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Training and Development of Employees


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  • Employee Orientation – parang short introduction or short tour sa rules and regulation, facilities, offices, departments ng company.. It also includes kung anno yung do’s and don’t, and responsibility and work mo sa company
  • All about samganakalagaysa in the contrata and yung places/department saloobng company
  • Ito namanpuro about sa work mo… where department you belong, what is your duties
  • Summary:This objective focuses namaging positive ang effect ngmge newly hired or maging asset lahatngmga newly hired
  • This training is about preparing employees and their family incase namaasign or madestinosyasaibangbansa. To prevent unnecessary situation kapagnasaibanglugarnasila. Like homesick, depression, etc.
  • ISO means International Organization for StandardizationThis training is about developing the employees skill to their maximum potential so that they can be a big asset to the company. Syemprekapag quality employee ka or ikawyung big asset sa company gagandayung impact sa company. Like sasabihinnungmga investor kayanila gusto maginvestsa company dahilnandun ka…
  • We usually see it samgapagawaanng instant foods and hospitals kasilagisilangnakadikit kung saan-saan. Company also has, perodilangnilapinopostsa doors or hallways. This is the criteria given to a company kung gaanokataasang quality and standards nila. It is also the basis of some investors.
  • Quality challenges: it is more on shaping the new employee to become and produce quality products
  • Transcript

    • 1. Training and Development of Employees CHAPTER 4 1Reported by: Southeastern College HRM student Group 4
    • 2. Chapter Outline: 1. Employee Orientation 2. Objectives of Training and Development 3. Using Training to Deal with Competitive Challenges 4. The training Process 5. Traditional Training Methods 6. Technology-based Training 7. Distance Learning or E-Learning 8. Steps in Using a Performance Analysis to Determine Training Needs 9. Evaluating Training Effectiveness 10. Determining Return on Investment 2Reported by: Southeastern College HRM student Group 4
    • 3. Employee Orientation 3Reported by: Southeastern College HRM student Group 4
    • 4. Employee Orientation • Orientation involves familiarizing new employees with the company’s cherished goals and values, • Employee get “up to speed” much more quickly, thereby reducing the costs associated with learning the job. • Orientation helps to reduce anxiety that results from entering into an unknown situation, and helps provide guidelines for behavior and conduct, so the employee does not have to experience the stress of guessing • Effective orientation program has an immediate and lasting impact on the new employee and can make the difference between his success or failure. 4Reported by: Southeastern College HRM student Group 4
    • 5. Type of organization, orientation should be conducted 1. Organizational/overview orientation 2. Departmental and job specific-orientation 5Reported by: Southeastern College HRM student Group 4
    • 6. Organizational/overview orientation • Topics discussed include overview of the company, key policies and procedures, compensation, benefits, safety and accident prevention, employees and union relation if there is any, physical facilities, and the like 6Reported by: Southeastern College HRM student Group 4
    • 7. Departmental and job specific-orientation • Topics about the department function and the duties and responsibilities of the newly-hired employee, policies, procedures, rules and regulations, tour of the department, and introduction to the department employees 7Reported by: Southeastern College HRM student Group 4
    • 8. Objectives of Training and Development 8Reported by: Southeastern College HRM student Group 4
    • 9. Objectives of Training and Development 1. Improve the quality and quantity of productivity 2. Effectiveness in the present job 3. Create more favorable attitudes, loyalty, and cooperation 4. Help employees in their personal development and advancement by helping them acquire additional qualifications for a better job. 5. Help organization respond to dynamic market conditions and changing consumer demands. 6. Satisfy human resource planning requirements. 9Reported by: Southeastern College HRM student Group 4
    • 10. Using Training to Deal with Competitive Challenges 1. Global Challenge 2. Quality Challenge 3. High Performance Work System Challenge 10Reported by: Southeastern College HRM student Group 4
    • 11. 1. Global Challenge Having a borderless society, cross cultural training is important to prepare employees and their families for possible overseas assignments. 11Reported by: Southeastern College HRM student Group 4
    • 12. 2. Quality Challenge • The emphasis on quality is seen in the establishment of the Malcolm Baldrige Quality Award and the ISO 9000 quality standards. • The categories and the point values for the Baldrige Award includes • Leadership • Information Analysis • Strategic Planning • Human Resource Development And Management • Process Management • Business Results • Customer And Satisfaction 12Reported by: Southeastern College HRM student Group 4
