TRAINING AND

DEVELOPMENT
Module 1
Introduction to Training and
Development
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

• Discuss various aspects of the training design process.

• Identify the forces influencing the workplace and learning.
• Explain how training attracts new employees, retain and motivate employees.
• Assess if the training course provided by the company was helpful and
effective.
INTRODUCTION

 Training and Development involve improving the effectiveness of organizations

and the individuals and teams within them.
 It is an ongoing process where companies help or train their employees acquire
the knowledge and skills needed to perform better at their job roles as well as
reach their full potential and give their best performance.
TRAINING AND DEVELOPMENT:
KEY COMPONENTS OF
LEARNING

Figure 1-1 The Business Role of Training and Development

DESIGNING EFFECTIVE
TRAINING

Figure 1-2 Training Design Process

DESIGNING EFFECTIVE
TRAINING
Step 1. Is a needs assessment, which is necessary to identify whether training is
needed.

Step 2. Is to ensure that employees have the motivation and basic skills necessary
to master the training content.

Step 3. Is to create a learning environment that has the features necessary to

master the training content.

Step 4. Is to ensure that trainees apply the training content to their jobs. This step
involves having the trainee understand how to manage skill improvement, as
well as getting co-worker and manager support.
DESIGNING EFFECTIVE
TRAINING
Step 5. Is to develop an evaluation plan. Developing an evaluation plan includes
identifying what types of outcomes training is expected to influence, choosing
an evaluation design that allows you to determine the influence of training on
these outcomes, and planning how to demonstrate how training affects the
“bottom line”.

Step 6. Is to choose the training method based on the learning objectives and
learning environment.

Step 7. Is to evaluate the program and make changes in it or revisit any of the
steps in the process to improve the program so that learning, behavior, change,
and other learning objectives are obtained.
THE FORCES INFLUENCING
WORKING AND LEARNING
 Globalization
 Employee Engagement
 Change and Continuous Learning
 Focus on Links to Business Strategy
 Changing Demographics and Diversity of the Workplace
 Aging Workforce
 Generational Differences
 Talent Management
 Retirement of Baby Boomers
 Skill Requirements
 Customer Service and Quality Emphasis
 New Technology
INDIVIDUAL VIEWPOINT
ABOUT TRAINING
 Job Security
 Growth
 Improvement
 Challenge
 Sense of discovery
 Improve self-worth
 Recognition
 Sense of achievement
 Knowledge power
 Social acceptability
 Contributions to workplace
 Fear of obsolescence
 Status
Who is the training provider?
In most companies, training and
development activities are provided by:

 Trainers
 Managers
 In-house consultants
 Employee
WHAT IS OUTSOURCING
TRAINING?
 It means that training and development activities are provided by
individuals outside the company. Training providers outside the
company include colleges and universities, community and junior
colleges, technical and vocational institutions, product suppliers,
consultants and consulting firms, unions, trade and professional
organizations, and government organizations.
THE TRAINER
 He/She is a very special person as
he/she influences the learners in a
very special way.
 He/She is a role model that everyone
respects and the learner looks up and
has exceptional communication skills
with perhaps a sense of humor.
TRAINER’S ESSENTIAL
QUALITIES
• Industry awareness
• Leadership skills
• Interpersonal skills
• Technological awareness
• Problem solving skills
• Personal competence
• Discipline
• Training skills
• Care for people
• Negotiating skills
• Consulting skills
 Module 2: Strategic Training

Introduction
Strategic training and development ties individual learning needs to business
results. Not only does this give employees a better sense of purpose, it ensures that job
roles and every day work are truly driving business success. In turn, the capabilities
gained give organizations a competitive edge.
Through this it helps employees feel they have the skills to perform their job well
and have the support of colleagues.
Learning Objectives
At the end of this module, the learner is expected to:
• Discuss how business strategy influences the type and amount of training in a
company.
• Identify the training needs in different strategies.
• Discuss how organizational characteristics influence training.

The Strategic Training and Development Process

Training evolves in companies and have been introduced to the concept of
business strategy and how training can support business strategy. Figure 2-1 shows a
model of the strategic training and development process with examples of strategic
initiatives, training activities, and metrics.

Figure 2-1 Strategic Training and Development Process

This model shows that the process begins with identifying the business strategy.
Next, strategic training and development initiatives that support the strategy are chosen.
Translating these strategic training and development initiatives into concrete and
development activities is the next step of the process. The final step involves identifying
measures or metrics. These metrics are used to determine whether training has helped
contribute to goals related to business strategy. The following sections detail each step in
the process.

Business Strategy Formulation and Identification

There are five major components in developing a new business strategy or
changing an existing one.
1. First Component: Mission, Vision and Values
Mission. It is the statement of the company’s reason for existing.
Vision. It is the picture of the future the company wants to achieve.
Values. These are moral principle guidelines on how an employee should behave
in the workplace and what the company stands for.
2. Second Component: Goals.
These are what the company hopes to achieve in the medium to long-term; they
reflect how the mission will be carried out.
3. Third Component: External Analysis
It involves examining the operating environment to identify opportunities and
threats.
4. Fourth Component: Internal Analysis
It attempts to identify the company’s strengths and weaknesses.
5. Fifth Component: Strategic Choice
It represents the strategy believed to be the best alternative to achieve the
company goals.

