Training &

Developing
Human Capital
Ma. Ellen Dela Cruz |Diane Anthea Cichon |Jesabel
Idorita |Mary Rose Ingeniero | Shayne Marie Malejan
|Jella Parales |Shelnamie Tambong
BSBA FM3-1
ORIENTATION
AND TRAINING
IN THE 21ST

CENTURY
“We see a master’s in comparative literature.”
 ORIENTATION
 A guided program designed by management so
that you can adjust to your organization, your new
job, and associates
 Psychologico-emotional satisfaction must be
considered seriously
 Before you start on your job, you want to know the
details of your work
 Know its products and services
 A well-planned training program, beginning with
proper orientation, will help eliminate uncertainty
 Know what you ought to know
 KINDS OF ORIENTATION

Organizational Departmental and

Orientation Job Orientation
• a more general type of • the particular type of
orientation orientation
FEATURES OF 21ST CENTURY HRD
AND TRAINING PROGRAMS
• Selection Process
• Performance Management
Competency-based integration
• Succession Planning
• Career Development Initiatives

• Experienced Curriculum Designers

• Training Programmers
Customized Solutions
• HR Expert-facilitators
• Own State-of-the-art Video Studios and Printing Facilities

Flexible Learning and Powerful

Blending

Proven Effectiveness

Built-in Assessment and Evaluation

Constant Upgrading
 COMPARISON BETWEEN 21ST
CENTURY AND TRADITIONAL HR
TRAINING

21st CENTURY HR DEVELOPMENT

• Competency-based Integration
• Customized Solutions TRADITIONAL HR TRAINING
• Flexible Learning
• Job-description Based
• Proven Effectiveness
• One Solution for All Business Problems
• Built-in Assessment
• One Set-up
• Constant Upgrading
• Tried Once or Twice
• Quite Deficient in Evaluation
• Lacks Research and Revision
FOUR P’S OF TRAINING ANALYSIS
• Location decisions such as

Place on-the-job or off-the-job

training as well as equipment
and other facilities criteria

• Focuses on issues such as

Product purpose, methods, and
logistics of training

• The main objective is to build

Promotion a relationship trust between
the HR and other departments

Price • Focuses on budgetary

considerations
 EIGHT TRADITIONAL COST
SOURCES
Loss of
productivit
y while
Program Equipment Travel trainees
development and and attend the
or purchase hardware lodging program

Instructiona Facilities Salary Cost of the

l materials of temporary
trainer employees
and who
support replace the
staff trainees
 TRAINING
OBJECTIVES,
METHODS AND
EVALUATION
 TRAINING
A program carefully designed to develop
competencies needed to make you more effective
WHY TRAIN?
Values
Attitude

Skills
AREAS TO BE DEVELOPED
Knowledge
 TRAINING NEEDS

Updating Specializing

Refresher Upgrading
Course or
Retraining
TRAINING OBJECTIVES

To ensure that
the right people
To help you in with the right
career planning competencies
are in the right
job

To enhance
To boost your performance
morale on your
present job

To prepare you
for a better
(future) job
 STEPS IN TRAINING
Steps What Goals
1. Preparation Physical (place, To get the big picture
materials)
Psychological To get the interest of
the trainee
2. Presentation Demonstrate step by To explain clearly and
step completely
3. Performance Tryout Correct errors and To provide an
repeat instructions opportunity to try out
what he has learned
4. Follow Up Leave him alone to do To find out whether the
the job trainee is qualified to
work by himself
 SIX BASIC PRINCIPLES OF
ANDRAGOGY
1. You, as a trainee, learn best when you understand the
LEARNING
ADULT

THEORY
objective of the training program
2. You tend to learn better when the training is linked to
your job experiences, because this enhances the
meaningfulness of the training
3. You, as an employee, learn best when you have the
opportunity to practice
4. You need feedback
5. Employees learn by observing and imitating the
actions of a model
6. Training programs should be properly coordinated and
arranged
 TRAINING METHODS
Case method

• cases are presented for analysis, discussion, and solution

“No firm has a choice of whether to train him or

Role-Playing
not to• on
train; the only choice is that of methods.”
realistic situations employees are confronted within the
-Martires (1991), quoting Flippo
workplace

Videotaping

• enables you to better see strengths and weaknesses

Interactive Computer Training

• can supplement classroom training and provide coaching

 TYPES OF HRD AND TRAINING
PROGRAMS

On-the-job Apprenticeship Vestibule

Job Rotation
Training or Mentoring Training

• Simple and • Learn and perform • A neophyte is • This prepares a

realistic several job tasks paired with an old “promotable”
and duties within a timer so that the employee for the
work unit for a former learns form key position
specified the experience of
timeframe the latter
 TRAINING EVALUATION
Training Evaluation involves assessment of effectiveness of
training programs. This Assessment is done by collecting data
on whether:
1 Participants were 2 Effectiveness of 3 Participants are able to
satisfied with the participants’ skills is apply new skills at
training program. enhanced. their workplace.

