Training and Development of Employees

Training and Development

1. Define Training and Development
2. The Training Process

Learning 3. Training Options

4. Training methods

Objectives Performance Review and Appraisal

5. Objectives of Performance Appraisal
6. Performance Criteria
7. Performance Appraisal Methods
8. Performance Appraisal Problems and Solutions
Changes in Personnel Status
9. Promotion, demotion, transfer and separation
10. Governing laws regarding separation from the
services
11. Type of employment

2
Training Defined
It is a learning process that
involves the acquisition of
knowledge, sharpening of
skills, concepts, rules, or
changing of attitudes and
behaviors to enhance the
performance of employees.

3
Objectives of Training and Development
1. Improve productivity and the quality and quantity of output. This can lead to an increase in
an individual's skills in one or more areas of expertise.
2. Effectiveness in the present job. This involves increasing an individual's motivation to
perform his/her job well.
3. Create more favorable attitudes such as loyalty and cooperation.
4. Help employees in their personal development and advancement by helping them acquire
additional qualifications for a better job.
5. Help organization respond to dynamic market conditions and changing customer demands.
6. Satisfy human resource planning requirements.

4
The Training Process
1. Training needs analysis/Need assessment
This refers to the process used to determine if training is
necessary. It identifies specific job performance deficiencies and
increases productivity.
Training is needed when significant differences exist between
actual performance and prescribed standards. It refers to a
systematic, objective identification of training needs.

5
The Training Process

Needs Assessment Process

a. Organizational analysis
b. Person/performance analysis
c. Task analysis

6
The Training Process
2. Designing the training program/ training objectives
After determining training needs, objectives must be established to meet those needs.
Effective training objectives should state the benefit to the different stakeholders in the
organization. The outcome of the training or learning objectives can be categorized as
follows:
a. Instructional objectives - What principles, facts, and concepts should be learned in the
training program taking into consideration the positions of the participants?
b. Organizational and departmental objectives - What impact will the training have on
organizational and departmental outcomes such as absenteeism, turnover, reduced costs,
improved productivity, accident rate, and the like?
c. Individual and growth objectives - What impact will the training have on the
behavioral and attitudinal outcomes of the individual trainee and on the personal
growth of the trainee?
7
Importance of Training Objectives

a. Considering that resources are always limited, the training objectives actually lead the
design of training. It provides the clear guidelines and develops the training program in less
time because objectives focus specifically on needs. It helps in adhering to a plan.
b. It tells the trainee what is expected out of him/her at the end of the training program. If the
goal is set to be challenging and motivating, then the likelihood of achieving those goals is
much higher than the situation in which no goal is set. Therefore, training objectives help in
increasing the probability that the participants will be successful in training.
c. It becomes easy for the training evaluator to measure the progress of the trainees because
the objectives define the expected performance of trainees. Training objective is an
important tool to judge the performance of participants.

8
Training Design

The design of the training program can be undertaken only when a clear
training objective has been produced. The training objective clarifies what
goal has to be achieved by the end of the training program, i.e., what the
trainees are expected to do at the end of their training. Training objectives
assist trainers to design the training program.

9
The Training Process
3. Validation
Introduce and validate the training before conducting. Based the
final revisions on pilot results to ensure training effectiveness. When
clearly defined objectives are lacking, it is impossible to evaluate a
training program efficiently.

10
The Training Process
4. Implementation of training program
Once the staff, course, content, equipment, and topics are ready, the training is
implemented. Completing the training design does not mean that the work is done because
implementation phase requires continual adjusting, redesigning, and refining.
Preparation is the most important factor to guarantee success. Therefore, the following
are factors that should be kept in mind while implementing a training program:
a. The trainer
b. Physical setup
c. Establishing rapport with participants
d. Reviewing the agenda

11
 The Training Process
5. Training Evaluation
This will help check whether training has had the desired effect. Training evaluation ensures that candidates are able to
implement their learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation

a. Feedback- Giving feedback helps the candidates define the objectives and link them to learning outcomes.
b. Research- It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the workplace,
and training.

Process of Training Evaluation

a. Before the Training- The learner's skills and knowledge are assessed before the training because this can help determine
whether the actual outcomes are aligned with the expected outcomes of training.
b. During the Training- This is the phase at which instruction is started. This usually consists of short tests at regular
intervals.
c. After the Training-This phase is designed to determine whether training given had the desired effect at individual
departments and organizational levels. Observation, questionnaire, and interview are some of the techniques used for
evaluation.

