Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
COLLEGE OF BUSINESS ADMINISTRATION
MAJOR IN FINANCIAL MANAGEMENT
1st SEMESTER, S.Y. 2021 – 2022
MID-TERM COVERAGE
Module in
HUMAN RESOURCE MANAGEMENT
MODULE NO.: 06
NAME OF STUDENT: ___________________________________________________
YEAR / SECTION: ______________________________________________________
DATE RECEIVED: ______________________________________________________
INSTRUCTOR: ELEINE T. ALVAREZ
NOTE: Please be cautious in following the given instructions in each activity. Correspondingly, observe
punctuality in accomplishing this module. God bless and happy learning! – INSTRUCTOR
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
I. OVERVIEW
This module focus is to develop the learner’s skills in understanding, analyzing,
evaluating and applying the concepts, underlying principles, and processes about
human resource management relating to Employee Training and Development.
II. LEARNING OBJECTIVES
In this learning module, the learner is expected to:
a. Explain the role of the manager in identifying training needs and supporting training
on the job.
b. Determine the steps in conducting needs assessment
c. Evaluate employees’ readiness for training
d. Discuss the strengths and weaknesses of presentation, hands-on, and group
training methods
e. Explain the potential advantages of e-learning for training.
f. Design a training session to maximize learning
III. GUIDE QUESTIONS
1. What does employee training means?
2. How about development?
3. How does employee training and development helps an organization in
achieving its goals?
IV. LESSON PROPER
INTRODUCTION
According to the conventional wisdom of ‘nuts and bolts’ personnel management, having
established personnel requirements (taking into account labor turnover, retirements,
sales forecasts, and the impact of technological changes on productivity), recruitment,
selection, and training follow as a linear trilogy. A workforce with the requisite skills is the
logical end result, enabling the personnel team to focus on appraisal, remuneration, and
motivation until the next round of ‘manpower planning’ (a term that surprisingly endured
well beyond the advent of gender-free language in the profession). Of course, this is a
Page 2 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
caricature of the standard personnel texts that some of us are old enough to remember,
but barely an exaggerated one despite its distance from the reality of workplace practice.
Modern HRM might emphasize the need for continuous training and development to
maintain the dynamic capabilities supporting organizational strategy and make endless
caveats about choices to be made between recruitment, training, and outsourcing. The
rhetoric is more sophisticated, but is it any closer to reality? In practice, there are
innumerable possible combinations for solving the workforce capability problem.
Organizations may provide training and development internally, externally, or in
combination to ‘make’ a competent workforce, attempt to ‘buy’ by recruiting or poaching
skilled labor, paying attractive premium rates with what is saved on training expenditure,
or endeavor to reduce dependence on skilled labor altogether through particular choices
of technology, work organization, and outsourcing. Where organizations do train, the
overriding objective is to develop the competence or ability of employees, but in such a
generalization, axiomatic perhaps to the point of tautology, the complex diversity of
approaches is lost.
Why are there such differences in approaches to training and development given that all
organizations need a competent workforce? Decisions on whether or not to provide
training, and if so whether to do so internally or externally, are not made in a vacuum but
are influenced by national and sectoral cultures, institutional arrangements, and state
policies on education and training. This chapter seeks to explore the diversity of
approaches and over some explanations by situating the policy and practice of training
and development within different national and supranational contexts.
TRAINING
It is a learning process that involves the acquisition of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviors to enhance the performance of
employees. Training is activity leading to skilled behavior.
It is about knowing where you stand (no matter how good or bad the current situation
looks) at present, and where you will be after some point of time. Training is about the
acquisition of knowledge, skills, and abilities (KSA) through professional development.
There is both a direct and an indirect link between training and business strategy and
goals. Training can help employees develop skills needed to perform their jobs, which
directly affects the business. Giving employees opportunities to learn and develop creates
a positive work environment, which supports the business strategy by attracting talented
employees as well as motivating and retaining current employees.
Why do many other companies believe that an investment in training can help them gain
a competitive advantage? Training can
• Increase employees‘ knowledge of foreign competitors and cultures, which is critical for
success in foreign markets.
• Help ensure that employees have the basic skills to work with new technology, such as
robots and computer-assisted manufacturing processes.
• Help employees understand how to work effectively in teams to contribute to product
and service quality.
• Ensure that the company‘s culture emphasizes innovation, creativity, and learning.
• Ensure employment security by providing new ways for employees to contribute to the
company when their jobs change, their interests change, or their skills become obsolete.