STEP 1: CONDUCT Training

Needs Analysis

STEP 4: EVALUATE Training STEP 2: DESIGN

Program Training Program
Training Management
Cycle
STEP 3: SELECT Training
Method
STEPS OF TRAINING EVALUATION

STEP 1: STEP 2: STEP 3: STEP 4: STEP 5:

Selecting Designing Collecting
Identifying Purposes Analyzing and
Evaluation Evaluation
of Evaluation Data Reporting Results
Method Tools

Why do we Many available

want to methods and the
evaluate most famous Qualitative
training one is or
programs? Who, When,
Kirkpatrick’s Quantitative
How to Evaluation
four-level Tools?
collect data? Data Analysis
Method.
and Reporting.
 STEP 1: STEP 2: STEP 3: STEP 4: STEP 5:
Identifying Purposes of Selecting Evaluation Designing Evaluation Collecting Analyzing and Reporting
Evaluation Method Tools Data Results

Why do we Learn from experience for future improvement

want to • Evaluation helps us to learn from experience of past training programs.
evaluate
training
programs? Know different purposes of training evaluation
• Seeing how knowledge and skills learned in training are put into practice.
• Identifying strengths and weaknesses of training programs.

Accountability issues
• Evaluation increases accountability of implementing agencies to concerned
stakeholders.

Other related reasons

• Comparing costs and benefits of a human resource development program.
• Deciding who should participate in future programs.
 STEP 1: STEP 2: STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and Reporting
Designing Evaluation Tools
Evaluation Data Results
Method

Many Kirkpatrick CIPP Model IPO Model TVS Model

available (1959) (1987) (1990) (1994)
methods and
the most 1. Reaction 1. Context 1. Input 1. Situation
famous one is
Kirkpatrick’s 2. Learning 2. Input 2. Process 2. Intervention
four-level
Method.
3. Behavior 3. Process 3. Output 3. Impact

4. Results 4. Product 4. Outcomes 4. Value

Goal-based approach System-based approaches

 STEP 1: STEP 2: STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and Reporting
Designing Evaluation Tools
Evaluation Data Results
Method

Level 1: Level 2: Learning Level 3: Behavior Level 4: Results

REACTION

Measuring how participants react to the training program.

Donald • For measuring reaction, questions of surveys or questionnaires like these
Kirkpatrick’s should be considered:
Four-Level
» Did the trainees feel that training was worth their time?
Training
» What were the biggest strengths of training, and the biggest weaknesses?
Evaluation
Model (1959)
After gathering information, changes could be done based on
the trainees’ feedback and suggestions.
 STEP 1: STEP 2: STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and Reporting
Designing Evaluation Tools
Evaluation Data Results
Method

Level 1: Reaction Level 2: Level 3: Behavior Level 4: Results

LEARNING

• Measuring learning can be done through identifying what evaluator wants to

evaluate, (i.e., changes in knowledge, skills, or attitudes).
Donald
Kirkpatrick’s BEFORE Training DURING Training AFTER Training
Four-Level • Learners’ skills and knowledge
• Learners’ skills and • The phase where instructions are assessed again to measure
Training knowledge are assessed are started. the effectiveness of training
Evaluation before training program. program.
Model (1959) • Candidates are unaware of • This phase consists of short • Determining in this phase if
the objectives and learning tests and quizzes at regular training has had the desired
outcomes of the program. intervals. effect at individual level and
at organizational levels.
 STEP 1: STEP 2: STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and Reporting
Designing Evaluation Tools
Evaluation Data Results
Method

