Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
joffrey presentation.pptx
1.
2. At the end of the lesson, you should be able to:
Enumerate and explain varied types of employees
training.
State the differences between training and
development:
Discuss training and development of employees for
efficient continued membership in the organization:
Reason out why management must consider training
as one of its major functions; and
Internalize the responsibilities of the personnel
department and the supervisors in the orientation
program.
3. Training and development are increasingly
recognized now as the most important
organizational activity. Rapid technological changes
requires newer skills and knowledge in many
areas. Training has to be continuously offered to
keep employees updated and effective.
4. Training cannot entirely substitute for experience but it has
certain definite advantages over it.
1. Training unlike experience can shorten the time required to
reach maximum efficiency.
2. Cost of training is much less than the cost of gaining
experience, particularly if one is dealing with expensive
equipment.
3. The results of experience can sometimes be accidental
particularly when experience depends solely on trial and
error.
4. The element of predictability is far less when compared to
the outcome of a well-conceived and conducted training
program.
5. Training is the process where people
acquired capabilities to aid in the
achievement of organizational goals. It is a
planned effort of the company to facilitate
learning on the job-related competencies.
The goal of training is for employees to
master the knowledge, skills and behaviors
emphasized in training programs and to
apply them in day-to-day activities.
6. Orientation is the planned introduction of new employees
to their jobs, co-workers and the organization. The
employees need to know the company policies, rules and
regulations and the company direction in order to adapt to
the new working environment.
7. Orientation to be meaningful, requires cooperation among individuals in
the HR unit and other managers and supervisors. The HRD has to design
the orientation program and incorporate the following topics:
1. Company policies, rules and regulation
2. Corporate, Mission and Vision, Company officers and corporate goals
and objectives, its products and services and other important clienteles.
3. Explain company pay system, benefits and other services available to
employees and their families.
4. Provide overview of job setting and work rules.
5. Introduce the employee to co-workers and the company working
environment.
6. Safety rules and health programs.
8. The purpose of orientation of new employees.
The following are the purposes of orientation
process in the perspective of the employers and
employees:
1. Productivity enhancement
2. Turnover reduction
3. Organization effectiveness
4. Favorable employee impression
5. Enhance interpersonal acceptance
9. Training is moving its focus to teaching
employees specific skills to a broader focus of
creating knowledge. Training is used to gain a
competitive advantage and viewed broadly as
to create an intellectual capital. The
development of intellectual capital includes the
following:
1. Basic skills
2. Advanced skills
3. Understanding of the Customer Needs
10. One of the key characteristics of training system
that contribute to competitiveness is that they are
designed according to the instructional design
process. It refers to the systematic approach for the
development of training programs. The following
steps are integral instructional processes:
1. Conducting needs assessment
a. Organizational analysis
b. Person Analysis
c. Task Analysis
11. 2. Ensuring employee’s readiness for training
a. Attitude and motivation
b. Basic skills
3. Creating the learning environment
a. Identification of training objectives and training outcome
b. Meaningful materials
c. Practice
d. Feedbacks
12. e. Observation of others
d. Administering and coordinating
programs
4. Ensuring transfer of training
a.self-management strategies
b.Peer and management support
13. 5. Selecting training methods
a. Presentational methods
b. Hands-on methods
c. Group methods
6. Evaluating training programs
a. Identification of training outcome and evaluation
designs
b. Cost-benefit Analysis
14. Training is designed to help the organization accomplish its objective.
Planners determine the need for training and specify the training
objectives and the training efforts.
a. Organizational Analysis- the specific source of information and
operational measures or an organization level needs analysis, which
include the following:
• Grievances
• Accident record
• Observations
• Exit interview
• Customer’s complaints
• Equipment utilization and breakdown
• Material wastage, scraps, and quality control data
• Training committee, observation and need assessment data
15. b. Task analysis – the job description and the job specifications
provide information on the performance expected and the skills
necessary for employees to accomplish the required work.
