Implementing and evaluating the training process (hrm)

IMPLEMENTING AND EVALUATING THE TRAINING PROCESS

By: Jennifer J. Claveria

IMPLEMENTING THE TRAINING PROCESS

The implementation phase includes selection of contents and methods to be used and the actual training and / or development method.

It also covers the logistical aspects like venue, food, budget, equipment, resource persons, transportation, and participants. These should be properly attended to during the actual conduct of training.

Training programs are done within the company or outside depending on the nature of program and the financial capability of the organization.

These programs may be classified as technical which focuses on facilitating learning of competencies of employees’ knowledge and skills or behavioral which pertains to ensuring learning of competencies to workforce attitudes and habits.

IMPLEMENTING THE TRAINING PROCESS

1. Orientation/ Induction of New Employees or Techniques

- Planned and guided program of adjustment in introducing new employees to the job and refresher training for new methods, procedures, and work conditions.

2. On-the-job Training

- Employee is placed into the real work situation and shown the job and the tricks of the trade by an experienced employee or the supervisor. A systematic approach of this is Job Instruction Training (JIT) Method developed during World War II where the trainers first train the supervisors, who in turn train the employees.

A. Coaching and Counseling- One of the best and frequently used method of training new managers is for effective managers to teach them. The coach- supervisor sets a good example of what a manager does and answers questions and explains why things are done the way they are.

Types of Training and Instructional Methods:

B. Transitory Anticipatory Experiences- Once it has been determined that a person will be promoted, provision is made for a short period of time before the promotion in which he/ she learns the new job, performing some new duties while still performing most of the old ones.

C. Job Transfers and Rotation- Trainees are rotated through a series of jobs to broaden their managerial experience, accelerate promotion of highly competent individuals, and introduce more new ideas and increases effectiveness in the organization.

3. Off-the-job Training

A. Lecture- Discussion Approach- Trainer is to give a lecture and involve the trainees in a discussion of the material to be learned and usually supplemented with audio- visual aids.

B. Computers- The use of computer- assisted instruction (CAI) to train employees. These include the Internet, Intranets, Virtual Reality (VR), Distance Learning/ Training.


4. Apprenticeship Training

- Is practical training on the job supplemented by related theoretical instruction.

- Article 57- 72 of the Labor Code of the Philippines states the objectives for apprenticeship training in private industry, its definition, qualifications, agreement, venue, sponsorship, violations, aptitude testing, responsibility for theoretical instruction, deductibility of training costs and compensation.

5. Dual- Tech Training

- Technical Education & Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 or "Technical Education and Skills Development Act of 1994", which aims to encourage the full participation of and mobilize the industry, labor, local government units and technical-vocational institutions in the skills development of the country's human resources.

6. Understudy and Special Projects or Assignments

- Used for developing junior & senior officers, gives the employee a chance to participate in creative thinking and decision- making.


7. Supervisory Training to equip a supervisor with the needed skills to better perform his duties and to help improve the performance of his workers.

8. Travel or Observation Tours sponsored by the company or through the employee’s own initiative.

9. Conferences, lectures, special seminars, or workshops in different subject areas, either within or outside the company.

10. Management/ Leadership Development for potential managers

11. Study Grants sponsored by either the company or some other organizations.

12. Study Abroad on the employee’s own initiative

13. Training within the industry

14. Learners in the Industry

- These are usually graduating students in college who are required to gain experience as a requirement for graduation.


15. Case Method

- Uses written description of a real decision-making situation in the organization or a situation that occurred in another organization. Managers are asked to study the case to identify and analyze the problem for their significance, propose solutions, choose the best solution, and implement it.

16. Role- Playing

- Each person is assigned a role in a situation and asked to play the role and to react to other player’s role- playing. The player is asked to pretend to be a focal person in the situation and to react to the stimuli as that person would.

17. In- Basket Technique

- The participant is given materials (typically memos or descriptions of things to do) that include typical items from a specific manager’s mail, e-mail, and a telephone list. The trainee is analyzed and critiqued on the number of decisions made in the time allotted, the quality of decisions, and the priorities chosen for making them.


18. Management Games

- Describe the operating characteristics of a company, industry, or enterprise. Descriptions take the form of equation that is manipulated after decisions have been made and emphasize on development of problem- solving skills.

19. Behavior Modeling (Interaction Management/ Imitating Models)

- The key to behavior- modeling is learning through observation or imagination. It begins by identifying interpersonal problems that employees, especially managers, face.

20. Outdoor- Oriented Programs

- The top priorities here are leadership, teamwork, and risk- taking. The programs, conducted in remote areas, combine outdoor skills with classroom seminars.


The theory behind is that experiences and techniques of past and present managers form a body of knowledge that can be systematically evaluated and learned. Since present and future managers stir and guide their companies to profitability, large sums of money are invested here to improve their capabilities.

Management development is designed to equip a person to better perform his duties in planning, organizing, directing, controlling, and coordinating the work of others, and to improve the performance of his assigned workers.

Reasons for Management Training:

- Vital link between management and workers

- Most supervisors arose from the ranks with little or no training for management work.

- Changes within supervisory and executor staff

- Technological changes

Management Training and Development Programs

Advantages of Management Development:

- Improves the quality of leadership and the ability to meet problems involved in managing personnel.

- Helps develop effective supervisors

- Promotes and maintains good employee relations

- Helps promote and maintain good labor relations by spreading greater understanding of company policies and rules, including the proper interpretation and application of the collective bargaining agreement.

