TRAINING and DEVELOPMENT

GROUP 5

ORIENTING AND
ONBOARDING EMPLOYEES
.
ETHEL JO F LABIANO
 TRAINING and DEVELOPMENT
Heart of a continuous effort designed to improve
employee competency and organizational
performance. Training, career development,
organizational development, and organizational
learning are the elements hat fit within training and
development umbrella.

TRAINING DEVELOPMENT
Provides learners with Involves learning that
the knowledge and goes beyond today’s job
skills needed for their and has a more long-
present job. term focus
ONBOARDING EMPLOYEES
 Itis designed to help new employees adjust to their jobs
quickly, while gaining the skills and knowledge needed
to make a desired contribution to the organization.
 Ingeneral, onboarding describes a series of events that
enable new employees to learn what they need to do to
meet the responsibilities of their new positions.
ORIENTING EMPLOYEES
 New hires are formally introduced to the organization
and its culture, mission, vision, and values. This often
takes place in a conference-style event bringing
together new hires from different departments across
an organization.
ORIENTING EMPLOYEES
A successful employee orientation program is made
up of two parts:
i. A broad overview of policies and procedures that
affect the entire company, including everything
from the company’s mission and goals to benefirs,
compensation and zero-tolerance policies regarding
bullying and sexual harassment.
ii. A review of the new hire’s specific job duties and an
explanation of how their position fits into the
company’s short – and long- range goals.
 ONBOARDING vs. ORIENTING
ONBOARDING ORIENTING
SUMMING IT ALL UP!
Focus: Role in Focus: Role in the
Employee onboarding
department or specific company/organization
and orienting are both
teams Duration: One-time
critical components in
Duration: Sequence of event
the introduction of
events over a longer Set-up: Room setting or
employees to a new
period of time videoconference
work environment. They
Set-up: On the Job Content: Big Picture
are not interchangeable
Content: Individualized Outcome: Ready for
but, rather,
Outcome: Actively training
complement each other
contributing Value: Get familiar with
in the overall goal of
Value: Gain clarity company’s vision,
increasing employee
about their role and are mission, goals,
engagement and helping
invested in their day-to- objectives, policies, and
them feel prepared and
day work and goals other general
ready to work.
requirements.
 Marcum, A. (n.d), Employee orientation vs. employee onboarding: Why you need both. Insperity
HR that Makes a Difference.
https://www.insperity.com/blog/employee-onboarding-vs=orientation-need/
 Paychex WORX, (2022), Onboarding vs. Orientation: A Guide for Emplloyers.
https://www.paycheck.com/articles/human-resources/onboarding-vs-orientation#:-:text=In%20g
eneral%2C%20onboarding%20describes%20a,course%of%20a%20single%20day
).
 Mondy, R.W., Martocchio, J. ( 2016), Human Resource Management. Fourteenth Edition. Pearson
Global Edition.
TRAINING AND
DEVELOPMENT
Overview of Training Process

Group 5
Annelyn Origen
Reporter #2
TOPIC OUTLINE
Conducting the
03 Training needs
Aligning
01 Strategy and analysis
Training

02 04
The ADDIE Five-Step
Designing the Training
Program
Training Process

05 Developing the
Program
OVERVIEW OF TRAINING
PROCESS
TRAINING?
The process of teaching new
or current employees the basic
skills they need to perform
their jobs.
TRAINING AND LAW!
Inadequate training can also expose the
employer to liability for

Negligent Training

A situation where an employer

fails to train adequately and the
employee subsequently harms a
third party.
ALIGNING STRATEGY AND TRAINING

Identify the employee behaviors

the firm will need to execute.

Deduce what competencies

employees will need.

Put in place training goals and

program to instill these
competencies.
THE ADDIE FIVE-
STEP TRAINING
PROCESS
ANALYZ DEVELO EVALUA
E P TE

IMPLEM
DESIGN
ENT
CONDUCTING THE TRAINING
NEEDS ANALYSIS
STRATEGIC TRAINING
NEEDS ANALYSIS
Identifies the training
employees will need to fill
these future jobs.
CURRENT TRAINING NEEDS
ANALYSIS
Determine what job entails and
to break it down into subtask
each of which you then teach to
the new employee.
CONDUCTING THE TRAINING
NEEDS ANALYSIS
TASK ANALYSIS FOR
ANALYZING NEW
EMPLOYESS’ TRAINING
TASK
NEEDS
ANALYSIS
A detailed study of a job to identify the
specific skills required.
TASK ANALYSIS RECORD
FORM
This form consolidates information
regarding required tasks and skills.
CONDUCTING THE TRAINING
NEEDS ANALYSIS
CONDUCTING THE TRAINING
NEEDS ANALYSIS
COMPETENCY PROFILE AND
MODELS IN TRAINING AND
DEVELOPMENT