Table 2-1 Possible Business Goals Influenced by Training

Productivity
Reduced scrap and rework
Increased customer satisfaction
Reduced operational risks and accidents due to employee carelessness
Increased employee satisfaction and retention
Increased time and value-producing goods, such as increase in billable project
time hours
Better management decisions
Increased development of human capital
Succession planning needed for competitive advantage and growth

Table 2-2 Decisions a Company must make about how to compete to reach its goals
1. Where to compete?
In what markets (industries, products, etc.) will we compete?
2. How to compete?
On what outcome or differentiating characteristic will we compete? Cost?
Quality? Reliability? Delivery? Innovativeness?
 3. With what will we compete?
What resources will allow us to beat the competition? How will we acquire,
develop, and deploy those resources to compete?

Strategic Training and Development Initiatives that Support the Strategy

Strategic training and development initiatives are learning-related actions that a
company should take to help it achieve its business strategy. But it varies depending on
the company’s industry, goals, resources and capabilities.
The initiatives are based on the business environment, an understanding of the
company’s goals and resources, and insight regarding potential training and development
options.
Table 2-3 Strategic Training and Development Initiatives and their Implications
Strategic Training and Development Implications
Initiatives
Diversify the Learning Portfolio • Use technology, such as the Internet,
for training
• Facilitate informal learning
• Provide more personalized learning
opportunities.
Expand who is trained • Train customers, suppliers, and
employees
• Offer more learning opportunities to
nonmanagerial employees
Accelerate the Pace of Employee • Quickly identify needs and provide a
Learning high-quality learning solution
• Reduce the time to develop training
programs
• Facilitate access to learning
resources on an as-needed basis
Improve Customer Service • Ensure that employees have product
and service knowledge
• Ensure that employees have skills
needed to interact with customers
• Ensure that employees understand
their roles and decision-making
authority
Provide Development Opportunities and • Ensure that employees have
Communicate with Employees opportunities to develop
 • Ensure that employees understand
career opportunities and personal
growth opportunities
• Ensure that training and
development addresses employees’
needs in current job as well as
growth opportunities.
Capture and Share Knowledge • Capture insight and information from
knowledgeable employees
• Organize and store information
logically
• Provide methods to make
information available
Align Training and Development with • Identify needed knowledge, skills,
the Company’s Direction abilities or competencies
• Ensure that current training and
development programs support the
company’s strategic needs
Ensure that Work Environment Supports • Remove constraints to learning such
Learning and Transfer of Training as lack of time, resources and
equipment
• Dedicate physical space to
encourage teamwork, collaboration,
creativity, and knowledge sharing
• Ensure that employees understand
the importance of learning
• Ensure that managers and peers are
supportive of training, development
and learning

Provide Training and Development Activities Linked to Strategic Training and

Development
After a company chooses its strategic training and development initiatives related
to its business strategy, it then identifies specific training and development activities that
will enable these initiatives to be achieved.
These activities include:
• Use of new technology in training
• Increasing access to training programs for certain groups of employees
• Developing new or expanded certain group of employees.
Identify and Collect Metrics to Show Training Success
The determination of the contribution of training and development to business
strategy and goals involves:
1. Identifying and collecting metrics.
Examples: employee retention, employee engagement, customer service, productivity
and quality.
2. Business-level outcomes. It should be directly linked to the business strategy and
goals.
Examples: number of product defect, employee satisfaction, customer service

Balanced Scorecard
It is a means of performance measurement that provides managers with a chance
to look at the overall company performance or the performance of departments or
functions from the perspective of internal and external customers, employees and
shareholders.
It consists of 4 different perspectives:
• Customer (time, quality, performance, service, cost)
• Internal (processes that influence customer satisfaction)
• Innovation and learning (operating, efficiency, employee satisfaction, continuous
improvement)
• Financial (profitability, growth, shareholder value)
 Figure 2-1 Balanced Scorecard
Organizational Characteristics that Influence Training
1. Roles of Employees and Managers
2. Top Management Support
3. Integration of Business Units
4. Global Presence
5. Business Conditions
6. Other HRM Practices
- Staffing Strategy
- Human Resource Planning

