Presented by:

Rustom Mameng
Ysabel Ramos
Krizzy Serrano
1. First, a well-developed, valid selection system
is not usually enough to guarantee a workforce
that is ready to perform effectively the first day
on the job. In other words, although a company
may hire people who appear to be the most
skilled and able of its applicants, they may still
need job- or organization-specific training to do
the job effectively.



2. Training is so important to organizations, even
those with effective valid selection systems, is that
experienced employees must sometimes be
retrained because of changes in the job or
organization. This issue will continue to grow as
continued advancements in technology change the
nature of many jobs, making it necessary for
employees to keep up with these technological
changes.



3. Training is important for the continued
development of employees. Experts believe that
training programs can lead to increased
organizational commitment and job satisfaction,
resulting in increased productivity, decreased
absenteeism, and less turnover. In other words,
training and development efforts result in better
employees and a more productive workforce.

Training - the formal procedures that a company
utilizes to facilitate learning so that the resultant
behavior contributes to the attainment of the
companys goals and objectives.

Before even beginning to develop a training
program, organizations must identify what, if any,
training needs exist. Organizations differ greatly in
terms of their training needs.
Competency-based training. Organizations
that take this approach to training identify what
competencies they want all employees to have
and then develop training programs around
those competencies
Organizational Analysis
Where is training needed in the organization?
an organizational analysis is conducted to determine the
organizations short- and long-term goals and then to
compare those goals to the organizations
accomplishments. In this way, the organization can identify
which goals arent being reached, as these areas are likely
to be targets for training
Task Analysis
What duties, tasks, behaviors, and actions need to be
improved?
The organization or consultant examines the task
requirements for the successful conduct of each job,
specifying exactly what the new employees are going to do
on their jobs. By identifying these tasks, the organization
can distinguish between those the new employees are able
to do immediately upon beginning employment and those
for which they will require some training.
*Human capital - training, and experiences of individual
employees that provide value to organizations.
Person Analysis
Who needs the training?
A person analysis gets quite specific, focusing on those
employees who actually need training. Toward this end, it
examines how well all employees are carrying out their job
responsibilities and duties.
Demographic Analysis
This involves determining the specific training needs of
various demographic groups, such as those protected by
civil rights legislation.
Includes principles of instructional design, basic principles
of learning, and characteristics of the trainee and trainer,
largely determines the success of a training intervention.
Continuous learning - Directed and long-term effort to
learn; stems from an intense desire to acquire knowledge
and improve results and from participation in activities that
facilitate learning.
Instructional design - A set of events that facilitate
training through their impact on trainees.

Principles of Learning
Learning - The relatively permanent change in
behavior that occurs as a result of experience or
practice.
Active Learning - Learning theory has always argued
that learning is facilitated if the learner is active during
the learning period.
Size of the Unit to be Learned - The question here is
whether training should be structured in such a way as
to present the whole task or only part of the task in a
given training session a distinction sometimes referred
to as whole versus part learning.
*Distributed Practice - Training in which the practice is
divided into segments, usually with rest periods in between.
*Massed Practice - Training in which all the practice takes
place at one time, without breaks
Meaningfulness of Material - It makes sense that
trainees will be more likely to learn new material if they
find it meaningful.
Practice and Overlearning - How one practicesthat
is, the quality of the practicealso affects what one
learns. This last point is an important one to make in a
training context, as employees who either dont practice
or practice in an inappropriate way do not learn very
well.
*Overlearning - The process of giving trainees continued
practice even after they have appeared to master the
behavior, resulting in high levels of learning.

Feedback - it is imperative that participants be given
timely and useful feedback about how they are
performing.
Individual Differences in Trainees
There are two specific characteristics of the learner that
deserve some discussion.
First, learning is likely to happen only if the learner is
prepared to learnwhat is sometimes called trainee
readiness.
*Readiness - Possessing the background characteristics
and necessary level of interest that make learning possible.
Second, the motivation to learn is important as well. If
employees are not motivated to be trained, the training
is almost certain to fail.

Characteristics of the Trainer
1. Effective trainers establish specific objectives and
communicate them clearly to the trainees.
2. Trainers should have a solid understanding of how
people learn (including the principles of learning
discussed earlier) and what role their own approaches
or styles can play.
3. communication skills are extremely important. As you
might imagine, trainees attitudes, motivation, and
behaviors are likely to be adversely affected by a trainer
who communicates in a rigid, closed, negative, and
condescending way.
4. Trainers must realize that different trainees may require
a different style or different treatment from the trainer.
Transfer of Training
Transfer of Learning - The extent to which the material,
skills, or procedures learned in training are taken back to
the job and used by the employee in some regular fashion.

Positive transfer is the organizations goalthe hope is
that what is learned in the training program will improve
performance back on the job.
Sometimes, however, performance declines as a result of
training. This outcome is called negative transfer.
Various training techniques organized by type of approach.
Traditional Approaches
Lecturing - One of the oldest and most established
training methods is the use of simple lecturing to teach
trainees important work-related information. This
approach is very economical because many employees
can be trained at one time. The effectiveness of this
technique varies greatly, depending on the training
objectives.
On-the-Job Training - has been for years, the most
widely used training technique in organizations. Almost
all employees are exposed to some form of it. The
assumption underlying OJT is that the new employee
can learn the job by watching an experienced employee
doing the job;
Self-Directed Techniques - These techniques allow
trainees to work at their own pace and to remedy
identified weaknesses.

