Philippine Regional Municipal Development Project Training … · Juliet Acac Brenda Go Sharon...

Executing AgencyDepartment of the Interior and Local Government

Managing Agents:SAGRIC International - Sinclair Knight Merz - EGIS ConsultingAn Australian Agency for International Development Project

Philippine Regional Municipal Development Project

Training Management System ManualIn Local Government UnitsComponent 4 - Human Resource Development

Partner Cities:BacolodCagayan de OroGeneral SantosIliganPuerto PrincescaTagbilaran

ACKNOWLEDGEMENT

The Training Management System Manual is the result of the dedicated work of professionals who are involved innurturing the most valuable resource of all - human resources. These professionals have developed and tested theprocesses outlined in this manual in the six Local Government Units (LGUs) of the cities involved in the AusAID-PRMDP. The results have guided them to revise certain processes and mechanisms to make them more feasible to anLGU environment.

The AusAID-PRMDP endeavor started in 1997 and ended in May 2002.

Many people were involved in this manual. The list starts with the advisers/consultants who conceptualized thesystem and initiated the implementation of the processes. They wrote this document which was passed to the LGU’sHRMO with the support of DILG-Project management office. The advisers/consultants were as follows:

Milalin Javellana, Training Manager and Head of Component 4 - HRDGabrielle Jones, Training SpecialistMark Flores, HRD Specialist

The HRMOs and City Trainers Pool members who implemented this Training Management System Manual with theGuidance of the Component 4 - HRD advisers were:

iAcknowledgements

Adriano LumagsaoArturo de San MiguelEdwin DaelEllen CediñoImma Rae GatuslaoJuliet AcacBrenda GoSharon Mangahas

Norman BalaIsidro BorjaAnne PajoVirginia DeguinionEthelinda EdroteMarilyn LegaspiEloisa GarciaSonia Peñalosa

Belen GaldoJocelyn SalcedoNorma FernandezAndrew AbasLaudemar CañadaGertrude GaviolaElsie LibarnesReynaldo Villamor

Ramon MendozaRudolfo LumacangMay Chavez

CAGAYAN DE ORO – C/O BRENDA GO

Aniceta DiamanteMonica ConcepcionJudith SualogRaquel SarduaAllan PerezDido SamsonSally Abelarde

Elma SilavaMeer HerbolarioMarlene MalibeElvira TiponTheresa RoblesGina CastroBlesilda Turbanos Alunan

Joy GepesPura LapagErman AguirreGilda LluismaIrene GumbocThelma InutanErnie Asoy

BACOLOD CITY – C/O ERMAN AGUIRRE

Sarah SanchezChrisamor Clarisa

Amparo CansanaMarlene Pelayo

GENERAL SANTOS – C/O MARLENE PELAYO

ii Tra in ing Management System Manua l - In Loca l Government Un i ts Component 4 _Human Resource Deve lopment

Acknowledgement continued....

Arturo MaderazoNelia PalaoAnna Felicia AlagarRolano MariquitIlpa AcapulcoVirginia JunsanSonia Paz OlivarNicolette LantayRosa Edrozo

Joel TagayloEleonor CañoneroPaulino Acierto Jr.Jocelyn JimenezOphelia CayacoMiguel MuñezMa. Elena Rodora GimenaOctavios MoloJaneth Zerna

Josefina MabantaArthur CabigonEloisa CatingubMary Ann BeleyAnita LagatChristine Milagros OrbeAida AquinoLuisa QuidlatRaquel Alcesto

Vilma Nacalaban Joan DueñasNorma GalorioCharito Earl Ruelo

ILIGAN – C/O ANNA ALAGAR

Winefreda ArcegonoFlora AurelioHelen Lim

Enrique ObligarRomeo GarzonRodolfo Manuel

(Deceased)Mary Ann JoylleeMadriñan

Ma. Corazon TimonesOfelia AquilarStenely Olbes

PUERTO PRINCESA – C/O WINEFREDA ARCEGONO

Mario Lloyd GutierrezLeonila ZamoraGloria GuerraSaturnino SarabiaMa. Theresa Gasque

Antonia AciertoSheryll DuranBrenda SarteMarilyn FerrerLeonida Del Puerto

Ingrid PocotMarcelo RebutaEstella MargateAida NoveroVisitacion Acero

Pianicita CastoloVirgilia GeñosoSimplicio AntopinaSeptima SaleDemetria Mendoza

TAGBILARAN – C/O DONDON GUTIERREZ

TABLE OF CONTENTS

INTRODUCTION TO THE TRAINING MANAGEMENT SYSTEM ...............................................................................1

RATIONALE ................................................................................................................................................1

OBJECTIVES AND PRINCIPLES OF THE TMS ....................................................................................................3

ABOUT THIS MANUAL .................................................................................................................................5

GLOSSARY OF TERMS.................................................................................................................................7

TRAINING MANAGEMENT SYSTEM: THE FRAMEWORK......................................................................................9

GOVERNANCE ..........................................................................................................................................11The Role of the Mayor .......................................................................................................................12The Role of the Human Resource Development Council (HRDC) ...............................................................12The Role of Department Heads............................................................................................................11The Role of the HRMO .......................................................................................................................13The City Trainers Pool (or HRD Task Group) ...........................................................................................14

PLANNING ...............................................................................................................................................15Plans and Training Plans .....................................................................................................................15City Strategic Training Plan (CSTP).......................................................................................................17Scheduling the Training Planning Process ..............................................................................................18A Planning Schedule Example .............................................................................................................19

TRAINING OPERATIONS .............................................................................................................................21Performance Based Competency Training (PBCT) ...................................................................................21Adult Learning Principles .....................................................................................................................22Different Stages of Training Operation ..................................................................................................25Training Needs Analysis (TNA) .............................................................................................................26Organizational (Department) Training Analysis.......................................................................................31Curriculum Development.....................................................................................................................32Curriculum Development: The Process...................................................................................................34The role of the Department Heads in Curriculum Development .................................................................35The role of the City Trainers Pool in Curriculum Development ...................................................................36Formulating Training/ Learning Objectives ............................................................................................36Criteria in Selecting Content ................................................................................................................37Selecting and Organizing Content ........................................................................................................38Organizing and Delivery .....................................................................................................................39Teaching Techniques...........................................................................................................................40

continued over page

iiiTab le of Contents

iv Tra in ing Management System Manua l - In Loca l Government Un i ts Component 4 _Human Resource Deve lopment

Table of Contents continued....

RESULTS: MONITORING AND EVALUATION....................................................................................................43Monitoring and Evaluation of Training Programs.....................................................................................43Why conduct training program evaluations?..........................................................................................43Framework for Monitoring and Evaluation of Performance Based Competency Training Courses ....................44Areas of a Monitoring and Evaluation Activity ........................................................................................45Monitoring and Evaluation for whom....................................................................................................46HRMO’s role in Monitoring and Evaluation process .................................................................................47Documenting and Analyzing PBCT Course..............................................................................................47Monitoring and Evaluation tools...........................................................................................................48Evaluation type and their effectiveness for level of evaluation..................................................................49Reporting Evaluation Findings..............................................................................................................49Guidelines for PBCT Course Monitoring and Evaluation ............................................................................50

TRAINING MANAGEMENT SYSTEM: SUPPORT................................................................................................51Training Record Information System .....................................................................................................51Resource Database ............................................................................................................................52Materials..........................................................................................................................................53Learning Resource Center ...................................................................................................................54Facilities and Equipment.....................................................................................................................56

SAMPLE TRAINING FORMS FOR TMS...........................................................................................................59TNA Questionnaire (example) .............................................................................................................60Evaluation Forms (examples)..............................................................................................................64Curriculum Document: The Format .......................................................................................................73Specific Session Guide format .............................................................................................................74

REFERENCES............................................................................................................................................75

INTRODUCTION TO THE TRAINING MANAGEMENT SYSTEM

The AusAID Philippines Regional Municipal Development Project’s main objective is to permanently improve thequality of life of the citizens, both men and women, in the six cities involved in the project, through theenhancement of the capability of the Local Government Units (LGUs) to deliver selected services. The cities involvedare: Bacolod, Cagayan de Oro, General Santos, Iligan, Puerto Princesa and Tagbilaran.

One selected service is the Human Resource Development of LGU employees. As with any organization, the LGU canfunction more effectively and efficiently if it operates with well-managed HRD structures, systems and well-trainedstaff.

The Training Management System (TMS) and its manual are outputs of Component 4 - HRD component of theproject. The TMS was designed, developed and institutionalized in conjunction with the LGU counterpart staff of thesix PRMDP cities. National and local legislation and conditions have been taken into consideration in thedevelopment of the TMS. The TMS’s prime concern is to provide a framework for the development of humanresources in an LGU so that the organization can run more efficiently and effectively.

This manual explains the different aspects of the TMS.

RATIONALE

The PRMDP-AusAID’s Component 4 - Human Resource Development worked on the given factors in the differentLGU’s after conducting an assessment, particularly in the area of training and development. One of these issuesincludes the reality that in some LGUs, employees have never received any type of training. This could be due to anynumber of factors including, the employment status of the employee, (eg ‘Casual’ employees, that often make upapproximately 40% of an LGU’s workforce do not qualify for training), or lack of recognition for the need for trainingby decision makers and, as is often the case, the lack of available funds for training.

Upgrading employees’ skills as beneficial to an organization is not fully appreciated or practiced by many LGUs.Training is often not funded because it can be an expensive exercise. In some cities involved in the PRMDP, trainingactivities that the city would normally fully fund have been reduced which in other cities it has been stopped due tobudget constraints.

The LGUs operate training budgets although its management is not standardised. More often than not, the trainingbudget is under the direction of the Mayor’s Office. At times, LGU personnel without special training arerecommending and approving training programs. Examining existing training records show that many employees

1Introduc t ion to the Tra in ing Management Sys tem

2 Tra in ing Management System Manua l - In Loca l Government Un i ts Component 4 _Human Resource Deve lopment

Rationale continued....

have undergone training that had nothing to do with their actual functions within the LGU, nor any significance totheir career paths. Thus, the training had no benefit to the LGU.

Training is supplied to LGUs by a variety of providers, including national and/or regional bodies and local trainingproviders. This training is often of a routinary nature, some are designed to introduce national practices orregulations. There is limited training that was designed in-house, although not in response to assessed and verifiedskill development needs. In some cases, training is provided to an employee as a ‘reward.’

The success or applicability of training activities at an LGU is not fully evaluated, validated or monitored. There is nocheck to see if an employee can apply what he/she learned, nor is there a concerted effort to share what has beenlearned via echo training, peer teaching or coaching.

Component 4 recognized a need to develop a Training Management System that could improve the capacities andcapabilities of the LGU’s human resources. The TMS will incorporate governance, policy and procedural guidelines,planning and training operations.

The TMS is asking the LGUs to make paradigm shifts in approaches and attitudes towards training that will be easierto do when the TMS is adopted. The TMS is a complete system encompassing clear structures and processes.

The human resources involved in the TMS span from the Human Resource Development Council (or similar), which isthe policy body of the TMS, to the City Trainers Pool, a group of LGU employees that gather, analyse and respond todata on the HRD needs of the agency. The pool at the same time serves as partners of the HRM Offices in theconduct and management of in-house training. Other resources of the TMS include an electronic database, theTraining Records Information System (TRIS). This is a support mechanism that allows for record keeping and retrievaland analysis of training expenditure and training activities. The Learning Resource Center (LRC), another supportingelement of the TMS, acts as the agency’s training and learning resource room that is available to all employees ofthe LGU.

OBJECTIVES AND PRINCIPLES OF THE TMS

THE OBJECTIVES OF THE TMS ARE:

• To provide the management and support that an organization requires when adopting a professional approach to HRD;

• To align the training activities of an agency to the city’s strategic development plans so that training is responsiveto the agency’s development needs;

• To provide a structure for an LGU to work within to attain better results from HRD;• To provide clear roles and responsibilities for all human resources involved in the TMS;• To provide clear HRD guidelines and policies;• To provide more transparent processes in HRD;• To provide data and support so that informed training recommendations are made;• To increase the effective operations of the LGU by increasing the skills of employees to do their jobs better and

more efficiently;• To encourage equity and cost saving approaches to training;• To make available to all LGU employees access to training or study.

THE UNDERLYING BASIC PRINCIPLES OF THE TMS ARE:

• All training activities will be aligned to the strategic organizational goals of the city;• The Human Resource Management Office (HRMO) will pro-actively lead in the implementation of the TMS;• HRMO and the City Trainers Pool are “agents of change” - bringing new approaches to HRD;• HRMO will establish alliance building among the different departments of the LGU that will strengthen HRD

delivery in the organization.• HRMO will lead the way and promote effective adult learning methodologies such as just-in-time; just-the-right

amount of information, and other capability- building approaches;• The department heads of the LGU have the responsibility to develop their respective staff.

3Objec t ives and Pr inc ip les of the TMS

ABOUT THIS MANUAL

The manual is for all people involved in the TMS. Each element of the TMS is discussed. The manual should make itclear what needs to be done and by whom, to ensure the system can run in an LGU. There is background text on each element as well:

• Diagrams are used to show the TMS elements and processes.

• Text that is surrounded by a dotted border, illustrate elements, provide guidelines to follow and in some cases realexamples that the reader can relate to.

• Things To Do! boxes list things that are needed to be done and by whom in an LGU to implement the TMS.

Things To Do!Each action required by an LGU to implement the TMS is listed in a Things to Do! Box.

5About th i s manual

This is an exampleSometimes these will be guidelines. Often, examples are real, and have been experienced in at least one PRMDP city.

GLOSSARY OF TERMS

City Strategic Training Plan The consolidated training plan and budget of the LGU based on prioritized training programs.

Change Agents Any person or body of people that embrace new systems or approaches and introduce them to an organization. Forexample, HRMO and the CTP are change agents in the LGU.

CTP City Trainers Pool:Selected and trained employees from different departments of the LGU who are responsible for supporting HRMO inthe LGU’s human resource development processes. Trained to become ‘learning specialists’ in their respectivedepartments.

Learning Managers Facilitates the learning process by providing management and administrative services to training courses. Theseservices include writing and submitting training designs for authorization, booking training speakers/facilitators,venues, food requirements during a training course, etc.

Competencies A cluster of related KSAs:That affect a major part of one’s job (role or responsibility.)That correlate with performance on the job.That can be measured against well-accepted standards.That can be improved via training and development.

Curriculum Development The process of designing a training course. The end result is a curriculum document that acts as a guide totrainers/learners/learning managers.

Facilitator Manages group processes and assures that learning objectives are presented in a way that they can be learned. Canbe seen as ‘champion’ of the learner as they try to make the learning experience as smooth as possible. Has goodcommunication skills to elaborate about course content and delivery to either the learners or the trainer.

Formal Training Course A structured training course. A formal training course may or may not have costs associated with it.

HRMO Human Resource Management Office:The Department responsible for human resources in an LGU, including human resource development (training).

HRDC Human Resource Development Council:The LGU executive, policy making body responsible for the Training Management System composed of therepresentatives of the City Mayor, the Sanggunian, HRMO, CTP, and selected departments heads.

KSA Knowledge, Skills and Attitudes:The areas of focus to determine the competency level a worker requires in order to perform their job properly.

LRC Learning Resource Center:Managed by HRMO, the LRC is a discrete space, reserved for training/coaching/learning of an LGU employee. TheLRC contains learning materials and equipment such as books, television, computer, training manuals and videos.

7Glossary of terms


Learning Specialist A specialist in the broad area of human resource development that can use tools andapproaches that identify training requirements of an organization and respond to those in avariety of ways (eg design a training course, facilitate demonstrations, coaching etc). The CityTrainers Pool is composed of Learning Specialists who are viewed as resources to support aDepartment Head in HRD issues.

Non-Formal Training A training method or activity such as mentoring, coaching, small group instruction that ispredominantly unstructured. Normally, non-formal training courses will only incur opportunitycosts.

Priority Training Needs The training needs of an organization ranked according to its demands. If priority trainingneeds are addressed by training, it will assist the organization to achieve it’s developmentgoals.

PBCT Performance Based Competency Training:An approach to training that addresses job performance gaps or problems. PBCT focuses ondeveloping people to acquire the necessary skills, knowledge and attitudes required of aparticular job or function. PBTC is a modified form of the Competency Based or Skills Trainingapproach.

Resource Person A person that presents information or KSAs at a training course such as a trainer or guestspeaker. Some resource people may be subject specialists, with or without adult learningqualifications.

Skills Specific set of actions a person is required to perform to complete a given task. In the PBCT,‘skills’ are those actions that a worker requires to perform so that he/she can do his/her jobcompetently.

Training Costs All funds that are paid for a training course.

Training Hours A measure used to determine the average cost of a training hour for an individual, adepartment or the LGU as a whole. This is useful to determine which subjects or specialistareas training costs the least or most. Useful for comparisons and when submitting annualtraining budgets.

