocus on job knowledge
and skill for:and skill for:
 Instructing new hires.Instructing new hires.
 Overcoming performanceOvercoming performance
deficits of the workforce.deficits of the workforce.

2.2. RetrainingRetraining
Maintaining worker knowledge andMaintaining worker knowledge and
skill asskill as job requirements changejob requirements change duedue
to:to:
 Technological innovationTechnological innovation
 Organizational restructuringOrganizational restructuring

3.3. Cross-Functional TrainingCross-Functional Training
Training employees to perform aTraining employees to perform a
widerwider variety of tasksvariety of tasks in order toin order to
gain:gain:
 Flexibility in work scheduling.Flexibility in work scheduling.
 Improved coordination.Improved coordination.

4.4. Team TrainingTeam Training
Training self-directed teams withTraining self-directed teams with
regard to:regard to:
 Management skills.Management skills.
 Coordination skills.Coordination skills.
 Cross-functional skills.Cross-functional skills.

5.5. Creativity TrainingCreativity Training
Using innovative learningUsing innovative learning
techniques to enhancetechniques to enhance
employee ability to spawnemployee ability to spawn
new ideas and newnew ideas and new
approaches.approaches.

6.6. Literacy TrainingLiteracy Training
ImprovingImproving basic skillsbasic skills of theof the
workforce such asworkforce such as
mathematics, reading, writing,mathematics, reading, writing,
and effective employeeand effective employee
behaviors such as punctuality,behaviors such as punctuality,
responsibility, cooperation,etc.responsibility, cooperation,etc.

7.7. Diversity TrainingDiversity Training
Instituting a variety of programsInstituting a variety of programs
to instill awareness, tolerance,to instill awareness, tolerance,
respect, and acceptance ofrespect, and acceptance of
persons of different race,persons of different race,
gender, etc. and differentgender, etc. and different
backgrounds.backgrounds.

8.8. Customer Service TrainingCustomer Service Training
Training to improveTraining to improve
communication, bettercommunication, better
response to customerresponse to customer
needs, and ways toneeds, and ways to
enhance customerenhance customer
satisfaction.satisfaction.

I. Needs
Assessment
II. Developing &
Conducting
Training
III. Evaluating
Training
4. Training Process Model

1. Organizational Level1. Organizational Level
 Sales and operating plans.Sales and operating plans.
 Productivity measures.Productivity measures.
 Technology change.Technology change.
 OrganizationalOrganizational
restructuring.restructuring.
 Change in workforce.Change in workforce.

2. Job Level2. Job Level
 Job and task analysis.Job and task analysis.
 Identify KSAs.Identify KSAs.
 Review procedural andReview procedural and
technical manuals.technical manuals.
Design Training Program

3. Individual Level3. Individual Level
Determine who needs trainingDetermine who needs training
and what kind.and what kind.
 Tests.Tests.
 Prior training andPrior training and
experience.experience.
 Performance review.Performance review.
 Career assessment.Career assessment.

Methods of trainingMethods of training
 1. Classroom Instruction1. Classroom Instruction
 2.2. Video and FilmVideo and Film
 3.3. Computer Assisted InstructionComputer Assisted Instruction
 4.4. Computer Assisted InstructionComputer Assisted Instruction
with Videowith Video
 5.5. Simulation/VestibuleSimulation/Vestibule
 6. Off the job training6. Off the job training

1.1. Classroom InstructionClassroom Instruction
 Efficient disseminationEfficient dissemination
of large volume ofof large volume of
information.information.
 Effective in explainingEffective in explaining
concepts, theories, andconcepts, theories, and
principles.principles.
 Provides opportunity forProvides opportunity for
discussion.discussion.
 Learner does not controlLearner does not control
pace or contentpace or content
 Does not considerDoes not consider
individual differences.individual differences.
 Limited practice.Limited practice.
 Limited feedback.Limited feedback.
 Limited transfer to job.Limited transfer to job.
PROS CONS

2.2. Video and FilmVideo and Film
 Provides realism.Provides realism.
 Adds interest.Adds interest.
 Allows schedulingAllows scheduling
flexibility.flexibility.
 Allows exposure toAllows exposure to
hazardous events.hazardous events.
 Allows distribution toAllows distribution to
multiple sites.multiple sites.
 Does not considerDoes not consider
individual differences.individual differences.
 Limited practice.Limited practice.
 Limited feedback.Limited feedback.
 Limited transfer to job.Limited transfer to job.
PROS CONS

3.3. Computer Assisted InstructionComputer Assisted Instruction
 Efficient instruction.Efficient instruction.
 Considers individualConsiders individual
differences.differences.
 Allows schedulingAllows scheduling
flexibility.flexibility.
 Allows active practiceAllows active practice
for some tasks.for some tasks.
 Allows learner control.Allows learner control.
 Provides immediateProvides immediate
feedback to tasks.feedback to tasks.
 Limited in presentingLimited in presenting
theories and principles.theories and principles.
 Limited discussion.Limited discussion.
 Transfer depends onTransfer depends on
particular job. (Good forparticular job. (Good for
computer work.)computer work.)
 High development costHigh development cost
(40-60 hours per hour of(40-60 hours per hour of
instruction at $100-$300instruction at $100-$300
per hour.)per hour.)
PROS CONS