*Programmed instruction (PI) of this variety presents
information to the learner while using learning principles to
reward and motivate.
*Computer-assisted instruction (CAI) stems largely from
the PI approach just discussed, but with one difference:
Trainees interact with a computer. The computer is the
medium through which information is presented and by
which their performance is monitored.

Work Simulators - A simulator is designed to be as
realistic as possible so that trainees can easily transfer
the skills they gain to the real-life situation. Two
important determinants of the effectiveness of simulators
are their
*Physical fidelity - the extent to which the operation of the
equipment mimics that in the real world
*Psychological fidelity - the extent to which the behavioral
processes needed for success on the job are also
necessary for success on the training simulation.

Technology-Based Approaches
Audiovisual Techniques - One of the fastest-growing
areas in training is the use of audiovisual or multimedia
presentations as the basis for training programs
Distance Learning - The delivery of material to all
participants at the same time even though participants
are separated by geographical distance
E- Learning - Training delivered via the Internet (e-
learning) has become quite popular. Using an Internet
browser, employees at remote sites can sort through,
read, and work with information made available by the
company.
Employee DevelopmentBased Approaches
Orientation Training and New Employee Socialization -
Though not always treated as a formal training technique, the
socialization is usually the first element of training that new
employees experience.
*Organizational Socialization - The process by which an
individual acquires the attitudes, behavior, and knowledge
needed to participate as an organizational member. Formally, it
may include orientation meetings conducted by the HR staff in
concert with line managers, social receptions, policy workshops,
and tours of the organizational facilities.
Coaching - a one-on-one collaborative relationship in which
an individual provides performance-related guidance to an
employee. It is the process by which supervisors provide
subordinates with advice and information about current
performance and discuss ideas and goals for improving that
performance. In short, it is a training and motivational
technique used to improve performance that serves three
functions:
Guidance: Clearly communicating performance
expectations, performance outcomes, and suggestions
for improvement
Facilitation: Helping employees analyze and explore
ways to solve problems and enhance performance
Inspiration: Challenging employees to aspire to and
realize their potential

Behavior Modeling - Because working well with others
is so important for managers, developing interpersonal
skills is of great interest to organizations. Based on
Albert Banduras (1986) work on social imitation, or
social learning theory, behavioral modeling is one
technique that seems well suited for improving
interpersonal skills.

Business Simulation - This technique is somewhat
similar to the case study approach used in business
education. Managers are given a brief introduction that
includes some background about a fictitious company,
the situation, organizational problems, and the
organizational goals. The managers are presented with
this contrived organizational situation and placed within
that situation. They are asked to make managerial
decisions that subsequently affect the situation and
context.
*there are many types of management games, such as
marketing, finance, production-management, and quality-
management games

Corporate Universities - Many companies have begun
making long-term investments in their workforce
through, in part, the development of institutes, or
universities, focused on continuous training and
development. These corporate classrooms have modern
facilities with up-to-date technology that allows for
effective learning and transfer onsite.
Sexual Harassment Training
Sexual harassment is prohibited by the Civil Rights Act and
includes behaviors of a sexual nature, submission to or
rejection of which affects ones job or creates an offensive
work environment.
The consequences of sexual harassment are categorized in
terms of three dimensions.
1. Harassment has widespread implications on work
outcomes such as interpersonal relationships at work,
2. Psychological and somatic outcomes result from sexual
harassment.
3. Sexual harassment has negative effects on the
organization 1993).
Because prevention is the best tool against sexual
harassment, one option encouraged by the Equal
Employment Opportunity Commission (EEOC) and other
agencies is sexual harassment training. In fact, many
organizations offer such programs, most of which employ
behavior modeling through the use of videos.
Overall, these intriguing results suggest that
1. behavior modeling may help some individuals become
more sensitive to sexual harassment behaviors and
2. males and females may view behaviors differently with
respect to their potential for being sexual harassment.
Training Criteria - The criteria for training programs are
just as important as the criteria used to evaluate employees
or validate selection systems. The criteria used in the
evaluation of training programs, as with all other criteria,
have to be relevant, reliable, sensitive, practical, and fair.
Kirkpatricks Taxonomy - By far the most frequently used
categorizing scheme of training criteria is based on the
work of Donald Kirkpatrick in the late 1950s and early
1960s. Recognizing that training is a multifaceted
endeavor, Kirkpatrick identified four types of criteria to
use in the evaluation of training programs

*Reaction criteria - In Kirkpatricks taxonomy, trainees
attitudinal reactions to the training program; along with
learning criteria, also called internal criteria.

*Learning criteria - In Kirkpatricks taxonomy, criteria that
reflect how much of the material is actually learned in the
training pro-gram; along with reaction criteria, also called
internal criteria.

*Behavioral criteria - In Kirkpatricks taxonomy, criteria
that refer to changes that take place back on the job; along
with results criteria, also called external criteria.

*Results criteria - In Kirkpatricks taxonomy, the ultimate
value of the training program to the company; along with
behav-ioral criteria, also called external criteria