TMS Training Management System:An entire system of training, from process through to management. A systemic way toadminister human resource development.

TNA Training Needs Analysis:A Training Needs Analysis is an internationally used tool for identification of the knowledge,skills and attitudes and real training needs of individuals and organizations that covers the gapsbetween the current and the desired levels of KSAs.

TRAINING MANAGEMENT SYSTEM:THE FRAMEWORK

The Framework of the TMS is represented below.

Planning relies upon the city having strategic goals and plans. Strategic plans include any pronounced major thrustsof the LGU and/or development plan, such as the comprehensive development plans or comprehensive land useplans that the city government has approved, including the vision and mission statements of the Mayor’s Office andDepartments. Vision, mission goal statements are indicative of the focus and priorities of the LGU.

9Tra in ing Management Sys tem: The Framework

Mayor SP Dept HeadsKey People

HRD Council

HRMODept HeadsCity Trainers Pool

HRMOCity Trainers Pool

Dept HeadsCity Trainers Pool

HRD Council

City Strategic Plans

Strategic Training Plan

Annual Training Plan & Budget

Implementation

On-the-JobApplication

Overall Performance

Organizational Analysis

Training Needs

Curriculum Development

Organizing & Delivery

Monitoring & Evaluation

TRIS Resource Database Materials Learning Centre Facilities

GOVERNANCE PLANNING

RESULTS

SUPPORT

TRAINING OPERATIONS

TMS Framework

The arrows indicate the participating LGU executives,legislators, and workforce of the LGU; the activities,and data that the TMS will use to function properly.The arrows show inter-relationship among elementsand how one activity may rely upon more than oneelement. For instance, the annual Training Plan reliesupon the Training Needs Analysis data and curriculumdevelopment.

As planning of training activities is of vitalimportance, note how many aspects there are to thePlanning section, and also how all other elements ofthe TMS relate to planning, which shows their inter-relationships.


Training Management System:The Framework continued...

THE FIVE MAIN COMPONENTS OF THETMS ARE:

• Governance: The overall structure that overseesthe work of the HRD activities and sets policies,priorities and recommends approval of the citystrategic training plan and budget to the localfinance committee, mayor and the Sanggunian.

• Planning; The hierarchy of plans at all levels thatdrives the work of the HRMO in relation to HRD;links training to the strategic goals of the LGU;

• Training Operations: The link of the differentcomponents of the training cycle eg., TNA,curriculum development, organizing, delivery,monitoring and training evaluation;

• Results: The system that tells us how well we aredoing using Kirkpartick’s four levels of evaluation(ie Reaction, Learning, Behavior and Result)

• Support: The different systems and mechanismsthat provide all the backup processes such as theTRIS, Learning Resource Center, Resourcedatabase, facilities and materials development.

A logical and verifiable approach to training priorities identification.

The TMS allows for the logical identification of the priority training needs of the LGU.

Under the TMS, an organizational analysis takes place. To do this, the City Strategic Plans are analyzed toidentify the development strategies and priorities of the LGU. Strategic Plans include the vision and mission ofthe Mayor, Departments and any plans that have been approved by the city. Remember that the TMSencourages that training provided to all LGU employees needs to enhance the LGU’s capacities to achievethese goals so it is imperative that these be identified.

An analysis of the human resources, looking at their abilities to perform towards achieving these goals isrequired. Thus, a Training Needs Analysis (TNA) is undertaken.

The TNA activity looks at the human resource skills currently available to the LGU. The TNA indicates thetraining needs of an employee and a department. Taking the Department’s strategic plan/s intoconsideration, along with the city’s strategic plans, makes analysing the TNA for identification of thedepartment’s priority training needs quite easy. The TNA recommendations should reflect and support theseplans.

From this analysis, the HRMO generates a three-year or annual City Strategic Training Plan and Budget. TheTraining Plan will nominate training courses that will enhance the human resource skills of the LGU so thatthe city’s development plans can easily be achieved.

Thus, the City StrategicTraining Plan will be a logical plan, aimed at supporting and assisting the city inachieving its goals.

Training the right people with the right skills.

An example: If a city wants it’s roads to be better maintained (this would be mentioned in the strategic plansof the city), yet there is no one with relevant skills or knowledge in road maintenance in the relevantdepartment, then road maintenance is a training need.

It is only a training need of those personnel that will be responsible for maintaining the roads, i.e. those cityemployees that will, as part of their job function, maintain the roads of the city.

After careful investigation to identify, exactly what skills need to be taught and for whom, a training coursewill be designed that addresses the particular skill shortage/s.

In this example there may well be several training courses that have to be developed. Managers, forinstance, may need training in the overall planning and management of road maintenance and a roadmaintenance worker will need quite different skill training to do their job.

The TMS encourages training a person to do their job competently, thus, training that employees receiveshould reflect their performance requirements and enhance their capabilities.

Knowing the actual functions of an employee’s job is helpful and quite necessary to identify those that areassigned to attend a training course. Employees that attend a training course that has nothing to do withtheir job functions will not benefit the organization nor will it assist the LGU achieve it’s development goals.On the other hand, those that receive training that enhance their capabilities to perform their job morecompetently will benefit the organization.

GOVERNANCE

This section deals with the roles and responsibilities of people involved in the Training Management System. Thepurpose is to provide policy directions and structural means for leadership and responsibilities to meet the HRD needsof the organization.

The hierarchical structure of the TMS is illustrated above. For the TMS to work effectively, all levels of the TMS arerequired to be in place and work cooperatively, towards the same end.

To ensure that the key stakeholders are involved, a Human Resource Development Council (HRDC) is established tooperationalize the governance element. It will provide the sponsorship of the system and at the same time, theexecutive management and leadership for the TMS.

Each LGU human resource or group involved in the TMS is discussed below, along with tasks they are responsible for.

11Governance

PLANNINGMayor

TMS HEIRARCHICAL STRUCTURE

HRD Council(with a representatiove from the SP)

HRMO andDepartment Heads

City Trainers Pool


Governance continued...

The Role of the Mayor

Things to do!• Identify his/her vision of the city workforce in line with the LGU strategic goals and priorities;• Establish a Human Resource Development Council (HRDC);• Act on policy that the HRDC recommends;• Support Human Resource Development activities;• Support the TMS.

The Mayor has, unless otherwise delegated, the final approval on expenditure and selection of personnel for trainingactivities in the LGU.

The Mayor will have his/her own vision for the city that he/she is leading. This vision needs to be taken intoaccount, along with strategic plans for the city in the training activities that are pursued. This allows for alignment oftraining activities to support the development plans of the city.

The TMS requires the Mayor to approve and instruct (via an Executive Order) the formation of the HRDC. The mayorwill endorse recommendations of the HRDC. It is important that the membership of the HRDC is made up of peoplethat the Mayor respects.

The mayor will approve the city strategic training plans and endorse it to the Sanggunian for budget purposes. This isin addition to the HRD policies that will be endorsed for his/her approval.

The Role of the Human Resource Development Council (HRDC)

Things to do!• Provide executive management of the TMS;• Create philosophy and policies to ensure the effective implementation of the HRD activities in the LGU;• Determine priorities for training;• Approve training plans and budgets at all levels;• Act as the ‘champions’ of TMS in the LGU.

The Human Resource Development Council (HRDC) is the executive management committee that generates policy,and assesses and monitors HRD activities against priority training needs of the LGU. As the policy-making body, it isviewed as the ‘champions’ of the TMS.

The HRDC will work in accordance with existing civil service policies and standards and in line with the City’sStrategic Plans.


The HRDC is responsible to:• Develop and recommend policies to adopt and implement the Training Management System in the LGU;• Endorse and recommend the City Strategic Plan for the LGU that follows the TMS principles;• Review and approve the annual training plans and budgets;• Make recommendations regarding the on-going activities of the City Trainers Pool;• Develop agency guidelines for the selection of agency nominees for training and scholarship programs;• Recommend that all training courses funded by the LGU be based on the identified agency training needs using

available data and tools such as the Training Needs Analysis and TRIS;• Make recommendations identifying participants that should receive training based upon identified training needs

and the job functions of the nominee so that the training would be beneficial to the agency;• Approve the training monitoring and evaluation system policies;• Instruct the HRMO to advertise, in conspicuous places within the agency premises available training or scholarship

opportunities;• Establish priorities for the use of training resources;• Ensure linkages between and among departments to maximize training resources;• Submit to the City Mayor a quarterly report of its activities and accomplishments.

Ideally, the HRDC is a small group, of about five people, comprising members from different areas of the LGUincluding a member from the elected Sanggunian body.

Each city will need to determine the makeup of the HRDC. Some cities see it as valuable to have a Councilor(perhaps the one responsible for education), the City Administrator and/or the City Budget Officer in the HRDC.Some cities may feel the need to have the Civil Service Commission representative sit as a member or observer.

The HRMO acts as Secretariat to this committee.

The Role of Department Heads

Things to do!• Support the TMS;• Develop the Training Plan (for own Department), showing the priority training needs,

using the TNA data and TRIS;• Recommend the right people for training (ie, those who will apply what they have learned from a training

program, in their actual job;• Call upon the HRMO and the City Trainers Pool when required, to assist in developing the training plan and to

design and implement priority training courses;• Supply HRMO with relevant information on training activities (for data capture in the computerized Training

Record System).• Work with the HRMO and CTP to develop the monitoring and evaluation system to determine the on-the-job

application of conducted training courses.

13Governance



Department Heads contribute to the City Strategic Training Plans. They determine their Department’s training needsand priority courses and submit them to the HRMO for inclusion in the city strategic training plan. This requires theDepartment Head to have an understanding of education and adult learning principles and practices; and specificskills that are often outside his or her own specialized discipline.

As most Department Heads have little expertise in the area of training and HRD, coupled with the lack of verifiabledata on the HRD needs of their staff, it may be quite difficult to develop an annual training plan. As can be seen inthe past, there is a reliance on what has ‘gone on in the past’ to determine the training plans. This is why we seeAnnual Training Plans repeating what has occurred before. Since little or if any, evaluation of training was done, it isimpossible to gauge the success of the training.

The TMS will be useful to the Department Head by providing data on HR issues, including training. The TNA reportthat is forwarded to each Department Head provides verified data on training needs and non-training issues. TheDepartment Head can confidently recommend training plans that are actual and verifiable training requirements. TheTNA report has an organizational analysis and shows the main training needs of the department. It also commentson non-training needs that might hinder an employee from performing. An example of this could be the inadequatestorage equipment in a record section. With less than adequate storage equipment, timely record retrieval and properstorage of records is hindered.

The TMS encourages each department to designate a staff to be part of the City Trainers Pool to assist him/her indeveloping the department’s training plans, among other things.

Values Orientation: Is it the REAL training need?

“Values Orientation Training Course,” is recommended over, and over again in LGU training plans. Many people believe that this course will solve a lot of personnelproblems. Some LGU employees have undertaken this training course up to three times and are still identified as being unproductive and disinterested workers. In thesecases, the training did not achieve it’s purpose.

Values Orientation Training is often reported by managers as the main training need, generally because those that make the recommendation are not equipped with skills toreally investigate and determine what the training need really is. Instead of questioning ‘why?’ this is seen as a training need it is just accepted and no further investigationis undertaken.

In the TMS, this ‘training need’ would be investigated further by the City Trainers Pool and verifiable data would support it. The TNA includes the use of different techniquesto gather and validate the HRD situation in a department/LGU.

In many PRMDP cities that experienced this situation, it often turned out after further investigation, that ‘management training’, even to the Department Head level, was thereal training need, not values training of a select few individuals. Managers require the skills to motivate and manage all workers under their authority, making sure allpersonnel are doing their jobs. The expectation that an individual will do his/her job should be there but what if he/she doesn’t? Who should be responsible? And what ifhe/she had already undergone training in values orientation and the like, yet still display the same behaviour?

What can be done?

It was found that the individuals targeted for Values Orientation training could be better managed and their managers needed to be shown new and varied skills on how todo this. Rather than focus on the values of the individual, management skills in dealing with such workers was seen as a more sustainable and sensible solution.


The Department Heads can call upon the HRMO or members of the Trainers Pool to assist them identify prioritytraining needs and/ or individuals that will be nominated for training. In some cases, the Department Heads can callupon the HRMO and the Trainers Pool to design and coordinate low-cost training programs that address these needs.

The Role of the HRMO

Things to do!• Promote and implement the TMS;• Supply the HRDC with secretariat services;• Suggest policies and mechanisms to implement the TMS (using local knowledge);• Develop the City Strategic Training Plan, integrating all Department’s training plans, the priority training needs,

TNA data, LGU strategic plans;• Coordinate with department heads on the right people for training (ie, those that will be able to apply what

they have learned from a training program, in their actual job);• Manage and provide the upgrading of the skills of the City Trainers Pool so they can perform as learning

specialists of their respective departments and the LGU as a whole;• Manage, promote and expand the Learning Resource Center (LRC);• Coordinate the TNA activities with the department heads for collaboration and ownership of data;• Maintain the Training Record Information System (TRIS) database;• Gather and encode relevant information on training budgets and training activities, for individuals and

Departments, training providers, etc for TRIS;• Coordinate with department heads on the training evaluation and monitoring system;• Link the TMS with the other key areas of HRMO such as recruitment and selection, performance appraisal,

career planning, etc.• Liaise with Civil Service Commission and academic institutions, the Institute for Local Government

Administration (ILGA), LGA, etc.

The HRMO is the office whose main concern is related to an LGU’s human resources, from employment to staffdevelopment. The HRMO is the managing office of HRD activities in the LGU. It maintains records, co-ordinates andadministers training activities. The HRMO also prepares the City Strategic Training Plan for the LGU in coordinationwith the different departments of the LGU.

The HRMO is the “hub’ of the TMS, from its inception to its operations and implementation.

15Governance



The City Trainers Pool (or HRD Task Group)

Things to do!• Support the TMS;• Act as a Learning Specialist to Department Heads, providing support in the development of the Training Plan

(for own Department), showing the priority training needs, using the TNA data, recommend the right peoplefor training (ie, those that will apply what they have learned from a training program, in their actual job) asidentified in the TNA;

• Undertake a city-wide TNA;• Design and implement, with HRMO and concerned Department Heads, the priority training courses and other

training interventions that does not require classroom type training;• Conduct training evaluation in close consultation with the department head;• Respond to training needs observed in own department (eg Organize induction program for new employees in

a department, organize in-house tutoring/mentoring and coaching activities.)• Facilitates training courses and other training interventions.

The City Trainers Pool members are often an Administrative and/or Technical Officer, ideally from each Department.The cities under PRMDP has established their respective CTPs since 1997 and succeeding mayors have continuedwith the existence of the CTPs. CTPs’ tasks are to assist HRMO and coordinate with the respective departments onthe development of their Annual Training Plan.

The City Trainers Pool has been targeted to become ‘learning specialists’ with skills that will enhance the HRDactivities of the LGUs and support their Department Heads, particularly in the process of training need identificationand determining other adult learning methodologies to meet the training requirements of the department.

It is envisioned that the CTP will become a permanent body within the LGU, carrying on HRD activities such as, on-going TNA, curriculum development, organizational analysis and design and other specialist functions related to theHRD of the organization in close coordination with the HRMO. The HRDC can formulate policy to affect this.

PLANNING

This section shows the hierarchy of planning at all levels that drives the work of the HRMO training section. It linkstraining to the strategic goals of the LGU and proposes a planning schedule for the development of training plans.

Things to do!• HRMO to design and implement schedule for all activities related to planning to be completed and submitted in

a timely manner;• HRDC to endorse the City Strategic Training Plan (CSTP) for the LGU;• HRMO to refer to City Strategic Training Plan and TNA data and Department Training Plans when integrating

and developing the CSTP;• Department Heads to refer to any strategic plan of the city or its own department and the department’s TNA

report to develop it’s own Department Training Plan• HRMO and Department Heads to refer to Individual Training Plan for employees (part of the TNA data) when

nominating candidates for training courses;

Plans and Training Plans

A number of plans are developed and used within an LGU. The Strategic Plans of the city may be sectoral ordepartment based but they will all provide targets and goals. The TMS encourages the linking of training to theprincipal goals of the city.

The hierarchy of plans is illustrated below:

LGU Strategic plansStrategic LGU Training planAnnual Training Plan for LGUDepartment Training planIndividual Training Plan

The next diagram, shows who is responsible for developing what plan and who should respond to it in the TMS.

Responsibility Plans Who will respondSP, Mayor, Dept Heads LGU Strategic Plans Dept. Heads, HRMOHRDC and HRMO City Strategic Training Plan HRMO and CTP HRMO LGU Annual Training Plan and Budget HRMO and CTP Dept Heads with CTP Department’s Annual Training Plans HRMO Dept Heads HRMO and CTP Individual’s Training Plans Dept. Heads and HRMO

17Planning


Planning continued...

