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Training and Development of Human Resources

This document discusses training and development of human resources in education. It begins by defining training as an educational process to improve employee performance, skills, knowledge, and attitudes. The history of training began in the Stone Age and emerged in the US during World War II to meet wartime labor demands. Training methods have evolved from classroom to computer-based and using realistic contexts. The document distinguishes training, which develops new skills, from development, which cultivates an employee's total personality. It lists different types of training and describes on-the-job training techniques like coaching, mentoring, job rotation, and job instruction. An evaluation section provides a multiple choice quiz on the content.

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Maryrose Khulet
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76 views

Training and Development of Human Resources

This document discusses training and development of human resources in education. It begins by defining training as an educational process to improve employee performance, skills, knowledge, and attitudes. The history of training began in the Stone Age and emerged in the US during World War II to meet wartime labor demands. Training methods have evolved from classroom to computer-based and using realistic contexts. The document distinguishes training, which develops new skills, from development, which cultivates an employee's total personality. It lists different types of training and describes on-the-job training techniques like coaching, mentoring, job rotation, and job instruction. An evaluation section provides a multiple choice quiz on the content.

Uploaded by

Maryrose Khulet
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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EDUC 106 – HUMAN RESOURCE AND BUDGET MANAGEMENT IN EDUCATION

1st Sem
S.Y. 2019 - 2020

TRAINING AND DEVELOPMENT OF HUMAN


RESOURCES
MARIA ELENA S. FRANCISCO
MAED 2
DISCUSSANT

DR. DJOANA L. POJA


Professor
SUBTOPICS:

• Beginning of Training

• Definition of Training

• Orientation: Training of New Employees

• A systematic Approach to Training


OBJECTIVES
• Enumerate and explain varied types of employees training.
• State the differences between training and development.
• Discuss training and development of employees for efficient continued
membership in the organization.
• Reason out why management must consider training as one of its major
functions; and
• Internalize the responsibilities of the personnel department and the
supervisors in the orientation program.
INTRODUCTION:
Training and Development is a subsystem of an organization which emphasize on
the improvement of the performance of individuals and groups.

 Training is an educational process which involves the sharpening of skills,


concepts, changing of attitude and gaining more knowledge to enhance the
performance of the employees.

 Training is teaching, or developing in oneself or others,


any skills and knowledge that relate to specific useful competencies.

 Training has specific goals of improving one's capability,


capacity, productivity and performance.
BEGINNING OF TRAINING
 Started during the Stone Age when people started transferring knowledge
through signs and deeds to others.

 The earliest history of training and development and organization


development (OD) is rooted in the origins of education itself.

 Emergence of Training and Development

Training and development in the United States emerged in the period during and
after its involvement in World War II.

During this period, there was a dramatic increase in the demand for trained workers
brought on by the expanding wartime economy and by technological innovations.

The rise of the U.S. labor movement during this period also contributed to the
growth of employee training and development.
BEGINNING OF TRAINING
 Emergence of Systems for Training and Instructional Technology

During the post-war period, The dominant forms of training during this period
were Emergence of Systems for Training and Instructional Technology

 The dominant forms of training during this period were classroom training
and on-the-job training.
 One of the first widely adopted models for designing training was the
instructional systems development (ISD) model (Campbell,1984). Unlike
prior training methods, the ISD model emphasized the importance of
needs assessment before training and evaluating its effectiveness after
training.
 The five phases of the ISD model—analyze, design, develop, implement,
and evaluate—gave rise to the acronym, ADDIE, the popular term used for
this training model.
BEGINNING OF TRAINING
 Influence of Vocational Education

Despite a shared mission of developing the workforce and overlapping


knowledge bases, vocational education (now, often called career and
technical education) and training and development have operated more in
parallel than in partnership (Holton & Trott, 1996).
 Just as apprenticeships served as an instructional delivery model that was
adapted for secondary and post-secondary vocational education,
applied academic and vocational skills served as the basis for structured
on-the-job training programs (Jacobs & Jones, 1995).
 Academic programs in HRD emerged in the 1980s primarily in U.S.
university departments of vocational and adult education (Gaudet &
Vincent, 1993) and shared, at least in the beginning, institutional structure,
resources, and faculty (Kuchinke, 2002).
BEGINNING OF TRAINING
 Employee Training—From Classroom to Computer to Realistic Context

Corporation schools (or factory schools) emerged to provide technical


training in the skills and trades needed to keep pace with production during
the early 1900s.

 These were precursors to the employer-sponsored job skills training held


on-site for employees still in use today.

 Despite the availability of on-the-job training and apprenticeship,


classroom training was the most popular form of instruction because it was
efficient and minimized interference with production; many workers could
be trained by one instructor, and classroom training prevented distractions
on the production floor (Broadwell, 1976).
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT
TRAINING DEVELOPMENT

Training is meant for operatives Development is meant for executives

It is reactive process It is pro- active process

AIM: To develop additional skills AIM: To develop the total personality

It is short term process It is continuous process

OBJECTIVE: To meet the present need of an employee OBJECTIVE: To meet the future need of an employee

Initiative is taken by the management Initiative is taken by an individual.


 Induction or Orientation Training

 Job Training

 Safety Training

 Promotional Training

 Refresher Training

 Remedial Training

 Internship Training
On the Job Training

- The development of a manager’s abilities can takes place on the job. The four

techniques for the on-the job development are:

 Coaching

 Mentoring

 Job Rotation

 Job Instruction Technique (JIT)


EVALUATION:

MULTIPLE CHOICE: Choose

the letter of the best answer.


1. Learning while working on the job.
a. job rotation

b. apprenticeship training

c. on-the-job training
c. on-the-job training
2. A person who handles the orientation
program.
a. supervisor

b. HR manager

c. head manager
b. HR manager
3. These skills are needed to perform
one’s job effectively.
a. basic skills

b. advanced skills

c. pre-entry training
a. basic skills
4. How management gives the new
employees information about the details
of his work.
a. through training

b. through induction

c. by providing a handbook of the company


b. through induction
5. An objective in training to make the
employee do his job more efficiently.
a. efficiency

b. productivity

c. effectiveness
b. productivity

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