COMPETENCY
MODEL
A graphic model that consolidates,
usually in one diagram, aprecise
overview of the competencies
someone would need to do thr job
well.
CONDUCTING THE TRAINING
NEEDS ANALYSIS
PERFORMANCE ANALYSIS:
ANALYZING CURRENT
EMPLOYEES TRAININGS
NEEDS
PERFORMANCE
ANALYSIS
Verifying that there is a performance
deficiency and determing whether that
deficiency should be corrected through
training or through some other means
(such as transferring the employees).
CONDUCTING THE TRAINING
NEEDS ANALYSIS
CAN’T DO/
WON’T DO

The aim here is to

distinguish between can’t do
and won’t do problems.
DESIGNING THE TRAINING
PROGRAM
DESIG
N
Planning the overall
training program
including training
objectives, delivery
methods, and program
evaluation.
DESIGNING THE TRAINING
PROGRAM
SETTING CREATING A
MAKING THE MAKE SKILLS
LEARNING MOTIVATIONAL LEARNING TRANSFER
OBJECTIVES LEARNING
MEANINGFUL OBVIOUS AND
ENVIRONMENT
EASY

REINFORCE THE ENSURE OTHER

LEARNING TRANSFER OF TRAINING
LEARNING TO DESIGN ISSUES
THE JOB
DEVELOPING THE PROGRAM
PROGRAM
DEVELOPMENT
Actually assembling
the program’s
training content and
materials.
Choosing the
specific content the
program will
present.
DEVELOPING THE PROGRAM
IMPLEM
ENT
Actually provide the training,
using one or more of the
instructional methods (such
as lectures).

BEFOR DURIN AFTER

E G TRAINING
TRAINI TRAINI
NG NG
Reference
Dessler, Gary. (2017). Human resource management (15th.ed.). Boston:
Pearson Education.
IMPLEMENTING
THE TRAINING
PROGRAM

REYMARK V. BEGAYO
3 AB PSYCHOLOGY-A
Topic Outline
• KINDS OF TRAININGS

• TYPES OF ON-THE-JOB TRAINING

• 3 TYPES OF BEHAVIORAL MODELING

• 2 TYPES OF TEAM TRAINING

 Intended Learning Outcomes

A. Know the importance of trainings.

B. Describe the different kinds of trainings.

C. Discuss the different functions of each trainings

D. Exaplain their similarities and difference.

ON-THE-JOB TRAINING- having a person learn
a job by actually doing it.

JOB ROTATION
COACHING Employee (usually a
OR UNDERSTUDY management trainee) moves
METHOD from job to job at planned
An experienced worker or the
interval.
trainee's supervisor trains the
emoloyee. Involve simple
SPECIAL
observing the supervisor, or ASSIGNMENT
(preferably) having the
supervisor or job expert show Similarly give lower-level
the new employee the rope, step executives firsthand experience
by step.
in working on actual problems.
APPRENTICESHIP TRAINING
A structured process by which people become
skilled wokers through a combination of a formal
learning and long-term on-the-job .

INFORMAL TRAINING
Surveys estimated that as much as 80% of what employees
leran on the job they learn through informal ideas, including
performing their jobs while interacting everyday with their
colleages.
JOB INSTRUCTION TRAINING
Listing each job's basic task , along with key points, in order
to provide step-by-step training for employees.

LECTURES
It is a quick and simple way to
present knowledge to large
groups of trainees.
 PROGRAMMED LEARNING
A systematic method for teaching job skills, involving
presenting questions or facts, allowing the person to respond,
and giving the learner immediate feedback on the accuracy of
his or her answer. It is also a step-by-step, self-learning
method that consists of three parts.

1. Presenting questions, facts, or problems to the employee.

2. Allowing the person to respond.
3. Providing feedback on the accuracy of answers, with instructions on what to do next.
 BEHAVIORAL MODELING
Trainees are first shown good management technique in a
film, are asked to play roles in a simulated situation, and are
then given feedback and praise by their supervisor.

