Report-training Human Resources

7/26/2019 Report-training Human Resources

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TRAINING HUMAN

RESOURCESBSLM-3ASUBMITTED BY:

CIABAL, RANCI KYLE DS.

ABUTAN, CHRETIEN KYRIL C.

CRISTOBAL, LORRAINE JOYCE P.

NATO, JOIE M.

SANCHEZ, JURYSH RENIEL T.

PAGADUAN, BRYAN A.

SUBMITTED TO:

PROF. PROF. NARCISO ISIDRO JR., MBA


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INTRODUCTION

TRAINING- is teaching, or developing in oneself or others, any and knowledge that relate to specific useful copetencies! Train

has specific goals of iproving one"s capa#ility, capacity, produc

and perforance!


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INTRODUCTION

Training and developent is a

function of huan resource

anageent concerned with

organi$ational activity aied at

#ettering the perforance of

individuals and groups inorgani$ational settings! It has #een

known #y several naes, including

%huan resource developent%,

and %learning and developent%!


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Why train?

Increase Productivity

Reduced Accidents

Reduced Supervision

Heightened ora!e


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C.1 NEEDSASSESMENT


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What is a "Needs Assess#ent$?

the process o% co!!ecting and ana!y&ing in%or#ation to deter#inethe training re(uire#ents that )ou!d ena*!e a target group o%e#p!oyees to #eet or e+ceed the per%or#ance re(uire#ents o%their ro!es )ithin the organi&ation,


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Types o% Training Needs Assess#ents

A co#prehensive organi&ationa! needs assess#ent !oo-s at t

entire co#pany to deter#ine training needs at a!! !eve!s andacross a!! tas-s,

Tied to a strategic change initiative or a desire to i#prove overaper%or#ance %or co#petitive reasons. )ith no speci/c per%or#angap having *een identi/ed,

A tas-0*ased needs assess#ent ana!y&es data a*out a speci/

1o* or a group o% 1o*s to deter#ine the -no)!edge. s-i!!s.attitudes and a*i!ities needed to achieve opti#u# per%or#anin that 1o* or 1o* grouping,

An assess#ent at the individua! !eve! ana!y&es ho) )e!! individue#p!oyees are doing on the 1o* and )hether per%or#ance gapse+ist )hich can *e addressed *y training,


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Ho) to Conduct a Training Needs Assess#ent

The needs assess#ent is a*out deter#ining the %o!!o)ing2

What is the pro*!e# 3or gap4 *ased on your understanding o% the organi&ationo*1ectives and per%or#ance re(uire#ents and current e#p!oyee per%or#ance

s the per%or#ance gap a s-i!! 3co#petence4 or )i!! 3attitude4 issue?

Ho) can it *est *e addressed 3e,g, co##unication. coaching. ne)syste#5process. training. etc,4,

I% training is re(uired2

Who needs training?

What -ind o% training is needed?

Ho) urgent is the need %or training

Are resources avai!a*!e to support the training?


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&oeties Training is Not the 'nswerIn conducting a needs assessent, you ight discover that

perforance gap is caused #y soething that training won$effectively address! The following ta#le illustrates a nu#er

possi#le underlying causes for perforance gaps and how ight #e addressed!

Cause Solution

Gap in skill or knowledge Provide training

Inadequate feeda!k Provide %eed*ac- and c!ear standards

"a!k of #oti$ation Provide re)ards and conse(uences

%n!lear e&pe!tations Provide and discuss standards and identi%y ho)

per%or#ance )i!! *e #easured

'oor (o en$iron#ent Change the environ#ent

E#plo)ee la!ks potential Change personne!


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't the end of the day, if your needs assessentreveals(

e)isting knowledge and skills gaps that would #e

ost effectively addressed #y training* an urgent need to close the perforance gap*anageent support for a training initiative* ade+uate resources for the re+uired training* then your ne)t step would #e designing an

appropriate training progra!

hen you do set out to design a training progra taddress the needs you$ve identified, ree#er toincorporate effective ethods for trainining adults#ased on how adults learn!


