3. - is the coordination and
regulation of employees in a
company.

5. With a good HR team doing
their jobs well, a company/
organization will often be
ultimately more efficient and
competitive, generating
additional revenue.

6. If you think training is
expensive, try

8. - is the act of
increasing the
knowledge and
skill of an
employee for
performing a
particular job

9. INTERNAL EXTERNAL paid for by the
company but
Provided by provided off site
the company through a 3rd
party training
firm
Utilized when
Utilizing existing skills are not
internal resources already present
and tools in the
organization

10. Develop the knowledge,
skills, and attitude
necessary for effective
performance of the work.

11. ..to MAINTAIN
..to UPGRADE
..to UPDATE
SKILLS

12. Maintain
P
• Good performance D
• Right attitude R
• Passion in teaching E
O
V
F
Upgrade E
E
• Teaching strategies L
• Assessment tools S
• Classroom management
O
S
• Instructional materials P
I
M
O
E
Update N
N
• Curriculum A
• Educational issues, policies T
and programs L

17. - Thomas Henry Huxley

19. It describes the education
that employees must go
through in order to learn
how to perform their jobs
correctly and to improve their
practices.

20. Training usually involves
teaching operational or
technical employees how
to do their jobs more
effectively and/ or
efficiently.

21.  Responsibilities for training are
generally assigned to the HR
function.
 In general, training is intended to
help the organization.
 Managers must be sure that
productivity can be increased
through training and that
productivity gains are possible
with existing resources.

22. New
Program
Reasons
Turn-
over of Cost
Control
Training
Employee
Promotion

23.  Trainees should feel the need to learn,
they are more responsive
 Learning is effective when reinforcement
in the form of reward/ punishment is
present
 Trainees need to be given feedback and
guided into further action steps.
 There must be some means by which
trainees practice and repeat behaviors on-
the-job which they learn in training.
 The training material should be made as
simple and easy-to-understand as possible.

24. EVALUATE
TRAINING
IMPLEMENT
TRAINING
DESIGN
TRAINING
SET TRAINING
GOALS
ASSESS
TRAINING
NEEDS
OBJECTIVES/
STRATEGIES
“THE LADDER OF SUCCESS IS BEST CLIMBED BY
STEPPING ON THE RUNGS OF OPPORTUNITY.”

25.  It provides the clear
guidelines and develops the
training program in less time
because objectives focus
specifically on NEEDS
 It tells the trainee what is
expected

26.  TRAINER
 TRAINEE
 DESIGNER
 EVALUATOR

27.  It is an educational approach
for turning knowledge into
learning.
 It is based on the needs of the
organization, trainee, and task
being performed.
 It should suit the audience
content, business organization,
and the learning objectives.

28.  COGNITIVE METHODS
1. lectures
2. demonstrations
3. discussions
4. CBT (Computer Based-
Training)

29.  BEHAVIORAL METHODS
GAMES AND
SIMULATIONS
- business games
- role plays
- in-basket
technique
- case studies

30.  INDUCTION TRAINING
 SKILLS TRAINING
 REFRESHER TRAINING
 CROSS FUNCTIONAL TRAINING
 TEAM TRAINING TRAINING
 CREATIVITY TRAINING
 DIVERSITY TRAINING
 LITERACY TRAINING

32. A needs assessment is the
process of identifying
performance requirements
and the "gap" between
what performance is
required and what presently
exists.

33. To identify performance
requirements and the
knowledge, skills, and abilities
needed by an organization’s
workforce to achieve the
requirements.

34. • ORGANIZATIONAL
ASSESSMENT
• OCCUPATIONAL
ASSESSMENT
• INDIVIDUAL
ASSESSMENT

35. evaluates the level of
organizational performance
• What is the problem?
• Is it a training problem?

36. examines the skills, knowledge,
and abilities required for affected
occupational groups
- What skills and knowledge
should be included in the
training program?

37. analyzes how well an individual
employee is doing a job and
determines the individual's
capacity to do new or different
work
- Who needs to be trained?

38. DATA COLLECTION METHODS:
• Interviews
• Surveys/ Questionnaires
• Focus groups
• Observation
• Existing data

39. Training
policy
Trained
Top
&
mng.t’s
professio-
support
nal
and mngt
trainers
Diff.
Components methods
Willing Of of training
trainees Training and
courses
Venue and
Training
the
procedure
duration
and
Training of the
feedback
materials training
such as
posters,
pictures,
charts, slides
etc.

40. R N
TRAINING
PURPOSES

41. • Increase productivity
• Reduce wastage
• Enhance competency of the
work force
• Increase in moral employee
• Facilitate employee
retention
• Faster costumer service
• Increase quality

44.  SYSTEM MODEL
 INSTRUCTIONAL SYSTEM
DEVELOPMENT MODEL
 TRANSITIONAL MODEL

47. ISD is concerned with the training
need on the job performance.
This model also helps in
determining and developing the
favorable strategies, sequencing
the content, and delivering media
for the types of training objectives
to be achieved.

49. • ASSESSMENT - determine training
needs
- identify training
objectives
• IMPLEMENTATION - select training
methods
- conduct training
• EVALUATION - compare training
outcomes
against criteria

50. Training has to serve the purpose for which it is
intended. It has to be EFFECTIVE. The outcomes of
the TRAINING needs to be measured based on the
following four contexts:
1. REACTION - trainee’s reaction to the training,
trainer, methodology , etc.
2. LEARNING - Did the trainee learn?
3. BEHAVIOR - Has the trainee’s behavior
change because of the training?
4. RESULTS - Is he showing the changed
behavior newer, better results?

51. 1. Top management is unclear
about what they need and they
lack vision.
2. The trainee is disinterested.
3. The trainee is unclear or
incompetent.
4. The training module does not
address the training gap.
5. The training gap itself is not
understood.
6. Budgetary constraints make
companies undercut on quality
and focus on training.

52. “If you want to teach people a new
way of thinking, don't bother
trying to teach them. Instead, give
them a tool, the use of which will
lead to new ways of thinking.”
― Richard Buckminster Fuller

53. "Know this, my beloved brothers. Every man must be swift
about hearing, slow about speaking, slow about wrath;
James 1:19