Page 3 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
• Prepare employees to accept and work more effectively with each other, particularly
with minorities and women.
In this module, we emphasize the conditions through which training practices can help
companies gain competitive advantage and how managers can contribute to effective
training and other learning initiatives.
DEVELOPMENT
The key distinction between development and training is that development involves a
wider range of activities with less specific ends than training. Training is designed with
specific learning outcomes that form the basis for examination of the skills acquired: an
operator who has received the requisite training should be able to use a milling machine
to produce test pieces within the tolerance required, for example. Development is focused
more on the individual than the occupation and is concerned with longer-term personal
growth and career movement: in France, the term e ´volution professionnelle is used in
preference to development, hence emphasizing the ends rather than the means.
Development is also related to the idea of social and economic progress because
developing workforce skills has a major impact on national economies (Zidan 2001);
where economies are undergoing a process of development, transition, or training,
development, and competence 331 reconstruction, this takes on a wider social
importance.
TRAINING AND DEVELOPMENT
Training and development are function of human resource management concerned with
organizational activity aimed at bettering the performance of individuals and groups in
organizational settings. Training and development can also be described as ‘an
educational process which involves the sharpening of skills, concepts, changing of
attitude and gaining more knowledge to enhance the performance of employees. . It has
been known by several names, including "Human Resource Development", "Human
Capital Development" and "Learning and Development".
It is any attempt to improve current or future employee performance by increasing an
employee’s ability to perform through learning, usually by changing the employee’s
attitude or increasing his or her skills and knowledge. The need for training and
development is determined by the employee’s performance deficiency, computed as
follows: Training and Development need = Standard Performance Actual Performance
For effective employee training, there are four steps that generally occur. First, the new
employee goes through an orientation, and then he or she will receive in-house training
on job-specific areas. Next, the employee should be assigned a mentor, and then, as
comfort with the job duties grows, he or she may engage in external training. Employee
training and development is the process of helping employees develop their personal and
organization skills, knowledge, and abilities.
EMPLOYEE TRAINING STEPS
1. Employee Orientation
The first step in training is an employee orientation. Employee orientation is the
process used for welcoming a new employee into the organization. The importance
of employee orientation is two-fold. First, the goal is for employees to gain an
Page 4 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
understanding of the company policies and learn how their specific job fits into the
big picture. Employee orientation usually involves filling out employee paperwork.
2. In-House Training
In-house training programs are learning opportunities developed by the organization
in which they are used. This is usually the second step in the training process and
often is ongoing. In-house training programs can be training related to a specific job,
such as how to use a particular kind of software. In a manufacturing setting, in-house
training might include an employee learning how to use a particular kind of
machinery. Many companies provide in-house training on various HR topics as well,
meaning it doesn’t always have to relate to a specific job. HR might sometimes create
and deliver this training, but often a supervisor or manager delivers the training.
3. Mentoring
After the employee has completed orientation and in-house training, companies see
the value in offering mentoring opportunities as the next step in training. Sometimes
a mentor may be assigned during in-house training. A mentor is a trusted,
experienced advisor who has direct investment in the development of an employee.
A mentor may be a supervisor, but often a mentor is a colleague who has the
experience and personality to help guide someone through processes. While
mentoring may occur informally, a mentorship program can help ensure the new
employee not only feels welcomed but is paired up with someone who already knows
the ropes and can help guide the new employee through any on-the-job challenges.
4. External Training
External training includes any type of training that is not performed in-house. This is
usually the last step in training, and it can be ongoing. It can include sending an
employee to a seminar to help further develop leadership skills or helping pay tuition
for an employee who wants to take a marketing class. To be a Ford automotive
technician, for example, you must attend the Ford ASSET Program, which is a
partnership between Ford Motor Company, Ford dealers, and select technical
schools.
DESIGNING EFFECTIVE FORMAL TRAINING ACTIVITIES
A key characteristic of training activities that contribute to competitiveness is that they are
designed according to the instructional design process. Training design process refers to
a systematic approach for developing training programs. Instructional System Design
(ISD) and the ADDIE model (analysis, design, development, implementation, and
evaluation) are two specific types of training design processes you may know.
Stage 1 is to assess needs to determine if training is needed.
Stage 2 involves ensuring employees have the readiness for training, and they have the
motivation and basic skills to master training content.
Stage 3 addresses whether the training session (or the learning environment) has the
factors necessary for learning to occur.