12
 The Training Process

One can also measure the success of the training program according to:
a. Reaction of the learner
The learners' immediate reactions to the training can determine if they are already bored while the training is ongoing. Reaction level
should include measuring of trainees' reactions to program content, format, instructional techniques, abilities and style of trainer,
extent to which the training objectives were met, and the like.
b. Learning level
This refers to how well the trainees understood and absorbed the principles, facts, and skills taught. To obtain an accurate picture of
what was learned, trainees should be tested before and after the program or through feedback devices using pretests and posttests to
measure what learners have actually learned.
c. Behavior of the learner
Supervisor's reaction to learners' performance following completion of the training should also be documented. This is to measure the
degree to which learners apply newly acquired skills and knowledge to their jobs. To evaluate behavioral change, a systematic
appraisal should be made including statistical analysis of on-the-job performance on a before-and-after basis and to relate changes to
the training program.
This should be made at least after six months after the training so that the trainees will have an opportunity to put what they learned
into practice.
d. Results determine the level of improvement in job performance and assess
needed maintenance to ensure continuous good performance. This is an attempt to measure changes in variables such as reduced
turnover, reduced costs, improved efficiency, reduction in grievance, and increase in quality and quantity of production. Pretests,
posttests, and controlled groups experimentation are also required to come up with accurate results in the evaluation of the given
training.
13
The Training Options

1.Outsourcing
2.Internal Training
3.Product Related Training
4.Independent Professional

14
 Training Methods
A. Cognitive Methods
Cognitive methods dwell on giving
theoretical training to the trainees. The
various methods under cognitive
approach provide the rules on how to do
specific tasks such as written or verbal
information and demonstrate
relationships among concepts. These
methods are associated with changes in
knowledge and attitude by stimulating
learning.

B. Behavioral Methods
Are more of giving practical training
to the trainees. These methods are
best used for skills development.

Presentation Title 15
Performance Review and Appraisal

17
Objectives of Performance Appraisal
1. It provides information upon which promotion, transfer, demotion, layoff, discharge, and salary decisions can be made. It could justify
reward decisions including merit increases, promotions, and other forms of rewards.

2. It provides an opportunity for the supervisor and his/her subordinates to review and identify their strengths and weaknesses or work-related
behavior. This in turn allows both to develop a plan for correcting any deficiencies that the appraisal might have reinforce the things the
subordinate does right. This feedback clarifies for employees the job expectations held by their supervisor.

3. It forms the basis in identifying the training needs of employees as well as evaluating the success of training, thus, development initiatives
are not based on opinions but rather on results.

4. It helps in the firm's career planning process because it provides a good opportunity to review the person's career plans in light of his/her
exhibited strengths and weaknesses. Thus, it could produce evidence and/or opportunity for career progression.

5. It allows easy monitoring and supervision.

6. It helps evaluate the individual's share relative to the team's contribution in achieving the organization's goal.

7. It provides information to evaluate effectiveness of selection and placement decisions

18
Performance Criteria
1. Relevance
2. Reliability
3. Freedom from contamination

Indicators or Matrix that can help measure employee performance Freedom

 Quantity
 Quality
 Timeliness
 Cost-effectiveness
 Absenteeism/Tardiness
 Creativity
 Adherence to policy
 Gossiping and other personal habits
 Personal Appearance/grooming
19
Who should evaluate performance
1. Managers/ supervisor appraisal
2. Self-appraisal
3. Subordinates' appraisal
4. Peer appraisal
5. Customer/Supplier
6. Team appraisal
7. Assessment center
8. 360-degree or full circle appraisal

20
Performance Appraisal Methods
1. Multiple Person Evaluation Methods
• Ranking method
• Paired comparison method
• Forced distribution
2. Individual Evaluation methods
• Critical incident method
• Checklist and weighted checklist method
• Graphic rating scale
• Behaviorally anchored rating scales (BARS)
• Management by Objective
• Multi-rater assessment or the 360-performance feedback