    • 13. Cont. • ISO 9000 • Criteria similar to those for the Baldrige award. • The name of a family of standards (ISO 9001, ISO 9002) that include 20 requirements for dealing with issues such as how to establish quality standards and document work processed • ISO 9001 • The most comprehensive standard because it covers product or service design and development, manufacturing, installation, and customer service. • ISO 9002 • Does not include design and development 13Reported by: Southeastern College HRM student Group 4
    • 14. Cont. • Training can help companies meet the quality challenge by teaching employees statistical process control and other quality related skills that they can use to build quality into a product. • Total Quality Management (TQM) is a cooperative form of doing business that relies on the talents and capabilities of both labor and management to continually improve quality and productivity • The quality challenges has forced employers to also train employees and managers in the interpersonal skills necessary to work together to create high-quality products and services. 14Reported by: Southeastern College HRM student Group 4
    • 15. 3. High Performance Work System Challenge • New technology causes changes in skill requirements and work roles and often results in redesigning work structures. • The information needed to improve customer service and product quality becomes more accessible to employees. 15Reported by: Southeastern College HRM student Group 4
    • 16. The Training Process 1. Training Need Analysis/Need Assessment 2. Designing Training Programs/Training Objectives 3. Validation 4. Implementation 5. Evaluation and Follow-up 16Reported by: Southeastern College HRM student Group 4
    • 17. 1. Training Need Analysis/Need Assessment • Process used to determine if training is necessary. • Identify specific job performance skills needed to improve or correct performance deficiencies and increase productivity • Training is needed when significant differences exist between actual performance and standards. • Five methods can be used to gather need assessment information. 17Reported by: Southeastern College HRM student Group 4
    • 18. Cont. Assess For Success Training Development Journal 1. Interviews  Can be conducted by specialists in HR Dept. to be able to take note the following such as problem of the employees in his job, additional skills or knowledge the employee needs to better perform the job, and what training the employee believes is needed. 2. Survey Questionnaire  Involves developing a list of skills required to perform particular jobs effectively and asking employees to check those skills in which they believe they need training on. 18Reported by: Southeastern College HRM student Group 4
    • 19. 3. Observation  Performing job analyses are usually adept at observing to identify training needs 4. Focus Groups  Determine skills and knowledge needed by employees for the organization to stay competitive and identifying problems of the organization that can be solved by training. 5. Documentation Examination  Examining records like absenteeism, turnover, accident rates, performance appraisal information to determine if problem exist.  A systematic and accurate need assessment should be undertaken before any training is conducted. 19Reported by: Southeastern College HRM student Group 4
    • 20. Cont. Need Assessment Process: a. Organizational analysis  Involves determining the appropriateness of training, given the company’s business strategy, its resources available for the training, and support by managers and peers for training activities. b. Person/Performance Analysis  Determining the training needs of current employees.  Determining whether performance deficiencies result from a lack of knowledge, skill, ability, or motivational or work design problem.  It also involves identifying who needs training and determining employees’ readiness for training. 20Reported by: Southeastern College HRM student Group 4
    • 21. Behavior Discrepancy Or Lack Of Experience Is it a can’t do or a won’t do problem? Knows what to do? Could do if wanted to? Employee wants to do best? Cost Value Analysis Won’t Do Motivate Employee Can’t Do Set Standards Eliminate Obstacles PRACTICE TRAIN CHANGE THE JOB TRANSFER OR TERMINATE 21Reported by: Southeastern College HRM student Group 4
    • 22. c. Task Analysis  Assessing training needs of new employees. This is a detailed study of the job to determine what specific skills are required.  Identifying the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to develop the skills and knowledge required for effective performance and for the employees to complete their tasks 22Reported by: Southeastern College HRM student Group 4
    • 23. 2. Designing Training Programs/Training Objectives • Effective training objectives should state the benefit to the organization, department, or individual when the training is completed. • The outcome of the training or learning objectives can be categorized as follows: a. Instructional Objective b. Organizational and departmental Objectives c. Individual and Growth Objectives 23Reported by: Southeastern College HRM student Group 4