4.4. Computer Assisted InstructionComputer Assisted Instruction
with Videowith Video
 Same as basic CAI.Same as basic CAI.
 Adds realism.Adds realism.
 Adds interest.Adds interest.
 Same as basic CAI.Same as basic CAI.
 Adds additional cost.Adds additional cost.
$50,000-$150,000 per hour$50,000-$150,000 per hour
of instruction due to:of instruction due to:
* Script writers* Script writers
* Production specialists* Production specialists
* Camera crews* Camera crews
PROS CONS

5.5. Simulation/VestibuleSimulation/Vestibule
 Allows active practice.Allows active practice.
feedback.feedback.
 High transfer to job.High transfer to job.
 No job interference.No job interference.
 Lowers trainee stress.Lowers trainee stress.
 Cannot cover all job aspects.Cannot cover all job aspects.
 Limited number of trainees.Limited number of trainees.
 Can be very expensive (forCan be very expensive (for
example, “aircraft simulators”example, “aircraft simulators”
and “virtual reality”and “virtual reality”
simulators).simulators).
PROS CONS

6. On-The-Job Training6. On-The-Job Training
 Allows active practice.Allows active practice.
feedback.feedback.
 High motivation.High motivation.
 High transfer to job.High transfer to job.
 Lowers training cost.Lowers training cost.
 Disruptions to operations.Disruptions to operations.
 May damage equipment.May damage equipment.
 Inconsistent acrossInconsistent across
departments.departments.
 Inadequate focus onInadequate focus on
underlying principles.underlying principles.
 Lack of systematicLack of systematic
feedback.feedback.
 Transfer of improperTransfer of improper
procedures.procedures.
 Trainee stress.Trainee stress.
PROS CONS

Off the job trainingOff the job training
 Case studiesCase studies
 Role playsRole plays
 Conference methodConference method
 LecturesLectures

Employee
Performance Management
 Performance appraisal is a formalPerformance appraisal is a formal
structured system of measuring andstructured system of measuring and
evaluating an employees job relatedevaluating an employees job related
behavior and outcomes to discoverbehavior and outcomes to discover
how and why the employee ishow and why the employee is
presently performing on the job andpresently performing on the job and
how the employee can perform morehow the employee can perform more
effectively in the future so that theeffectively in the future so that the
employee, orag. and society allemployee, orag. and society all
benefit.benefit.

Why Performance Appraisal?Why Performance Appraisal?
 Appraisal provide information upon whichAppraisal provide information upon which
promotion and salary decision can bepromotion and salary decision can be
made.made.
 Appraisal provide an opportunity for aAppraisal provide an opportunity for a
manager and his/her subordinates to sitmanager and his/her subordinates to sit
down and review the subordinate’s work-down and review the subordinate’s work-
related behavior, and then develop a planrelated behavior, and then develop a plan
for corrective action.for corrective action.
 Appraisal provide a good opportunity to
review the person’s career plans in light of
his/her exhibited strengths and
weaknesses

Performance Management CyclePerformance Management Cycle
Performance
Planning
(Setting
Performance
Targets)
Regular
Review and
Monitoring
Feed backFeed back
CorrectiveCorrective
ActionAction
Performance
Appraisal and
Evaluation
• Training &
Development
Plan
• Salary/Bonus
Adjustment
• Career
Development

Performance Management CyclePerformance Management Cycle
DefiningDefining
PerformancePerformance
Standard/Standard/
TargetsTargets
AppraisingAppraising
PerformancePerformance
ProvidingProviding
Feedback forFeedback for
DevelopmentDevelopment
1.1. Defining the performanceDefining the performance standards
means making sure that you and your
subordinate agree on his/her duties and
targets that you expect
2.2. Appraising performanceAppraising performance means
comparing your subordinate’s actual
performance to the standard/targets set
in step one.
3.3. Providing feedbackProviding feedback means discussing
plans for any development that is
required.

Problems in Performance AppraisalProblems in Performance Appraisal
Lack ofLack of
standardsstandards
Irrelevant orIrrelevant or
subjectivesubjective
standardsstandards
PoorPoor
measures ofmeasures of
performanceperformance
PoorPoor
feedback tofeedback to
employeeemployee
NegativeNegative
communicationcommunication
Failure toFailure to
applyapply
evaluationevaluation
datadata
Common Performance Evaluation ProblemsCommon Performance Evaluation Problems

Bias in the Appraisal ProcessBias in the Appraisal Process
HaloHalo
EffectEffect
The "halo" effect occurs when a supervisor’s
rating of a subordinates on one trait biases the
rating of that person on other traits
CentralCentral
TendencyTendency
A tendency to rate all employees the same
way, such as rating them all average

LeniencyLeniency
The problem that occurs when a supervisory
has a tendency to rate all subordinates either
high or low
BiasBias
The tendency to allow individual differences
such as age, race, and sex affect the appraisal
rates these employees receives.
Bias in the Appraisal ProcessBias in the Appraisal Process

Performance
appraisal
elements
has two main
categories: 2. Performance Result:
Hard or quantitative aspects
of performance (result)
1. Competencies: It
represents soft or qualitative
aspects of performance
(process)
Performance Appraisal ElementPerformance Appraisal Element

1.1. Competencies ScoreCompetencies Score
2. Performance Result2. Performance Result
ScoreScore
Overall ScoreOverall Score
Will determine the employee’s
career movement, and also
the reward to be earned
Performance Appraisal ElementPerformance Appraisal Element

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