Training Needs in Different Strategies

1. Business Growth Strategy
Training Needs:
• Leadership Development: Building management skills to handle business
expansion.
• Sales Training: Focusing on advanced sales strategies and customer acquisition.
• Customer Service: Enhancing team capabilities to handle growing customer
demands.
2. Innovation and Product Development Strategy
Training Needs:
• Technology Training: Equipping employees with the latest technological tools.
• Creative Problem-Solving: Encouraging out-of-the-box thinking.
• Product Knowledge: Deepening employees' understanding of new products.
3. Customer-Centric Strategy
Training Needs:
• Customer Experience Training: Enhancing interactions to boost customer
satisfaction.
• Communication Skills: Teaching employees effective communication with
customers.
 • Data Analysis for CX: Training on interpreting customer data to improve service.
4. Digital Transformation Strategy
Training Needs:
• Digital Tools: Educating employees on new digital platforms.
• Cybersecurity: Providing employees with cybersecurity awareness and best
practices.
• Change Management: Helping employees adapt to digital changes.
5. Cost Reduction and Efficiency Strategy
Training Needs:
• Process Optimization: Training on lean management and improving efficiency.
• Time Management: Enhancing employee productivity.
• Cross-Functional Training: Encouraging knowledge sharing to reduce
inefficiencies.
6. Compliance and Risk Management Strategy
Training Needs:
• Regulatory Compliance: Ensuring employees are aware of legal and industry
standards.
• Risk Management: Teaching how to assess and manage risks.
• Ethics Training: Instilling a strong understanding of ethical decision-making.
7. Talent Development and Retention Strategy
Training Needs:
• Skill Development Programs: Enhancing employee skills for future leadership
roles.
• Mentorship and Coaching: Providing guidance and growth opportunities.
• Career Pathing: Helping employees with clear career development plans.
8. The 70:20:10 Learning Model
Training Needs:
• On-the-job Learning (70%): Training employees to learn through experience.
• Social Learning (20%): Encouraging peer learning and networking.
• Formal Learning (10%): Offering structured training programs for specific skills.
9. Blended Learning Approach
Training Needs:
• Online Learning: Facilitating remote learning options for employees.
• Classroom Training: Offering in-person interactions for hands-on learning.
• Self-paced Learning: Allowing employees to learn at their own pace.

OUTSOURCING TRAINING
It refers to the use of an outside company that takes responsibility and control of
some training or development activities or that takes over all or most of a company’s
training, including administration, design, delivery and development.
Reasons why companies outsource training:
• Cost Savings
• Time Savings
• Lack of capability within the company to meet learning demands
• Improvements in compliance and accuracy in training mandated to comply federal,
state, or local rules

Activity
1. What are the five (5) major components in developing a new business strategy
or changing an existing one. How can a business strategy influence the training
in a company?
2. Choose at least four (4) organizational characteristics and explain how they
influence training.
3.Give at least two (2) strategies with trainings that correspond to your
competency (skills & knowledge) requirement.
Resources
1. Acorn (2025). Why strategic training and development is essential for long-term
business success. https://acorn.works/blog/strategic-training-and-
development#:~:text=Strategic%20training%20and%20development%20is%20th
e%20process%20of%20designing%20specific,successfully%20carry%20out%20
their%20jobs. Retrieved February 28, 2025.
2. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and
future directions. In M. G. Moore (Ed.), Handbook of distance education (pp. 299-
320). Routledge.
3. Kaplan, R. S., & Norton, D. P. (1996). The balanced scorecard: Translating strategy
into action. Harvard Business Press.
4. Kotter, J. P. (1996). Leading change. Harvard Business Review Press.
5. Lombardo, M. M., & Eichinger, R. W. (1996). The 70-20-10 model for learning and
development. Center for Creative Leadership.
6. Noe, Raymond A. (2017). Employee training and development (6th ed.). McGraw-
Hill Companies, Inc
7. Phillips, J. J. (1997). Return on investment in training and performance
improvement programs. Gulf Publishing.
8. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning
organization. Doubleday.
9. Sweeney, J. C., & McFarlin, D. (2005). Customer satisfaction and loyalty: A multi-
industry exploration. Journal of Services Marketing, 19(6), 392-402.
https://doi.org/10.1108/08876040510629956
10. Ulrich, D., & Smallwood, N. (2004). Leadership development: A strategic focus.
Human Resource Management, 43(2), 109-121.
https://doi.org/10.1002/hrm.20003
11. Viral Solutions (2022). The strategic training and development process.
https://viralsolutions.net/strategic-training-and-development-process/. Retrieved
February 28, 2025.
12. Womack, J. P., & Jones, D. T. (2003). Lean thinking: Banish waste and create
wealth in your corporation. Free Press.
 Module 3: Needs Assessment

Introduction
A needs assessment is a process for determining the needs, otherwise known as
"gaps," between current and desired outcomes. When used properly, this assessment
provides valuable insight into your team’s processes and highlights areas for efficiency
improvements.
A need is an opportunity for improvement within a particular process or system.
When you identify—and resolve—needs, you can act on potential new opportunities, like
making processes more efficient, streamlining resource allocation, and identifying gaps
in your team member’s work performance.
Learning Objectives
At the end of this module, the learner is expected to:
• Recognize the essence of needs assessment.
• Discuss the steps involved in conducting needs assessment.
• Identify the different tools used in needs assessment.

Needs Assessment & Its Essence

It is a systematic process used to determine and address gaps between current
conditions and desired outcomes in training and development.
Its importance:
• Aligns training with organizational goals.
• Helps in the efficient allocation of resources.
• Improves employee performance and organizational productivity.