The Strategic Plans of the LGU can include:• The Comprehensive Development Plan;• The Vision and Mission Statements of the Mayor’s Office;• P

The plan addresses the following questions:• What are the challenges facing our city for meeting it’s goals?• What competencies or skills, knowledge and attitudes do we need at the LGU to achieve our goals?• What strategic goals should we establish for training?• What training strategies will most effectively and efficiently achieve these goals?• How many resources should we commit and what is the expected return on investments?

(The same questions can also be answered in the Department’s Training Plan)

The Annual Training Plan reflects prioritised training requirements that were based on the Strategic directions ofthe LGU and the CSTP. The plan is developed by the HRMO and it coordinates and integrates all Department Plans tobe submitted to the HRDC for approval and resource allocation. The Annual Training Plan is submitted for the BudgetSession.

Department Training Plans are developed by the Department Head who nominates the prioritized training tobe provided to members of his/her office. The identification of prioritized training is based on the TNA and thedepartment’s strategic objectives. The Vision and Mission of the Department and any performance target plansshould also be taken into account when developing the Department Training Plan. The Department Head should alsorefer to the Annual Training Plan to align his/her Plan and Budget submission.

Individual Training Plans focus on the individual employee and are part of the outputs of the Training NeedsAnalysis. This includes developing training priorities for each employee to achieve KSAs needed for job performanceand career enhancement, both of which are prioritized according to the strategic demands of the city. When atraining course is offered and a Department Head nominates an employee to attend, the suitability of the trainingcourse with the recommended training needs of that employee, should be considered. This will help ensure that theright person attends the right training course.

The individual training plans will be part of the career plan as it should include training for career growth.

Ideally, the CSTP should be tied to the strategic/corporate planning process/cycle of the LGU.

rogram Appropriation and Obligation;• Annual Investment Plans;• Five Year Development Investment Plan or Local development Investment Plan (LDIP)and really, any other city-approved plan that is embraced by the LGU.

From there, the City Strategic Training Plan (CSTP) can be developed by the HRMO and the department heads. HRDC will then nominate priority areas that complement and enhance the LGU’s abilities to achieve its strategic goals. This could be sectoral and specific. These dictate the priority training focus. Priority training focus areas would lead to training activities that will be funded and approved over all other training submissions. The CSTP is for 3 years realistically, following the term of local officials.


City Strategic Training Plan (CSTP)

The processes and activities in developing the city strategic training plan are shown in the figure below:

Things to do!Prepare the City Strategic Training Plan document professionally before submitting it for budget hearing.This will guide the people reading the plan on the rationale and components of the plan.

19Planning

Integration of training plans

Prioritization of training needs

Validation of TNA results

Presentation of plan by HRDC

Budget Hearing

City Strategic Plan

Consolidated DepartmentTraining Plans by HRDC

Prioritized Department Training Plan

Validated TNA results

Training Needs Analysis

CITY STRATEGICTRAINING PLAN



Scheduling the Training Planning Process

For all these plans to link, it is imperative that some schedule is followed by all involved in the planning processesand the TMS. Below is a suggested schedule, indicating what should be completed and when, so that a relevantplan can be formulated. All plans that require funding have to be ready for the budget session hearing. This schedulemay, in some cities need to be amended to suit the LGU budget session hearing date.

The budget session submission date is the key date that all activities in the training planning process is to target.Some activities are required to be completed before the next activity can be started as it relies on the data of theprevious activity. For example, if the TNA is not completed as scheduled, then slippage in developing theDepartments’ Training Plans will be encountered. As the completion of preceding events is required before the nextstep can be undertaken, it should be recognized how imperative timely completion of all activities is required.

CITY STRATEGIC TRAINING PLAN REPORT FORMAT

Philippine Regional Municipal Development Project

City Strategic Training Plan

City of ........................................................................................

i. Background/ Rationale/ Introduction

ii. Process and Methodology of Identifying Training Needs

iii. General Objective/s (of the need to train)

iv. Specific Objective/s

• What KSA’s are expected to gain after the training / expected to enhance by the training

v. Training Mode (On the job/ Off the job, please specify)

vi. Schedule and duration

vii. Cost/ Budgetary Requirements

viii. Evaluation Scheme (interview, debriefing, focused group discussions, etc.)

ix. Success Indicators

Objectives Course/ Brief Course Training Schedule/ Evaluation Cost/Topic Description Mode Duration Scheme Budget


THINGS TO DO!• Budget call issued by Budget Office, stating that departments should also formulate their annual training plans.

A Planning Schedule Example

This example is based on a Budget Call being issued in June and September as the Budget Submission due date.

The LGU Strategic Training Plan can be developed before the indicated date, as it does not rely upon any data in theother training plans. All other plans rely on the preceding plan/activity being completed. The first in these is theIndividual Training Plan, derived from the TNA. Once the Individual Training Plan (TNA) is completed, then theDepartment Head can develop his/her own Department’s Training Plan. The Annual Training Plan is developed last inthe process as it integrates all Department Training Plans.

Things to do!• TNA results should be validated with the department concerned. One way of doing it is through a Focus-group

discussion (FGD) where prioritization of training needs can also be done. This is done if the TNA report wasdone more than three years ago.Below is a session guide used by the CTP members who did a TNA validation session cum prioritization oftraining needs with a department.

21Planning

I April May June July Aug SeptActivities: ILGU Strategic Training Plan I Budget CallLGU Annual Training Plan I Budget HearingDept.’s Training Plans IIndividual Training Plans: TNA I



TRAINING NEEDS ANALYSIS VALIDATIONusing Focused-Group Discussion (FGD)(to assist in preparation of the Annual Department training plan)I. Introduction . • Aims and objectives of the FGD• Process/ Methodology and time frameII. Presentation of Department’s Vision• Identification of core elements of the VISION, GOALS and OBJECTIVES.• Define each core element. What are the key indicators of each element. Example: Customer-Oriented

• Serving them fast and efficient (delivers request ASAP (on-the-spot) or within 30 minutes)• saying polite expressions, is courteous• serving with a smile• giving accurate information

III. Identification of department’s stakeholders, their needs and expectations, and how the department responds to theneeds of the clients

*How does the department respond to the needs and expectations of the clientsIV. Processing• Ask the participants to look at the results of the definitions of core elements and the needs and expectations of the

clients. Ask them that if these are the required knowledge, skills, and attitudes of their department to achieve thevision, what competencies should the officers and staff of the department possess?

• The results of the TNA will be presented to the group for them to check if they are still relevant to the needs of thedepartment considering its new vision, goals, and objectives plus the needs and expectations of its clientele.

• What competencies, in terms of KSA’s, should the officers and staff of the department possess to be able to performtheir functions efficiently and effectively to respond to customers?

• The responses of the participants will be published on the board. Each item should be probed further as to theobjectives (why) and coverage (what particular area or topic?)

• In the TNA result, the items previously listed may be deleted or added based on the responses of the participants.The output of this activity is a listing of competencies for the department.• Then ask the participants to prioritize the list of competencies on the basis of urgency.• Then the participants will be asked to rate themselves, as to the extent of their needs to be trained on the identified

competencies using a rating scale of one to six, where six being the highest and one being the lowest.(Each partcipant will be given a blank sheet to write the competencies and his/her personal ratings).The output of this activity is the individual prioritization of competencies or training needs.

STAKEHOLDERS NEEDS and EXPECTATION LEVEL of RESPONSIBILITIES

TRAINING OPERATIONS

The following section deals with the activities that collectively are called Training Operations. This includes allactivities of the training cycle that work towards achieving pertinent training for the LGU . The training operation isbased on the concept of Performance Based Competency Training and adult learning principles.

PERFORMANCE BASED COMPETENCY TRAINING (PBCT)• Performance Based Competency Training is one of the guiding principles of the TMS.

PBCT is a term used to describe the way to train people to actually perform a set of skills or actions. PBCT is aprinciple and methodology in teaching a learner all the components one needs to do in a job or task. Thesecomponents may include specific knowledge, skills and attitudes, or KSAs. The PBCT model is a modification ofCompetency Based or Skills Training models to suit the actual situations and needs within the LGUs.

The training need is identified and responded to by designing a training response. PBCT is not heavily focused ontheory but rather the practical applications used in order to be competent in a given task or job. A PBCT course willteach the KSAs used in a particular job because these are the things a worker will need to know to perform the jobcompetently.

23Tra in ing Operat ions

PBCT: Nothing new! parents use it when training their children.For example, a young child is ready to learn how to brush his/her teeth.

The trainer in this case may well be a parent who determines that the child needs to be shown the set of KSAs required to perform this simple task, iehow to brush the teeth. The child does not need to know where you purchase toothpaste; what toothpaste is made of or how the water comes out ofthe tap, (unless they ask and really want to know out of interest and curiosity). Knowing these things will not make him/her brush his/her teeth anybetter. PBCT does not focus on a theoretical approach to training rather it focuses on the KSAs required to competently do the task being taught. KSAs,remember, refers to Knowledge, Skills and appropriate Attitude/s.In the example of the child learning to brush his/her teeth, the knowledge includes what tools are required to accomplish the task (ie toothbrush,toothpaste, water, towel), the skills are the techniques or actions one uses to properly brush the teeth and the appropriate attitude/s encouraged wouldbe that brushing teeth needs to be a regular task.

PBCT in the workplace, an example:An employee needs to learn the payroll system as he/she is about to start performing the duties of a payroll clerk in a department.The training course would be designed around the payroll system actually being used in the workplace. The course would show the employee theprocesses and teach him/her only what he/she is responsible for. Thus, the learner will learn the KSAs required of him/her to perform the functionshe/she is responsible for in the payroll system.The City Trainers Pool has been trained to identify training needs and also to design training responses. These can include a training course but sometimesorganizing a demonstration or coaching sessions will be the response.


Training Operations continued...

Basically, a PBCT course will teach the employees the KSAs required to do their job competently and nothing more.PBCT allows adult education training design by eliminating the need to train everyone on everything regardless ofneed. Individual or small group instruction for 20 minutes might replace an eight-hour class because only therequired KSAs are taught. Mentoring or coaching, by a highly qualified peer or supervisor, may replace weeks ofclassroom instruction. This approach to training does not waste time or money by providing information that is NOTrequired by the learner. The learner and trainer are quite clear about what has to be learned because, in PBCT, whatis taught/learned HAS to be useful because it has to be applied in the job. If what is being learned is not applicableto the learner’s job, it is a waste of time and money.

ADULT LEARNING PRINCIPLES

Malcolm Knowles considered to be the “father of adult learning” has differentiated the learning theory ofPedogogical model versus the Andragogical model. The former is the foundation of traditional education that is usedin schools. While the latter model deals with adult learning. There are several assumptions about learners inherent inthe andragogical model:

• Adults learn when they have a need to learn. This is related to their readiness and what is relevant to them to beable to perform effectively in some aspects of their lives.

• Adults learn by solving problems. They enter a learning experience with life, task or problem-centered orientationto learning thus training should provide constant opportunity for learners to apply their learning to real lifeproblems.

I want all my staff to be trained to use computers!

The TMS, using Performance Based Competency Training (PBCT) principles, promotes value for moneytraining. All training activities that the LGU fund should be applied, by the learner in his/her normal workfunctions. The expense of training all employees to use computers is a cost the LGU can not afford. Besidesbeing an expensive exercise, it would also be a waste of money to train employees in computers if their jobhas nothing to do with computers. Or if they do not have a computer!Unfortunately, until an LGU can provide all employees with a computer to use, training everyone incomputers will be pointless. A person who learns about computers will forget almost all that he/she haslearned if these are not applied. Unless applying what has been learned, after a training course in computing,a learner forgets over 80% of the course work in as little as three months.If a Department has three computers, there would be a need to train three computer operators and one ortwo back up personnel only.Middle managers and supervisors might need to be taught what data a computer can produce to help themdo their job more competently. For instance, a Division Chief has to produce reports but doesn’t know whatdata the computers under his/her supervision has or is able to do. This is a training need, but it can beaddressed by being shown a demonstration on the computers in the division, run by his/her own divisionstaff. Funding a manager to attend a full computer operations course, when he/she never encodes oractually uses the computer is a waste of money.


• Adults learn in different ways. Not everyone learns in exactly the same way. There are differences in learningstyles and trainers need to take these into account.

• Adults already know lots of things. Adult learners are not passive receptors of information but active processors.Adults themselves are rich resource for one another and have greater heterogeneity.

• Adults want feedback. They don’t want grades but they want to know their progress. They should be helped toassess their own progress.

The implication of the andragogical model is that the training design should not just be content-centered but more onthe process design of the training. The trainer designs and manages the learning that will facilitate the acquisition ofcontent by the learners.


What Facilitates Experiential Learning?

We know the initiation of such learning rests not upon the teaching skills of the leader, not upon his scholarlyknowledge of the field, not upon his curricular planning, not upon his use of audio-visual aids, not upon theprogrammed learning he utilizes, not upon his lectures and presentations, not upon an abundance of books,though each of these might at one time or another be utilized as an important resource. No, the facilitationof significant learning rests upon certain attitudinal qualities which exists in the personal relationship betweenthe facilitator and the learner.First of these attitudes is a transparent realness in the facilitator, a willingness to be a person, to be and livethe feelings and thoughts of the moment. When this realness includes a prize, a caring, a trust and respectfor the leader, the climate of learning is enhanced. When it includes a sensitive and accurate emphaticlistening, then indeed a freeing climate, stimulative of self-initiated learning and growth exists.

Carl Jung



THE ADULT EXPERIENTIAL LEARNING PROCESSWhat is involved in the Adult/experiential Learning process? Following established principles of Adult education, thelearning process is an iterative cycle which involves four distinct stages: activity, analysis/reflective feedback,abstraction/ integration, application/ practical synthesis.

ACTIVITY: (EXPERIENCE)Describes the structural experience(s) designed to engage the learner in actively dealing with the concepts to belearned. The experience(s) may be direct (e.g. experiments) or vicarious (e.g. experience recall, observation, etc.);it may range from case analysis and questionnaires to stimulation exercise, role playing and personal disclosuresessions.

ANALYSIS: (REFLECTIVE FEEDBACK)Describes the process of inquiry into the results of the ACTIVITY. What questions will be raised? What data will besurfaced? How will personal insights be evoked and processed/ discussed?

ABSTRACTION: (INTEGRATION)Describes the generalizations that can be derived from the ACTIVITY and ANALYSIS. Includes the theory input(s),lecturette, or other activities of the trainor or resource person which explain, integrate and recapitulate the variousconcepts covered in the learning episode.

APPLICATION: (PRACTICAL SYNTHESIS)Describes the various activities directed at the learner’s need to transfer the insights and generalization which weresurfaced during the ANALYSIS and ABSTRACTION stages of the learning process, into his/her real-life concerns.Describes also certain mechanisms which help both learner and trainor to evaluate the attainment of the learningepisode’s instrumental (learning content) and terminal (behavioural) objectives.

These activities and mechanisms may include:• ACTION PLANS to apply concepts learned• ASSIGNMENTS for deepening the understanding of internationalization of the concepts presented.• EVALUATION ACTIVITIES/ INSTRUMENTS check understanding of / commitment to the learning content.

1. ACTIVITYNEW EXPERIENCE

2. ANALYSIS

3 ABSTRACTION

4 APPLICATION


DIFFERENT STAGES OF TRAINING OPERATION• This is the framework of the different activities of the training cycle.

TRAINING MANAGEMENT PROCESS

In the Training Cycle, the very first activity is development. Here, the identification and analysis of training need isbeing conducted apart from organizational analysis to be able to design a training activity. Several sub-activitiestranspire during this stage i.e. training need analysis (TNA) , job analysis and trainee analysis, performancediscrepancy analysis, task and/ or competency analysis. The data will help come up with training needs that arebased on competency requirement of the job that the employee is holding.

When training needs have been identified, it is very important to translate them into learning objectives to be able todetermine the contents and methodologies of the training program. The production of instructional training materialswill follow after the training design or curriculum has been finalized.

The execution or implementation of the training program follows next. The training design is the most critical part ofthe execution. It is the plan on how the training activities will be implemented. Good resource persons andfacilitators shall make the training successful. The CTP members in all the component cities attended several trainingcourses that helped them with the principles and approaches, specifically the Adult Learning Principles, to facilitate


Development• Training Needs Analysis• Program Designing• Instructional Materials Development

Execution• Learning Management• Resources Management• Team Management

Evaluation• Reaction• Learning• Behavior• Results

Monitoring/ Follow-up• Reports• Visits/ Observation• Coaching

DEVELOPMENT EXECUTION

MONITORING ANDFOLLOW-UP EVALUATION



and manage the learning of the participants. As a training team, it is best when everyone can be a team player andwork based on the principle of collaboration.