Level 1: Reaction Level 2: Learning Level 3: Level 4: Results

BEHAVIOR

Measuring the extent to which change in participants’ behavior has occurred

because of attending training programs.
Donald
• For measuring changes in behavior, questions like these should be considered:
Kirkpatrick’s
» Did the trainees put any of their learning to use?
Four-Level » Are trainees able to teach their new knowledge, skills, or attitudes to other
Training people?
Evaluation
• To make changes happen, these conditions are necessary:
Model (1959)
- have the desire to change themselves.
- know what to do and how to do it.
Trainees should - be trained in the right climate.
- be rewarded for changing.
 STEP 1: STEP 2: STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and Reporting
Designing Evaluation Tools
Evaluation Data Results
Method

Level 1: Reaction Level 2: Learning Level 3: Behavior Level 4:

RESULTS

Measuring final results that occurred because

participants already have attended training program.
Donald
Kirkpatrick’s
Four-Level • For measuring results, outcomes or final results that are closely related to
Training training program should be considered such as:
Evaluation » Increased employee retention.
Model (1959) » Higher morale.
» Increased sales.
» Higher quality ratings.
» Increased customer satisfaction.
 STEP 1: STEP 2: STEP 3: STEP 4: STEP 5:
Identifying Purposes of Selecting Evaluation Designing Evaluation Collecting Analyzing and Reporting
Evaluation Method Tools Data Results

Evaluation tools can be selected

Designing depending on purposes and methods of evaluation.
Qualitative
or
Quantitative or
Mixed Tools? Qualitative tools Quantitative tools
(Interviews, case studies, focus groups) (Surveys, questionnaires, experiments)

SAMPLE INTERVIEW SAMPLE QUESTIONNAIRE

• What did you enjoy most about today?
• What is the most valuable thing you
learned today (knowledge or skills)?
• The training met my expectations.
Strongly Agree () Agree () Neutral ()
Disagree () Strongly Disagree ()
• The trainer was knowledgeable.
Strongly Agree () Agree () Neutral ()
Disagree () Strongly Disagree ()
 STEP 1: STEP 2:
STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and Reporting
Designing Evaluation Tools
Evaluation Method Results
Data

WHO, Qualitative Tools Quantitative Tools

WHEN, Interviews Questionnaires
HOW
to collect data? Guidelines for effective interviews Guidelines for effective data
collection of questionnaires
• Introduction
 Appreciation • Keep responses anonymous.
 Self introduction • Distribute questionnaire forms in
 Purpose of interview advance.
• Interviewer’s Positive attitude • Explain purposes of questionnaire
 Face positively and respectively and how its information will be
interviewees. used.
 Smile and be friendly. • Allow enough time for completing
 Give positive feedback (eye contact, a questionnaire.
repeat the answers).
 STEP 1: STEP 2: STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and
Designing Evaluation Tools
Evaluation Method Data Reporting Results

Analyzing Collected Data

Evaluation 1 Data Input 2 Data Analysis 3 Data Presenting
Data Analysis
and • Data collected in • Analysis should be • Data collected in
Reporting. STEP 4 should be simple and limited STEP 4 should be
entered into a to necessary data presented using:
computer using: using:  Figures.
 Frequency  Charts.
MS EXCEL distributions and
average statistics.
or
SPSS.
 STEP 1: STEP 2: STEP 4: STEP 5:
STEP 3:
Identifying Purposes of Selecting Evaluation Collecting Analyzing and
Designing Evaluation Tools
Evaluation Method Data Reporting Results

Reporting Evaluation Findings

Evaluation
1 Who needs 2 Evaluation
Data Analysis
and to know what? report outline
Reporting. • Primary users include:
 Training Program • Evaluation simple report should
director. include:
 Funding agency.  Summary.
 Decision makers.  Program description.
 Evaluation design and methods.
 Findings and results.
 Recommendations.
 Appendices.
COMPETENCIES
AND VALUES IN
HRD AND
TRAINING
 UNDERSTANDING
COMPETENCIES
“Idea can turn to dusk or magic,
depending Competency
on the talent that rubs
against it.”
includes job knowledge, skills,
-Advertising Executive
attitude or behavior, William
and values – all
inBernbach
one. (Cooper,(1982)
Effective
Competency Modeling and Reporting,
2000)
How competency related to
HRM and HRD?
Competency-based people management is the
foundation for building human resource systems,
which are both valuable and functional

Competencies are what increasingly form the

basis of selecting new employees and promoting
old associates
 COMPONENTS OF
COMPETENCIES

Work-
Knowledge Job
Motivation related
and Skills Behavior
Values
COMPONENTS
KNOWLEDGE ANDE SKILLS
- Refers to the technical know-how a person in
a given job needs to posses. It also pertains
to the way you use that skill.