Types of Needs Assessment

1. Organizational Needs Assessment. Focuses on the overall goals and strategies of
the organization. Identifies broad organizational issues that could impact performance
(e.g., company culture, market trends, technological advancements).
2. Task Needs Assessment. Examines specific tasks and job roles. Focuses on skills,
knowledge, and abilities required to perform specific tasks effectively.
3. Individual Needs Assessment. Identifies the gaps between the employee's current
capabilities and those needed for the job. Can involve performance appraisals, self-
assessments, peer reviews, or manager assessments.
Key Steps in Conducting a Needs Assessment
1. Define the Organizational Goals and Objectives
• Clarify strategic objectives to align training with organizational priorities.
• Identify key performance indicators (KPIs) to evaluate success.
2. Collect Data
• Surveys and Questionnaires: Gather insights from employees, managers, and
other stakeholders.
• Interviews and Focus Groups: Conduct in-depth discussions with employees
and leadership to identify specific needs.
• Job Analysis: Review job descriptions and workflows to determine essential
skills and tasks.
• Performance Appraisals and Reviews: Use existing data on employee
performance to identify areas of improvement.
• Observations: Directly observe employees in action to spot performance gaps.

3. Analyze the Data

• Organize the data to identify patterns or recurring issues.
• Categorize the data according to organizational, task, and individual needs.

4. Determine the Training Needs

a. Evaluate which needs are critical and align with organizational objectives.
b. Prioritize training initiatives based on urgency, importance, and feasibility.

5. Develop Solutions
c. Identify the most suitable training methods (e.g., workshops, online courses,
mentoring).
d. Ensure the solutions address the root causes of performance issues rather than
just the symptoms.

Tools for Needs Assessment

1. SWOT Analysis. Helps identify internal strengths, weaknesses, opportunities,
and threats in the context of employee performance.

Table 3-1 SWOT Analysis for a Call Center Agent

Strengths Weaknesses
- Effective Communication Skills - High Stress and Burnout
- Multitasking Abilities - Limited Decision-Making
- Customer-Centric Mindset Autonomy
- Adaptability to Technology - Monotony
- Limited Career Advancement
Opportunities Threats
 - Technological Integration - Increasing reliance on
- Training and Skill Development Automation and AI
- Remote Work Options - High Employee Turnover
- Economic Pressures

2. Gap Analysis. Compares the current state (skills and performance) with the
desired future state to identify gaps.

Table 3-2 Gap Analysis for HR Officer

Current State: Desired State: Ideal Identified Gaps Action Plan to

Competencies of Competencies of Close the Gap
the HR Officer the HR Officer
Knowledge of Knowledge of Knowledge of 1. Training and
Labor Laws & Labor Laws & Labor Laws & Development:
Regulations Regulations Regulations - Implement a
- Current state: The - Desired State: An - Gap: The HR continuous learning
HR Officer has a up-to-date and Officer’s current program that
working knowledge comprehensive knowledge is more includes labor law
of local labor laws understanding of localized, while the updates, HRIS
but struggles with labor laws across desired state analytics, and
keeping up-to-date multiple regions, includes a broader leadership
with changes in ensuring full understanding of development.
international compliance in a international labor 2. External
regulations (if global workforce. laws. Certification:
relevant to the - Action Plan: - Encourage the HR
organization). Provide training on Officer to obtain
global HR certifications such
- Competency - Competency compliance, offer as SHRM-CP
level: Intermediate. level: Advanced. access to (Society for Human
international law Resource
databases, and Management
encourage Certified
certification in Professional) or
international labor CIPD (Chartered
law. Institute of
Personnel and
Development) to
formalize learning in
areas like labor law
and HR analytics.