    • 24. 3. Validation • Introduce and validate the training before a representative audience. 4. Implementation 24Reported by: Southeastern College HRM student Group 4
    • 25. 5. Evaluation and Follow-up Assess program success according to: a. Reaction  Reaction level should include measuring reaction of trainees to program content, format, instructional techniques, abilities and style of trainor, extent to which the training objectives were met, and the like b. Learning  It concerns how well the trainees understood and absorbed the principles, facts, and skills taught. 25Reported by: Southeastern College HRM student Group 4
    • 26. c. Behavior  Measure the degree to which learners apply new skills and knowledge to their jobs.  Evaluate behavioral change. Should be made at least after 6 months after training d. Results  Determine the level of improvement in job performance and assess needed maintenance to ensure continuous good performance. 26Reported by: Southeastern College HRM student Group 4
    • 27. Traditional Training Methods 1. Hands on Methods 2. Apprenticeship Training 3. Vestibule or Stimulated Training 4. Off-the-job training 27Reported by: Southeastern College HRM student Group 4
    • 28. 1. Hands on Methods • Refers to training methods that require the trainee to be actively involved in learning • These methods include on-the-job training, stimulations, case studies, business games, role-plays, and behavior modeling. • On-the-Job Training – having a person learn a job by actually performing it. The length of the training will vary with the complexity of the job and the specific skills to be learned. 28Reported by: Southeastern College HRM student Group 4
    • 29. Advantages of OJT: a. No special space or equipment required b. Provides immediate transfer of training c. Allows employee to practice what they are expected to do after their training ends. 29Reported by: Southeastern College HRM student Group 4
    • 30. OJT Techniques: a. Job instructional training  Requires a careful analysis of the job to be performed, an assessment of what the trainee knows about the job, and training schedule.  Training begins with the introductory explanation of the purpose of the job and a step-by- step demonstration by the trainer of the job operations. Steps in the OJ Method Step 1 – Preparing the learner for the training. Step 2 – Presentation of the trainer of the operations and basic skills that should be acquired by the learner. Step 3 – Performance tryout for the trainer to find out if the learner was able to comprehend the instruction given. Step 4 – Follow-up for the trainer to ensure that the learner is already coping on his own. • If the learner has not learned, the teacher has not taught. 30Reported by: Southeastern College HRM student Group 4
    • 31. b. Internships and Assistantships  Provide training similar to apprenticeship training.  Refers to occupations that require a higher level of formal education than that required by the skilled trades.  They are required to submit reports describing their experiences and what they have learned and they receive academic credit toward graduation for such experiences. c. Job rotation or cross-training  Movement from one position to another provides employees with exposure to a number of different job functions and a broad grasp of the over-all purpose of an organization.  This makes flexibility possible in the department especially when there is unexpected transfers, absences, promotions, or other replacements 31Reported by: Southeastern College HRM student Group 4
    • 32. 2. Apprenticeship Training • Provides beginning workers with comprehensive training in the practical and theoretical aspects of work required in a highly skilled occupation. • This is a combination of an on-the-job training and off-the-job training. • The program is designed to provide a continuing supply of skilled workers for industries 32Reported by: Southeastern College HRM student Group 4
    • 33. 3. Vestibule or Stimulated Training • It represents real-life situations with trainees’ decisions resulting in outcomes that mirror what would happen if they were on the job. • It is an off-site environment that stimulates the actual workplace. • It is too costly or dangerous to train employees on the job. 33Reported by: Southeastern College HRM student Group 4
    • 34. 4. Off-the-job training • It is done in the organization’s classroom or elsewhere. a. Lecture/Discussion Approach  Transmitting large amounts of factual information to a relatively large number of people at the same time.  The communication of learned capabilities is primarily one way- from the trainer to the audience Some useful guidelines in presenting a lecture: • Give listeners signals to help them follow the ideas presented. • Maintain eye contact with the trainees • Make sure everyone in the room can hear • Control hands while giving the lecture • Talk from notes rather than from a script 34Reported by: Southeastern College HRM student Group 4