2. ROLE-PLAYING
1. MODELING Next, the trainees get roles to play in a
First, trainees watch live or video simulated situation, here they are to
examples showing models behaving practice the effective behaviors
effectively in a problem situation. demonstrated by the models.

4. TRANSFER OF TRAINING
3. SOCIAL REINFORCEMENT
Finally, trainees are encouraged to apply their
The trainer provides reinforcement in the form of
new skills when they are back on their job.
praise and constructive feedback.
AUDIOVISUAL-BASED TRAINING
Like DVDs, films, PowerPoint, and audiotapes are still ussed.

VESTIBULE TRAINING
Trainee learn on the actual or simulated equipment but are trained
off the job. It is necessary when it's too costly or dangerous to train
employees on the job.
 COMPUTER-BASED TRAINING (CBT)
Training methods that use interactive computer-based
system to increas knowledge or skills.

SIMULATE LEARNING AND GAMING

Different things to different people. It is virtual reality-type games,
that puts the trainee in an artificial three-dimensional environment
that simulates events and situations experienced on the job.
LIFELONG LEARNING
Providing employee with continuing learning experiences over their tenure
with the firm, with the aim of ensuring they have the opportunity to learn the
skills they need to do their jobs and expand their horizons.

LITERACY TRAINING
Employees often turn to private firms like Education Management
Corporation to provide the requisite education. Another simple approach is
to have supervisors teach, basic skills by giving employees writing and
speaking exercises.
 TEAM TRAINING
On technical, interpersonal, and team
management issues.

1. TECHNICAL 2. CROSS
TRAINING TRAINING
Management encouraged team To do different tasks or jobs that
employees to learn other's job, to their own: doing so facilitates
encourage flexibility team assignment. flexibility and job rotation.
REFERENCE
Dessler, G., & Internet Archive. (2015). Human resource management. In Internet Archive.
Hoboken : Pearson Higher Education.
https://archive.org/details/humanresourceman0000dess_y3l9/page/234/mode/1up?view=theater
UNIVERSITY OF SOUTHERN MINDANAO

TRAINING AND DEVELOPMENT:

IMPLEMENTING MANAGEMENT
DEVELOPMENT PROGRAMS

Macabante, Tanah Andrea D.

Management Development
any attempt to improve managerial performance by
imparting knowledge, changing attitudes, or
increasing skills

Succession Planning
involves developing workforce plans for the company’s
top positions
the ongoing process of systematically identifying,
assessing, and developing organizational leadership to
enhance performance 39
9-box Grid
a tool that helps employers decide on who to send
through a development program
shows Potential from low to medium to high
(vertical axis) and Performance from low to
medium to high (across the bottom), total of 9
possible boxes

40
 DEVELOPMENT ACTIVITIES:
MANAGERIAL ON-THE-JOB TRAINING METHODS

Job Rotation
moving managers from department to department to
broaden their understanding of the business and
to test their abilities

Coaching/Understudy Approach
trainee works directly with a senior manager or the
person to be replaced, giving the trainee a chance to
learn the job 41
 OFF-THE-JOB MANAGEMENT TRAINING AND
DEVELOPMENT TECHNIQUES
Case Study Method
the manager is presented with a written
description of an organizational problem to solve

Management Games
teams of managers compete by making computerized
decisions regarding realistic but simulated
situations 42
 OFF-THE-JOB MANAGEMENT TRAINING AND
DEVELOPMENT TECHNIQUES

Role-playing
trainees act out parts in a realistic management
situation

In-house development Center(Corporate Universities)

exposing prospective managers to realistic

exercises to develop improved management skills
43
 OFF-THE-JOB MANAGEMENT TRAINING AND
DEVELOPMENT TECHNIQUES
Executive Coaches
outside consultant who questions the executive’s
associates in order to identify the executive’s
strengths and weaknesses, and then counsels the
executive to capitalize the strength and overcome
the weaknesses

Outside Seminars University-related Programs

SHRM Learning System 44
REFERENCE
Dessler, G. (2017). Human Resource Management
(15th ed.). Boston: Pearson Education.

45
 UNIVERSITY OF SOUTHERN MINDANAO

TRAINING & DEVELOPMENT

M A N A G I N G O R G A N I Z A T I O N A L C H A N G E
P R O G R A M S & E V A L U A T I N G T H E T R A I N I N G
E F F O R T S

GROUP 5
Laroza, B.
Reporter #5
TRAINING & DEVELOPMENT

MANAGING
ORGANIZATIONAL
CHANGE PROGRAMS
Companies often find it necessary to

change how they do things. Organizational

change may impact a company's strategy,

culture, structure, technologies, or the

attitudes, and skills of its employees.

