Here are some key ethical considerations for training and development programs: 1. Fairness - All employees should have equal access to training opportunities regardless of personal attributes. Selection criteria should be job-related. 2. Privacy and confidentiality - Personal information collected about employees during training should be kept private and only used for the intended training purposes. 3. Accuracy - Training content should be factually correct and not misleading. Trainers should have subject matter expertise. 4. Health and safety - Training environments and activities should not endanger participants' physical or psychological well-being. 5. Continuous improvement - Programs should be regularly evaluated for effectiveness and updated based on feedback and changes in jobs or technologies. 6

2. Training
&
Development

3.  It is the act of increasing
knowledge and skill of an
employee for doing a
particular job.(Flippo)
 It is the systematic
development of the
knowledge, skills and attitudes
required by an individual to
perform adequately a given
task or job.(Armstrong)
 It refers to the teaching or
learning activities done for the
primary purpose of helping
members of an organization to
acquire and apply the
knowledge skills, abilities, and
attitude needed by that
organization to acquire and
apply the same.

4. It can be Reactive and Proactive
It is an ongoing process in the
organization

5.  Productivity
 Effectiveness on the present job
 Qualifications for a better job
 Morale Booster

7.  It depicts the top management’s philosophy
regarding training of employees.
 It depicts also the intention of the company to train
and develop its personnel.
 It includes the rules and regulations, procedure,
budget, standards and conditions regarding
training.
 It provides guidelines for training programs.

8.  Enunciated in the Labor Code, encourage private
industry to train its employees.
* tax deductions
“Additional deduction from taxable income of one-
half of the value of labor of labor training expenses incurred
for developing or upgrading the productivity and efficiency
of unskilled labor or for management development programs
shall be granted to the person or enterprise concerned,
provided such training program is approved by the Council
and provided that such deduction shall not exceed 10% of
direct labor wage.”- Article 52, book II of the Labor Code of
the Philippines

9. The Training Process
Evaluate Training
Implement training
Design training
Set training goals
Assess Training
needs
Objectives &
Strategies

10.  It provides the clear guidelines and develops the
training program in less time because objectives
focus specifically on needs.
 It tells the trainee what is expected out of him at
the end of training program.
Training objectives are of great significance from a no.
of stakeholders’ perspectives-
1. Trainer
2. Trainee
3. Designer
4. Evaluator

11.  Helps in reducing the anxiety of the trainee up to
some extent.
 Keep the participants aware of the happenings,
rather than keeping it surprise
 Helps in increase in concentration, which is the
crucial factor to make training successful.
 Helps the trainer to measure the progress of trainees
and make the required adjustments.
 Now trainer can establish relationship between
objectives and particular segments of training.

12.  Being aware of objective, he can design the
training package accordingly.
 Now he can look for training methods, training
equipments and training content accordingly to
achieve that objective. Without any guidance, he
can’t design.
 The objective provides him a standard for
evaluation of progress of trainee.

13.  It is an educational approach for turning
knowledge into learning.
 It is based on needs of the organization,
trainee and task being performed.
 It should suit the audience, content,
business environment and the learning
objectives.

14.  COGNITIVE METHODS
LECTURES
DEMONSTRATIONS
DISCUSSIONS
COMPUTER BASED TRAINING (CBT)
 BEHAVIORAL METHODS

17. 1)Passive method
 Lecture and discussion
 Video and films
 Laboratory demonstrations
2)Active method
 Equipment mock ups
 Full scope simulators
3)on the site methods
 Apprenticeship
 Job Rotation
 Vestibule training
4)OJT :

18. 5)Off-the site methods
 Lecture method
 small group activity method
 Case studies
 Business games
 Role plays
 Programmed instructions
 In-basket exercise
6)Sensitivity/T-group Training
Goals of T-group training:
 To increase self insight.
 To increase individual sensitivity to the behaviors of others and their
underlying emotional bases.
 To increase diagnostic skills.