    • 35. Variations of the Lecture Method Method • Standard Lecture • Team Teaching • Guest Speakers • Panels • Student Presentations Description  Trainer talks while trainees listen and absorb information  Two or more trainers present different topics or alternative views of the same topic  Speakers visit the session for a predetermined time period.  Two or more speakers present information and ask questions.  Group of trainees present topics to the class 35Reported by: Southeastern College HRM student Group 4
    • 36. b. Audio-Visual Techniques  Can appear in several forms including the use of television, films, videotapes, filmstrips, and slide-type presentations.  More expensive than conventional lectures but offer some advantages c. Teletraining or teleconferencing  Trainer in a central location can train groups of employees at remote locations via TV hookups.  This modes include computer, audio, video, or any combination of the three.  This requires higher levels of skill for the trainers d. Case studies  Designed to promote a trainee’s discovery of underlying principles  Case study approach is that employees are most likely to recall and use knowledge and skills if they learn through a process of discovery  Provides authentic data and opportunity o suggest appropriate corrective solution. 36Reported by: Southeastern College HRM student Group 4
    • 37. Process for Case Development 1. Identify a story 2. Gather information 3. Prepare a story outline 4. Decide on administrative issues 5. Prepare case materials 37Reported by: Southeastern College HRM student Group 4
    • 38. e. Role Playing  In this type of training, participants assume specific characterizations and act out a particular situation or problem  The participants attempt to solve the situation as if they were the real individuals involved  This methods facilitates attitude change since the best procedure for changing attitude is to have participants play roles in which the are asked to express attitudes that are the opposite of their own personal feelings. f. Correspondence training  This home study program permits the trainee to learn at his own rate  The trainee is on his own understand the material which he has to learn and apply without coaching 38Reported by: Southeastern College HRM student Group 4
    • 39. g. Management or business games  This develops practical experience for the trainees and helps in transferring knowledge and in applying administrative thoughts.  Primarily used for management skill development  The type of decisions that participants make in games include all aspects of management practice:  Labor Relations  Marketing  Finance h. Mentoring/Coaching  The coaches or mentors act as consultant who assist companies to prepare for succession by identifying and training future top executives.  The goal of mentoring is the teaching of job skills and this is accomplished by means of behavioral strategy. 39Reported by: Southeastern College HRM student Group 4
    • 40. i. Experiential training (  It utilizes participants’ own experience and their reflection about that experience, rather than lecture and theory as the means of generating understanding and transferring skills and knowledge.  The group must work together to  Plan  Participate  Problem solve  Make decisions  Consider the role of leadership when appropriate  Team-building therefore is a key component of experiential training 40Reported by: Southeastern College HRM student Group 4
    • 41. Technology-Based Training 1. Multimedia Training 2. Computer-based Training (CBT) 3. Virtual Reality 41Reported by: Southeastern College HRM student Group 4
    • 42. Technology-based Training • Technology is having a major impact on the delivery of the training programs • Technology making possible: 1. Employees to gain complete control over when and where they receive training 2. Employees and manager to access knowledge and expert decision rules on an as- needed basis 3. Employees to select the type of media they want to use in the training session 4. Training administration to be conducted electronically 5. Close monitoring of training in progress. 42Reported by: Southeastern College HRM student Group 4
    • 43. 1. Multimedia Training • These programs integrate text, graphics, animation, audio and video. 43Reported by: Southeastern College HRM student Group 4
    • 44. 2. Computer-based Training (CBT) • An interactive training in which the computer provides the learning stimulus. • CBT was one of the first new technologies to be used in training. • These technologies allow greater use of video and audio than possible by relying solely on the computer. 44Reported by: Southeastern College HRM student Group 4
    • 45. a. Interactive Video  Combines the advantages of video and computer-based instruction  Interactive video is used to teach technical procedures and interpersonal skills b. Internet or Web-Based Training and Intranet  It allows training to be available on demand, to be delivered remotely, and to keep up with the rapid pace of change  The World Wide Web (WWW) is a user friendly service on the Internet  Enables he user to explore the Web  Web-based training supports virtual reality, animation, interactions, communications between trainees and real-time audio and video.  There are six levels of Internet-based training 45Reported by: Southeastern College HRM student Group 4