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C.* '"ANNING T+T,AINING ',-G,


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PLANNING THE TRAINING PROGRAMS

6e%ore creating your training progra#. it is

i#portant %or you as the trainer to do yourho#e)or- and research your co#pany$ssituation thorough!y, 6y gathering in%or#atisevera! -ey areas. you *etter prepare yours

create a re!evant and custo#i&ed training p%or your co#pany, This artic!e sho)s you hoacco#p!ish severa! o*1ectives in order to p!an e7ective progra#2


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O*1ective 82 Deter#ine )hat trainingneeded,

O*1ective 92 Deter#ine )ho needs totrained,O*1ective :2 ;no) ho) *est to trainadu!t !earners,

O*1ective


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Deter#ine Training Needs2

>ou can use #any di7erent co#pany resources to he!p youdeter#ine your co#pany$s training needs,

Co#pany goa!s, Re%er to your co#pany$s stated goa!s to hde/ne overa!! training progra# goa!s, A!ign your training o*)ith co#pany goa!s in such a )ay that )hen the )or-%orceyour o*1ectives. they )i!! a!so *e #eeting the co#pany$s go

This process starts )ith ne) e#p!oyee orientation training,

@o* descriptions, Inc!ude stated 1o* re(uire#ents as your *needed training,

HR co#p!aints, Revie) e#p!oyee co#p!aints to prioriti&e ton discri#ination. harass#ent. overti#e versus co#pensat

ti#e. and other e#p!oyee issues,


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C. T,AININGMET+-DS


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Types o% Training

On the @o* Training

O7 the @o* Training


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On the @o* Training

On0the01o* training. a!so -no)n as O@T. is teaching the s-i!!-no)!edge. and co#petencies that are needed to per%or# speci/c 1o* )ithin the )or-p!ace and )or- environ#ent,

On0the01o* training uses the regu!ar or e+isting )or-p!ace too!#achines. docu#ents. e(uip#ent. -no)!edge and s-i!necessary %or an e#p!oyee to !earn to e7ective!y per%or# his oher 1o*,

It occurs )ithin the nor#a! )or-ing environ#ent an e#p!oye)i!! e+perience on the 1o*,


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ethods o% on the @o* Training

Coaching entoring

@o* Rotation

@o* Instruction Techni(ue


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Coaching

It is one to one interaction, Considered as corrective #easure %or inade(uate per%or#ance,

He!ps in identi%ying )ea-ness and %ocuses on areas )hich needi#prove#ent,


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entoring

ocuses on attitude deve!op#ent, Is done *y so#eone inside the co#pany,

It is one to one interaction,

He!ps in identi%ying )ea-ness and %ocus on that area that needi#prove#ent,


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@o* Rotation

Teaches current e#p!oyees ho) to do various 1o*s over ti#e, The e#p!oyee )i!! rotate around to di7erent 1o*s )ithin th

organi&ation. per%or#ing various di7erent tas-s unre!ated to horigina! 1o*,


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@o* Instruction Techni(ue

Is a step0*y0step. re!ative!y si#p!e techni(ue used to trae#p!oyees on the 1o*,

Train !eaders ho) to instruct,


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Advantages o% On the @o* Training

I##ediate %eed*ac- on per%or#ance Is use%u! and si#p!e to !earn the 1o*s that can *e !earned *

)atching and doing,

Is econo#ica! in the sense that it does not re(uire e+tra co*urden %or arranging training needs,

e#p!oyees can get /rst hand e+perience %ro# the 1o* as the

!earn it through actua! e(uip#ent and #ateria!s,

invo!ved in actua! )or- process. (uic- !earning and i##ediatproductivity )i!! *e o*tained %ro# the )or- per%or#ed *y thtrainees,


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Disadvantages o% On the @o*Training

Distur*ance #ay arise during the )or- process as trainees are !earning phase, The e+isting )or-ers #ay %ee! distur*ed due tthe trainees and the supervisors,

The !earners are direct!y invo!ved in production process )ho dnot have ade(uate -no)!edge and s-i!! o% )or-ing )ith the givee(uip#ent and #ateria!s, Hence. the possi*i!ity o% accidene+ists in the )or- station,

The trainees are ta-en at the actua! )or- station %or traininthey are in the process o% !earning s-i!!s, As a resu!t. thorgani&ationa! productivity )i!! *e !o)er,


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O7 the @o* Training

Is provided a)ay %ro# the i##ediate )or-p!ace, Ta-es p!ace at training agency or !oca! co!!ege,

u!!y concentrated on !earning rather than per%or#ing,


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ethods o% O7 the @o* Training

ecture ethods anage#ent a#es

Eesti*u!e Training

i!#s

Ro!e P!aying

Out *ound Training


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ecture ethods

Traditiona! and direct #ethod o% instruction Eer*a! interpretation o% in%or#ation *y an instructor to a !arg

audience,

Used #ain!y in co!!ege and universities,


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Advantages o% ecture ethods

ess ti#e is re(uired %or preparation, Provides !ots o% in%or#ation (uic-!y,


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Disadvantages o% ectureethods