3. Competency Mapping. Maps the competencies required for different job roles
and compares them with current employee capabilities.
Table 3-3 Competency Mapping for HR Officer
Core Competencies Technical Competencies Leadership Competencies
a. Communication Skills a. Recruitment & Selection a. Employee Engagement
 • Description: The • Description: Ability to • Description: Ensuring
ability to identify, attract, and employees are
communicate hire qualified motivated, engaged, and
effectively with candidates for various aligned with
employees, roles. organizational goals.
management, and • Proficiency Level: • Proficiency Level:
external Advanced Intermediate
stakeholders. • Behavioral Indicators: • Behavioral Indicators:
• Proficiency Level: o Manages end-to-end o Develops and
Advanced recruitment process implements employee
• Behavioral (job postings, engagement strategies
Indicators: candidate screening, (e.g., surveys,
o Clearly articulates interviews). feedback
ideas and policies. o Utilizes modern mechanisms).
o Actively listens and recruitment tools o Promotes positive
engages in two- (e.g., LinkedIn, job organizational culture.
way boards, applicant o Recognizes and
communication. tracking systems). rewards employee
o Prepares clear and o Analyzes job contributions.
concise reports, requirements and b. Performance Management
emails, and creates detailed job • Description: Ensuring
presentations. descriptions. effective performance
o Demonstrates o Conducts effective appraisal systems that
strong verbal and interviews and enhance employee
written candidate development and
communication assessments. organizational
skills. b. HR Information Systems outcomes.
b. Knowledge of Labor Laws (HRIS) • Proficiency Level:
& Regulations • Description: Intermediate
• Description: Knowledge of HR • Behavioral Indicators:
Understanding and software and systems o Sets clear performance
application of labor used for maintaining expectations and
laws, employment employee records and monitors progress.
regulations, and managing HR o Provides constructive
compliance with operations. feedback during
local, state, and • Proficiency Level: performance reviews.
federal guidelines. Intermediate o Coaches employees to
• Proficiency Level: • Behavioral Indicators: meet performance
Intermediate o Proficient in using goals.
• Behavioral HR software (e.g.,
Indicators: Workday,
o Ensures HR BambooHR, SAP).
practices comply o Maintains accurate
with labor laws and and up-to-date
regulations. employee data.
o Provides guidance o Generates HR
on legal issues reports from HRIS
related to systems for analysis
employment and decision-
contracts, making.
termination, and c. Payroll Management
benefits. • Description: Ensures
o Stays updated on that employee
changes in laws compensation is
and regulations accurate and timely.
 affecting the • Proficiency Level:
workforce. Intermediate
• Behavioral Indicators:
o Ensures payroll is
processed on time
and complies with
tax laws and
regulations.
o Communicates with
employees about
payroll-related
queries.
o Manages benefits
deductions, tax
withholdings, and
bonuses.

Activity
1. What is needs assessment? How can it be helpful for a company?
2. What are the steps in conducting a needs assessment? Explain each step.
3. Choose at least one (1) tool used in needs assessment and use it to evaluate
your work performance, competencies and training needs.
Resources
1. Ahsan, M. N., & Gunasekaran, A. (2019). Performance management in call centers:
Challenges and opportunities. Journal of Business Research, 72(4), 118-127.
https://doi.org/10.1016/j.jbusres.2019.01.007

2. Brown, D. R. (2002). The process of organization development: A theoretical and

practical guide. Prentice-Hall.

3. Gupta, A., & Sharma, M. (2016). Training and development in organizations. Pearson
Education India.

4. Kaufman, L. (2007). Strategic learning: Integrating the perspectives of development

and learning. McGraw-Hill.

5. Mokhtari, R. (2020). The role of emotional intelligence in call center agents' job
performance. International Journal of Management, 21(2), 56-67.
https://doi.org/10.1007/s10551-020-04560-7

6. Noe, R. A. (2017). Employee training and development (7th ed.). McGraw-Hill

Education.

7. Rao, P. S. (2021). Impact of technology on call center work performance: The role of
AI in customer service operations. Journal of Technology in Business, 19(3), 88-102.
https://doi.org/10.1007/s11223-021-01045-w
8. Sweeney, T., & Gantt, J. (2018). Managing stress in call centers: Strategies for
improving agent performance. Human Resources in Business, 20(4), 34-41.

9. Saks, A. M., & Belcourt, M. (2006). An investigation of training activities and transfer
of training in organizations. International Journal of Training and Development, 10(2),
63-83.
 TRAINING AND
DEVELOPMENT
Module 4
Learning and Transfer of Training
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Identify the five types of learning outcomes.
● Discuss how learners receive, acquire, and apply the learned
knowledge and skills.
● Explain the factors that are necessary for learning and transfer of
training.
 LEARNING AND TRANSFER
OF TRAINING
 Learning
- It is a process through which individuals acquire new knowledge, skills,
and behaviors, often through experience, practice, or instruction.
 Transfer of Training
- It refers to the application of knowledge, skills, and behaviors learned in
a training environment to the job or real-world settings.
TYPES OF LEARNING
1. Cognitive Learning

- It involves acquiring knowledge through mental processes such as

thinking, reasoning, and problem-solving. Cognitive learning theories
emphasize the importance of understanding how people process and store
information.

2. Behavioral Learning
- It focuses on observable behaviors. It suggests that learning occurs when
behaviors are reinforced or punished. Behavioral theories emphasize
repetition and rewards for the learner to solidify the behavior.
3. Experiential Learning
- This learning theory, based on the works of Kolb, stresses the importance
of learning from experience. Learners are encouraged to reflect on their
experiences and adapt their behaviors accordingly.
STAGES OF THE LEARNING
PROCESS
1. Preparation (Pre-training Phase)

• Assessing learners' prior knowledge, skills, and needs.

• Identifying learning objectives.
• Creating a supportive learning environment.

2. Learning Acquisition (During Training)

• Presenting new material through a variety of delivery methods (e.g., instructor-

led training, e-learning, role-playing, case studies).
• Providing opportunities for learners to practice new skills in realistic settings.
• Using feedback to correct errors and reinforce learning.
STAGES OF THE LEARNING
PROCESS
3. Application (Post-training Phase)

• Providing learners with opportunities to apply what they’ve learned in their job
or real-life situations.
• Offering continuous feedback and support.
• Measuring performance and tracking improvements.

