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Training and Development: Dianna Flora

This document discusses training and development. It provides information on defining training, the goals of training to improve knowledge, skills and attitudes. It also discusses evaluating training at the individual, group and organizational levels. Additionally, it outlines common training methods and how to assess training needs. The document advocates for active learning approaches like goal setting, behavior modeling and feedback to enhance learning.

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Christine Sobrepena
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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42 views25 pages

Training and Development: Dianna Flora

This document discusses training and development. It provides information on defining training, the goals of training to improve knowledge, skills and attitudes. It also discusses evaluating training at the individual, group and organizational levels. Additionally, it outlines common training methods and how to assess training needs. The document advocates for active learning approaches like goal setting, behavior modeling and feedback to enhance learning.

Uploaded by

Christine Sobrepena
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Training and

Development
D I A N N A F L O R A
Training

• Consist of planned programs designed to


improve performance at the individual,
group and/or organizational levels.

• Change in knowledge, skills and attitude


Issues resolved in trainings

• STRUCTURAL LEVEL
examine issues such as the following: aggregate level of
expenditures by the various providers of training , the degree of
cooperation among the providers, incentives for providing
training, who gets training, and the economic impact of training.
Micro level

What types of training seem to yield positive outcomes for organizations


and trainees

How to identify if training is needed

What type of training programs

How to evaluate the outcomes of training efforts


Training Trends

A POWER COLLABORATION THE NEED TO


SHIFT TO ACROSS MAINTAIN
HYPERCOMPETITIO
ORGANIZATIONAL
N THE AND GEOGRAPHIC HIGH LEVELS
COSTUMER BOUNDARIES OF TALENTS

CHANGES IN
CHANGES IN
THE
TECHNOLOGY TEAMS
WORKFORCE
COMPANY EXAMPLE
Structural Issues in the Delivery of Training

CORPORATE COMMITMENT IS LACKING AND UNEVEN

AGGREGATE EXPENDITURES BY BUSINESS ON TRAINING ARE INADEQUATE

BUSINESSES COMPLAIN THAT SCHOOLS AWARD DEGREE, BUT DEGREES


ARE NO GUARANTEE THAT GRADUATES HAVE MASTERED SKILLS

POACHING TRAINED WORKERS


IT IS TREATED AS AN EXPENSE

Structural Issues NO GOVERNMENT SUPPORT


in the Delivery
of Training EMPLOYERS AND SCHOOLS MUST
DEVELOP CLOSER TIES

ORGANIZED LABOR CAN HELP


Characteristics if Effective Training Practice

Committed to Training is tied to


business strategy and
Training and objectives is linked to
Development the results

Committed to invest in
Feedback Rich necessary resources
“ TRAIN THEM TO THE POINT
W H E R E Y O U M AY L O S E T H E M ,
AND THEN YOU WON’T LOSE
THEM”

The Training Paradox


What determines effective Training?

QUALITY OF INDIVIDUAL’S READINESS DEGREE OF ORGANIZATIONAL


FOR TRAINING SUPPORT FOR THE TRAINING
TRAINING
Assessing Training Needs

Organization Demographic
Analysis Analysis

Operations Individual
Analysis Analysis
When focused with SKILL LEARNING

Goal setting

Behavior modelling

Practice

Feedback

Principles that Enhance Learning


When focused on LEARNING FACTS

Goal setting

Meaningfulness of material

Practice

Feedback

Principles that Enhance Learning


Motivating the Trainee: Goal Setting

Goal Theory is founded on the premise than an individual’s


conscious goals or intentions regulate her or his behavior

• Make the objectives of the training program clear at the outset

• Set goals that are challenging and difficult enough

• Supplement the goal of finishing the program


THE HIGHER THE EXPECTATION, THE
BETTER THE TRAINEES PERFORM.

Pygmalion Effect
Behavior Modeling

Tends to increase when the model is rewarded for behavior and when
the rewards are things the imitator would like to have.

The model should be like the observer in age, gender and race

Portray the behaviors to be modeled clearly and in detail.


Provide trainees with an overview of the
material to be presented during the
training.

Meaningfulness of Present the material by using examples,


the Material terms and concepts which reinforce key
learning points.

Teach the simpler skills before the


complex ones.
Active practice= “teacher-pupil” or
“instructor-trainee”

Practice (makes
Overlearning= practice beyond the
perfect) point

Length of practice session


Essential both for
learning and trainee
motivation.
Feedback
When and how the trainee
has done something
correctly.
• Motivate the trainee to improve his or her
performance

• Clearly illustrate desired skills

• Allow the trainee to participate actively

• Provide an opportunity to participate.


Training Method • Provide timely feedback and reinforcements

• Be structured from simple to complex tasks

• Be adaptable to specific problems

• Encourage positive transfer from training to


the job
On-the-Job Training Methods
Job Rotation= lateral transfer that allow employees to work at
different jobs and provide exposure to a variety of tasks.

Apprenticeship= combine new employees or trainees with


seasoned veterans, coaches or mentors

Internship= opportunities for students in Higher Education to


utilize their instruction and training in a chosen profession as
part of their education.
Classroom lectures= It is use along with
other methods to provide a great deal of
information in a limited timeframe.

Multimedia Learning= demonstrates


technical skills not easily presented by other
training methods
Off-the-Job
Simulations= involve learning a job by
Training Methods performing the work.

Vestibule Training= facilitates learning by


using the same equipment but in a simulated
work environment.
TRAINING WORKSHOP FOR WRITING LABORATORY WRITE-UPS FOR NEW SCIENCE
TEACHERS
AREAS OF CONCERN PRODUCTION OF LEARNING RESOURCE
OBJECTIVES The new Science teachers must be able to write or prepare laboratory write ups
for Grade 7-10 Science.
STRATEGY/IES • The new teachers will be given an inventory of the chemicals and
materials inside the laboratory.
• They will be given a sample of laboratory write-up compilation which
will be their basis for crafting laboratory write-ups.
• They will be assigned to a team for peer-coaching/ peer-learning.
TARGET PARTICIPANTS The New Science teachers of Lorma Basic Education Schools
TIME FRAME The crafting of the Laboratory Module will take about 2 weeks.
PERSONS RESPONSIBLE Old Science Teachers and the Laboratory Custodian will facilitate the activity.
SUCCESS INDICATOR • The teachers are able to come up with a laboratory write-up aligned with
the MELC and the competencies set by the Institution.
• They are also able to innovate the activities based on the available
resources present in the laboratory.

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