Stage 4 is to ensure that trainees apply the content of training to their jobs. This requires
support from managers and peers for the use of training content on the job as well as
getting the employee to understand how to take personal responsibility for skill
improvement.
Stage 5 involves choosing a training method.
Page 5 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
The training design process should be systematic yet flexible enough to adapt to business
needs. Different steps may be completed simultaneously. Also, feedback from each stage
in the training progress can be useful for the other stages.
STAGE 1: Needs Assessment
The first step in the instructional design process, needs assessment, refers to the
process used to determine if training is necessary.
Figure 1
Figure 1 shows the causes and outcomes resulting from needs assessment. As we
see, many different “pressure points” suggest that training is necessary. These
pressure points include performance problems, new technology, internal or external
customer requests for training, job redesign, new legislation, changes in customer
preferences, new products, or employees‘ lack of basic skills as well as support for
the company‘s business strategy (e.g., growth, global business expansion).
Needs assessment typically involves organizational analysis, person analysis, and
task analysis.
➢ Organizational analysis considers the context in which training will occur. That
is, Organizational Analysis involves determining the business appropriateness
of training, given the company‘s business strategy, its resources available for
training, and support by managers and peers for training activities.
➢ Person analysis helps identify who needs training. Person Analysis involves (1)
determining whether performance deficiencies result from a lack of knowledge,
skill, or ability (a training issue) or from a motivational or work-design problem;
(2) identifying who needs training; and (3) determining employees‘ readiness for
training.
➢ Task Analysis includes identifying the important tasks and knowledge, skills,
and behaviors that need to be emphasized in training for employees to complete
their tasks.
STAGE 2: Ensuring Employees’ Readiness for Training
The second step in the training design process is to evaluate whether employees
are ready for training. Readiness for Training refers to employee characteristics
that provide employees with the desire, energy, and focus necessary to learn from
training. The desire of the trainee to learn the content of a training program is
referred as motivation to learn.
Page 6 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
Motivation to learn influences mastery of all types of training content, including
knowledge, behavior, and skills. Managers need to ensure that employees‘
motivation to learn is as high as possible.
STAGE 3: Creating A Learning Environment
Learning permanently changes behavior. For employees to acquire knowledge
and skills in the training program and apply this information in their jobs, the training
program must include specific learning principles. Educational and industrial
psychologists and instructional design specialists have identified several
conditions under which employees learn best.
STAGE 4: Ensuring Transfer of Training
Transfer of training refers to on-the-job use of knowledge, skills, and behaviors
learned in training. If no learning occurs in the training program, transfer is unlikely.
Figure 2
➢ Manager Support
Manager support refers to the degree to which trainees‘ managers (1) emphasize
the importance of attending training programs and (2) stress the application of
training content to the job.
➢ Peer Support
Transfer of training can also be enhanced by creating a support network among
the trainees. A support network is a group of two or more trainees who agree to
meet and discuss their progress in using learned capabilities on the job.
➢ Opportunity to Use Learned Capabilities
Opportunity to use learned capabilities (opportunity to perform) refers to the extent
to which the trainee is provided with or actively seeks experience with newly
learned knowledge, skill, and behaviors from the training program. Opportunity to
perform is influenced by both the work environment and trainee motivation.
➢ Technological Support:
Performance Support and Knowledge Management Systems Performance
support systems are computer applications that can provide, as requested, skills
training, information access, and expert advice. Performance support may be used
to enhance transfer of training by giving trainees an electronic information source
that they can refer to as needed as they attempt to apply learned capabilities on
the job.
Page 7 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
➢ Self-Management Skills
Training programs should prepare employees to self-manage their use of new
skills and behaviors on the job. Specifically, within the training program, trainees
should set goals for using skills or behaviors on the job, identify conditions under
which they might fail to use them, identify the positive and negative consequences
of using them, and monitor their use of them.
AREAS OF TRAINING
The area of Training in which training is offered may be classified into the following
categories.
1. Knowledge
Here the trainee learns about a set of rules and regulations about the job, the staff
and the products or services offered by the company. The aim is to make the
employee fully aware of what goes on inside and outside the company.
2. Technical Skills
The employee is taught a specific skill (e.g., operating a machine, handling
computer etc.) so that he can acquire that skill and contribute meaningfully.
