The document discusses various aspects of training and development in organizations. It emphasizes that training and development are essential for organizations to succeed today and gain a competitive edge. It describes conducting a training needs assessment by analyzing the organization, tasks, and individuals. It also outlines different learning principles for training programs such as modeling, feedback, massed vs distributed learning, and goal setting. The document provides details on designing training programs, various implementation methods, and evaluating the impact of training. Overall, the document stresses that continuous learning through proper training and development is important for employees and organizations to perform well.

1. TRAINING AND DEVELOPMENT,
COMPENSATION/WAGES AND
PERFORMANCE EVALUATION;
AND EMPLOYEE RELATIONS

2. • BOTH TRAINING AND DEVELOPMENT ARE
ESSENTIAL TO ACHIEVE SUCCESS IN TODAY’S
ORGANIZATIONS. IN ORDER TO HAVE AN EDGE
OVER THEIR RIVAL ORGANIZATIONS, MANAGERS
MUST SEE TO IT THAT THEIR HUMAN RESOURCES
HAVE THE NECESSARY KNOWLEDGE AND
EXPERTISE; TRAINING AND DEVELOPMENT WORK
TOWARD THIS END BY PROVIDING CONTINUOUS
LEARNING ACTIVITIES AND OPPORTUNITIES. THE
TYPICAL SCOPE OF TRAINING COVERS THE
FOLLOWING PROCEDURES

3. CONDUCTING THE TRAINING NEEDS
ASSESSMENT
• TRAINING NEEDS ASSESSMENT MUST BE DONE
SYSTEMATICALLY IN ORDER TO ASCERTAIN IF THERE REALLY
IS A NEED FOR TRAINING. MANAGERS MUST FIRST TRY TO
OBSERVE THE BUSINESS CONDITION AND THE ECONOMIC,
STRATEGIC AND TECHNOLOGICAL CHANGES THAT ARE
HAPPENING IN THE ORGANIZATION’S ENVIRONMENT BEFORE
PROCEEDING TO THE ANALYSES OF THE ORGANIZATION,
TASK AND PERSONS ‘INDIVIDUALS, AS ALL THESE ARE
DETERMINANTS OF TRAINING TYPES REQUIRED FOR THE
MAINTENANCE OF THE FIRM’S STABILITY.

4. CONDUCTING THE TRAINING NEEDS
ASSESSMENT
• EXAMPLES OF ORGANIZATION ANALYSES INCLUDE THE
ANALYSES OF EFFECTS OF DOWNSIZING, BRANCHING OUT
CONFLICTS WITH RIVAL COMPANIES, AND OTHERS THAT
MAY REQUIRE TRAINING OR RETRAINING OF EMPLOYEES

5. CONDUCTING THE TRAINING NEEDS
ASSESSMENT
• TASK ANALYSIS INVOLVES, FOR EXAMPLE, A CHECKING
OF JOB REQUIREMENTS TO FIND OUT IF ALL THESE ARE
BEING DONE TO MEET COMPANY GOALS. IF NOT THIS
MAY BE A GO-SIGNAL TO TRAIN OR RETRAIN
PERSONNEL.

6. CONDUCTING THE TRAINING NEEDS
ASSESSMENT
• PERSON ANALYSIS DETERMINES WHO AMONG THE
EMPLOYEES NEED TRAINING OR RETRAINING. THIS IS TO
AVOID SPENDING FOR THE TRAINING OF EMPLOYEES
WHO NO LONGER NEED IT. FOR EXAMPLE, A
DEPARTMENT MANAGER PIRATED FROM A RIVAL
COMPANY TO OCCUPY A VACANCY IN ONE OF THE
ORGANIZATION’S DEPARTMENTS IN THE SAME CAPACITY
(DEPARTMENT MANAGER) MAY NOT NEED MANAGERIAL
SKILLS TRAINING ANYMORE

7. WHAT ARE THE DIFFERENT LEARNING
PRINCIPLES?
• MODELING – THE USE OF PERSONAL BEHAVIOR TO
DEMONSTRATE THE DESIRED BEHAVIOR OR METHOD TO
BE LEARNED.
• FEEDBACK AND REINFORCEMENT – LEARNING BY
GETTING COMMENTS OR FEEDBACK FROM TRAINEES
THEMSELVES, FROM TRAINERS, OR FELLOW TRAINEES,
WHICH CAN HELP THE INDIVIDUAL REALIZE WHAT THEY
ARE DOING WRONG; REINFORCEMENT IS ACCOMPLISHED
THROUGH VERBAL ENCOURAGEMENT OR BY GIVING
REWARDS SUCH AS PRIZES, AWARDS AND OTHERS.