    • 46. Levels of Internet-based Training 1. Communication 2. On-Line referencing 3. Testing 4. Distribution of computer based training 5. Delivery of multimedia 6. Delivery of multimedia, linking to other resources, sharing of knowledge 46Reported by: Southeastern College HRM student Group 4
    • 47. Rules For The Design Of Effective Web-based Training Program Development Instructional Effectiveness Learner Control Linkages Sharing 47Reported by: Southeastern College HRM student Group 4
    • 48. Development 1. Purpose of the program is to enhance performance 2. Program development is based on an analysis of trainees’ needs, skills, knowledge, and work environment 3. Music, graphics, icons, animation, and video facilitate and do not interfere with learning 4. Content is relevant to real-world experiences 5. Training is tested on end-users 6. Employees and experts are used to provide content example, exercises, and assignments 48Reported by: Southeastern College HRM student Group 4
    • 49. Instructional Effectiveness 1. Trainees have opportunities to practice and receive feedback through problems, exercises, assignments, and tests 2. Assessment of learning outcomes is built into the program 3. Abstract concepts are presented using real examples 4. Trainees are urged to identify obstacles to using content in their jobs and ways to overcome obstacles 5. Multiple examples, exercises, and applications for the learning objectives are presented 49Reported by: Southeastern College HRM student Group 4
    • 50. Learner Control 1. A navigator or content map is provided so trainees can move forward or backward through the program and easily access resources and links o other sites as needed 2. Trainees can compare answers, approaches, and responses to questions to those provided by others 3. Trainees can begin the program where they want or a starting point can be based on an assessment of their knowledge, skills, or experiences related to the program 50Reported by: Southeastern College HRM student Group 4
    • 51. Linkages Follow-up materials and additional resources are identified and easily accessible to trainees Sharing Opportunities exist for electronically interacting with and sharing with trainers, peers, other trainees, and experts. This may be done through e-mail, chat rooms, or bulletin boards 51Reported by: Southeastern College HRM student Group 4
    • 52. 3. Virtual Reality • Is a computer-based technology that provides trainees with a three- dimensional (3D) learning experience. • One advantage of virtual reality is that it allows the trainee to practice dangerous tasks without putting herself or others in danger. 52Reported by: Southeastern College HRM student Group 4
    • 53. or E-Learning Prepared By: Martin Jacob Andrada III- BSBA Management 53Reported by: Southeastern College HRM student Group 4
    • 54. Distance Learning The two-way communications between people and involves two types of technology. 1. It includes simultaneous learning in which trainees attend training program in training facilities in which they can communicate with trainers (who are at another location) and other trainees using the telephone or personal computer. 54Reported by: Southeastern College HRM student Group 4
    • 55. 2. It includes individualized, personal-computer based training. This type of distance learning may involve multimedia training methods such as Web-based training. Trainers and trainees interact using e-mail, bulletin boards, and conference system. 55Reported by: Southeastern College HRM student Group 4
    • 56. Characteristics of Open and Distance Learning or E-Learning 1. Separation of teacher and learner in time or place or vice versa 2. Institutional accreditation 3. Use of mix-media course ware 4. Two-way communication 5. Use of industrialized processes. 56Reported by: Southeastern College HRM student Group 4
    • 57. Learning Platforms Various platforms are be harnessed for online instruction.  Instructional platform-include weekly mentoring via e-mail, phone conferences among learning groups, and brief face-to- face campus residencies. Another platform used is mailing videotapes of weekly campus lectures and classroom sessions to remote learners. 57Reported by: Southeastern College HRM student Group 4
    • 58.  Embanet- also called as conferencing system that the students use this to view the videotapes and go on-line to discuss issues with their colleagues in live chat sessions. Another Technological platform,  Learning Space- an integrated Lotus Notes educational system. It allows students and faculty to post and read assignments and class discussions on-line. 58Reported by: Southeastern College HRM student Group 4
    • 59. Benefits of E-Learning 1. Quality of instruction of the virtual university including lessons in corporate virtual communication skills 2. Students can opt to earn a special guided practice certificate in the development , management, and facilitation of electronic learning environment at the end of the degree process 59Reported by: Southeastern College HRM student Group 4