Does not invo!ve trainees too #uch, Trainees #ay %orget the teaching as it is presented ora!!y,


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anage#ent a#es

Use o% #anage#ent ga#es can encourage nove!. innovativ#echanis#s %or coping )ith stress,


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Types o% anage#ent a#es

F+ecutive a#es unctiona! a#es


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So#e F+a#p!es o% anage#enta#es

Co#puter si#u!ations o% *usiness situations that #anagers Gp!aG,

6oard ga#es that si#u!ate a *usiness situation,

a#es surrounding thought and creativity 0 to he!p #anage/nd creative )ays to so!ve pro*!e#s in the )or-p!ace. or ti#p!e#ent innovative ideas,


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Eesti*u!e Training

Actua! )or- conditions are si#u!ated, ateria!s. /!es and e(uip#ent are used,

Duration ranges %ro# %e) days to a %e) )ee-s,


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Advantages o% Eesti*u!e Training

Training *eco#es #ore rea!ity0*ase, Direct!y app!ies to @o*s,

Prevents trainees %ro# #a-ing cost!y #ista-es or da#agine(uip#ent,

A!!o)s instructors to give #ore persona!i&ed attention t!earners,


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Disadvantages o% Eesti*u!eTraining

Ti#e consu#ing F+pensive

Trainer has to *e very s-i!!ed


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i!#s

Content %or the training e+perience co#es pri#ari!y %ro# videotape or co#puter0*ased progra#,

Sho)ing o% audio visua!s,


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Advantages o% i!#s

Fasy to train and the trainer can %o!!o) up )ith (uestions andiscussions,

Assured to provide so#e in%or#ation to a!! the trainees,


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Disadvantages o% i!#s

F+pensive to deve!op A%ter a !ong !ecture. trainees )i!! usua!!y )ant a *rea- %ro# an

training #ateria!. so a training /!# )ou!dnGt *e too popu!ar,

! ! i


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Ro!e P!aying

Is the #ethod o% hu#an interaction that invo!ves rea!ist*ehavior in i#aginary situations,

Ad t % R ! P! i


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Advantages o% Ro!e P!aying

A!!o)s e#p!oyees to act out issues that cou!d occur in th)or-p!ace,

;ey s-i!!s o%ten touched upon are negotiating and tea#)or-,

Deve!oping interpersona! s-i!!s and co##unication s-i!!s,

Conict reso!ution,

roup decision #a-ing,

Deve!oping insight into one$s o)n *ehavior and its i#pact oothers,

Di d t % R ! P! i


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Disadvantages o% Ro!e P!aying

ay not *e popu!ar )ith peop!e )ho donGt %ee! co#%orta*!eper%or#ing in %ront o% a group o% peop!e,

O t * d T i i


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Out *ound Training

Outdoor and action0oriented progra#s through e+peri#ent!earning,

Deve!ops !eadership. tea#)or- and ris-0ta-ing a*i!ities,

Conducted *y pro%essiona!s )hoa re very cooperative,

Ad t % O t * d T i i


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Advantages o% Out *ound Training

Trainees can i##ediate!y see the conse(uences o% )ronactions,

ateria!istica!!y enhance their thin-ing and *ehavior,

Di d t % O t * d


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Disadvantages o% Out *oundTraining

Wor- ti#e #ust *e a!!otted %or it, Interest o% the participation is re(uired,

Advantages o% O7 the @o* Training


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Advantages o% O7 the @o* Training

earn %ro# specia!ist in that area o% )or- )ho can provide #orin0depth study,

Can easi!y dea! )ith group o% )or-ers at the sa#e ti#e,

F#p!oyees respond *etter )hen ta-en a)ay %ro# pressures o)or-ing environ#ent,

Wor-ers #ay *e a*!e to o*tain (ua!i/cations or certi/cates,

Disadvantages o% O7 the @o*


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Disadvantages o% O7 the @o*Training

The trainer shou!d have specia!i&ed s-i!!s and -no)!edge to train The trainer #ay *e given #uch ti#e to spend )ith th

e#p!oy#ent to teach the# property,

The trainer #ay process *ad ha*its and pass these on thtrainee,


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C./ IM'"EMENTIN

T+E T,AINING',-G,AM


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To i#p!e#ent a success%u! e#p!oyee training progra#are t)o things to re#e#*er t0e progra# needs tpriorit) and it needs to e!o#e routine,