3. Social Skills
The employee is made to learn about himself and others, and to develop a right
mental attitude towards the job, colleagues and the company. The principal focus
is on teaching the employee how to be a team member and get ahead
TRAINING METHODS
Training methods are usually classified by the location of instruction. On the job training
is provided when the workers are taught relevant knowledge, skills and abilities at the
actual workplace; off-the-job training, on the other hand, requires that trainees learn at
a location other the real work sot. Some of the widely used training methods are listed
below.
ON THE JOB TRAINING METHODS:
1. Job instruction Training (JIT)
The JIT method (developed during World War II) is a four-step instructional
process involving preparation, presentation, performance try out and follow up. It
is used primarily to teach workers how to do their current jobs. A trainer, supervisor
or co-worker act as the coach. The four steps followed in the JIT methods are:
1. The trainee receives an overview of the job, its purpose and its desired
outcomes, with a clear focus on the relevance of training.
2. The trainer demonstrates the job in order to give the employee a model to
copy. The trainer shows a right way to handle the job.
3. Next, the employee is permitted to copy the trainer’s way. Demonstrations by
the trainer and practice by the trainee are repeated until the trainee masters
the right way to handle the job.
4. Finally, the employee does the job independently without supervision.
2. Coaching
Coaching is a kind of daily training and feedback given to employees by immediate
supervisors. It involves a continuous process of learning by doing. It may be
defined as an informal, unplanned training and development activity provided by
supervisors and peers. In coaching, the supervisor explains things and answer
questions; he throws light on why things are done the way they are; he offers a
model for trainees o copy; conducts lot of decision-making meetings with trainees;
Page 8 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
procedures are agreed upon and the trainee is given enough authority to make
decisions and even commit mistakes. Of course, coaching can be a taxing job in
that the coach may not possess requisite skills to guide the learner in a systematic
way. Sometimes, doing a full day’s work may be more important than putting the
learner on track.
3. Mentoring:
Mentoring is a relationship in which a senior manager in an organization assumes
the responsibility for grooming a junior person. Technical, interpersonal and
political skills are generally conveyed in such a relationship from the more
experienced person. A mentor 1, a teacher, spouse, counselor, developer of skills
and intellect, host, guide, exemplar and most importantly, supporter and facilitator
in the realization of the vision the young person (protégé) has about the kind of life
he wants an adult.
The main objective is to help employees attain physiological maturity and
effectiveness and get integrated with the organization. In a work situation, such
mentoring can take place at both formal and informal levels, depending on the
prevailing work culture and the commitment from the top management. Formal
mentoring can be very faithful, if management invests tie and money in such
relationship building experiences.
4. Job Rotation:
This kind of training involves the moment of trainee from one job to another. This
helps him to have a general understanding of how the organization functions. The
purpose of the job rotation is to provide trainees with a larger organizational
perspective and a greater understanding of different functional area as well as a
better sense of their own career objectives and interest. Apart from relieving
boredom, job rotation allows trainees to build rapport with a wide range of
individuals within the organization, facilitating future cooperation among
departments. The cross-trained personnel offer a great amount of flexibility for
organizations when transfers, promotions or replacements become inevitable.
5. Apprenticeship Training
Most craft workers such as plumbers and carpenters are trained through formal
apprenticeship programs. Apprentices are trainees who spend a prescribed
amount of time working with an experienced guide, coach, or trainer. Assistantship
and internships are like apprenticeships because they also demand high levels
of participation from the trainee. An internship is a kind of on-the job training that
usually combines job training with classroom instruction in trade schools, colleges,
or universities.
Coaching, as explained above, is similar to apprenticeship because the coach
attempts to provide a model for the trainee to copy. One important disadvantage
of the apprenticeship methods is the uniform period of training offered to trainees.
People have different abilities and learn at varied rates. Those who learn fast may
quite the program in frustration. Slow learners may need additional training time. It
is also likely that in these days of rapid changes in technology, old skills may get
outdated quickly. Trainees who spend years learning specific skills may find, upon
completion of their programs, that the job skills they acquired are no longer
appropriate.
Page 9 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
6. Committee Assignments
In this method, trainees are asked to solve an actual organizational problem. The
trainees must work together and offer solution to the problem. Assigning talented
employees to important committees can give these employees a broadening
experience and can help them to understand the personalities, issues and
processes governing the organization. It helps them to develop team spirit and
work with unity toward common goals. However, managers should very well
understand that committee assignments could become notorious time-wasting
activities.
The above on-the-job methods are cost effective. Workers produce while they learn.