19. Training efforts must invariably follow
certain learning –oriented guidelines-
1. Modeling
2. Motivation
3. Reinforcement
4. Feedback
5. Spaced practice
6. Whole learning
7. Applicability of training
8. Environment

21.  ORGANIZATIONAL ANALYSIS
 TASK ANALYSIS
 PERSON ANALYSIS
 Induction Training
 Skills training
 Refresher training
 Cross functional training
 Team training
 Creativity training
 Diversity training
 Literacy training

22. Training
policy
Trained Top mgt.’s
& Support
Professional and
trainer commitment
Different
Components
Willing Of
methods
trainee training
Of training
And courses
Training Venue &
procedure
The duration
Including
feedback and of The
Training
evaluation materials training
Posters, pictures
Charts,slides
Graphs,
equipments

23.  Age, gender, level of education.
 Learning styles of the trainee
 Number of trainees
 Budget
 Trainers skill and training style.

24.  Increase productivity
 Reduce wastage
 Enhance competency of the work force
 Increase in moral of employee
 Facilitate employee retention
 Faster customer service
 Increased quality

25.  Traditional Approach
-PRE SERVICE TRAINING
 Experiential Approach
- -IN-SERVICE TRAINING
 Performance based teaching approach
(PBTA)

26. Training is a transforming process that requires some
input and it turn it produce output in the form of
knowledge, skills and attitudes.
The three models of training are-
1. The system model
2. Instructional system development model
3. Transitional model

27. It consists of five phases which should be repeated on
a regular basis to make further improvements. the
training should achieve the purpose of helping the
employees to perform their work to required
standards. The steps are-
EVALUATE
EXECUTE
DEVELOP
DESIGN
ANALYSE

28.  it was made to
answer the training
problems. ANALYSIS PLANNING
 It is a continuous
process that lasts
throughout the FEEDBACK
training program.
This model
comprises of five EXECUTIO N DEVELOPMEN T
stages.

29.  It focuses on the organization as a
whole. the other loop describes the
vision, mission and values of the
organization on the basis of which
training model i.e. inner lop is executed.

30. VISION IMPLEMENT
MISSION
PLAN EVALUATE
OBJECTIVE
VALUES

31. 1. 2. Implementation 3.Evaluation
Assessment
 Determine Select training  Compare
training needs methods training
outcomes
against
Identify training  Conduct training
objectives criteria.

32. Assessing the effectiveness of the training program in
terms of the benefits to the trainees and the
company.
 It is a process of collecting outcomes to
determine if the training program was effective
from whom, what, when, and how information
should be collected

33. Feedback - on the effectiveness of the
training activities.
Control - over the provision of training.
Intervention - into the organizational
processes that affect training

34.  Companies are investing millions of dollars in
training programs to help gain a competitive
advantage.
 Training investment is increasing because learning
creates knowledge which differentiates between
those companies and employees who are
successful and those who are not.
 Because companies have made large dollar
investments in training and education and view
training as a strategy to be successful, they expect
the outcomes or benefits related to training to be
measurable.

35.  Improved quality of training activities
 Improved ability of the trainers to relate inputs to
outputs
 Better discrimination of training activities between
those that are worthy of support and those that
should be dropped
 Better integration of training offered and on-the job
development
 Better co-operation between trainers and line-
managers in the development of staff
 Evidence of the contribution that training and
development are making to the organization

37. Formative evaluation – evaluation conducted to
improve the training process.
Summative evaluation – evaluation conducted to
determine the extent to which trainees have
changed as a result of participating in the training
program.
 Cognitive Learning
 Skills Learning
 Affect
 ‘Objective’ results

38. quantitative, qualitative,
experimental rich
objective subjective
broad in-depth
numerical measurements qualitative
questionnaires on large interviews
groups personal views
data collection, logging descriptive
checklists naturalistic

41.  UIRLE PATRICK MODEL FOR EVALUATION
LEVEL QUESTIONS
REACTION Were the participants pleased with the
program?
LEARNING What did the participants learn in the
program?
BEHAVIOR Did the participants change their
behavior based on what was learnt?
RESULTS Did the change in plan positively effect
the organization?

42. REACTION Contents, materials, method,
OUTCOMES: activity.
CAPABILITY Outcomes against
OUTCOMES: participant’s expectation.
APPLICATION Application of training in work
OUTCOME: setting.
WORTH OUTCOME: Organizations’ benefits in
terms of money, efforts, time
and resources.

43.  Developed by Warr, Bird and Rachal.
 It gives Evaluation in terms of
› CONTEXT,
› INPUT,
› REACTION,
› OUTCOME.

44.  This approach highlights that the
evaluation of the programme should
judge:
› The Satisfaction,
› Learning Change,
› Change in behavior,
› organizational change.