21
 Seven Tips for Creating a World-class Appraisal System
1. Design the form first. The appraisal form is a lightning rod that will attract everyone's attention. Design the form early and get a lot of
feedback on it.
2. Build your company's values into your form. Performance appraisal is a means, not an end. Values become real only when people are held
accountable for living up to them.
3. Assure ongoing communication during development. Circulate drafts and invite users to make recommendations. Keep the development
process visible through announcements and house-organ bulletins. Use surveys, and request suggestions. Remember the cardinal principle
that people support what they help create.
4. Train all appraisers. Performance appraisal (PA) requires a multitude of skills-behavioral observation and discrimination, goal-setting,
developing people, confronting unacceptable performance, persuading, problem-solving, and planning. Unless appraiser training is universal
and comprehensive, the program would not produce much.
5. Orient all appraises. The program's purposes and procedures must be explained in advance to all who will be affected by it. Specific
training should be provided if the performance management procedure requires self-appraisal, multi-rater assessment, upward appraisal, or
individual development planning.
6. Use the results. If the results of the performance appraisal are not visibly used in making promotion, salary changes, employee movement,
training, and termination decisions, people will decide that it is merely an exercise and therefore is just a waste of time.
7. Monitor and revise the program. Audit the quality of appraisals, the extent to which the system is being used, and the extent to which the
original objectives have been met. Provide feedback to management, appraisers, and appraises. Actively seek and incorporate suggestions for
improvement. Train new appraisers as they are appointed to supervisory positions.

22
Performance Appraisal Problems and Solutions
Halo Effect
The Problem: A manager or supervisor allows a general favorable impression of an employee to influence his or her judgment on each separate factor in the
performance appraisal process. An unfriendly employee will often be rated unsatisfactory for all traits rather than just for the trait pertaining to interpersonal
relation.
The Solution: The rater should consider each factor independently of all other factors, rather than rating the employee at the same level on all (or most)
factors in an appraisal. Being aware of this problem is a major step toward avoiding it.

Recency Effect
The Problem: Recent events tend to have an unusually strong influence on performance evaluation. Outstanding contribution or untimely mistake just prior
to a performance review colors the manager's perception of the employee's performance for the entire appraisal period. (A similar pitfall, the unforgettable
effect, occurs when an employee does something so extraordinary, either positively or negatively, that its impressions last for a long time, to the advantage
or disadvantage of the employee.)

The Solution: An alert manager compensates for lack of perspective by careful documentation and to make refinements in the design of the appraisal
method, as well as improving the skills of the raters.

Previous Performance Bias

The Problem: The employee who has performed well in the distant past is assumed to be acceptable in the recent past also. Previous good work tends to
carry over into the new period being appraised.
The Solution: Once again, observation and documentation of the employee's performance will give an accurate account of the performance period under
scrutiny.

23
Performance Appraisal Problems and Solutions
Leniency/Harshness/Strictness Error
The Problem: Some managers tend to give mostly favorable ratings while others tend to evaluate the same performance levels unfavorably. This error is
usually committed when managers feel uncomfortable about communicating negative feedback or do not want to hurt the employee's feelings.
The Solution: Understanding the constructive purposes of performance appraisal and acquiring effective skills in giving negative feedback should reduce
the tendency to commit this error. Raters can assess their own harsh and lenient rating tendencies by examining or distributing ratings forcing a normal
distribution to avoid this error.
Central Tendency
The Problem: Central tendency occurs when a manager rates all employees as average by choosing the middle rating. The central tendency closes the door
to an employee's growth and improvement on a job, because no strengths or weaknesses are identified.
The Solution: Ranking employees can avoid this error because all employees must be ranked and, thus, cannot all be rated average.

Carelessness
The Problem: Managers make quick guesses based on first impressions of an employee's performance.
The Solution: Managers commit significant time observing staff members and forming judgments based on their observations. Major decisions are often
based on performance rating, and ill-considered ratings will contribute unreliable information and detract from the organization's goals.

Bias
The Problem: Individual differences among rates in terms of characteristics like age, race, sex, and religious and political affiliations. Evaluations are
dependent on the rater's personal preferences, prejudices, and biases. The rater who has a biased or prejudiced attitude toward certain groups of people
looks for behavior in these groups that confirms his or her biases.

The Solution: When rating employees, the manager must consider the same relevant behaviors for all employees supervised. Individual differences and
other nonperformance factors should not affect performance appraisal ratings. Careful observation, description, and documentation of actual performance
on an ongoing basis reduce the tendency for bias by emphasizing job performance over a period of time.
24
Feedback or Appraisal Review
This is an interview in which the supervisor and subordinates review the appraisal and make plans to
remedy deficiencies and reinforce strengths. It provides an opportunity to identify the subordinate's
feelings more thoroughly and thus improve communication between supervisor and the employee.
Annual discussions of performance should include:

1. review of overall progress;

2. discussion of problems that were encountered;
3. discussion of sources of ineffective performance;
4. agreement about how performance can be improved;
5. discussions on how current performance fits with long-range career goals; and
6. specific action plans for the coming year and how to reach short- and long-term objectives. and
long-term objectives.