Next is the evaluation stage. In the case of PRMDP training, the evaluation framework of Kirkpatrick serves as aguide in evaluating any training program. In most training courses, levels i and ii are always integrated in thetraining courses.

The next stage is often the most neglected part of the training-the monitoring and follow-up. Not only because it iscomplicated and not easy to do, it is also not seen as important. But the organization can now look at the otherforms of training like self-directed learning, coaching, off-the-job and on-the job training, among others.

TRAINING NEEDS ANALYSIS (TNA)

The CTP has also received training in analyzing the TNA and designing courses following prescribed CurriculumDevelopment processes. The type of training course the CTP is encouraged to develop should focus on skills training,ie, increasing the pertinent skills/knowledge/attitudes of an employee so that he/she can perform his/her jobsmore effectively and efficiently. This type of training is referred to as Performance Based Competency Training(PBCT).

A TNA is a basic tool used for identification of the skills and real training needs of individuals and organizations. TheHRMO and CTPs have undertaken a TNA on all the regular employees of the LGU. The TNA allowed the CTP to gatherdata on individual LGU employees that show job description, actual job function (often the two are not the same),the skills required to competently perform job and the skills he/she may lack to do this. The gap between existingskills and the skills required to perform duties competently, is the indicator of the training need.

In a Training Needs Analysis, the techniques of job analysis, skills analysis and skills audit are combined in order toidentify differences between what is required on the job and what is possessed by an individual or group.Knowledge, manual skills and attitudes, or competencies, can be analysed.

Reasons for doing a TNA:

• Clarify a goal, problem or opportunity• Get more data around the current situation vs.

desired situation (feedback to management)• Separate organization system issues from

performance issues from gaps in skills andknowledge

• Determine if training is needed, if so, what type?• Recommend solutions, training and non-training• To find out the current skill levels• To find out future skill levels

• Determine the plan that will justify the cost of the effort• Avoid a training program for training program’s sake• Make evaluation easier• Make self-training programs to management and

trainees much easier• Make training content relevant and systematic• To identify over-skilled and under-skilled

individuals for career development purposes• To help in long term planning• To meet regulatory requirements

Yes

Yes

Yes

Yes

No

No

No

No

SK

USED TO DO IT?

USED OFTEN?

SIMPLERWAY?

HASPOTENTIAL?

DESCRIBEPERFORMANCEDISCREPANCY

ARRANGEFORMAL

TRAINING

ARRANGEPRACTICE

ARRANGEFEEDBACK

CHANGEJOB

ARRANGEON-JOB

TRAINING

TRANSFEROR

TERMINATE

FRAMEWORK FOR ASSESSINGTRAING NEEDS


Some needs are obvious :Training of some kind is needed; formal or informal whether it involves fellow employees, supervisors, or other is apractical necessity when:• There is a new employee• An employee is assigned to a new or different job which he/she does not know;• The methods of an “old job” are changed.• The Mission, the organization, or the working relationships within the organization are substantially changed.

Sources of Training needs:• Organization’s training needs: The difference between what the organization has planned to do and what

actually occurs, to analyze the gap and see if the development and training of staff can reduce it.• Individual training needs: The difference between the performance achieved by the job holder with the

performance demanded by the job.

Levels of Analysis:• Prospective trainees/employees should provide their input;• Their supervisor/Department Heads should give their views;• Third party should give an independent viewpoint (eg. co-workers, customers, subordinates.)

Methods used:• Records/Reports: Analysis of organizational charts, planning documents, employee records, evaluation studies, etc;• Observation: Time and motion studies, reporting processes, observing an employee do a task, etc;• Work Samples: Examples of work outputs, written/verbal responses to hypothetical but relevant situations;• Questionnaires: Surveys of various sorts, eg open-ended questions, projective, forced-choice, priority-ranking etc;• Focus Group Discussions;• Interviews: Groups or individuals etc;• Tests: Written, oral, practical.

The diagram (left), developed by Robert Mager, illustrates the Framework used for the analysis that identified thereal training needs in the LGUs.

The framework is used to determine:• If there is a performance gap and whether it is important. The gap is identifying the difference between ‘what is’

and ‘what should be.’ The importance is determined in terms of the ‘cost’ to the organization if not acted upon.• Is the performance gap of the job holder due to skill deficiency or not? This filters the performance problems into

training or non-training categories.• The type of training that should be provided is identified whether the training can be responded through formal

training, OJT, coaching, etc.• It further categorizes the training problem (skills deficiency) whether the job holder has the skill but has not used

it. If none, then there is a need for training.If the job holder has a skill deficiency and the skill is used often, then there is a need for ‘feedback’ rather thanformal training. However, if the skill is not often used, then arrange for ‘practice’ rather than training.Analyzing the training needs in a systematic manner can save on training expenditure.


Yes

Yes

Yes

No

Yes

IMPORTANT?

KILL DEFICIENCY?

PERFORMANCESPUNISHING?

NONPERFORMANCEREWARDING?

PERFORMANCEMATTERS?

OBSTACLES?

SELECT BESTSOLUTION(S)

IMPLEMENTSOLUTION(S)

DESCRIBEPERFORMANCEDISCREPANCY

REMOVEPUNISHMENT

ARRANGEPOSITIVE

CONSEQUENCE

ARRANGECONSEQUENCES

REMOVEOBSTACLES



• It also identifies possible causes of non-training problems, if the performance gap is not caused by skill deficiency.The framework encourages ways to respond to the non-training problems.

In such cases where the Job Description did not match the Actual Function of the employee, further investigation wasrequired to determine the training needs. Exhaustive interviews and verifying the results was required. Sometimesfinding a Standard or a Job Description that closely reflected the worker’s true functions and not their plantillaposition was used.

The TNA data format used is illustrated below:

1 Actual Functions/Tasks

(IS)

The actual duties ofthe employee arerecorded here asvalidated by his/hersupervisor.

2 Standards (may be taken from Job Description and Job Standards)(should)

a). Often the job description isrecorded here. In the case ofpeople that were not performingthe actual duties of theiremployment job description, a jobdescription was used that closelyreflected actual functions. Eg aUtility Worker that acted as aComputer Operator would have aComputer Operator’s jobdescription/ standards recorded inthis column.

b). If job standards are not available,these should be articulated by thesupervisor.

3 PerformanceDiscrepancy

The analysis of thegap/s betweencolumn 1 and 2takes place todetermine theunmet functionsand standards.

4 Required KSAs of the Job

A list of: KnowledgeSkills and Attitudesrequired to competentlydo the actual functionsare listed. (From theemployee andsupervisor)

5 Current KSAs Level

A rating of currentKnowledge, Skills andAttitudes is assignedand validated. (From employee andsupervisor)

6Training Need

Gaps listed incolumn 4 and lowscoring KSA/s arerecorded here

7 Non-Training Need(and other issues)

Other problems that arefound are recorded here.Eg. Poor ventilation inthe Welding bay in CEOis harmful to the healthof employers so arecommendation shouldbe made here foradequate ventilation.Also recorded areexplanations as to whysomeone might have NOtraining need (eg, a“frozen” employee)

The Performance Evaluation System (PES)- Not for the TNAThe CSC prescribed PES is innappropriate, in its current form, to gain an employee’s KSA ratings. Not only isthe form too complicated and reader unfriendly, the PES is aligned to a ‘reward’’ system and false ratingsmay have been reported purely to gain the reward.All employees would fear not getting the monetary reward that the PES offers if they grade themselves lowerthan ‘satisfactory’ when asked to grade performance. It is important the employee understands that the TNAquestions on KSAs are for training needs identification and NOT a part of the PES. If the explanation is notgiven or is not convincing, the KSA ratings provided could be inaccurate.The resistance to providing accurate KSAs has been experienced in all cities.

PERFORMANCE COMPETENCY


There are also cases when no existing job descriptions or standards can be found to match the current tasks andfunctions of certain employees. The alternative would be to make a listing of all the tasks and functions being doneregularly by the employee and validated by the supervisor based on top performers' standards. In doing such, it isimportant to determine if the tasks and functions are “regularly performed” and not occasional or just as the needarises.

The training need was determined when there was a clear gap between the Job Description and Standards and theActual Functions/ Tasks performed. Training needs were also identified when the required KSA’s and current KSAlevels were compared.

Initially the TNA focused only on PRMDP-involved Departments as an on-the-job training activity of the CTP. Only afterthis exercise was revised was the rest of the LGU targeted for a complete Department-wide TNA.

Various methods were used to suit particular situations. Most cities relied upon questionnaires and interviewsfollowed by validation exercises with other members of the Department or LGU. In some service Departments TNA’s,customer feedback was sought from other LGU employees and the tax-paying public.

Only regular employees were targeted for inclusion in the TNA. ‘Casual’ and ‘job order’ employees were not includedbecause, according to the Local Government Code, only regular employees are able to receive training that is fundedby the LGU. In general, over 50% of any one non-technical position (plantilla) was included and over 70% oftechnical positions were included in the TNA. The data captured per employee was tabulated so that easy analysiscould take place.


Job Description? They often don’t mean a thing!For example: In all the PRMDP cities, many instances of the Utility Worker performing the actual duties of aComputer Operator were found.This is so because of systemic problems rather than training needs. The Department may only have a UtilityWorker position (plantilla) available, yet is in great need of a computer operator, hence one is employed butunder the only available plantila, the Utility Worker.The issues behind this include the lack of true planning of the HR needs of the Department, lack of timelyresponsiveness towards organizational changes that occur and probably most important the impact on thebudget. It costs a lot more to employ a computer operator rather than a utility worker.



The CTP found several examples of non-training problems, such as the ‘frozen’ staff member not performing at alland not able to receive training. These ‘problems’, though, were not common. Other systemic problems wereidentified in the TNA report. Non-training problems that may hinder the worker doing his/her best work couldinclude, poor lighting, lack of proper equipment etc.

The TNA report summarised the TNA results per Department. There are recommendations for non-training relatedproblems, such as better record storage equipment to be purchased in a Department that is in need of such. Thereports are forwarded to the relevant Department Heads after the TNA is completed.

General Steps Followed in the Conduct of the TNAReview documents and reports, such as organizational charts, functional charts, departmentperformance targets, plans, placement of employees per department, job descriptions and also somedepartment outputsBrief the Department Head on the purpose of the TNA and the methods that will be used. Emphasizethat feedback will be given to him/her in the form of TNA report and briefing.Orient the employees of a department on the rationale and purpose of the TNA, including the processand methods that will be used. Emphasize that feedback will be given after the collation and analysis tovalidate the information gathered through the survey or interview.Use any variety of TNA methods:Focussed group discussion - group them according to divisions or position levels; Survey questionnaire for allemployees and for customers of these; Interview as complementary to the survey for validation on anindividual level.Collate and analyse data using the frameworks mentioned in previous pages.Give feedback and validate results to Department Head independently or combined with employeesof the department including the employees who were not respondents. This is to validate and ensureownership of the data.TNA Report generation, including the agreed recommended and prioritized training activities.


ORGANIZATIONAL (DEPARTMENT) TRAINING ANALYSISOrganizational analysis takes place to determine between what the city and/or department planned to achieve andwhat it actually has achieved.

Things to do!• HRMO to conduct an organizational analysis via a Training Needs Analysis and report on this (with

recommendations);• HRMO consolidate and integrate Departments’ Training Plans to the City Annual Training Plan in response to the

organizational analysis supported by the TNA data;• HRDC to make recommendations on other issues that the TNA organizational analysis alert them to;• Department Heads to report all training activities and expenditure to HRMO.

What is an organizational Training Analysis?

Organizational training analysis looks at the Department as a whole, providing a general description that reflects itscurrent ‘set up’. The organizational analysis reports on the operational realities in an LGU. This is necessary so thataccurate planning can occur at all levels of the LGU.

Elements of an Organizational Training Analysis:• Mandated functions of the Department.• All sections/divisions mandated functions.• Department plans, performance targets and performance indicators;• The human resources used;• Formal and informal organizational chart/s;• Performance evaluations of the department;• Matching individual training needs to a mandate and performance targets of the department;• Performance problems of the department that are non-training related but affect job performance;• Summary of training needs and non-training needs by position levels.

The mandated functions of a department should be analyzed so that understanding of its set up is achieved. Anyvariations from the mandated functions are reported so that an accurate ‘snapshot’ of the LGU is obtained. Forinstance, a Department/section may be performing another Department’s/section’s work and the reasons for thiswill illustrate the true human resource requirements of that Department/section.

Organizational charts, if correct, will reflect the plantilla (positions) currently in operation in the department. Whenthe analysis found inconsistencies between the organizational charts and the current set-up, it is noted in theorganizational report.




Department plans and performance targets are helpful in identifying the training needs of the department.

The TNA has allowed the CTP and HRMO to gather data on the organization, from an individual to Department level.The findings of the TNA may encourage some action by the HRDC, even if it is just to refer information to anotherbody.

CURRICULUM DEVELOPMENT

Curriculum development takes place when the TNA process identifies a training need that is hindering theDepartment from achieving its goals. Running a training course that addresses this problem is seen as a solution.Training needs should now be translated into learning objectives or outcomes. The training course that will bedesigned will ensure that the identified training needs are met.

To effectively run a training course, it has to be well planned, from initial identification to determining the particularcourse content up to the development of instructional materials.

Curriculum is a general term used to describe the training design which includes the objectives as well as the contentof a training course. All education institutions and organizations that run training programs rely on curriculumdocuments because these tell the reader/s several things:• The name of the training course;• The length of the course;• The aim/s and objectives of the course, written as Learning Outcomes;• The actual content of the course;• The learning outcomes of the course (ie what a learner will actually be able to do, apply, explain, or demonstrate

at the end of the course);

Organizational Charts: What the TNA found.The City Trainers Pool found in most of the PRMDP cities that the Organisational Charts portray falsereflections of the human resources allocation and duties. The TNA activity found that many employees(sometimes more than 50%) are not performing their official job descriptions but rather, a totally differentset of job functions.This has implications for the employee that is not being recognized or paid for doing his/her true job. Itmakes identifying the right people for training difficult and gives a false impression of the true humanresource needs/allocation of the LGU.For the LGU to have accurate organizational charts, one response could be for the HRMO to rewrite all JobDescriptions of employees.It was also found that some PRMDP cities do not have organizational charts in the General Services Office.The effects of this included, employees in the GSO being unsure of work flow processes and being unclear oftheir actual functions.The HR really required for a Department to operate properly is currently not captured in any data other thanin the TNA. The HRDC may wish to recommend to the Mayor appropriate action on such data.



Feedback and Validation session: Prioritizing Training Needs1. Identify performance discrepancies

• Write them on meta cards• Post them on the board• Explain to the participants that these are the data generated during the TNA

2. Provide each participant with meta cards and ask the question:• What topics/ courses should be conducted to address the identified discrepancies

• The topics/ courses should be specific, otherwise, probe further. Example, if the participantposted “communication skills”, probe what specific skills in communication should they focus on,i.e. writing skills, oral presentation skills?

3. Process the responses by clustering similar or related cards. Confirm the results with the participants. Ifthere are no more changes, proceed to the next step.

4. Tell the group to prioritize the topics/ courses identified on the board. Give each participant pre-cut coloredpaper and explain to them the meaning of each color:Red - urgentGreen - ImportantOrange - Nice to know

5. Ask each participant to go to the board and rate each topic/course accordingly, using the pre-cut color-coded markers: (Each pax should have the three color-coded markers).

6. When everybody has finished marking the items, count the number of marks per item and rearrange theitems accordingly.

It is important that CTP members show the matrix of Department Training Plan (developed by theDepartment) to the participants as reference for the session.

Performance Discrepancies Topics / Courses

Priority Training Needs

1.2.3.4.5.



• The ‘teaching’ and assessment methods that will be used in the course;• The pre-requisites required to be completed by the learner before undertaking the course.

CURRICULUM DEVELOPMENT: THE PROCESSIn PBCT, the curriculum development process is quite simple and is illustrated below:

Considerations in Developing a Training Program Framework1. What do we want as an end result of this training program? (OUTCOME)2. What do we want to achieve? (OUTPUT)

Right after this training program What specific KSA do we have to achieve so that we can attain or reach our outcome?

3. What should the participants or we (training management) have so that we can achieve our output?(INPUT)4. What should be given/ done/ happening during the program in terms of content and process?(THRUPUT/ PROCESS)

1Identify training need.

Gain approval to developthe training course

curriculum and namethe course

9Monitor & evaluate the

Training Course and modifythe curriculum document

accordingly

8Determine the

resources required forsuccessful delivery of the training program

7Department heador their proxy to

approve the trainingCourse Curriculum

6determine if there are

any prerequisitesto undertaking the

training course

5Determine the length of the

training course

4Determine assessment

requirements(internal to course)

3Determine the learningoutcomes that learnerswill have by the end of

the Training Course

2Determine the

KSA required toperform the job

competently

Training CourseCurriculum

Development


The process is sequential, relying upon the previous step being completed before moving onto the next. Mostcities found their curriculum development activity moving away from PBCT principles when they did not follow theprocess. It is imperative that the CTP is clear on the importance of following this process. HRMO, as managers of theCTP, should check regularly any curriculum development activity that the process is being adhered to.