8. WHAT ARE THE DIFFERENT LEARNING
PRINCIPLES?
• MASSED V. DISTRIBUTED LEARNING - LEARNING
BY GIVING TRAINING THROUGH EITHER FEW,
LONG HOURS OF TRAINING (MASSED) OR SERIES
OF SHORT HOURS OF TRAINING (DISTRIBUTED).
GOAL-SETTING – LEARNING THROUGH THE
EXPLANATION OF TRAINING GOALS AND
OBJECTIVES BY THE TRAINERS TO THE TRAINEES

9. WHAT ARE THE DIFFERENT LEARNING
PRINCIPLES?
• INDIVIDUAL DIFFERENCES – TRAINING PROGRAMS
THAT TAKE INTO ACCOUNT AND ACCOMMODATE
THE INDIVIDUAL DIFFERENCES OF THE TRAINEES
IN ORDER TO FACILITATE EACH PERSON’S STYLE
AND RATE OF LEARNING. ACTIVE PRACTICE AND
REPETITION –LEARNING THROUGH THE GIVING OF
FREQUENT OPPORTUNITIES TO TRAINEES TO DO
THEIR JOB TASK PROPERLY.

10. DESIGNING THE TRAINING PROGRAM
• THIS PHASE INVOLVES STATING THE INSTRUCTIONAL
OBJECTIVES THAT DESCRIBE THE KNOWLEDGE, SKILLS AND
ATTITUDES THAT HAVE TO BE ACQUIRED OR ENHANCED TO
BE ABLE TO PERFORM WELL. IN SHORT, THESE ARE
PERFORMANCE-CENTERED OBJECTIVES THAT MUST BE
ALIGNED WITH THE FIRM’S OBJECTIVES. ANOTHER THING TO
BE CONSIDERED IS TRAINEE READINESS AND MOTIVATION.
THIS REFERS TO THE TRAINEES’ BACKGROUND KNOWLEDGE
AND EXPERIENCE, SO THAT THE TRAINING TO BE GIVEN TO
THEM WILL NOT GO TO WASTE. DIFFERENT LEARNING
PRINCIPLES, LIKE USING MODELING, FEEDBACK AND
REINFORCEMENT, MASSED VS. DISTRIBUTED LEARNING AND

11. IMPLEMENTING THE TRAINING PROGRAM
•VARIOUS TYPES OF TRAINING PROGRAM
IMPLEMENTATION INCLUDE ON-THE-
JOB TRAINING, APPRENTICESHIP
TRAINING CLASSROOM INSTRUCTION,
AUDIO-VISUAL METHOD, SIMULATION
METHOD AND E-LEARNING.

12. EVALUATING THE TRAINING
• THE POSITIVE EFFECTS OF THE TRAINING
PROGRAM MAY BE SEEN BY ASSESSING THE
PARTICIPANTS’ REACTIONS, THEIR ACQUIRED
LEARNINGS AND THEIR BEHAVIOR AFTER
COMPLETING THE SAID TRAINING, THE
EFFECTS OF TRAINING MAY ALSO BE
REFLECTED BY MEASURING THE RETURN ON
INVESTMENT (ROI) OR THROUGH THE BENEFITS
REAPED BY THE ORGANIZATION, WHICH WERE
ABOUT BY THEIR TRAINING INVESTMENT

13. EMPLOYEE DEVELOPMENT
•DEVELOPING EMPLOYEES IS A PART OF AN
ORGANIZATIONS’ CAREER MANAGEMENT
PROGRAM AND ITS GOAL IS TO MATCH
THE INDIVIDUAL EMPLOYEE MUST KNOW
HIMSELF OR HERSELF WELL, IDENTIFY HIS
OR HER OWN KNOWLEDGE, SKILLS,
ABILITIES, VALUES AND INTERESTS, SO
THAT HE OR SHE COULD ALSO IDENTIFY
THE CAREER PATHWAY THAT HE OR SHE
WOULD LIKE TO TAKE.

14. THANK YOU FOR LISTENING

15. ESSAY
HOW IMPORTANT I S TRAINING?