4. Evaluation and Reinforcement:

• Measuring the effectiveness of training in terms of skill development and

behavioral change.
• Reinforcing learning through ongoing professional development activities.
• Using the evaluation results to adjust and improve future training programs.
FACTORS AFFECTING THE
LEARNING PROCESS
a. Learner Motivation

- Motivation is a key driver in the learning process. Employees who are motivated
to learn are more likely to engage with the material, retain knowledge, and
apply what they’ve learned.

b. Learning Environment

- The physical and social environment in which learning occurs can have a
significant impact on its effectiveness. A comfortable and collaborative
environment can enhance learning outcomes.

c. Instructional Design

- The way training content is structured, delivered, and assessed plays a critical
role in the learning process. Training should be designed to be engaging,
relevant, and aligned with organizational goals.
TYPES OF LEARNING
OUTCOME
Table 4-1 Types of Learning Outcome
LEARNING THEORIES
1. Reinforcement Theory
- It emphasizes that people are motivated to perform or avoid certain behaviors
because of past outcomes that have resulted from those behaviors.

Figure 4-1 Processes in Reinforcement Theory

LEARNING THEORIES
2. Transfer of Training Theory
- Transfer of training is more difficult when tasks during training are different from
the work environment.
Table 4-1 Transfer of Training Theories
STRATEGIES TO ENHANCE
TRANSFER OF TRAINING
a. Follow-up and reinforcement
- Follow-up programs, including coaching and mentoring, help reinforce learned
behaviors.
b. On-the-job training
- Providing trainees with real-time experiences and assignments in the workplace
supports transfer by offering immediate application opportunities.
c. Promoting active learning
- Through hands-on experiences, role-playing, and problem-solving activities.
d. Clear connection to job tasks
- Training content should be closely linked to specific job tasks and
responsibilities.
RESOURCES
1. Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel
Psychology, 41(1), 63-105. https://doi.org/10.1111/j.1744-6570.1988.tb00632.x

2. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

3. Noe, R. A. (2017). Employee training and development (7th ed.). McGraw-Hill Education.

4. Saks, A. M., & Burke, L. A. (2012). An investigation of training and development practices in the Canadian
workplace. International Journal of Training and Development, 16(3), 212-229. https://doi.org/10.1111/j.1468-
2419.2012.00387.x

5. Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development
in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
https://doi.org/10.1177/1529100612436661

6. Slideshare (2013). Employee training & development ch 04. https://www.slideshare.net/slideshow/ch-04-

28877762/28877762#9. Retrieved March 8, 2025

7. Tharp, T. (2019). The science of learning: A comprehensive guide to how we learn and how to teach.
HarperCollins.

8. Tracey, J. B., Tannenbaum, S. I., & Kavanagh, M. J. (1995). Applying trained skills on the job: The importance of
the work environment. Journal of Applied Psychology, 80(2), 239-252. https://doi.org/10.1037/0021-9010.80.2.239
TRAINING AND
DEVELOPMENT
Module 5
Program Design
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Explain the program design elements that should be included to
ensure near and far transfer of training
● Identify different ways to manage knowledge and the conditions
necessary for employees to share knowledge.
● Identify different ways on how training can be engaging and
interactive to the participants.
 PROGRAM DESIGN

 It focuses on creating a
structured and effective training
curriculum, aligning content,
format, and delivery methods
with learning objectives and
target audience needs.
NEEDS ASSESSMENT & GOAL
SETTING
1. Identify Training Needs
- Begin by understanding the specific skills, knowledge, and behaviors that
require development within your organization. This can be done through
surveys, interviews, performance reviews, and data analysis.
2. Define Learning Objectives
- Clearly articulate what participants should be able to know, do, or
understand after completing the training program.
3. Align with Organizational Goals
- Ensure that the training program contributes to the overall strategic
objectives of the organization.
INSTRUCTIONAL DESIGN
- It is the process of creating a structured learning experience that facilitates
knowledge transfer.
- Key elements of instructional design:
1. Learning Objectives. Clear and measurable objectives guide the training
process, ensuring that participants understand what they are expected to achieve.

2. Content Selection. The content should be relevant and aligned with the needs
assessment. It should also be structured in a way that builds on prior knowledge.

3. Instructional Methods. A combination of instructional methods, such as

lectures, case studies, role-playing, and hands-on activities, can be used to
address various learning styles and preferences.