- Makes supervisors more effective in training their workers, both new and old, in order to make them efficient in their present jobs and to enable them to perform new operations demanded by changing conditions.


Management Development Techniques:

1. Goal Setting

- Is a mental (cognitive) process of some practical utility. Locke’s view is that an individual’s conscious goals and intentions are the primary determinants of behavior. That is “one of the commonly observed characteristics of intentional behavior is that it tends to keep going until it reaches completion.”

- Attributes of goals are specificity, difficulty, and intensity.

2. Behavior Modification

- The basic assumption of operant conditioning is that behavior is influenced by its consequences. B.F. Skinner’s work of the term operant conditioning principles applied to individual is behavior modification (B-mod and behavior mod).

- Behavior modification is individual learning through reinforcement which designates “the systematic reinforcement of desirable organizational behavior and the nonreinforcement or punishment of unwanted organizational behavior.”


Principles of Operant Conditioning:

- Positive Reinforcement- Negative Reinforcements

- Punishment

- Extinction

Basis: Thorndike’s classic law of effect- Of several responses to the same situation, those that are accompanied or closely followed by satisfaction(reinforcement) … will be more likely to recur; those which are accompanied or closely followed by discomfort (punishment) … will be less likely to occur.

Management Trainee Programs Aim to develop and maintain an adequate source of potential

supervisory, administrative, and technical personnel. It includes conference leadership, training workers, company policies, morale and motivation, human relations, simplification and methods improvement, labor laws and labor relations.


Management Assessment Centers A system evaluating the management potential and development

needs of an employee for promotion to higher position in management.

It is also known as a professional development program or a “leadership development” technique because its main purpose is to clarify the participant’s developmental needs in preparation for management responsibilities. Its aim is to enable management to select employees with management potential to fill up vacancies in management positions.

Team Building Is a development process that helps or prepares organization

members to work more efficiently or effectively in groups. It is designed to enhance individual team members’ problem-solving skills, communication, and sensitivity to others.

The evaluation is concerned with the measurement of the training success or effectiveness to establish whether an investment in a particular training has paid off.

The training effectiveness is usually determined based on the achievement of the previously set objectives and results, considering the needs, methods, and other areas of training administration.

EVALUATING THE TRAINING PROCESS

EVALUATING THE TRAINING PROCESSFEEDBACK

To candidates by defining the objectives & linking it to

learning outcomes.

PURPOSE OF EVALUATION

RESEARCH Ascertaining relationship

between acquired knowledge, transfer of knowledge at the

work place, & training.

POWERTop management

uses the evaluative data to manipulate

it for their own benefits.

CONTROLThe training

program because if the training is not effective, then it can be dealt with

accordingly.

INTERVENTIONHelps determine that whether the actual outcomes

are alignedwith the expected

outcomes

Evaluating training effectiveness is important because:

- Helps employees to monitor their own improvement.

- Builds morale, by demonstrating an interest in staff

development.

- To maximize the training ROI (return on investment).

- Helps to determine the form of future training programs.

- Assists with identifying the effectiveness of different forms of teaching.


Types of Evaluation (Criteria for Evaluation) The criteria for evaluating training can be divided into three types

and they are: internal (directly associated with the content of the program), external (related more to the ultimate purpose of the program), and participants’ reaction.


1. Participants’ Reaction

- Frequently encountered measure of consumer satisfaction.

- Favorable reaction to a program is important for the on-going success of the program.

- Reacts positively= more likely to have been engaged, more likely to make positive comments, and are more likely to return for future programs.


2. Learning

- All programs are intended to produce a change in attitudes, knowledge and/or skills, and learning outcomes are a reflection of change in these areas attributable to program participation.

- Evaluation focuses on achieving specific learning objectives, as defined by the program objectives.


3. Behavior

- Focuses on the extent to which changes achieved during the training program are extended beyond the program to the workplace.

- A program can achieve learning outcomes without achieving behavioral outcomes if there are insufficient rewards or work climate to maintain or enhance the changes achieved during the program.


4. Results

- This represents the real world changes expected as a consequence of the program, such as:

improved quality,

more efficient procedures, better trained personnel; fewer audit exceptions, more consistent implementation of operating standards and procedures.


The various Methods of Training Evaluation are:

- Observation

- Questionnaire

- Interview

- Self diaries

- Self recording of specific incidents


References:

Byars, Lloyd L. and Leslie W. Rue. Human Resources Management. Third Edition. USA: Von Hoffman Press, Inc., 1991

Ivancevich, John M. Human Resource Management, 2010

Sison, Perfecto S. Personnel Management in the 21st Century (7th Edition). Revised by Ranulfo P. Rayos and Orlando S. Zorilla. Quezon City, Philippines: Rex Printing Company, Inc. 2003

http://www.dole.gov.ph/labor_codes.php?id=35

http://www.tesda.gov.ph/page.aspx?page_id=10

http://omerad.org/rcr/resources/a_closer_look.html

http://andrew-knowles.suite101.com/the-importance-of-training-evaluation-a146471

http://www.dlsu.edu.ph/research/centers/cberd/pdf/business/vol7/no4.pdf, 2004

http://traininganddevelopment.naukrihub.com/training-evaluation.html, 2007

http://blog.commlabindia.com/elearning/training-evaluation, 2011


Implementing and evaluating the training process (hrm)

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