The Lewin's Change Process TRAINING & DEVELOPMENT
 LEWIN'S CHANGE PROCESS

UNFREEZING

reducing the forces that are striving to maintain the

status quo, usually by presenting a provocative
problem or event to get people to recognize the
need for change and to search for new solution

TRAINING & DEVELOPMENT

 LEWIN'S CHANGE PROCESS

MOVING
developing new behaviors, values, and attitudes.
the manager may accomplish this through
organizational structure changes, through
conventional training and development activities,
and sometimes through the other organizational
development techniques 9such as team building).

TRAINING & DEVELOPMENT

 LEWIN'S CHANGE PROCESS

REFREEZING

building in the reinforcement to make usre the

organization doesn't slide back into its former ways
of doing things-for instance , change the incentive
system.

TRAINING & DEVELOPMENT

 TRAINING & DEVELOPMENT

THE PROCESS OF
ORGANIZATIONAL “CHANGE”
ESTABLISH A CREATE A DEVELOP AND
MOBILIZE GUIDING COMMUNICATE A
SENSE OF
COMMITMENT COALITION SHARED VISION
URGENCY
through joint diagnoses of create a “guiding coalition” of of what you see coming from
probems. Create a task force influential people. They’ll act the change. Keep the vision
to diagnose the problems as missionaries and simple and lead by example.
facing the department or implementers.
company. This can help
produce a shared
understanding of what can
and must be imporved.
 TRAINING & DEVELOPMENT

THE PROCESS OF
ORGANIZATIONAL “CHANGE”
AIM FIRST FOR
ATTAINABLE REINFORCE THE
HELP EMPLOYEES SHORT-TERM MONITOR AND
NEW WAYS OF
MAKE THE ACCOMPLISHMENT ASSESS PROGRESS
DOING THINGS
CHANGE Use the credibility from In brief, this involves
these to make additional comparing where the
with changes to company’s
Eliminate impedements changes. company or department is
systems and procedures.
with where it should be.
TRAINING & DEVELOPMENT

ORGANIZATIONAL
DEVELOPMENT

a change through which

employees formulate the
change that’s required and
implement it, often with the
assistance of trained
consultants.
TRAINING & DEVELOPMENT

ORGANIZATIONAL
DEVELOPMENT
usually involves action research

applies behavioral science knowledge

changes the organization in a particular direction

 Categories of Organizational
Development Interventions
Human Process Human Resource
Management
T-groups Goal setting
Process consultation Performance appraisal
Third-party interventions Reward systems
Team building Career planning and
development
Organizational confrontation Managing workforce diversity
meeting
Survey research Employee wellness
TRAINING & DEVELOPMENT
 Categories of Organizational
Development Interventions
Technostructural Strategic
Formal structural change Integrated strategic management
Differentiation amd integration Culture change
Cooperative union-management Strategic change
projects
Quality circles Self-designing organization
Total quality management
Work design

TRAINING & DEVELOPMENT

 TRAINING & DEVELOPMENT

EVALUATING THE TRAINING EFFORT

Several things a manager can measure:

participants’ reactions to the program

what the trainees learned from the program

to what extent their on-the-job behavior or results changed as a

result of the program
TRAINING & DEVELOPMENT

Designing the Study

How can we be sure that the
training caused the results
that we’re trying to measure?
TIME SERIES GRAPH
 TRAINING EFFECTS
TO MEASURE
Did they like the program? Did
1. REACTION they think it worthwhile?
Test the trainees to determine
2. LEARNING whether they learmed the principles,
skills, and facts they were supposed
to learn
ask whether the trainees’ on-the-
3. BEHAVIOR job behavior changed because of
the training program
+ 1results
What 2 3 - did
4 5 we
6 -achieve,
7 8 9 0in
4. RESULTS terms of the training objectives
previously set?
TRAINING & DEVELOPMENT
 TRAINING
EVALUATION
FORM
+ 1 2 3 - 4 5 6 - 7 8 9 0

TRAINING & DEVELOPMENT

References
Dessler, G. (2017). Human Resource Management (15th ed.). Boston:
Pearson Education.
Mondy, R.W., Martocchio, J. ( 2016), Human Resource Management.
Fourteenth Edition. Pearson Global Edition.

TRAINING & DEVELOPMENT