4. Technology Integration. Incorporating technology, such as e-learning

platforms, simulations, or virtual classrooms, can enhance the learning experience
and make training more flexible.
INSTRUCTIONAL DESIGN
5. Delivery Methods. The choice of delivery methods is crucial for the
effectiveness of the training program. The delivery method should align
with the content, the trainees' learning preferences, and the organization's
resources. Common delivery methods include:

a. In-person Training. Traditional face-to-face training allows for

immediate feedback and interaction between instructors and trainees.

b. Blended Learning. This combines in-person training with online

resources, providing flexibility while maintaining face-to-face interaction.

c. Online Learning. Virtual classrooms, webinars, and self-paced e-

learning modules are effective for reaching geographically dispersed
employees.
EVALUATION OF TRAINING
- Evaluating the effectiveness of a training program is essential for
determining whether learning objectives have been achieved and for
making improvements for future programs. Evaluation should occur at
multiple levels, including:
1. Reaction. Participants' immediate feedback on the training program,
including their satisfaction and perceived value (Kirkpatrick, 1998).
2. Learning. Assessing the extent to which participants have acquired the
desired knowledge or skills.

3. Behavior. Evaluating whether participants apply what they have learned in

the workplace.
4. Results. Measuring the impact of training on organizational outcomes,
such as productivity, employee engagement, or sales performance.
DESIGNING ENGAGING AND
INTERACTIVE CONTENT
1. Storytelling. Use narratives, case studies, and real-life examples to
illustrate concepts and make them relatable.
2. Interactive elements. Incorporate interactive elements such as
quizzes, simulations, group activities, or gamification to enhance learner
engagement.
3. Multimedia resources. Utilize visual aids, infographics, videos, and
other multimedia resources to present information in a visually appealing
and memorable way.
IMPORTANCE OF PROGRAM
DESIGN
 Aligning with organizational goals: A well-designed program ensures
that learning and development efforts are closely aligned with the
organization's strategic objectives. This alignment enhances employee
performance, supports talent retention, and drives overall business
success.
 Maximizing resources: Effective program design optimizes the
allocation of resources, such as time, budget, and personnel. It ensures
that investments in learning and development deliver the highest return
on investment by targeting the right areas and addressing specific skill
gaps.
RESOURCES

1. Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: Needs

assessment, development, and evaluation (4th ed.). Wadsworth.
2. Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels. Berrett-
Koehler Publishers.
3. Lawson, Liam (2023). Program design: Unlocking effective learning and
development. https://www.linkedin.com/pulse/program-design-unlocking-
effective-learning-liam-lawson-m-a-t-/. Retrieved March 10, 2025
4. Mager, R. F., & Pipe, P. (1997). Analyzing performance problems: Or, you really
ought to be able to figure out what’s the matter. Berrett-Koehler Publishers.

 https://www.continu.com/blog/training-program-design
TRAINING AND
DEVELOPMENT
Module 6
Training Evaluation
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Explain why evaluation is important at the end of the training.

● Identify methods used in evaluating a training program.

● Discuss the process in training evaluation.

● Identify the challenges in training evaluation.

 TRAINING EVALUATION
 It is the process of assessing
the effectiveness of training
programs to ensure that
learning outcomes align with
organizational goals.
 It helps determine whether the
training delivered met the
expectations and improved
performance.
IMPORTANCE OF TRAINING
EVALUATION
1. Assessing Effectiveness. It helps determine if the training achieved its
objectives, such as increasing knowledge, improving skills, and enhancing job
performance.

2. Improving Future Training. Feedback from evaluation allows organizations to

adjust and refine their training programs to address gaps and improve
outcomes.

3. Justifying Investment. It helps organizations justify the cost of training by

demonstrating its impact on performance and organizational success.

4. Continuous Improvement. Ongoing evaluation helps in maintaining the

relevance of training programs and ensures they are updated to meet changing
organizational and employee needs.
TRAINING EVALUATION MODELS

1. Kirkpatrick’s Four-Level Evaluation Model

- It is a four-level evaluation method that assesses the effectiveness of
training programs. The four levels are:
• Level 1: Reaction – Measures participants' satisfaction and engagement.

• Level 2: Learning – Assesses the increase in knowledge or skills.

• Level 3: Behavior – Evaluates changes in behavior or application of skills.

• Level 4: Results – Focuses on the impact of training on organizational

performance.
TRAINING EVALUATION MODELS

2. Phillips ROI Model

- The Phillips ROI Model extends Kirkpatrick’s framework by adding a

fifth level:

• Level 5: ROI (Return on Investment): Measures the financial return

derived from training.
THE EVALUATION PROCESS

1. Setting Clear Objectives. Before evaluating, clear learning objectives

should be established. These objectives will serve as the criteria for
assessing whether the training was successful.

2. Data Collection. Data must be collected at each of Kirkpatrick’s four

levels. Data collection methods include surveys, interviews, focus
groups, tests, and performance assessments.

3. Analysis of Results. Once data is collected, it must be analyzed to

identify trends, strengths, and areas for improvement. Analysis involves
comparing actual outcomes with the predetermined training objectives.
THE EVALUATION PROCESS

4. Reporting and Feedback. The results of the evaluation should be

communicated to stakeholders, such as trainers, managers, and
employees. The feedback provided can guide future training
improvements and decisions on resource allocation.