25
26
Changes in Personnel Status
Changes in Personnel Status
Changes in employment status are bound to take place during the period of
employment. There is a continuous movement of employees in the form of
promotion, transfer, demotion, or separation. This movement is the function
of placement wherein the objective is to fined or assign the right person to
the right job.

28
Promotion
It involves the reassignment of an employee to a higher job position. This also refers to the upward or vertical movement of employees in an
organization from lower-level jobs to higher level jobs involving increases in duties and responsibilities, higher pay, and privileges. Promotion
serves as encouragement and inspiration to other employees to exert their maximum effort. This can also help instill loyalty to the firm.

Approaches to Recruit Employees for Promotion

1. Closed promotion system - the responsibility of the supervisor to identify promotable employees for the job to be filled.
2. Open promotion system also known as job posting - enhance participation and the achievement of equal opportunity goals.

Criteria Used in Promoting Employees

1. Seniority - length of service
a. Straight seniority - the length of service of an employee is the sole basis for determining who gets the promotion.
b. Qualified seniority - the more competent employee as compared to another employee with longer service will be the one promoted.

2. Current and past performance - promotion is based on previous job performance and evaluation.

"Unofficial" Promotion Criteria

1. Personal characteristic
2. Nepotism - showing of favoritism or patronage to relatives
3. Social factors/friendship

29
 Demotion

This is the reassignment of an employee to a lower job involving fewer skills and responsibilities. It is also the
movement of an employee to a less important job from a higher-level job in the organization. It may not involve
a reduction in pay but a reduction in status or privileges.

As a general rule, demotion should be cautiously resorted to for it badly affects individual and group morale and
productivity. The alternative to demotion should be re-training or reorientation on the job and attitude toward
work, or as a last resort, termination of employment if no improvement is achieved.

30
Transfer
This is the reassignment of an employee to a job with similar pay, status, duties, and
responsibilities or to another work shift, or from one unit to another in the same
company just like being an invoice clerk to a sales clerk. The right to transfer an
employee is part of management's inherent power or prerogatives.

31
Separation
Different kinds of separation occur depending on whether the employee or the employer decides to terminate the
employment relationship. Lo

Governing Laws Regarding Separation from the Service

1. Art. 297. Security of tenure
2. Art. 282. Termination by employer (Dismissal)
3. Art. 283. Closure of establishment and reduction of personnel/layoffs
4. Art. 284. Disease as ground for termination
5. Art. 285. Termination by employee (Resignation)
6. Art. 297. Retirement

32
Contractual Employees
Those hired on a temporary basis, that is, for a "term" or "fixed period" are not regular employees but are "contractual employees."
Consequently, there is no illegal dismissal when their services are terminated by reason of the expiration of their contracts. Lack of
notice of termination is of no consequence, because a contract for employment for a definite period terminates by its own term at the
end of such period.

Job Service/Labor Contracting

Job or service contracting exists when a principal employer enters an agreement with a contractor or subcontractor for the latter to
perform a job or service. The contractor or subcontractor supplies the employees who will perform such particular job or service. The
most common example of this is the engagement of a security agency to secure the premises of the company.

Labor contracting, on the other hand, refers to a situation where the principal employer concludes an agreement with a manpower
agency for the supply of manpower. The essential requisites for a valid labor contracting are: (a) such contractor must be engaged in
business of supplying manpower; and (b) he must have substantial capital.

33
Labor-Only Contracting
'Labor the contracting' is prohibited by law. There is labor-only contracting where:

(a) the contractor or subcontractor merely recruits, supplies, or places workers to perform a job, work,
or service for a principal;
(b) he does not have substantial capital or investment to perform the job, work, or service under its own
account and responsibility; and
(c) the employees recruited, supplied, or placed by such contractor or subcontractor are performing
activities which are directly related to the main business of the principal.

34
Type of Employment

 Regular Employment
 Probationary Employment
 Part-time Employment
 Commission-paid Employment
 Casual Employment
 Contractual Employment

35
36
THANK YOU!