This document discusses training and provides information on various aspects of developing and implementing training programs. It defines training and explains why training is needed. It also outlines different training methods that can be used, such as instructor-led classroom training, e-learning, hands-on training, and simulations. The document discusses evaluating training programs to assess their effectiveness and determine areas for improvement. The evaluation should happen at three levels: through immediate feedback, post-training tests, and post-training appraisals.

1. TRAINING
Presented by:
MARY ANNE A. PORTUGUEZ, MP, RPm

2. WHAT IS TRAINING?
• It is the “systematic acquisition of skills, rules, concepts, or
attitudes that result in improved performance.”

3. WHY DO WE NEED TRAINING?
• Maintains the quality of products and services rendered
• Fulfills high service standards = high job performance
• Provides information/orientation for newly hired employees
• It serves as a refresher
• It promoted innovation especially in technology, products / service
delivery
• Reduces mistakes - minimizing costs
• Opportunity for staffs to give feedback / suggest improvements
• Improves communication & relationships - better teamwork
• Reduces turnover
• Employee satisfaction
• Reduce customer complaint

4. DIFFERENCES BETWEEN TRAINING,
EDUCATION & DEVELOPMENT
• Training is short term, task oriented and targeted on achieving a
change of attitude, skills and knowledge in a specific area. It is usually
job related.
• Education is a lifetime investment. It tends to be initiated by a person
in the area of his/her interest
• Development is a long term investment in human resources. It should
go hand-in-hand with training. Training without development is futile.

5. DETERMINING TRAINING NEEDS
• Organizational Analysis, the purpose of this is to determine those
organizational factors that either facilitate or inhibit training
effectiveness.
• Task Analysis, the purpose of a task analysis is to use the job analysis
methods (will discuss later).
• Person Analysis, it is based on the recognition that not every
employee needs further training for every task performed.

7. ENSURING EMPLOYEES’ READINESS FOR TRAINING
• Employees have the personal characteristics ( ability, attitudes,
beliefs, and motivation) necessary to learn program content and
apply it on the job
• And work environment will facilitate learning and not interfere
with performance.
• Note: We need to know the motivation of the employee to learn.

8. COMPETING THROUGH SUSTAINABILITY

9. Motivating Employees to Attend Training
•Require them to attend
•Make the training interesting
•Increase employee buy-in
•Provide incentives
•Provide food
•Reduce the stress associated with attending

10. SELECTING TRAINING METHODS
• Presentation
Refers to the methods in which trainees are passive recipients of information. It
includes traditional instruction, distance learning, audiovisual techniques, and mobile
technology such as Ipods and PDAs (Personal Digital Assistant).
• Instructor-Led Classroom Instruction, this is a classroom instruction compose of the
trainer and the trainees
• E-Learning, instruction and delivery training by computers through the internet or
company intranet.
• Distance Learning, it is used geographically dispersed companies to provide
information about new products, policies, or procedures as well as skills training and
expert lectures to field locations
• Hands-on
It requires the trainee to be actively involved in learning. Hands-on methods include
on-the-job training, simulations, business games and case studies, behavior modeling,
interactive video, and Web-based training.

11. SELECTING TRAINING METHODS
• On-the-job, it refers to new or inexperienced employees learning through
observing peers or managers performing the job and trying to imitate their
behavior.
• Simulation, it is a training method that represents a real-life situation,
allowing trainees to see the outcomes of their decisions in an artificial
environment.
• Business Games and Case Studies, situations that trainees study and discuss
(case studies) and business games in which trainees must gather
information, analyze it, and make decisions are used primarily for
management skill development.
• Behavior Modeling, one of the most effective techniques for teaching
interpersonal skills. Each session presents the rationale behind key
behaviors, a videotape of a model performing key behaviors, practice
opportunities using role-playing, evaluation of a model’s performance and
planning session.

12. ADVICE FOR CHOOSING A TRAINING METHOD
• Identify the learning outcome that you want training to influence
(e.g. verbal influence, cognitive strategies, attitudes, motor skills,
etc.)
• Consider the extent to which the method facilitates learning and
transfer of learning, the costs related to development and use of
the method, and its effectiveness

13. EVALUATING TRAINING PROGRAMS
• Examining the outcomes of a program helps in evaluating its
effectiveness. These outcomes should be in lined to the program
objectives in order for the trainees to understand the program.
• Training outcomes can be categorized as cognitive outcomes,
skill-based outcomes, affective outcomes, results, and return on
investment.

14. WHY SHOULD A TRAINING PROGRAM BE
EVALUATED?
• To identify the program’s strengths and weaknesses
• To assess whether content, organization, and administration of the
program contribute to learning and the use of training content on the job
• To identify which trainees benefited most or least from the program
• To gather data to assist in marketing training programs
• To determine the financial benefits and costs of the programs
• To compare the costs and benefits of training versus non-training
investments
• To compare the costs and benefits of different training programs to choose
the best program

15. THREE LEVELS OF EVALUATION
• Immediate Feedback
Survey or interview directly after training
• Post-Training Test
Trainee applying learned tasks in workplace
• Post-Training Appraisals
Conducted by immediate supervisors of trainees