JOB BEHAVIOR
- Refers to how you are supposed to act on a
given job situation.
COMPONENTS
MOTIVATION
- Refers to the drive, enthusiasm, and incentive
the individual must have in order to
accomplished an assign task.

WORK-RELATED VALUES
- Refers to social, moral, and spiritual principles by
means of which you are expected to live a life of
nobility and integrity even in the workplace.
 BEHAVIORAL AND MOTIVATIONAL
COMPETENCIES
Building Building a
Adaptability Building
Accountability Customer Successful
and Flexibility Partnerships
Loyalty Team

can perform
task can help
an important
assigned, maintain
skill that can ability to take use of
facilitate effectiveness
help push the right appropriate
group when
you to action to methods and
process, experiencing
successfully build flexible
properly major
meet strategic interpersonal
coordinate changes in
customer relationships style
and delegate work
needs
responsibilitie environment
s
 Continuous
Business
Coaching Collaboration Communication Improvement
Acumen
(kaizen)

the
competency competency
ability to
you ought to you need to skill you
provide lifetime
have in cooperate need to
timely learning
order to well and clearly
guidance ability to use
analyze, maintain convey
and correct
integrate good information
feedback to approaches
and use working and ideas
others
relevant relationships
data
 Establishing
Customer Decision Delegating Developing Strategic
Focus Making Responsibility Others Vision and
Direction
a key
knack in aptitude a
an ability a a leadership
making leaders will competency
leader should skill that
customers need in a leader must
have in helps identify
and their identifying possess in
planning the key issues
primary pertinent order to
growth and
needs a issues, allocate
pattern of interdepartm
primary focus problems, authority or
team ental
of your and tasks to
members relationships
actions opportunities subordinates
for growth
Facilitating Gaining Initiative and Innovative Inspiring
Change Commitment Self-drive Thinking Others

a capacity
that can
use of
assist in a skill in
interpersonal
utilizing generating
styles that
suitable a must in different and
a learned can motivate
interpersonal taking prompt pioneering
capacity for your team
techniques action to schemes and
team leaders members
and styles to carry out task techniques in
toward higher
gain work
levels of
acceptance situations
performance
of ideas and
plans
Leadership for Managing Managing Meeting Organizational
Change Conflict Resources Participation Information

ability to seek leadership a learned skill extensive

capability to
opportunities talent in in order to knowledge
allocate and
for innovative dealing ensure that about the
control
approaches effectively meeting organization
assets and
to addressing with others in serves its to help others
resources to
organizationa antagonist business learn more
the maximum
l problems situation objectives about them
 Product and
Planning and Stress Time Valuing
Service
Organizing Management Management Diversity
Knowledge

knows well can manage

competency and can self and
ability to
you need in explain the others well
appreciate
establishing feature of when can manage
and leverage
courses of differentiators confronted time
capabilities
action for of the firms with job effectively
and insights
yourself and products/serv pressures,
of all players
others ices over distress and
competition threats
VALUES IN HRD AND TRAINING
What professionals say about values
“A noble life is a treasure that no one is too
poor to buy.” –Jaime Cardinal Sin
“….build your organization in enduring
principles.” –Lee, 1995
Values are permanent
“The answer to revitalizing employee-
employer relations is in values.” –William
Morin
VALUES COMPONENT IN HRD

HRD and Excellent HRD Inculcating

training and Training values is not an
fundamentally seeks to foster easy task
aims to turn the genuine though; it is a

3
1

2
organization’s human values big part of
human and make the people
resources into inculcation an management
better persons essential part
of the Human
Resource
Management
function
 WORKFORCE
DEVELOPMENT
PERSONAL EFFECTIVENESS

Only recipe to success is to train and develop the

total workforce to make each member fit and
competent.