45. REACTION: A satisfaction rating that asks the
trainees how valuable they found
the program?
TESTING: Pre- and Post-programme
measurements in terms of
knowledge and skills improvement.
APPLICATION: Extent to which skills applied on the
job and the results achieved.
BUSINESS What IBM expected from the
RESULTS: programme in the form of a return
that?

46. ENTRY CAPABILITY: Prerequisites for the
program evaluated.
END OF COURSE Whether trainees
PERFORMANCE: achieved the desired
outcomes?
MASELEY JOB Whether trainees exhibit
PERFORMANCE: mastery performance
under normal job
condition?
ORGANIZATIONAL Which programme
PERFORMANCE: participants meet or
exceed the organizational
targets?

47. CONTEXT Needs analysis, this assists in
EVALUATION: forming goals.
INPUT EVALUATION: Policies, budgets, schedules,
proposals and procedures aids
in programme planning.
PROCESS Reaction sheets, rating scales
EVALUATION: and analysis of existing records-
guide’s implementation.
PRODUCT Measures and interprets the
EVALUATION: attainment of objective- helps in
recycling decisions.

48.  Reactions
 Learning
 Job behaviour
 Organisation
 Ultimate value

49.  Questionnaires
 Tests
 Interviews
 Studies
 Human resource factors
 Cost benefit analysis
 Feedback

50. HOW TO MINIMIZE THIS PROBLEM…..?
 PROVIDING MAXIMUM EXPERIENCE WITH THE TASK
BEING TAUGHT
 ENSURING THAT GENERAL PRINCIPLES ARE
UNDERSTOOD
 CUSTOMIZING TRAINING SESSIONS TO MATCH THE
REQUIREMENTS OF THE PARTICIPANTS
 MODIFYING TRAINING PROGRAMS TO INCORPORATE
THE LATEST ADVANCEMENTS IN THE AREA.

51.  The more future oriented
method and more
concerned with education
of the employees. To
become a better performer
by education implies that
management development
activities attempt to install
sound reasoning processes.
 It provides knowledge and
understanding to individual
so as to enable them
function more effectively in
organization through
problem-solving, inter-
personal relations and
decision-making

52.  It focuses on theoretical skill and conceptual ideas
 It is concerns with related enhancement of general
knowledge and understanding of non-technical
organizational functions
 It is for managers and executives
 It prepares for future job
 It focuses on long-term accruals
 It is continuous on-going process
 It may result in personal growth and development of overall
personality
 motivation is intrinsic
 Evaluation of development is not possible

53. On-the-Job training Off-the-Job Training

54.  The development of a manager’s abilities can take
place on the job. The four techniques for on-the job
development are:
COACHING
MENTORING
JOB ROTATION
JOB INSTRUCTION TECHNIQUE (JIT)
APPRENTICESHIPT TRAINING
COMMITTEE ASSIGNMENTS

55.  There are many management development
techniques that an employee can take in off the
job. The few popular methods are:
 SENSITIVITY TRAINING
 TRANSACTIONAL ANALYSIS
 STRAIGHT LECTURES/ LECTURES
 SIMULATION EXERCISES

56. Learning Dimensions Training Development
Who? Non-managerial Managerial Personnel
personnel
What? Technical and Theoretical,
mechanical operations Conceptual ideas
Why? Specific job-related General knowledge
purpose
When? Short-Term Long-Term
56

57.  It is a subsystem of an organization. It ensures that
randomness is reduced and learning or behavioural change
takes place in structured format.
Traditional Approach
 Modern Approach
Training and Development need =
Std Performance - Actual Performance.

58. Training & Development Workflow
Collect assignments Establish timeline & Brainstorm Research
(from Training Manager &
your own ideas) schedule it
Organize and save materials Build presentation Create script & other Develop outline
on network drive course materials
S://
Make revisions and get Rehearse and then… Send all feedback to
Send material to Training green light from Training Manager
Manager for review
one week prior to class
Training Manager Deliver!
Forms
&
Emails

59. 1. Voluntary consent of participants-they
should not be forced to join these
activities.
2. Discrimination-age, gender,race or
related factors should not be used as
barriers to determine who receives
training.
3. cost effectiveness