Since immediate feedback is available, they motivate trainees to observe and learn
the right way of doing things. Very few problems arise in the case of transfer of training
because the employees learn in the actual work environment where the skills that are
learnt are used.
On-the-job methods may cause disruptions in production schedules. Experienced
workers cannot use the facilities that are used in training. Poor learners may damage
machinery and equipment. Finally, if the trainer does not possess teaching skills, there is
very little benefits to the trainee.
OFF-THE-JOB METHODS
Under this method of training, the trainee is separated from the job situation and his
attention is focused upon learning the material related to his future job performance. Since
the trainee is not distracted by job requirements, he can focus his entire concentration on
learning the job rather than spending his tie in performing it. There is an opportunity for
freedom of expression for the trainees. Off-the-job training methods are as follows:
1. Vestibule training:
In this method, actual work conditions are simulated in a classroom. Material, fifes
and equipment – those that are used in actual job performance are also used in
the training. This type of training is commonly used for training personnel for
clerical and semi-skilled jobs. The duration of this training ranges from a few days
to a few weeks. Theory can be related to practice in this method.
2. Role playing:
It is defined as a method of human interaction that involves realistic behavior in
imaginary situations. This method of training involves action, doing and practice.
The participants play the role of certain characters, such as the production
manager, mechanical engineer, superintendents, maintenance engineers, quality
control inspectors, foreman, workers, and the like. Method is mostly used for
developing interpersonal interactions and relations.
3. Lecture method:
The lecture is a traditional and direct method of instruction. The instructor
organizes the material and gives in to a group of trainees in the form of a talk. To
be effective, the lecture must motivate and create interest among the trainees. An
advantage of lecture method is that it is direct and can be used for a large group
of trainees. Thus, costs and time involved are reduced. The major limitation of the
lecture method is that it does not provide for transfer of training effectively.
Page 10 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
4. Conference/discussion approach:
In this method, the trainer delivers a lecture and involves the trainee in a discussion
so that his doubt the job gets clarified. When big organizations use this method,
the trainees use audio-visual aids such as black boards, mockups and slides; in
some cases, the lectures are videotaped, or audio taped. Even the trainee’s
presentation can be taped for self-confrontation and self-assessment.
The conference is thus, group-centered approach where there is a classification
of ideas, communication of procedures and standards to the trainees. Those
individuals who have a general educational background and whatever specific
skills are required such as typing, shorthand, office equipment operation, filing,
indexing, recording etc. may be provided with specific instructions to handle their
respective jobs.
5. Programmed instruction:
This method has become popular in recent years. The subject matter to be learned
is presented in a series of carefully planned sequential units. These units are
arranged from simple to more complex levels of instruction. The trainee goes
through these units by answering questions or filing the blanks. This method is
thus, expensive, and time-consuming.
ADVICE FOR CHOOSING A TRAINING METHOD
Given the large number of training methods available to you, this task may seem difficult.
One way to choose a training method is to compare methods.
The first step in choosing a method is to identify the type of learning outcome that you
want training to influence. These outcomes include verbal information, intellectual skills,
cognitive strategies, attitudes, motor skills, or some combination. Training methods may
influence one or several learning outcomes.
Second, comparing the presentation methods to the hands-on methods illustrates that
most hands-on methods provide a better learning environment and transfer of training
than do the presentation methods.
A final but important consideration is the training budget. If you have a limited budget for
developing new training methods, use structured on-the-job training—a relatively
inexpensive yet effective hands-on method. If you have a larger budget, you might want
to consider hands-on methods that facilitate transfer of training.
EVALUATION OF A TRAINING PROGRAMME
The specification of value forms a basis for evaluation. The basis of evaluation and the
mode of collection of information necessary for evaluation should be determined at the
planning stage. The process of training evaluation has been defined as any attempt to
obtain information on the effects of training performance and to assess the value of
training in the light of that information. Evaluation helps in controlling and correcting the
training program. Hamblin suggested five levels at which evaluation of training can take
place, viz, reactions, learning, job behavior, organization, and ultimate value
1. Reactions:
Trainee’s reactions to the overall usefulness of the training including the coverage
of the topics, the method of presentation the techniques used to clarify things, often
Page 11 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
throw light on the effectiveness of the program. Potential questions to trainees
might include:
i. What were your learning goals for the program?
ii. Did you achieve them?
iii. Did you like this program?
iv. Would you recommend it to others who have similar learning goals?
v. What suggestions do you have for improving the program?
vi. Should the organization continue to offer it?