There is reliance upon the Department Head and his staff in this process. The roles of the Department Head and thecurriculum development group are explained below.

THE ROLE OF THE DEPARTMENT HEAD IN CURRICULUM DEVELOPMENT:

The support of Department Heads and their staff is invaluable in the curriculum development process. If this supportis not forthcoming, then poorly planned training courses will result. The Department’s Heads should participate andinstruct their staff to do the same as the aim is to provide a customised training course that will improve theperformance of the staff.

Things to do!• Work with the City Trainers Pool to identify the priority training needs of the department, in line with the

development plans of the city/department• Nominate specialists in the department that can assist the City Trainers Pool in developing the curricula (ie

‘internal experts’ in the nominated training need)• Promote co-operation between the City Trainers Pool and department staff• Discuss curriculum development issues with the City Trainers Pool;• Approve the final curriculum document.

It is assumed that Department Heads already support the Training Needs Analysis. However, as experienced in mostPRMDP cities, extensive discussions about the findings of the TNA is required.

The Department Head may ignore the TNA findings, as he/she is not convinced of the validity of the TNA. If the TNAis an honest reflection of the department, then it is difficult to argue against the findings. The City Trainers Poolunderstands this imperative and should be encouraged to present the data as verified and accurate.

The City Trainers Pool will present the Department Head with a matrix of ‘training needs’. The discussion thereafterwill focus on determining what priority training need will be developed into a training course. Of course, the strategicplans of the city and department will be taken into consideration in this decision making.

The Department Head’s support and approval is required to develop the training need into a Performance BasedCompetency Training course and his/her approval is also required for the final curriculum document (training courseplan).




THE ROLE OF THE CITY TRAINERS POOL IN CURRICULUM DEVELOPMENT

Things to do!• Brief the Department Head on the TNA findings; Present to Department Head a matrix of identified training

needs of his/her department;• Discuss all identified training needs to determine the priority training need;• Agree to develop a priority training need into a training course;• Work through all curriculum development steps, to achieve a well designed training course

The City Trainers Pool has been trained in curriculum development. This is the group that analyses the TNA of aDepartment, formulates the training need matrix and then works through the curriculum development process. If thecurriculum development process is strictly followed, the outcome will be a curriculum for a PBCT course.

The City Trainers Pool is to be seen as compilers of the curriculum and not subject specialists. They will require thesupport and cooperation of the department’s staff, for whom they are developing the curriculum.

FORMULATING TRAINING/ LEARNING OBJECTIVESA training objective is a statement that describes what learners should be able to do at the end of trainingthat they could not do previously.

It must ...• Describe the final result• Be specific and precise• Describe a change that is measurable and observable• List criteria to measure and judge successes• Mention all essential conditions under which the result can be achieved• Specify an end point

Determining the learning objectives:

Learning objectives should:• Provide learners clarity of where they are going• Help learners invest energy in the pursuit of goals• Help the training team work together in a concerted effort towards achieving training goals• Provide management clarity as to what can and what cannot be expected from a training program


What a training objective has to take into consideration:

1. Training Needs. Take into consideration the findings of the training needs analysis - be clear about the deficienciesthat need to be overcome.

2. Priorities. The cluster of the individual trainee needs may indicate varying demands thus, there is a need to beclear about priority training areas.

3. Time. Though much time is required in the form of training, objectives have to take into consideration timeavailable - to provide the training (urgency) and time in which trainees can be released.

4. Resources. Resources in terms of space, facilities, finance and personnel have also to be considered inwriting out objectives.

CRITERIA IN SELECTING CONTENT

1.ScopeRefers to the depth and extent of the content to be learned. It is necessary to be clear about:• Essential core - What the learner must know• Helpful - What the learner should know• Peripheral - What is nice to know but not really necessary


Common Problems with Terminal Objectives1. Trainer-centeredPoor: In this course, the trainee will be taught MS ExcelBetter: At the end of this seminar, the participants can use MS Excel in preparing standard reports.

2. Describes the content of the training programPoor The objective of this course is to discuss common problems encountered in dealing with

customers.Better: As a result of this program, sales and service personnel will be able to handle customer

complaints according to the Company’s Code of Professional Salesmanship.3. Describes subject matter to be taughtPoor As a result of the program, participants will understand the legal consideration in long-term

lending.Better As a result of the program, participants will be able to screen out loan applications that do not

meet legal and government requirements.4. Promises too muchPoor As a result of this program, participants will be good communicatorsBetter As a result of the program, participants will be able to make oral presentations systematically and

concisely.



2.Sequence Refers to the process of arranging the contents selected in an orderly manner.• Simple to Complex• Known to Unknown• General to Specific• Chronological learning• Concrete to Abstract

3.ContinuityLearners must be able to see linkages between topics discussed. Topics, issues or concepts are experienced successively through a process.

4. IntegrationRefers to grouping concepts together into a particular design.This assists the learner to perceive the unity of knowledge as a meaningful whole.

SELECTING AND ORGANIZING CONTENT

• A specific list of items, listed in order, for learning to take place to meet the previously determined objective.• What should be involved in the training program for the learning to take place.

The Most Difficult Part of Curriculum DevelopmentPBCT teaches a participant KSAs required to competently perform in a job. It is part of the curriculum developmentprocess to determine and document what particular KSAs are needed for a certain type of job from the perspective ofsuccessful job-holders, customers/co-workers, and their management. Often, people have different perspectives onwhat KSAs are really required for a job, and often, job holders don’t really know what their own KSAs are, or arereluctant to talk about.

Detailed KSAsCurriculum development requires further investigation to determine exactly what generic KSAs are composed of. An example could be that it was determined thatCommunications was a training need. In the TNA, the listed KSAs required were “clear communication.”

In curriculum development, the question that needs to be answered is what is meant by the generic term “clear communication?” Is it writing, listening or oralcommunication, or a mixture? Is it technical writing and of what (memos, letters, reports?), or is it understanding the particular language and its application within adepartment? Is it just letter-writing? The questions go on and on until the group is confident that they know what the term “clear communication” refers to in thisdepartment.

By finding the answers to these questions, the curriculum developer is closer to determining what exactly should be taught in the training course being designed.

This example saw that “clear communication KSAs” referred to written communication of a technical nature. The curriculum developers then investigated what sort of writtencommunication was required of the workers. Finding this out allowed the City Trainers Pool to determine what exactly should be taught in the training course.


Determining, in detail, the KSAs is the most time consuming part of curriculum development. It is necessary to spendtime to find the KSAs as these form the PBCT course content.Also, it is crucial not just to assess KSAs, but the necessary tools and environment needed to perform a job.Identifying these will assist in determining what resources will be required for a training program.

ORGANIZING AND DELIVERY

Organizing a training program is the forte of the HRMO. All training programs that are conducted locally are theirresponsibility. In some cases, they also travel to conduct training outside the city. Some city administrations givecontrol of the training budget for the city to HRMO although it is usually under the control of the Mayor. In allPRMDP Cities, there are systems or processes in place for the coordination of training activities.

The coordination of local training programs is administered by HRMO. Coordination of a training program entailsquite a few activities, such as:• Generate training course designs 1*

• Identifying and booking training venue• Scheduling training equipment• Scheduling course dates, times etc• Assign instructors to courses• Schedule participants for courses• Maintain a register of participants• Send participants confirmation notices• Maintain training record histories• Maintain course evaluation data• Generate course completion certificates

The CTP is trained to develop its own checklist of activities that needs to be done pre, during and post training, suchas room setting, food, hotel arrangements, etc.

As main facilitator of training activities (not necessarily the lecturer or resource persons), there is basic informationthat you should convey before actually starting the main part of the training session. This shows respect for thosepresent by letting them know what to expect.

1. Introduction - make sure everyone present meets each one. Introduction shows respect for others and helps participation.

2. Objectives - point out the value of the training to the trainees. Explain what they will get out of the trainingbased on the learning outcomes and how they will benefit from attendance.

3. Teaching techniques - explain the teaching methods/techniques that will be used during the sessions, such ascase studies, role playing, etc.

4. Participation - emphasize the value of participation. Point out the need for the participants to get involved as itwill maximize learning.

5. Schedule - let the participants know the schedule so they can mentally plan their day.


1 A training course design includes the curriculum document, training course costs, participants, venue and timetableinformation as this is the requirement of an LGU when seeking approval for a training activity.



Most often, numbers two to five is given after the expectations of the participants are articulated andresponded to. The levelling of expectations is a critical part of the training session as it clarifies what the trainingwill and will not cover. We do not want the trainees to leave the training as unsatisfied learners.

TEACHING TECHNIQUES

The variety of instructional techniques available is limited only by the imagination of the program designer. However,as a word of caution, “Don’t let an exotic technique distract you from the message you want to get across.”

The key is to match the right technique with the right learning objectives. There are ‘conventional” techniques thathave proven effective through the years like lectures, group discussions, case studies, role playing, etc.

The instructional techniques must be selected or designed because it is the best one for achieving the learningobjective. Objectives comes first; techniques come second. It is just like the saying that “form follows content.”

A trainer or facilitator can employ any number of methods and techniques. A training course often uses severalmethodologies over the length of the course. Training methodologies can include:• Research type, based on textbook/s and experiences;• Individual learners self-pacing themselves at their own rate of learning/understanding;• Facilitation that requires a trainer and a group of trainees to work together using a variety of

approaches such as group work, brainstorming etc;• Demonstration-type;• Group work;• Lecture style delivery;• Case studies;• Group dynamics;• Computer-based;• Role play.

Which Training Techniques Should You UseYou want to transfer knowledge, use:• Group Discussions (questions and answers)• Group or individual exercises• Lectures (with handouts)• Forum• Panel Discussions• Film, videos, etc.

You want to practice problem solving, use:• Case studies• Brainstorming• Discussion Groups• Exercises, etc.


You want to develop skills, use:• Demonstration for manual skills• Role playing for interpersonal skills• Peer teaching• Programmed instructions, etc.

You want to change attitudes, use:• Displays• Role Playing (for clarifying how other’s feel)• Group Discussion, for group attitudes• Individual exercises• Demonstrations• Campaigns, etc.


GUIDELINES FOR CONSTRUCTING A TRAINING COURSEThere are no fast rules in constructing a training course. However, there are guidelines that can be followed.

Involvement - all trainees should be involved in learning activities at all times. Each activity should bestructured to maximize active involvement by the trainees irrespective of the nature of the activity.

Sequencing - proposed activities should follow a sequence that builds on its predecessors and leads up toits successors. The overall sequence should relate to a developmental progress.

Content - it must be closely relevant and appropriate to the trainees, carefully balanced, and capable ofevaluation. It should be aimed to encourage interaction and self-directed learning.

Processing the learning experience - each activity must allow sufficient time for trainees to processthe learning that has taken place. It is during this time that learning is integrated, creating an opportunity forbehavioral change in the woprkplace.

Pacing - activities must be paced to achieve a balance between boredom and non-involvement on the onehand, and fatigue or overload on the other.

Objectives - learning outcome should be specified for each component of the session: day, session,specific content and activity. Each objectives should be capable of evaluation.

Learner Focused - The learning experience is targeted at the learner, the most important person in theexercise.

Evaluation - adequate time should be allowed for planning the transfer of skills which have been learnedor knowledge which have been acquired in the workplace.



The Delivery of the training course doesn’t just happen, it must take into consideration the course content and theparticipant’s levels of existing KSA’s, and learning styles.

Tips for making effective presentations1. Check the room and materials ahead of time.2. Make sure that your appearance is appropriate.3. Start promptly.4. Remember the first five minutes set the tone.5. Greet people as they enter.6. Speak confidently and with respect.7. Look for a friendly face.8. Become aware of distracting mannerisms.9. Use a podium or a pointer appropriately.10. Be willing to change your approach or material to meet the needs of participants.11. Affirm participants’ responses.12. Plan introductions of other presentors.13. Don’t make excuses.

How to make your OPENING more interesting

1. Relate a human interest story 2. Use exhibits 3. Ask rhetorical question. 4. Use quotations or an appropriate story. 5. Use shocking facts. 6. Show how the topic refers to an immediate need.

How to make your CLOSING more interesting

1. Summarize points you have made. 2. Show how they relate to each other to support

your purpose. 3. Have a definite appeal for action, with supporting

material or motive. 4. Use a story, quotation or example that illustrates

your message.

The CTP have been trained on the Technology of Participation (TOP) methodology and other participating techniques toeffectively deliver and maximize learning among participants.

RESULTS: MONITORING AND EVALUATION

This section shows how and why we conduct monitoring and evaluation of training programs. Monitoring andevaluation lets us know how we are doing, using four levels of evaluation-reaction, Learning, Behavior and Results.

Things to do!• CTP and HRMO to plan the monitoring and evaluation, following the guidelines to determine monitoring

processes and tools for each training course run;• Department Heads to be supportive of the evaluation and monitoring activity;• HRMO, Department Heads and HRDC to identify what they hope to learn from a monitoring and

evaluation activity;• HRMO to determine monitoring processes and tools for the Learning Resource Center;• HRMO to administer the evaluation and monitoring process;• HRMO to document and record evaluation and monitoring results;• HRMO to report on evaluation and monitoring results to appropriate audiences ;• HRMO to include recommendations for further improvement of the course and the evaluation if the results

indicate any is needed;• HRMO to present the report to interested bodies/parties, eg. The HRDC, the CTP and appropriate Department

Head;• HRMO, Department Heads and/or HRDC (whichever is the suitable body) to implement solutions to identified

problems before the training course is run again.

MONITORING AND EVALUATION OF TRAINING PROGRAMS

Monitoring and evaluation help to foster accountability, determine whether training programs “make a difference,”and give feedback and information to improve service delivery.

An evaluation can be an important tool in improving the quality of a training course while it is on-going rather thanadded on after the activity. It means that monitoring and evaluation schemes should already be identified whendeveloping the training design. Assessment criteria or areas the trainers want to assess should be determined at theonset. Facilitators and coordinators are more likely to use the results of an evaluation when they play a role indeciding what to examine, conducting the evaluation, and interpreting the results.

WHY CONDUCT TRAINING EVALUATIONS?There are many reasons to conduct monitoring and evaluation, including:• To determine the effectiveness of training programs for participants and/or for the Department/Section;• To document that training course objectives have been met;• To provide information about training delivery that will be useful to facilitators, coordinating staff

and other audiences;• To enable coordinators and facilitators to make changes to improve a training course’s effectiveness;• To determine if the costs of running the training course are justified, i.e. was there value for money

by conducting the training?

45Resul t s : Moni tor ing and Eva luat ion


Results: Monitoring and Evaluation continued...

Monitoring and Evaluation is the systematic collection and analysis of data needed to make decisions, a processintegrated into most well-run training programs. Here are some of the evaluation activities that are likelyincorporated into many programs or that can be added easily:

1. Pinpointing the services needed for example, finding out what KSAs a training course should address;2. Establishing training program objectives and deciding the particular evidence (such as the specific KSAs) that will

demonstrate that the objectives have been met. A key to successful evaluation is a set of clear, measurable, andrealistic program objectives.

3. Tracking training program objectives,4. Trying out and assessing new program designs to determine the extent a particular approach is being

implemented faithfully by agency personnel or the extent to which it attracts or retains participants (eg, theHRMO could track the usage of the Learning Resource Center, to assess it’s effectiveness etc).

Through these types of activities, those who administer HRD programs can determine what to offer (eg in theLearning Resource Center) and how well they are offering those services. In addition, monitoring and evaluation intraining can identify training program effects, helping involved staff and others to find out whether their programshave an impact on participants’ KSAs to improve job performance.

FRAMEWORK FOR MONITORING AND EVALUATION OF PERFORMANCE BASED COMPETENCY TRAINING COURSES

The process of monitoring and evaluation starts with Planning the monitoring and evaluation activity. The planning is to determine what tools will be used and when, who will conduct what part of themonitoring and evaluation and what type of data should be sought and for whom?

Then follows Conducting the monitoring and evaluation activity. The plan shouldstate when different activities take place etc.

Collating and analyzing the data allows for accurate Reporting on themonitoring and evaluation findings.

The monitoring and evaluation framework is represented in the adjacentfigure. It provides for evaluation to four levels:

Pre-courseDelivery

During-courseDelivery

After-courseDelivery

Monitoring & Evaluation

Reporting

Planning

Learning

Results

Reaction

Behaviour


In the framework, the evaluation and monitoring process has to be planned before it can start. The monitoring andevaluation activity of a training course is done pre, during and post course delivery. Each training course may havedifferent approaches so each course has to have an evaluation and monitoring plan. The final step in the monitoringand evaluation process is the reporting.