F#p!oyee training progra#s are i#portant %or gettie#p!oyees into the !oop o% ho) the co#pany opera)hat the co#pany$s e+pectations are as )e!! as esta*!ished e#p!oyees in that -no)!edge and co##u!oop, F7ective progra#s )i!! i#prove co##unicatiunderstanding *et)een individua!s and depart#ents, H

i% the po)ers that *e do not understand the i#porte#p!oyee training progra#s %or *oth the co#pany e#p!oyees. the progra# )i!! never acco#p!ish #uch,


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On the sa#e to-en. i% they are not on a regu!ar. co*asis they )i!! eventua!!y %a!! *y the )ayside, Dependingsi&e o% the co#pany. it #ay *e *ene/cia! to have an e#

training coordinator, Their responsi*i!ities )ou!d schedu!ing and p!anning each o% the training sessions.each e#p!oyee receives the #a+i#u# *ene/t,

F#p!oyees )ho understand their 1o* and )hat is e+pethe# are %ar #ore !i-e!y to en1oy their 1o* and *

productive, With an esta*!ished e#p!oyee training pco#panies can e+pect to see increases in their sa!es nas )e!! as overa!! productivity,


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Components of a successful employee learningexperienceBased on adult learning principles, here is a checklist for

successful employee learning experience:The goals of the employee training or development progclearThe employees are involved in determining the knowledand abilities to be learned

The employees are participating in activities during the processThe learning environment is informal, safe and supportThe individual employee is shown respectThe learning opportunity promotes positive self-esteem


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C. MEAS%,ING,ES%"TS -2 T,AI

"e$el 13 ,ea!tion3 To w0at degree


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"e$el 13 ,ea!tion3 To w0at degreeparti!ipants rea!t fa$oral) to t0etraining.

To #easure reaction. deve!op )ays toaddress so#e o% the %o!!o)ing (uestions2

Did the seminar participants believe that thetraining as !rth the investment !" their time#

$hat t!pics ere m!st val&able' least val&able

$!&ld the( rec!mmend this c!&rse t! c!lleag&

" l * " i T 0 t d


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"e$el *3 "earning3 To w0at degreeparti!ipants a!quire t0e intended knowledskills4 attitudes4 !on5den!e4 and !o##it#

ased on t0eir parti!ipation in a traininge$ent.

To #easure !earning. consider the %o!!o)ing2$hat d! (!& need)ant t! eval&ate# $as the g

!" the training pr!gram t! change s*ills+ *n!leattit&des+ c!n,dence and)!r c!mmitment#

It is !"ten &se"&l t! test participants in this areabe"!re the( attend the training and then again a

the( attend the sessi!n

"e$el 3 6e0a$ior3 To w0at degree parti!ipants ap0 t t0 l d d i t i i 0 t0


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w0at t0e) learned during training w0en t0e) are on t0e (o.

To #easure !eve! :. deve!op )ays to address so#e o% the %o!!o)ing

(uestions2Did the trainees p&t an( !" their learning t! &se#

Are trainees able t! teach their ne *n!ledge+ s*ills+ !r attit&des !ther pe!ple#

Are trainees aare that the(.ve changed their behavi!r#

One o% the #ost e7ective )ays to assess *ehavior change is to condo*servations and intervie)s over ti#e,

It is a!so i#portant to -eep in #ind that the environ#ent the traineereturn to i#pacts )hether or not they can app!y )hat they !earned,the cu!ture. #anage#ent and re)ard syste#s do not support *ehav

change then trainees #ay not *e a*!e to app!y )hat they have !ear

" l / , lt T 0 t d


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"e$el /3 ,esults3 To w0at degreetargeted out!o#es o!!ur as a resof t0e training e$ent andsusequent reinfor!e#ent.

To #easure !eve! < resu!ts it is i#portto deter#ine )hich outco#es are the

#ost direct!y !in-ed to the trainingprogra#, Then you$!! need to deve!o)ays to #easure these over ti#e,

Potentia! *ene/ts5outco#es to consider. that are o%ten !int i i


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training progra#s2

Increased e#p!oyee retention

Increased e#p!oyee engage#ent

Increased productivity

Increased custo#er satis%action5retention

Decreased errors and re)or-

Increased sa!es5deepening o% custo#er re!ationships

e)er custo#er co#p!aints


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T+AN7 8-%9

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