..you need to continuously build skills and

competencies that will help you grow, ensure your
employability, and contribute to the success of the
organization
Basic competencies required of you in the workplace

Making sense
of business

Improving Taking charge

personal of your
productivity development

Feedback
Building trust
fundamentals

Communicating
and listening

PERSONAL EFFECTIVENESS
Basic competencies required of you as a team member
Working as a
team

Partnership
Valuing
for
differences
improvement

Reaching group
Supporting
agreement –
and training
consensus
others
building

GROUP EFFECTIVENESS
 ASSESSMENT
Across the
Institution
• Levels
• General
Information
• Personal

Departmental
Level
 Across the Departmental
Institution Level

General Information
• Knows the business school’s mission-vision, objectives, performance indicators, strategic plans,
issues and resources
• Knows the business school industry and its Asian market
• The ability to do consumer research
• The ability to access industry information sources
• The ability to explain the feature differentiators of its programs, products/services over competition
• The ability to explain himself the features of each program and service completely

Personal
 Across the Departmental
Institution Level

General Information

Personal
• Ability to communicate orally and effectively
• Having self-drive and initiative
• The ability to develop creative, resourceful, and innovative strategies
• Flexibility and adaptability
• Ability to cope with tremendous work pressures and new work assignments
• Ability to manage one’s emotions in stressful situation
• Ability to build partnerships with external and internal customers
• Ability to build an innovative workplace
• Ability to manage and value diversity
• Ability to manage time effectively
Across the Departmental
Institution Level

General Information

Personal
 LEADERSHIP
DEVELOPMENT
 OBJECTIVES
Understanding leadership development
Common development needs of
management
Essential components of effective
leadership
Leadership by example
 TRAINING OF LEADERS,
MANAGERS, AND EXECUTIVES
“A good manager is a man who isn’t
Have the competence to communicate corporate vision

worriedCan
about hisvision
transform own intocareer
action andbut rather
action into results
the careers of those who work for
Can establish trust and loyalty in the team members
him”(Osborn Elliot )
Can gain commitment for meeting strategic business
goals
Can inspire other to think and act like stakeholders in
the organization
 THREE LEVELS OF
MANAGEMENT
-are supervisory
techniques such as
1.
Supervisory
performance rating,
training grievance procedure
,and handling employee
problem.

-it aims to develop line

and functional 2. Middle-
managers for greater management
responsibilities of a development
broader nature.

-usually a costly training

program for top
3. Executive
development
management, including
program official attendance to a
international seminar or
conference abroad.
COMMON DEVELOPMENT NEEDS OF
MANAGEMENT
Performance
Identifying performance expectations is
Planning: Setting
Expectations obviously a shared process
Performance
Progress review must get the attention and
Planning:
Reviewing Progress commitment of everyone
Coaching:
Developing High
Team leader must learn how to recognize and
Performance approach each coaching opportunity

Helping Others What is the cost and impact to your organization

Adapt to Change if workers are disoriented by change
Building an
Innovative
Leaders have to generate innovative ideas and
Workplace solutions
Performance
Prepare for and conduct Encourage continued Work with project teams
Planning: planning discussions involvement of everyone or task forces on their
Setting directed to specific goals to attain specific goals implementation plans
Expectations
Performance
Build skills Provide specific Conduct review Focus on revising objectives
Planning:
for tracking and balance deliberations and tracking methods of
Reviewing progress feedback priorities change
Progress
Coaching:
Developing Help people gain Create an Guide individuals and
confidence and experience environment in which teams toward achieving
High
in meeting challenges performers excel aggressive results
Performance
Helping
Others Effectively Help others overcome Conduct effective change discussions that might help
Adapt to introduce resistance typically minimize the potentially negative effects of change on
change associated with change employee morale, job processes, and productivity
Change

Building an Teach you how to do just that and build

Innovative an ambiance that sparks inspiration
Workplace and fosters innovative ideas
 ESSENTIAL COMPONENTS
OF EFFECTIVE LEADERSHIP
The leader’s knowledge,
competencies, and Problem
Delegating
analysis and
skills can transform an decision-
and
monitoring
acceptable team into making
an exceptional one.
Stress
•Assess a stressful situation and recognize management Leading
signs that a conflict exists; and guiding successful
•Learn the skills to manage stress conflict meetings
effectively; and resolution
• Serve as catalyst to encourage those
involved in a conflict to come to a quick
and peaceful resolution.
 LEADERSHIP BY EXAMPLE
It is one concrete way of training, which in my
limited estimation is more difficult to implement than
mere talking or high intelligence
It is also a kind of training that does not involve any
expense at all
Managing others is most effectively done by
example rather than preaching or policy.
Made a strong affirmation that the employee work
behavior is based more on what one sees, rather
than on what one is told.
 Thank
You !
© BSBA FM3-1 (2017)