    • 60. 3. On-line learning has the potential to ensure access to life- long learning and contribute to equality of opportunity without sacrificing quality 4. For universities, access to new markets, international partnership, and reduced time to market 5. Cost effective 60Reported by: Southeastern College HRM student Group 4
    • 61. 6. Problems such as distance and time, which are barriers to conventional learning, are overcome in E-learning 7. Expanding the limited number of places available 8. Accommodating low enrolments in one geographic region but additional enrolments where 9. Making best use of the limited number of teachers available 61Reported by: Southeastern College HRM student Group 4
    • 62. Knowledge Community – a form of on-line learning; not a degree program but it answers the question of how people can conveniently come together to learn. 62Reported by: Southeastern College HRM student Group 4
    • 63. Kinds of E-Learning Systems 1. Single Mode Institution – Set up to offer programs of study at a distance; Some face-to-face interactions involved but often optional; Teaching and learning process mediated in some way by print, by audio, by video, by computer, including computer-based training e-mail, teleconferencing, or world wide web. 63Reported by: Southeastern College HRM student Group 4
    • 64. 2. Dual Mode Institution – offers two modes; one using traditional classroom-based methods and one using distance methods 3. Mixed mode institution – offers learners a wide choice of modes of study (independent, based or some combination and face to face, mediated or some combination). 64Reported by: Southeastern College HRM student Group 4
    • 65. Forces Behind the Growth of On-Line Learning 1. Market 2. Globalization and competition 3. Technology 4. Costs 5. Teaching and learning 6. Flexibility 7. Access ( 65Reported by: Southeastern College HRM student Group 4
    • 66. 1. Market  Depending on whose statistics you accept 2. Globalization and competition  The emergence of a global economy based on knowledge industries, free trade, and open markets have all created opportunities for business To profit from standardized products and services internationally 3. Technology  The central force in driving the on-line agenda 4. Costs  Through partnerships, alliances, acquisitions and shared curriculum, costs of delivering education or training on-line can be reduced 66Reported by: Southeastern College HRM student Group 4
    • 67. 5. Teaching and Learning  Offers a very rewarding learning experience 6. Flexibility  Learning will necessarily have to be at a time and place of their choice 7. Access  Access to learning for those living in remote areas and who are marginalized or isolated can all be served on-line 67Reported by: Southeastern College HRM student Group 4
    • 68. Problems in the Use of On-line Learning 1. Poor Telecommunications Infrastructure 2. Cost Of Appliance 3. Know-how 4. Cost Of Services 68Reported by: Southeastern College HRM student Group 4
    • 69. 1. Poor telecommunications infrastructure  The level of “teledensity” has not reached the stage where the Internet can function efficiently 2. Cost of appliance  Problems of access to telecommunications pale into insignificance besides those gaining access to a working computer capable of connecting to the Internet 3. Know-how  3 specific skills are relevant, necessary, and in short supply. 1) Participatory skills  From computer literacy to a working knowledge of English for involvement in network learning 2) Facilitating skills  For the design, implementation, and maintenance of networks 3) Control skills  Manage the enterprise 69Reported by: Southeastern College HRM student Group 4
    • 70. 4. Cost of service  Far from being an asset technology or at least the lack of access to it can very well become the barrier to education for many 70Reported by: Southeastern College HRM student Group 4
    • 71. Steps in Using a Performance Analysis to Determine Training Needs 71Reported by: Southeastern College HRM student Group 4
    • 72. Step 1: Appraise employee’s performance to determine how employees are doing and how they should be doing their assigned task Step 2: Determine cost of value of correcting identified behavioral discrepancy to find out if it is worth the cost, time, and expense involved Step3: It is important to determine if the employee could do the expected job if he wanted to. 72Reported by: Southeastern College HRM student Group 4
    • 73. Step4: Performance standards should be clearly communicated to improve performance. Step5: Determine other factors that can hinder performance such as time, equipment, and other people Step6: Practice can help in improving performance 73Reported by: Southeastern College HRM student Group 4
    • 74. Step7: If performance analysis indicates that behaviors need to be altered, training becomes a viable consideration. The training approach should be weighted to find the one best suited to correct behavior discrepancy Step8: In redesigning through job enrichment, job simplification may be the best solution Step9: If all else failed, then the employee may have to be transferred or terminated 74Reported by: Southeastern College HRM student Group 4