Changes in the work environment due to the introduction of new
technology or machinery require changes in the task
requirements of the position.
c. Individual Analysis – the use of performance appraisal data in
making this individual analysis is the most common approach. A
performance review reveals the employee’s inadequacy to
perform certain types of task and this will reveal what necessary
training is needed to correct the weaknesses.
16. The employees must set a positive tone for training.
That attitude toward training must be cultivated
and made an integral requirement before the
employee sets foot in the training room. A positive
attitude is the desire of the trainee to learn the
content of the training program. Motivation is
related to knowledge gain, behavior change or skill
acquisition in the training. It is the role of the
manager and the supervisor to assure that the
employee has the highest degree of learning before
he is sent to the program.
17. a. Self-efficacy
b. Understanding the Benefits or
Consequences of Training
c. Awareness of Training Needs,
Career Interest and Goals
d. Basic Skills
18. Learning involves a permanent
change in behavior. For employees
to acquire to acquire knowledge
and skills in the training program
and apply the information in their
job, the training program needs to
include specific learning
principles.
19. a. Employees need to know why they should learn
b. Employees need to use their own experiences as
bases for learning
c. Employees need to have the opportunity to
practice
d. Employees need feedback
e. Employees learn by observing and interacting
with others
f. Employees need training program to be properly
coordinated and arranged
20. The immediate and specific needs of a
company are determining factors in the
selection of the training courses and
materials. The personnel manager, with the
cooperation of the line supervisors is in the
best position to establish what and how
much training is needed.
21. 1. When required skill is not possessed by
anyone in the work force;
2. When an employee’s performance is below
standard but he has the potential to improve
the productivity;
3. When morale or production is low;
4. When there is a fast turnover of the
personnel;
22. 5. When the rate of absenteeism or accident
is high;
6. When restiveness or dissatisfaction
mounts;
7. When supervision is lax;
8. When new technology is introduced.
23. 1. Is there a problem to be solved?
2. Where does it exist (which
department)?
3. Who needs the training?
4. What is the nature of the training?
(remedial or improvement required
by the situation)
24. Transfer of training is the practical
application of what was learned in the
program. Immediate supervisors and peers
support opportunity to practice what was
learned the technology in the work area and
self-management skills influence the
climate of transfer. The environment is the
laboratory for the transfer of learning.
25. A number of different methods can be used
to help employees acquire new knowledge,
skills and behavior.
a. Presentation Method
b. Hands-on Training
c. Group building Method
26. Evaluation of training compares the post-
training results to the objectives expected
by the management, trainers, and the
trainees. Training is both time-consuming
and costly and therefore evaluation must be
done. What the employees learn is directly
related to what they earn; hence, evaluation
of training is put into practice.
27. One way to evaluate training is to
examine the cost associated with
the training and the benefits
received through cost-benefit
analysis. Any increase represent
the benefits resulting from
28. a. Learning- Test on training materials are
commonly used for evaluating learning and
can be given before and after training to
compare results.
b. Behavior-Management should observe
performance as a gauge to effectiveness of
training.
c. Results- Employer evaluate results by
measuring effects of training on the
achievement of organizational objectives.
29. Training programs are usually evaluated on the
basis of their intended objectives. Five steps to
a meaningful evaluation:
1. Determine what to measure
2. Establish the Base line
3. Isolate Variables
4. Measures attitudes
5. Measure Performance
30. Development refers to formal
education, job experiences,
relationships, and assessments of
personality and abilities that
employees prepare for the future.
31. While training considers analysis as an
important component of any training program
development needs analysis because it is
necessary to identify strengths and weaknesses
of those that will be given these organizational
interventions. Assessment involves collecting
information and providing feedback on
employee’s behavior, communication style or
skills or leadership potentials as preparation
for formal induction to the development
program.
33. The following are the In-House Approaches:
1. Management Coaching
2. Committee Assignments
3. Job Rotation
4. Assistant-to-the Position
5. Job Enlargement
6. Mentoring
34. This technique can be effective
because the individuals are given
the opportunity to get away from
the job and concentrate solely on
what is to be learned.