AREAS OF A MONITORING AND EVALUATION ACTIVITY

In the framework there are four main areas of focus to monitoring and evaluation of a training course/programfollowing Kirkpatrick’s model of evaluation:

Level I: Reaction - How do participants feel about the training program? This takes place during (using a toolsuch as ‘temperature check”) and after the course delivery (maybe using an evaluation form for the entire course).This level of evaluation is looking at ‘trainee satisfaction,’ to see if they were happy with the course;

Level II: Learning - Did trainees gain knowledge, or have skills or attitudes they did not have before thetraining? To what extent did the participants increase knowledge, improve skills and change attitudes? Monitoring oflearning takes place during all stages of the training course such as the use of the Learning Diary and a Pre and Postcourse test and interview. This is to gain data for comparison of KSA levels before and after the course;

Level III: Behaviour - Did trainees use what they learned on the job? To what extent did their job behaviourchange? This is evaluated after the training course to see what effects the training program had on the participant’sbehaviour;

Level IV: Results - Did the training make a bottom line difference? What final results occurred (quantity, quality,safety, cost, profit, return of investment)? This also occurs after the training course delivery to ascertain if the coursewas worthwhile or not. If new KSAs were learned and applied in the job, is there a measurable benefit to thedepartment/LGU after completing the course?

Reaction and Learning are concerned with what the participant expected and what was delivered. These levelsare the easiest to gather data on, using such tools as pre-tests, in-course tests, course-evaluation sheets, learningdiaries, other creative techniques etc. The instruments are easy to create, administer and integrate. Other Level IIcreative techniques were taught to the CTPs..

Behaviour and Results relate to the learner’s behaviour after a training course and in some instances, a longtime after the course. Behaviour and Results data will reflect whether the learning outcomes are being applied and ifthere has been benefit to the organization in this. Investigating this will require the Department Head’s involvementand support in the monitoring and evaluation activity. There are no easy to use/design instruments to collect thisdata. Typical instruments include interviews, observations, tests etc. Trying to show a benefit to the Department andthus the organization may require analysis of work turn-over rates, such as increase in files handled, customersserved, decrease in errors or time taken. These are all related to cost-benefit analysis. It is important to get data onall four levels for comprehensive evaluation and monitoring.

Invariably the monitoring and evaluation will find problems that need to be addressed. The final report will identifythese and make recommendations to avert similar problems in the future, eg, the curriculum may need a furtherlearning outcome included, or the venue may not be adequate for the training needs.




MONITORING AND EVALUATION FOR WHOM

• HRMO: Interested in keeping track of training program activities and documenting the nature and extent of servicedelivery from aims and objectives to expenditure. It can also help to plan future program direction such asdetermining resource needs for the Annual Training Plan.

• The Mayor, Department Heads, the HRDC, the SP, or other bodies/individuals: Interested in proof that the trainingprogram has made a difference to a perceived training need, interested in seeing value for money trainingactivities, and seeing an improvement in Department/individual performance.

Training Transfer EvaluationPRMDP conducted a training transfer evaluation (level 3 and partial level 4) particularly on selected PRMDP training and also the TMS itself. Below is a list of steps used bythe evaluators (members of the CTP/ HRD Task Group) in evaluating some of the training programs conducted by PRMDP-AusAID:

1. Inform the target department ahead of time on the purpose and process of thetraining transfer evaluation. Ideally, department officials who shall conduct theevaluation of staff performance should be present for common understanding ofthe task.

2. During the brief orientation, build on the following discussion points:

• The purpose of the undertaking is to evaluate the training program conductedunder PRMDP;

• The focus of the evaluation is the impact of the training program on theparticipants to improve their job performance.

• The process wants to check if the skills learned from the training are being appliedto their respective jobs. If yes, what are the factors facilitating the application. Ifnot being applied, what are the factors hindering its immediate application. Again,the focus is on the program and not on the person.

• The evaluation process should not be linked to performance appraisal rating of theperson. Remember, the aim is to discover the facilitating and hindering factors interms of applicability of the learning gained from the program. It could be that theperson did not learn anything from the training or the environment did not permitthe immediate application of the learned skills to the job.

3. There are two sets of evaluation instruments: one for the supervisor, and the otheris for the staff who attended the training. The supervisor will be supplied a listingof all training programs, which include brief description of the course, objectives,and participants per city. It is advisable to discuss the items in the instruments withthe respondents.

4. A copy of the shopping list of verbs will also help the supervisors accomplish theevaluation instrument.

5. The supervisor can choose to evaluate five courses most relevant to thedepartment. S/he can distribute to his/ her assistant, division heads, or unitheads the tasks of evaluation if the staff can apply the learning gained from thetraining.

6. There are some instances wherein an employee performs another role asdelegated and agreed upon by the city as far as PRMDP is concerned.

7. For example, a technical staff from HRMO was designated to act as the AusAIDcoordinator in the city. S/he must report directly to the City ProjectManager(CPM) as AusAID coordinator, instead of reporting to the supervisor ofhis/her organic department. In this case, the training s/he attended were allrelated to his/ her role as AusAID coordinator. The CPM should be the one toevaluate the courses s/he attended and if s/he can apply the learning s/he gotfrom training. Please note the informal structure brought about by PRMDPrequirements.

8. Give the departments , at the maximum, two-weeks to finish accomplishing theinstruments. The CTP/ HRMO shall follow-up the progress of the supervisors andthe staff. However, they should be available for consultation/ coaching during theevaluation period.

9. Inform the supervisors and the staff to be more specific when responding to thequestionnaires. Avoid vague and motherhood statements like: “Enhancedknowledge in GIS.” The respondents should specify what particular tasks/functions (in behavioral terms) were improved because of the learning from thetraining.

10. Collect the questionnaires from the staff separately. The questionnaires should begiven directly to the CTP/HRMO, and not to their immediate supervisors.

11. After gathering all the instruments, those from the staff and the supervisors, thereport may be written.


HRMO’S ROLE IN MONITORING AND EVALUATION PROCESSHRMO is responsible for designing and implementing the monitoring and evaluation process in consultation withdepartment heads.

Identifying the monitoring and evaluation report’s potential users will help determine what questions are mostimportant, what data will be viewed as credible, what analyses should be conducted, and how results should betransmitted and displayed.

DOCUMENTING AND ANALYZING PBCT COURSESome evaluation and monitoring audiences may be most interested in accountability (eg Department Heads andHRDC), but others may be more interested in improving service delivery (eg CTP and HRMO).

Monitoring the implementation, operation and outcomes of a PBCT course program usually involves identifying andtracking specific activities or objectives.

Here are a number of specific evaluation questions that could be asked about a PBCT course’s implementation,operations and outcomes:

1. Did the coordination to implement a PBCT course occur as envisioned? If not, what barriers or obstacles preventedparts or all of the activity from being executed?

2. Document that an activity is conducted as planned. Monitoring of the course for example, might entail checkingthe sign-in sheets to find out how many people attended, whether they are those who are supposed to attend,and whether they stayed for the entire training, using pre and post exit questionnaires or enlisting an objectiveparty (someone not connected with the activity) to observe the training and to write an assessment on how wellthe content of the session/s reflect course objectives.

3. Did the participants find the activity useful, and do they plan to use what they had learned? Asking people toapply what is learned is no guarantee that it will occur. To get a better fix on the likelihood of use, the evaluatorscould ask the participants about the quality and usefulness of the information designed to aid implementation(such as a curriculum guide or trainer presentation). A survey of training participants, for example, could provide ameasure on the training’s effectiveness. Developing evaluation tools should as much as possible be identifiedwhile the curriculum is being organized.

4. Did the training result in the learning outcomes being applied in the workplace? This is clearly the most criticalquestion about the success of a PBCT course, since it asks whether training approaches, curriculum materials, orother information or techniques followed the curriculum document. It is both an implementation question (e.g.,determining the result of initial training activities) and an intermediate question for a participant outcomeexamination (because it must first be demonstrated that facilitators implement the curriculum before participantoutcomes can be measured). There are many ways that PBCT course operation could be measured. Anunobtrusive measure of program operation could be a review of facilitator’s lesson plans submitted to HRMO.

The choice of approach will depend, in part, on the reasons for conducting the assessment. If the LGU’s goal is todocument implementation (e.g., to show a funding source that the PBCT course was implemented), then a shortquestionnaire filled out by facilitators (or a review of lesson plan or course records) or the Learning Diary may besufficient to demonstrate the extent of program operations.




Outcome and impact evaluations identify changes that have occurred. The easiest thing to look at is application oflearning outcomes in the workplace.

The most common method used in conducting an assessment of course outcomes is to collect data from theparticipant group both before and after the training course. The pre and post course tests are the easiest tool to use.The responses would be compared for evidence of changes in knowledge, skills and behaviour. This method wouldhelp the facilitators and other interested parties to know whether students learned the KSAs.

MONITORING AND EVALUATION TOOLSListed below are monitoring and evaluation tools that may be used per training course. The list is not exhaustive.Often, creative solutions to monitoring and evaluation present themselves with different courses.

• Pre test: Before the course starts, test the participants on the learning outcomes

• Course Records: Per participant, maintain records on attendance and a result record, on all internal courseassessment results as compared to all learning outcomes (this is the traditional roll book type record, listing eachlearning outcome and the result that each participant achieved when tested on each). Also another record will berequired if the course has external assessment activities.

• Course appraisals: These can take the form of course evaluation forms common to all PRMDP cities, LearningDiaries (used by AusAID’s PRMDP), participant feedback in casual conversation with the co-ordinator, an objectiveassessment made by the course co-ordinator.

• Post-test . Test the participants against the learning outcomes after the course. This will show if the new skillslearned have been maintained.

• On-the-Job validation: Observe and/or interview the participants and their supervisors, after a given timeperiod, if the participants are applying the learning outcomes in their job. If they are then the course benefited theorganization. If not, check why not, is it because the learning outcome was not necessary or is it because theparticipant can’t do it, or is it because the job function does not require that skill to be performed. The answer willrequire the curriculum group to modify the curriculum learning outcomes accordingly.

• Interview participants/supervisors to gain opinions on improving the training course. Eg a participant mayvolunteer that he/she wished the training course focussed more on one learning outcome than another, or thatanother learning outcome was included in the course.

• Performance improvement: Check the training participant’s supervisor/co-workers/customers to see ifimprovement on the job performance of the trainee was noted. This could mean an increase in productivity, animprovement of services to customers. Ask the individuals if they noted an increase in work output etc.


EVALUATION TYPE AND THEIR EFFECTIVENESS FOR LEVEL OF EVALUATION

Evaluation level Type of evaluation REACTION LEARNING BEHAVIOUR RESULTSAnecdotal evidence / word of mouth •••• •• •• •Focus Group discussions •••• •• ••• ••••Interviews •••• •••• •••• ••••Records •• •••• •• ••Studies (internal & external) • •••• •••• ••••Surveys/questionnaires •••• ••• ••• •••Tests •••• ••••Legend: the more dots (•••) the more appropriate the type of evaluation (or evaluation tool) for the level of evaluation

Attached in the Annex are the different evaluation questionnaires used during the implementation of the project.Some refer to course evaluation, targeting levels i and ii, and the others were used for level four evaluation.

PBCT courses that are new, or that are recently run, may not be sufficiently developed or implemented to show on-the-job outcomes or effects. One way to avoid disappointment is to make sure that the evaluation questions addresschanges that could reasonably have been expected to occur in the time frame under examination.

REPORTING EVALUATION FINDINGS

Most monitoring and evaluation activities will call for a report summarizing the goals and history of the program,methods of evaluation, findings, interpretations, conclusions, and recommendations.

It is important to review the results with involved people (HRMO, CTP, trainers/presenters) before completing anevaluation report.

The final report can be written as a short summary document with a technical appendix. Most busy audiences lookfor brevity and clarity. In summarizing findings, the evaluators should not be afraid to appear elementary. Presentingevaluation findings to selected audiences can, at times, be of benefit, especially when trying to gain the support ofdecision makers towards the TMS.


EVALUATING BEHAVIOURAL CHANGE:Measuring behavioural change is difficult to do and requires careful planning and timing of the evaluationactivity. Comparison data is one way to identify and measure behavioural changes.

For example, A Customer Relations Course’s behavioural impact could look at the number ofcustomers served (in the job) after the training course (compared with the number of persons served beforethis PBCT course was undertaken and how these persons are satisfied with the service using indicators ofsatisfaction).



Whether oral or written, the report should begin by pointing out why the evaluation was conducted. Itshould state the purposes of the training course and how it was developed or selected for the agency. The reportshould indicate what the HRDC, staff, or others wanted to learn from the evaluation and why, and explain themethods and the procedures undertaken to collect and analyze data. The evaluator should share the highlights of theresults and describe what the findings imply for program maintenance, expansion, redirection, funding, etc. Thereport may also advance recommendations for future steps that can be taken to improve the program.

It is crucial to report evaluation findings objectively. Most evaluations have both positive and negative findings aswell as those the evaluator is not fully certain. Most studies have methodological and other limitations that constrainthe ability of the evaluators to reach definitive conclusions. Evaluations also encounter external events that impedethe data collection or analysis. These circumstances need to be discussed fully and honestly, so that audiences canjudge the credibility of the results.

GUIDELINES FOR PBCT COURSE MONITORING AND EVALUATION

SIX STEPS TO MONITORING AND EVALUATION

Monitoring and evaluation is time consuming and requires careful planning. Combining ideas from variousevaluation models, this guide outlines six steps:

Focus the evaluation. Determine the purpose(s) of the monitoring and evaluation, decisions to be made,possible audiences or people affected by these decisions, and questions to be asked.

Identify tracking strategies. Determine what information is needed to answer questions or betterunderstand the consequences of decisions. Make initial decisions about the kinds of instruments needed. Howwill information be collected? Will there be interviews? Observations? Focus groups? A review of data?Participant work samples? Standardized test results?

Manage instrument development and data collection. Determine who has the information andwhen it is needed. Plan the instrument (eg questionnaires, tests) development. How long will it take? Whowill collect information?

Score and summarize data. Think about the kind of scores needed to answer evaluation questions.Choose appropriate scores or scoring strategies for the course itself, pre and post outcomeperformance/knowledge tests etc.

Analyze and interpret information. Work with stakeholders to make sense of findings andconclusions in the light of shared experiences and possible conflicting interests. Identify strengths and areasfor improvement; relationships among program processes, participant and staff behaviours; and outcomes.Negotiate a common understanding of findings; make meaning of the profiles, and summaries ofquestionnaire, test, interview, observation, and/or performance information. Find promising courses of actionrelated to these findings.

Report and Act on findings. Communicate findings in a timely and appropriate manner—throughinformal meetings, panel discussions, formal presentations, and written reports. Respond appropriately tofindings

TRAINING MANAGEMENT SYSTEM: SUPPORT

This section deals with the Training Management System’s support mechanisms, that part of the training system thatprovides all the backup processes.

TRAINING RECORD INFORMATION SYSTEM (TRIS)

Things to do!• Each PRMDP city to provide a computer that can accommodate TRIS in HRMO;• TRIS to have access to a printer;• HRMO to manage TRIS;• HRMO to design strategy to introduce and implement TRIS, from initial data capture, encoding to encouraging

Dept Heads to access reports;• HRMO to provide a computer operator to encode and retrieve TRIS data, reports etc;• HRDC to create policy for all Departments to report training information for TRIS;• HRMO to collate, collect and encode TRIS-required data from Departments and Training Providers (eg ILGA,

NGOs, internal and external resource speakers);• HRMO to produce and distribute reports to HRDC and Departments, providing descriptive explanation and

implications of the reports;• TRIS to be operational within six months of installation;• HRMO to conduct induction for all LGU Department Heads to TRIS, showing, in particular, how it can support

them.• Department Heads, HRDC and other LGU offices to use TRIS reports to assist planning of training courses,

nominating training participants etc.

Under AusAID’s PRMDP, it was identified that an electronic records system for HRD was required. The Training RecordsInformation System (TRIS) is the result but it is not just a record keeping system. It is, if maintained properly, amanagement tool that can assist in the process of developing training plans and budgets. TRIS can also indicate if atraining course is suitable for an employee or not.

TRIS is a functional support mechanism of the Training Management System (TMS). It can provide data so thataccurate and timely responses to applications for training/travel expenditure can take place. It can generate reportsthat reflect the training activities of the entire LGU, a Department or at an individual employee level. TRIS is acustomized database that HRD section of HRMO is to manage. TRIS will support strategic planning and analysis oftraining activities that a department or the city as a whole, funds and/or undertakes.

TRIS facilitates the recording of an employee’s training history. It also acts as a depository of data that can increaseplanning and evaluation and monitoring of training from an individual’s, department’s and LGU- wide point of view.TRIS allows for inclusion of TNA data of individual employees such as the recommended training that an individualshould undertake to give KSAs to assist in doing a job more competently.