2. Learning:
Training program, trainer’s ability and trainee’s ability are evaluated on the basis
of quantity of content learned and time in which it is learned and learner’s ability to
use or apply the content learned.
3. Job behavior:
This evaluation includes the manner and extent to which the trainee has applied
his learning to his job.
4. Organization:
This evaluation measures the use of training, learning and change in the job
behavior of the department/organization in the form of increased productivity,
quality, morale, sales turnover and the like.
5. Ultimate value:
It is the measurement of ultimate result of the contributions of the training program
to the company goals like survival, growth, profitability etc. and to the individual
goals like development of personality and social goals like maximizing social
benefit.
METHODS OF EVALUATION
Various methods can be used to collect data on the outcomes of training. Some of these
are:
• Questionnaires: Comprehensive questionnaires could be used to obtain opinions,
reactions, and views of trainees.
• Tests: Standard tests could be used find out whether trainees have learnt anything
during and after the training.
• Interviews: Interviews could be conducted to find the usefulness of training offered to
operatives.
• Studies: Comprehensive studies could be carried out eliciting the opinions and
judgments of trainers, superiors, and peer groups about the training.
• Human resource factors: Training can also be evaluated on the basis of employee
satisfaction, which in turn can be examined on the basis of decrease in employee
turnover, absenteeism, accidents, grievances, discharges, dismissals, etc.
• Cost benefit analysis: The cost of training (cost of hiring trainers, tools to learn,
training center, wastage, production stoppage, opportunity cost of trainers and
trainees) could be compared with its value (in terms of reduced learning time,
improved learning superior performance) I order to evaluate a training program.
• Feedback: After the evaluation, the situation should be examined to identify the
probable causes for gaps in performance. The training evaluation information (about
costs, time spent, outcomes etc.) should be provided to the instructors, trainees and
other parties concerned for control, correction, and improvement of trainees’ activities.
Page 12 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
The training evaluator should follow it up sincerely so as to ensure effective
implementation of the feedback report at every stage.
Please note that no training is complete without its evaluation. That is, the follow up of a
training program is very essential. The need for training your employees has never been
greater. As business and industry continues to grow, more jobs will become created and
available. Customer demands, employee morale, employee productivity, and employee
turnover as well as the current economic realities of a highly competitive workforce are
just some of the reasons for establishing and implementing training in an organization.
To be successful, all training must receive support from the top management as well as
from the middle and supervisory levels of management.
V. EVALUATION
TASK
ACTIVITY 1 Restricted Essay:
1. In 300 words, in your own opinion, what are the benefits of
training and development to (a) business (b) employees.
RUBRIC
Validity of Answer 7pts
Content Structure (spelling, grammar, punctuations) 1pts
Related Examples 2pts
TOTAL: 10pts
[Link]
Page 13 of 14
Republic of the Philippines
MAILA ROSARIO COLLEGE
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan Valley
Contact No. (078) 377 – 249
VI. REFERENCE/S
-Textbook
• Danny Araneta Cabulay and Christine Palafox Carpio, 2010, Human Resource
Management in the Tourism and Hospitality Industry, 856 Nicanor Reyes, Sr. St.,
Sampaloc, Manila, Rex Book Store, Inc.
• Crispina R. Corpuz, 2013, Human Resource Management, 856 Nicanor Reyes, Sr. St.,
Sampaloc, Manila, Rex Book Store, Inc.
- Online resources
• (PDF) Advanced Human Resource Management ? Subject: ADVANCED
HUMAN RESOURCE MANAGEMENT Credits: 4 SYLLABUS Introduction to
Human Resource Management | bolaji oluwadare - [Link]
• [Link] ([Link])
• HRMA_20013_HUMAN-RESOURCE-MANAGEMENT_PROF-ALFREDO-R-
SOLIMAN_FINAL.pdf : BUSINESS MISC : Polytechnic University of the
Philippines | Course Hero
• (PDF) E BOOK ON HUMAN RESOURCE MANAGEMENT (HRM).pdf |
PRASANTH VENPAKAL - [Link]
• (PDF) Human Resource Management Human Resource Management | Thu
Huong Pham - [Link]
• Human_Resource_Management.pdf ([Link])
COMPILED BY: CHECKED BY:
ELEINE T. ALVAREZ ____________________
BA Instructor BSBA Dean
General Education Coordinator
APPROVED BY:
ROMEO M. PASCUA, Ph.D.
Vice-President of Academic Affairs
Page 14 of 14