    • 75. Step10: In some cases, a skilled and able employee may not want to perform the job, posing a motivational problem. Rewards, punishment or discipline or some combination may be needed to create a positive climate that results in the employee utilizing his skills optimally. 75Reported by: Southeastern College HRM student Group 4
    • 76. Evaluating Training Effectiveness 76Reported by: Southeastern College HRM student Group 4
    • 77. Evaluating Training Effectiveness • Training effectiveness refers to the benefits that the company and the trainees receive from training. • Benefits for the trainees may include learning new skills or behavior • Benefits for the company may include increased sales and more satisfied customers • Training outcomes or criteria refer to measures that the trainer and the company use to evaluate training programs. 77Reported by: Southeastern College HRM student Group 4
    • 78. Process of collecting the outcomes 1. Controlled Experimentation  Date should be obtained both before and after a corresponding work period in a control group  It is possible to determine the extent to which any change in performance in the training group 78Reported by: Southeastern College HRM student Group 4
    • 79. 2. Using Specific criteria to measure outcomes of training such as the reaction of the trainee assessing trainee satisfaction  Reaction criteria measure how well the participants liked the program including its content, the trainer, the methods used, and the surroundings in which the training took place 79Reported by: Southeastern College HRM student Group 4
    • 80. Example of an Evaluation Questionnaire 1. Considering everything, how would you rate this program _Unsatisfactory _Satisfactory _Good _outstanding 2. Were your expectations exceeded? _It matched _It has fallen below 3. Are you going to recommend this training program to other members of your department? (If you checked yes, please describe the job titles held by the people to whom you would recommend this program) _Yes _No 80Reported by: Southeastern College HRM student Group 4
    • 81. Levels of Evaluating Training Effectiveness 1. Learning Level 2. Behavioral Level 3. Result Level 81Reported by: Southeastern College HRM student Group 4
    • 82. 1. Learning Level • Assesses the acquisition of knowledge, skills, attitudes, and behavior • Trainees’ learning correlates moderately with immediate job behavior • These learning objectives should be based on the knowledge that has been determined through the task analysis to be truly necessary prerequisites for performing satisfactorily on the job. 82Reported by: Southeastern College HRM student Group 4
    • 83. 2. Behavioral Level • Measures he improvement of behavior on the job. 3. Results Level • Measures the business results achieved by the trainee 83Reported by: Southeastern College HRM student Group 4
    • 84. Example of Behavioral Questionnaire: Compared to One Year Ago Check One Yes No 1. Does your supervisor have a better understanding of how you perform your job? 2. Does he or she better indicate recognition of your good work? 3. Does he or she better utilize your particular skills? 4. Do you have a better picture of what he or she expects from you in terms of job performance? 84Reported by: Southeastern College HRM student Group 4
    • 85. Determining Return on Investment 85Reported by: Southeastern College HRM student Group 4
    • 86. Return on Investment (ROI) Refers to comparing the training's monetary benefits with the cost of the training. ROI results from a cost benefit analysis Training costs include direct and indirect costs a. Direct costs b. Indirect costs 86Reported by: Southeastern College HRM student Group 4
    • 87. Direct costs includes: • salaries and benefits for all employees involved in training • including trainees, instructors, consultants and employees who design the program • the program material and supplies, equipment or classroom rentals or purchases • Travel costs and lodging, cost of productivity while trainees attend the program 87Reported by: Southeastern College HRM student Group 4
    • 88. Indirect costs • are not related directly to the design, development or delivery of the training program. • They include general office supplies, facilities, equipment, and related expenses 88Reported by: Southeastern College HRM student Group 4
    • 89. Training costs information is important for several reasons: 1. To understand total expenditures for the training, including direct and indirect costs 2. To compare the costs of alternative training programs 3. To evaluate the proportion of money spent on training and development, administration, and evaluation as well as the compare amount spent on training for different groups employees 4. To control costs 89Reported by: Southeastern College HRM student Group 4
    • 90. Short Cases for Discussion 90Reported by: Southeastern College HRM student Group 4
    • 91. 91Reported by: Southeastern College HRM student Group 4