53Tra in ing Management Sys tem : Suppor t


Training Management System: Support continued...

This information system allows data analysis of HRD activities to a depth that has never before been attempted at anLGU. Examples of the data TRIS will capture and analyze:

• Every regular LGU employee’s training record,• The training budget and expenditure of the city and that of each department of the LGU,• The gender breakdown of trainees,• Formal and non-formal training activities• Scholarship activities• Recommended training for personnel (from TNA);• Analysis of training course/s in relation to the actual functions of an employee, (ie was the training applicable to

the job function of the participant?)• Details of other funding organizations,• Details of training providers,• Details of training courses,• Reports on expenditure and training activities for an individual worker, a Department, and the whole LGU.

The TRIS was developed for an LGU to add features to include the 201 file of the employees and their servicerecords. Most PRMDP cities have expanded their TRIS into an HR Information system.

TRIS has a separate manual and it is included in the computer program in a CD-ROM.

RESOURCE DATABASE

Things to do!• HRMO to collate and maintain database of training resources;• HRMO to maintain bio data records on training providers and individual subject specialists;• HRMO to link with the ILGA as one of the training providers;• HRMO to coordinate with CSC in developing the databank to ensure accreditation.

The HRMO has started to compile a database of resources available to the LGU to undertake local training courses.Some of this data will be recorded in TRIS.

Resources include:

Experts to act as resource persons/lecturers/mentors etc Some LGU employees have experience and skills that make them candidates to be facilitators/trainers in PBCTcourses (this data is to be recorded in TRIS).The CTP is being trained on teaching methodologies and some could end up being in-house trainers. PRMDPcounterpart staff are being trained as subject specialists (eg Geographic Information Systems, Drainage, Planningetc.). They can be tapped as in-house trainers/speakers.


Training Providers/Organizations: Data on both national and local training organizations and individuals should be kept by HRMO. TRIS allows forsubject specialization data to be recorded.The Administrative Forms section of the manual has an example of a Bio Data, showing the level of informationrequired for training providers/organizations.

Training Venues: Both free and with cost, including spaces within the LGU that could act as a training venue.

TRAINING AND LEARNING MATERIALS

Things to do!• HRMO to maintain a register of training and learning materials under its management;• HRMO to ensure all training and learning materials are available to LGU employees for training/learning

activities• HRDC to formulate policy towards ensuring the supply to the HRMO with master or copy of training materials

that LGU employees receive when attending any training course. Copies of all training manuals/documents willbe stored in the Learning Resource Center and made available to all LGU employees.

• Training and Learning Materials such as the Learning Resource Center computer fall under the management ofHRMO. An assest register is required to record training and learning materials under the HRMO but that can beaccessed by other Departments for training courses/presentations.

Learning Materials that any LGU employee receives from any training course should be the property of the LGU. Thelearning materials issued to LGU employees when attending a training course should be handed over (either mastercopy or photocopy) to the HRMO for inclusion in the Learning Resource Center so that other workers have theopportunity to benefit from the training course materials.

Books and tapes belonging in the Learning Resource Center are not to be leant out.

Inter- PRMDP City Materials SharingPRMDP cities are encouraged to share learning materials that can be sent electronically (ie, curriculum documents,articles, newsletters, web sites etc), however other arrangements to lend/borrow materials is also encouraged.

HRMO Training and Learning Materials include:Computer training CDs, Books, Manuals, training videos, cassette tapes.




LEARNING RESOURCE CENTER

Things to do!• Each PRMDP city is to provide a space large enough for several people to study in, house the books, tapes and

other training and learning equipment and materials.• Each PRMDP city is to provide the Learning Resource Center with internet access (ie a telephone line and

internet service provider membership);• The Learning Resource Center is to be located near the HRMO;• HRMO to be responsible for management of the Learning Resource Center;• HRMO to follow guidelines for the use of the Learning Resource Center;• HRDC to endorse the guidelines;• HRMO to obtain copies of learning materials LGU employees receive from training courses for the Learning

Resource Center;• HRMO to ensure the Learning Resource Center is available to all LGU employees, no matter what employment

status they hold, during working hours and lunch time;• HRMO to manage the Learning Resource Center’s use;• HRMO to timetable activities in the Learning Resource Center;• HRMO to encourage the Learning Resource Center is constantly in use• HRMO and CTP to develop the “HR News and Tips” as part of the LRC.

The HRMO now has the Learning Resource Center and it’s activities and TRIS to manage, both are elements of theTMS. The training courses that the CTP design will, as they are implemented require the HRMO to provideadministration and management. It should be noted that the demands placed upon HRMO have increased as a resultof PRMDP activities and outputs. This could well have an impact on resource allocation in HRMO.

The PRMDP cities agreed to provide a Learning Resource Center near HRMO that it manages. Individuals and smallgroups can be accommodated within the Learning Resource Center to undertake training in a variety of ways.

The Learning Resource Center will foster skills development training principles, aimed at increasing the performanceand hence the productivity of workers. The focus will be on delivering and making available to LGU workers,education materials and training that will effectively allow them to perform their job functions better. Employees canchoose to undertake self-development study with the aim to increase their employment options.

The HRD component of PRMDP is encouraging new paradigms regarding education and training. The LearningResource Center is one aspect of this, it allows for individuals or small groups to be trained, in-house at minimalexpense. Skills development or enhancement training will be designed and delivered to suit the individual andDepartment’s and City’s needs. Providing workers with skills to perform their job competently should see an increasein job satisfaction and productivity.


The Learning Resource Center has been included as an output of the project to:

• Allow for minimal cost (often just the release of time of employees and materials) skill enhancementtraining/mentoring/coaching to take place at a venue within City Hall;

• Allow for self-paced and self directed learning of motivated employees. The Learning Resource Center thusaccommodates both career pathing and skills enhancement;

• Act as a library of learning materials that LGU workers can access (e.g. copies of training manuals and notes thata worker obtains from formal training courses will be housed in the Learning Resource Center);

• House training equipment AusAID has supplied (VCR, sound system, overhead projector, book binder, books,training tapes and cds etc) and the City (TV, furniture, internet access) to be managed by HRD section andavailable to all LGU Departments and individual workers for training or study activities;

• AusAID is supplying each PRMDP city with three computers for the Learning Resource Center. LGU employees andtraining course design purposes will use these computers for training and learning. It has a modem so is able toconnect to the Internet. Via this computer, each HRD section of PRMDP cities will be able to share electronically,print-based training course designs, materials and learning resources all of which will reduce duplication of effortand costs;

• A space for echo-training: Where one or more workers receive formal training and will repeat that training to co-workers can be facilitated in the Learning Resource Center;

• A space for coaching and mentoring: Each city has many technical experts who can act asfacilitators/mentors/coaches to other workers;

• From the TNA data and curriculum development processes used by the City Trainers Pool, customized trainingcourses can be run for small groups that suit the actual training need of an individual and/or Department.

The HRMO is responsible for managing the Learning Resource Center.


GUIDELINES FOR THE USE OF THE LEARNING RESOURCE CENTER:Purpose: To create a learning envioronment within City Hall.Objectives:1. To make available to City Hall employees information materials on technical, managerial and training to

enhance their knowledge, skills and attitudes;2. To make employees develop the habit of accessing information through books, using the internet and

consulting other media as a means of improving performance;3. To provide employees with hands-on training on basic computer operation in a user-friendly environment.

Expectations of HRMO:HRMO will set up a system for the use of the Learning Resource Center. The system is expected to cover the following:1. Create a pass slip with the signature of the Department or any authorised officer to allow an employee to

use the center with the specified time duration.continued over page...



from previous page

2. Develop a log book system to monitor the employees using the center including the titles ofbooks/manuals or equipment used.

3. Monitor and get feedback from the employees and from Department Heads on the benefits acquired fromusing the center.

4. Establish guidelines on the use of the center for dissemination to employees.5. Develop marketing strategies to encourage employees to use the center, such as writing abstracts to

advertise the books or have a ‘book of the month’ feature;6. Link the center with the planned HRD newsletter that will disseminate information especially on

management and technical ‘tips’ or ‘how-tos’ to employees;7. Establish linkages with other libraries such as ADB, WB, UNDP and libraries of ‘sister cities’ to access their

‘free’ publications. Linkages with libraries of other countries are also encouraged.

Expectations of the City Management:

1. Continue to support the learning center by providing additional books and equipment;2. Encourage the employees to use the center by allowing them time to spend on developing themselves to

read the books and materials and/or learn to use the computer. The latter should be scheduled withHRMO;

3. Ensure that employees who attend training programs will provide the center all training materials theyreceived (from training programs) so other employees can have access to this information;

4. Install and link the computer to the Internet to give the employees the opportunity to use the Internet asa learning tool and also as a venue to exchange information with other cities.


FACILITIES AND EQUIPMENT

THINGS TO DO!

• CTP and HRMO to negotiate with relevant officers of City Hall to access space/facilities/equipment that wouldsuit the needs of a training program

• HRMO to formulate guidelines for the use of learning equipment (sound system, overhead projector, etc.)under their management;

• HRMO to ensure all training and learning equipment is available to LGU employees for training activities• HRMO to maintain an asset register of training and learning equipment that the HRMO has responsibility for

but that can be accessed by other Departments for training courses/presentations etc.

The LGU has many facilities that can enhance a training program. HRMO can negotiate with relevant departments touse different LGU facilities according to the training need.

Some training and learning equipment may be loaned but this has to be negotiated with the HRMO and should onlybe done to support a training program. No piece of training or learning equipment will be on ‘permanent loan’ toany LGU department or individual.

Equipment includes:Computers, Television, Cassette Recorder, Video and Cassette Players, Training CDs, Overhead Projector and Screen,Binding Equipment (for training manuals and notes), and any other pieces of equipment that HRMO is responsiblefor to facilitate the HRD in the LGU.


SAMPLE TRAINING FORMS FOR TMS

This section contains some examples of the training forms of the TMS. These are guides or examples only (eg thecourse evaluation form) as each training program should have its own customized evaluation).

It is up to each city to design its own administrative forms. LGU’s may want to develop a particular logo or style thatall TMS forms conform to (eg have a header with a logo for TMS or HRD Section, a footer detailing the name of theform and author/designer and date). Some examples of forms are provided. These may be copied or adapted.

61Sample Tra in ing Forms for TMS


TNA QUESTIONNAIRE (EXAMPLES)

PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECT - AusAID COMPONENT

TRAINING NEEDS IDENTIFICATION

To help the project team develop the training plans of PRMDP, we would like you to answer the following questions.

Name:______________________________________ Age:___________ Sex:_____Present Position:__________________ Length of Service in Present Position:_______________Department/Division/Unit:_____________________ Municipality:____________________Highest Educational Attainment:_______________________________________________

PREVIOUS TRAINING/SEMINARS ATTENDED for the past 5 years:

I. Title of Training Dates Venue Conducted by:............................................ ................................... ............................... .............................................................................. ................................... ............................... .............................................................................. ................................... ............................... .............................................................................. ................................... ............................... ..................................

II. Computer Literacy:Type of Software: Level of Proficiency

(1-low / 10-high)Word-processing:..................................................................... .......................................................Spreadsheet:.......................................................................... .......................................................Database: .............................................................................. .......................................................Graphics: ............................................................................... .......................................................Mapping:............................................................................... .......................................................Others:.................................................................................. .......................................................

III. Enumerate all the functions and tasks you actually perform in your job (please do not list your job description)................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................IV. What functions do you feel competent to perform?................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................V. What functions do you have difficulty to perform? Why?................................................................................................................................................................................................................................................................................................................................VI. Skills and knowledge listing (competencies)................................................................................................................................................................................................................................................................................................................................

TNA QUESTIONNAIRE (EXAMPLES) continued...

TRAINING NEEDS IDENTIFICATION continued...

A.List the skills and knowledge that are required in your job. Using the list in A, determine your number rating for both ability level and job requirement level for each item. Use 1-3 for Low; 4-6 for Moderate; 7-9 for High. (Please refer below for explanation of rating)ability level job requirement level

1 ......................................................................... ................... ...................................................................................................... ................... .............................

2 ......................................................................... ................... ...................................................................................................... ................... .............................

3 ......................................................................... ................... ...................................................................................................... ................... .............................

4 ......................................................................... ................... ...................................................................................................... ................... .............................

5 ......................................................................... ................... ...................................................................................................... ................... .............................

6 ......................................................................... ................... ...................................................................................................... ................... .............................

63TNA Quest ionnai re (Examples)

Legend:• Ability level refers to the present ability of the job holder for each skills/knowledge required.• Job Requirement level refers to what the job requires for satisfactory performance of each skill/knowledge.Ability Level

Low Ability (1-3)

Low JobRequirement (1-3)

-Require constant supervision; alwaysasking others for help. -Feel anxious,highly dissatisfied, frustrated with self. -Work returned frequently forcorrection/improvement; high error rate.

-This skill/knowledge is seldom used inthis job. -This skill/knowledge is not aroutine/regular/ integral/essential partof this job. -The application of thisskill/knowledge is of little importance tothe organization.

Moderate Ability(4-6)

Moderate JobRequirement (4-6)

-Seen by others as adequately skilled.-Require some supervision butbecoming increasingly independent. -Feel OK but not terrific about self. -Revisions required to work aregenerally minor.

-This skill/knowledge is usedoccasionally in this job. -Theapplication of this skill/knowledgeenhances performance but is notessential/ required for this job. -Theapplication of this skill/knowledge isof some importance to theorganization

High Ability (7-9)

High JobRequirement (7-9)

Seen by others as an expert; couldtrain others. -Require no supervision;work well independently. -Highlysatisfied with self. -Work usuallyaccepted with no revision/ correctionrequired.

-This skill/knowledge is usedfrequently in this job. -Thisskill/knowledge is aroutine/regular/ integral/essentialpart of this job. -The application ofthis skill/knowledge is of majorimportance to the organization.

Job Requirement level



DRAINAGE TRAINING NEEDS QUESTIONNAIRE

COMPONENT 2 - ENGINEERING AND SOLID WASTE MANAGEMENT - AUSAID COMPONENT

Directions: Listed below is a series of topics that have been identified as important to the development of theStormwater Drainage Master Plan. For each topic please assess your CURRENT level of knowledge, skill or ability.Use the scale descriptions to determine your current level of knowledge, skill or ability. From this survey, we will bedetermining the scope of the training courses to be designed for your group.

KNOWLEDGE, SKILL, ABILITY LEVEL SCALE

1 2 3 4 5o-------------------------------------------o-------------------------------------------o-------------------------------------------o-------------------------------------------oNo under Some Working Strong Masterystanding/skill understanding/ understanding/ understanding/skill understanding/or experience skill or experience skill or experience or experience skill or experience

TOPICS (TERMINOLOGY) CURRENT LEVEL

I RAINFALL CHARACTERISTICS

1 Rainfall recording station 1 2 3 4 5

2 Manual rain gauge 1 2 3 4 5

3 Automatic rain gauge 1 2 3 4 5

4 Rainfall Intensity-Frequency-Duration (IFD) 1 2 3 4 5

5 Temporal Patterns 1 2 3 4 5

6 Areal Patterns 1 2 3 4 5

7 Average Recurrent Intervals (Return periods) 1 2 3 4 5

8 Probable Maximum Precipitation 1 2 3 4 5

9 Frequency Analysis 1 2 3 4 5

10 Rainfall Excess 1 2 3 4 5

II CATCHMENT CHARACTERISTICS

1 Catchment Boundary 1 2 3 4 5

2 Catchment Length, Slope and Area 1 2 3 4 5

3 Surface Storage and Losses 1 2 3 4 5

4 Infiltration Process and Estimation Methods 1 2 3 4 5

5 Pervious and Impervious Surface 1 2 3 4 5

6 Time of concentration 1 2 3 4 5


II RUNOFF CALCULATION METHODS

1 Rational Method 1 2 3 4 5

2 Unit Hydrograph Method 1 2 3 4 5

3 Regional Flood frequency Method 1 2 3 4 5

4 Runoff Routing Method 1 2 3 4 5

5 Flood Frequency Analysis 1 2 3 4 5

IV HYDRAULIC COMPUTATION

1 Wetted perimeter & Hydraulic Radius 1 2 3 4 5

2 Surface Roughness 1 2 3 4 5

3 Friction losses 1 2 3 4 5

4 Junction Losses 1 2 3 4 5

5 Minor Losses 1 2 3 4 5

6 Hydraulic Grade Line (HGL) 1 2 3 4 5

7 Open Channel Hydraulics 1 2 3 4 5

8 Uniform Flow 1 2 3 4 5

9 Gradually Varied Flow 1 2 3 4 5

10 Steady Flow & Unsteady Flow 1 2 3 4 5

11 Manning formula 1 2 3 4 5

12 Chezy formula 1 2 3 4 5

13 Darcy-Weisbach formula 1 2 3 4 5

V COMMENT ON YOUR STORMWATER DRAINAGE DESIGN CAPABILITY

Name............................................................................................ Sex ...........................

Years of experience .............................................................................................................

Position .............................................................................................................................

Division .............................................................................................................................

Length of service in the current position? ...............................................................................

65TNA Quest ionnai re (Examples)


EVALUATION FORMS (EXAMPLES)

LEARNING DIARY

Name ........................................................................................................................................................

Date ..........................................................................................................................................................

Session/ Training ........................................................................................................................................

THE SIGNIFICANT LEARNING THAT I ACQUIRED FROM OUR SESSION TODAY;

THINGS I WANT TO ASK OR BE CLARIFIED ON;

HOW WILL I USE THESE IDEAS IN MY JOB;

EVALUATION FORMS (EXAMPLES) continued...

PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECTPROJECT ORIENTATIONRe-orientation - Evaluation

The purpose of this evaluation is to get feedback on the effectiveness of the workshop.Please rate the items below using the following scale: 4 = Excellent, 3= Good, 2= Fair, and 1= Poor.

1 Attainment of the objectives of the seminar ....................2 Meeting your expectations from the seminar ....................3 Relevance and usefulness of the handouts ....................4 Appropriateness of the training methods/techniques ....................5 Sequencing of topics ....................6 Time allocation per topic ....................7 Level of participant’s interest (self) ....................8 Responsiveness to questions raised ....................9 Responsiveness of the seminar Secretariat ....................10 Effectiveness of the facilitation of the seminar ....................

Using the same scale, rate the resource persons in the following areas.

What additional topic/s should be included?

What topic/activity did you like most in the orientation-seminar?

What topic/activity did you like least in the orientation-seminar?

What were the most useful learning skills/concepts you got from this orientation-seminar?

67Evaluat ion Forms (Examples)

Resource Oral Ability to Generate Rapport with Time Mgmt. ThoroughnessPerson Presentation participation Participants



PRMDP-AUSAID

TRAINING SESSION EVALUATION

Name ........................................................................................................................................................

Date ..........................................................................................................................................................

Session/ Training ........................................................................................................................................

This session evaluation report is designed to evaluate the training activity. Responses will be used as basis fornecessary improvement and/or development of subsequent training programs.Please encircle the number corresponding to your response.

A ATTAINMENT OF OBJECTIVES OF THE TRAININGall objectives partially not

attained attained attained5 4 3 2 1

B RELEVANCE OF TOPIC(S) TO JOBcritically of averagerelevant relevant irrelevant

5 4 3 2 1

C WHICH TOPIC/S DID YOU FIND USEFUL?

D ORGANIZATION OF THE TOPIC/S DISCUSSEDVery well satisfactorily poorlyOrganized organized organized

5 4 3 2 1

E WHAT TOPIC/S WHICH WERE NOT COVERED IN THIS TRAINING WOULD YOU LIKE TOSEE INCLUDED IN FUTURE GENDER TRAINING........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

F METHODS AND TECHNIQUES USED BY SPEAKER/SVery appropriate Occasionally inappropriate One methodand varied needed more variety used exclusively

5 4 3 2 1


PRMDP-AUSAID

G TIME ALLOTTED FOR SESSIONLess than sufficient More than enough Enough

5 4 3 2 1

H QUALITY OF HANDOUTS/REFERENCE MATERIAL GIVENExcellent Satisfactory Poor

5 4 3 2 1

I USE OF INSTRUCTIONAL AIDS ( WHITEBOARD, POWERPOINT, A-V )Varied and very Occasionally One method only

effective ineffective/more varietyneeded

5 4 3 2 1

J LEVEL OF PARTICIPANT’S INTEREST (SELF)Usually high/ Mildly interested Disinterested

completely attentive and attentive /inactive5 4 3 2 1

K AMOUNT OF INFORMATION PICKED UPVery much Not so much A little

5 4 3 2 1

L HOW WERE THE QUESTIONS ANSWEREDVery satisfactory Satisfactory Unsatisfactory

5 4 3 2 1

PLEASE EVALUATE THE SESSION BY COMPLETING THE FOLLOWING PHRASES IN THE SPACE PROVIDED FOR;

1. The portion/activity I LIKE MOST in the session ( pls. state why).......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

2. The activity I LIKE LEAST in the sessions ( pls. state why).......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................




PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECT - AusAID Component

Learning Resource CenterBASIC COMPUTER LITERACY COURSE - EVALUATION SHEET

Name ........................................................................................................................................................

Date ..........................................................................................................................................................

Department /Division/Unit...........................................................................................................................

Position .....................................................................................................................................................

Purpose: This survey will help us evaluate the effectiveness of the Basic Computer Literacy Course we provide.

I Please check your response to the questions:

1 Your level computer literacy before the training is:

5 4 3 2 1 0

Proficient knowledge No skillsand skills

2 Your reason for enrolling in this basic computer literacy course (check one)

. . . . . . I was interested to attend.

. . . . . . My boss asked me to attend.

. . . . . . HRMO asked me to attend.

. . . . . . Others, please specify:

3 Is skill in using the computer a requirement for you to perform your job?.............Y ES ............ NO

4 IS A COMPUTER ASSIGNED TO YOU IN YOUR WORKPLACE?.............Y ES ............ NO

5 If none, do you have access to a computer in your office that you can use?.............Y ES ............ NO

6 Will you recommend studying basic computer literacy at the LRC to your co-employees?.............Y ES ............ NO ............ MAYBE



II Please encircle the letter or number that best expresses your opinion of each statement below, where:

(SA) Strongly agree, (A) Agree, (N) Neutral, (D) Disagree, (SD) Strongly disagree

SA A N D SD

1. My expectations for this training were met. 5 4 3 2 1

2. The stated objectives were met. 5 4 3 2 1

3. I have applied what I learned in training to my job. 5 4 3 2 1

4. The skills I learned are important for successfully performing my job.

5. The methodology used (one-on-one coaching) facilitated my learning.

6. Learning materials (visual aids) promoted learning. 5 4 3 2 1

7. The computer was available at all times. 5 4 3 2 1

8. The coach demonstrated:

a. Knowledge of the subject matter 5 4 3 2 1

b. Ability to give ideas and instructions clearly 5 4 3 2 1

c. Ability to handle questions 5 4 3 2 1

d. Ability to establish rapport with the student 5 4 3 2 1

9. The coach clarified the material when participants appeared confused 5 4 3 2 1

10. The physical environment contributed to the learning process 5 4 3 2 1

a. Appropriate lighting illuminations 5 4 3 2 1

b. Tolerable noise level 5 4 3 2 1

c. Room temperature was about right 5 4 3 2 1

d. Comfortable workspace 5 4 3 2 1

11. I have applied the skills I learned from this training to :(EXAMPLE: 1. PREPARE OFFICE MEMO, LETTERS, REPORTS

2. Generate data stored in the computer)................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



Learning Resource CenterBASIC COMPUTER LITERACY COURSE - EVALUATION SHEET CONTINUED...

12. Did anything stand out in the training as particularly useful to you? Please specify and give reasons.

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

13. Did anything stand out in the training as particularly not useful to you? Please specify and give reasons.

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

14. Other comments ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Thank You!

To be answered by the Coach/Tutor/LRC Administrator

Number of training hours in each module:

Windows 98 ........................................................................................................

Word ..................................................................................................................

Excel ..................................................................................................................

Powerpoint .........................................................................................................

Others, please specify: ........................................................................................

..........................................................................................................................

Total number of hours ........................................................................................



EVALUATION FORMS (EXAMPLES) continued...(For Supervisor)PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECT - AusAID Component

LEARNING RESOURCE CENTEREVALUATION FORM FOR BASIC COMPUTER LITERACY COURSE

Name ........................................................................................................................................................

Date .........................................................................................................................................................

Department / Position ................................................................................................................................

Name of Trainee .........................................................................................................................................

Position .....................................................................................................................................................

Note: We are evaluating the effectiveness of the Basic Computer Literacy Course that we offer at the LearningResource Center (LRC). Please provide the necessary data that will help us determine the extent to which ourtrainee met their objectives, in terms of applicability of the learning gained from the training.

Please encircle the number on each item that best corresponds to your answer, where 1 being the lowest, and 6being the highest:

1 The skills s/he learned from the training are important to perform his/ her job 1 2 3 4 5If your answer is below 3, please give a short explanation why. ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

2 S/he has applied the knowledge/ skills gained from the training in:a) Preparing office memorandum, letters, reports, and other similar documents 1 2 3 4 5b) Storing and retrieving documents to and from the computer 1 2 3 4 5If your answer is below 3, please give a short explanation why.

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................



EVALUATION FORMS (EXAMPLES) continued...(For Supervisor)PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECT - AusAID Component

LEARNING RESOURCE CENTEREVALUATION FORM FOR BASIC COMPUTER LITERACY COURSE CONTINUED...page 2 - evaluation

3 After undergoing the training, s/he manifests efficiency in preparing the needed documents in terms of: a) Time element (prepares documents faster with less errors, as compared before the training) 1 2 3 4 5b) Supplies and materials (saves on office supplies and materials as they can edit

the documents on screen before printing them. 1 2 3 4 5

4. Is there anything you would like to say, as additional comments, pertaining to the job performance of your staffafter attending the course?

( ) None ( ) Yes, please use the space below

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

Thank you for your cooperation!

CURRICULUM DOCUMENT: THE FORMAT

The curriculum document needs to follow a standardised format, for continuity, ease ofreading and logical presentation of information.

The document has several sections, divided by headings. The headings are listed below, withexplanations as to what information is needed.

Course Title

This should be a straight forward, descriptive title, giving the reader an idea as to the general study area.

Course Length

State how long, in hours or days, the training course will be. If the course is to be held over several weeks for twohours a week, explain that. Eg Total of 10 hours over 5 weeks at 2 hours per week.

Rationale:

A simple description that puts the training course into perspective, it should explain the alignment of the trainingneed to the strategic plans of the city/department.

General Objectives or terminal objectives:

A written explanation of the situation in the department that requires the training course. State the aims andterminal objectives of what the learners can do after the course.

Learning Outcomes or specific objectives

A list of specific learning outcomes, one per topic (in the course content) written in behavioural terms.

Assessment criteria and evaluation tools

Identification of evaluation criteria or what to measure in terms of what the learners have gained. Explain how andwhen these will be measured during the course.

Course Content

A list of specific topics that the training course includes (derived from KSAs).

Teaching Methodologies

A list of different training /teaching methodologies that will be used in the course. Include adult learning principles.

Essential Materials and/or Equipment

A list of materials and equipment that are mandatory in conducting the course. (such as computers for a computer training course).

Course Prerequisites

A statement/s saying what pre-existing knowledge or skills are required of the learners BEFORE they can take thiscourse. Prerequisites may include successful completion of a related course. (Eg In the Introduction to Computers,Session II, the prerequisites would be: 1 Participants have to be LGU employees that, as a normal function of theirjob, operate computers and 2 Participants are required to have successfully completed Introduction to Computers,Session I course).

75Curr i cu lum Document : The Format


SPECIFIC SESSION GUIDE FORMAT

TITLE : How is the session going to be called?OBJECTIVES : What kind of behaviour do I want to see from participants after the session?TIME FRAME : How long will it take?RESOURCES : What materials/ facilities do I need to conduct my session?PROCESS : What will I do to achieve the objective(s)?

Activity

• How will I introduce the activity? (priming)• What will participants do or undertake?• Is it appropriate?

Analysis

• What questions will I ask to surface:- Participants’ learning?- Desired content learning?

• Anticipate possible responses

Abstraction

• Identify relevant inputs or generalization points

Application

• How can participants apply their learnings (here or back home)?• Suggest or identify specific actions to take to apply learnings (whenever needed.

REFERENCES

Bard, R., Bell, C.R.., Stephen, L., Webster, L. (1987). The trainers’ professional development handbook.California: Jossey Bass, Inc.

Birnbrawer, H. (July 1987). Evaluation techniques that work. Training and Development Journal, pp53-55.

Bittel, L.R. (1987). The complete guide to supervisory training and development. Beverly, MA: Addison-Wesley Publishing Company, Inc.

Botero, I.M. (February 1997). Receiving Value for your training dollars. Business Journal Serving Phoenix and theValley of the Sun, p33,4/9p.

Bramley, P. (1996). Evaluating training effectiveness: Benchmarking your training activity against best practice (2nded.). England: McGraw-Hill Companies.

Brinkerhoff, R.O. (1994). The Learning alliance: Systems thinking in human resource development.San Francisco: Jossey-Bass

Bushell, D.S. (March 1990). Input, process, output: A model for evaluating training.Training and Development Journal, pp.41-43

Development Academy of the Philippines (1992). Training Manager’s Resource Book. Pasig: Learning TechnologyCenter and Human Resource Management Center.

Development Academy of the Philippines (1996). Terminal report on the evaluation of the third country program onthe building construction management for senior officers. Pasig: Human Resource Management Center.

Development Academy of the Philippines (1997). Basic Training Management Course Folio. Pasig: Center for Human Resource Development

Development Academy of the Philippines (1997). Program Designer’s Training Course Folio. Pasig: Center for Human Resource Development

Donaldson, Les and Scannell, Edward E. The New Trainers’Guide. USA: Addison-Wesley Publishing Co., 1986

Foy, N. (1993). Empowering people at work. England: Gower Publishing Limited.

Giegold, Willian C. and Grindle, Crosby R. In Training: A Practical Guide to Management Development. CA: Lifetime Learning Publications, 1983

Goad, T.W. (1982). Delivering effective training. California: University Associates, Inc.

Goldstein, I.L. (1986). Training in organizations: Needs assessment, development, and evaluation (2nd ed.).Monterey, CA: Brooke/Cole.

Hubbard, A.S. (August 1997). Analyzing training’s effectiveness. Mortgage Banking, p.77, 2/3 p.

Kirkpatrick, D.L. (1996). Evaluating training programs: The four- levels (2nd ed). San Francisco: Berret-Koehler Publishers

Kirkpatrick, D.L. (January 1996). Techniques for evaluating training programs: Revisiting Kirkpatrick’s four-levelmodel. Training and Development, pp54-59.

Klatt, Bruce.The Ultimate Training Workshop Handbook.USA: McGraw-Hill Co., Inc., 1999

Knowles, Malcolm S. Designs for Adult Learning. Virginia: ASTD, 1995

77References


References continued...

Mager, Robert F and Pipe, Peter . Analyszing Performance Problems. Atlanta: The Center for Effective Performance, Inc., 1997

Margolis, Fredric and Swan, Bonnie. The Trainers Handbook for Participatory Learning. MN: HRD Press, Inc. 1999

Nigro, F.G. & Nigro L.G. (1989). Modern public administration. New York: Harper and Row.

Ortigas, C.D. (1993). Training for empowerment. Quezon City: Ateneo de Manila Office for Research and Policy.

Parry, Scott B. Evaluating the Impact of Training. Virginia: ASTD, 1997

Phillips, J.J. (March 1996). Was it the training? Training and Development Journal, pp.28-32.

Plunket, L.C. & Fournier R. (1991). Participative Management: Implementing empowerment. New York: John Wiley and Sons, Inc.

Romig, D.A (1996). Breakthrough teamwork: Outstanding results using structured teamwork. Chicago: IRWIN Professional Publishing, Inc.

Sackett, P.R. & Mullen E.J. (1993 April). Beyond formal experimental design: Towards an expanded view of thetraining evaluation process. Personnel Psychology, pp.613-627.

Schouborg, Gary (1993). FLEX: A flexible tool for continuously improving your evaluation of training effectiveness.Amherst, Mass: HRD Press.

Shandler, Donald, Phd. Reengineering the Training Function. FL: St. Lucie Press, 1996

Smith, B.J. & Delahaye, B.L. (1987). How to be an effective trainer: Skills for managers and new trainers (2nded.). Queensland: John Wiley and Sons, Inc.

Svenson, Raynold A. and Rinderer, Monica J. The Training and Development Strategies Plan Worksbook. NJ: Prentice Hall, Inc., 1992

Tyler, R. W. (1949). Basic Principles of curriculum and instruction. Chicago University of Chicago Press.

Wade, P.A (1994). Measuring the impact of training: A practical guide to calculating measurable results London:Kogan Page Limited

Wills, M. (1993). Managing the training process: Putting the basics into practice. England: McGraw-Hill Companies.

Contacts:

Department of the Interior and Local GovernmentDILG NAPOLCOM CenterEDSA corner Quezon Avenue, Quezon CityTel: 925-0330 / 925-0331Fax: 925-0332

Office of Project Development Servcie (OPDS) c/o

Philippine Regional Municipal Development Project Training … · Juliet Acac Brenda Go Sharon...

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