5. Continuous Improvement. The evaluation should lead to adjustments

in training content, delivery methods, or follow-up activities to enhance
the effectiveness of future training programs.
METHODS FOR TRAINING
EVALUATION
a. Surveys and Questionnaires
- One of the most common methods for gathering feedback is through
post-training surveys or questionnaires. These can measure learner
satisfaction, learning outcomes, and behavior change.
b. Interviews and Focus Groups
- These qualitative methods allow for deeper insights into the
effectiveness of the training, as they provide the opportunity for
participants to discuss their experiences in more detail.
c. Pre-tests and Post-Tests
- A comparison of knowledge or skills before and after training provides
clear data on the effectiveness of the training.
METHODS FOR TRAINING
EVALUATION
d. Observation

- Managers or trainers can observe whether employees apply what they

have learned in their work environment.

e. Evaluating ROI

- ROI evaluation measures the financial benefits derived from the training
relative to the cost of the program. It can help organizations make
informed decisions about investing in future training programs.
CHALLENGES OF TRAINING
EVALUATION
 Time constraints
 Difficulty gathering feedback
 Difficulty analyzing data
 Resistance to change
RESOURCES
1. Gyrus (2024). an expert’s guide to training evaluation: requirements,
models, levels, and challenges. https://www.gyrus.com/blogs/an-experts-
guide-to-training-evaluation-requirements-models-levels-and-challenges.
Retrieved March 11, 2025
2. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs:
The four levels (3rd ed.). Berrett-Koehler Publishers.
3. Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels.
Berrett-Koehler Publishers.
4. Phillips, J. J. (2003). Return on investment in training and performance
improvement programs (2nd ed.). Butterworth-Heinemann.
5. Phillips, J. J. (2007). The ROI fieldbook: Strategies for implementing ROI in
training programs. Pfeiffer.
 TRAINING AND
DEVELOPMENT
Module 7
Traditional Training Methods
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Discuss the different methods of traditional training.
● Determine the advantages and disadvantages of traditional training
methods.
● Identify the best practices in traditional training.
TRADITIONAL TRAINING
METHODS
1. Classroom Training
- It is a formal, instructor-led environment where learners gather in a
physical classroom. The instructor presents content through lectures,
presentations, and discussions.
2. On-the-Job Training (OJT)
- This is practical, hands-on training that occurs in the work environment.
Learners acquire skills while performing their job duties under the
supervision of experienced colleagues or mentors.
3. Workshops and Seminars
- These are typically short, intensive, and focused learning sessions,
often lasting from a few hours to several days. They may involve group
activities, role-playing, case studies, and expert-led presentations.
TRADITIONAL TRAINING
METHODS
4. Role Playing
- It is a method where participants act out scenarios to develop specific skills, such as
problem-solving, conflict resolution, or customer service. It allows learners to
experience real-world situations in a controlled environment.
5. Mentoring and Coaching
- In mentoring, a more experienced individual (mentor) provides guidance and
support to a less experienced person (mentee) to help them develop their skills and
knowledge. Coaching often involves a more focused, goal-oriented approach.
6. Printed or Physical Assessments and Exams
- Learners are often evaluated through physical tests, quizzes, or exams to measure
their understanding and skill acquisition. This can happen at the end of a training
program or periodically during it.
7. Demonstrations
- Trainers or instructors physically show how to perform a task or use a tool, allowing
learners to observe the correct procedures before trying it themselves.
ADVANTAGES OF TRADITIONAL
TRAINING METHODS
 Personal Interaction. Learners can ask questions, seek clarification,
and interact with trainers and peers.
 Hands-on Learning. Methods like OJT or role-playing give learners the
chance to apply what they've learned in real-world scenarios.
 Structured Approach. Traditional methods often follow a well-defined
structure, making it easier to track progress and outcomes.
 Immediate Feedback. Trainers can provide instant feedback on
performance, helping learners make adjustments as needed.
 Social Learning. Collaborative elements such as group discussions,
team activities, or workshops promote peer-to-peer learning.
DISADVANTAGES OF
TRADITIONAL TRAINING
METHODS
 Limited Reach. Traditional training usually happens in specific
locations at set times, limiting access for those who cannot attend
in person.
 Resource-Intensive. It often requires more resources, including
instructors, space, and physical materials.
 Time-Consuming. Traditional methods, especially those that rely
on face-to-face interaction, can be time-intensive for both learners
and instructors.
 Lack of Flexibility. Learners may need to adhere to a fixed
schedule, which could interfere with other commitments.
BEST PRACTICES IN
TRADITIONAL TRAINING
 Creating an Inclusive Learning Environment

 Encourage Active Participation and Interaction

 Utilize Various Teaching Techniques

 Provide Opportunities for Practice and Feedback

 Monitor Learning Progress and Adjust Accordingly

 Foster a Positive and Supportive Learning Atmosphere

 Continuous Evaluation and Improvement

Resources
1. Blanchard, P. N., & Thacker, J. W. (2019). Effective training: Systems, strategies, and practices
(6th ed.). Pearson.

2. Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide (2nd ed.).
Jossey-Bass.

3. Jacobs, R. L., & Jones, J. W. (2015). The handbook of training and development (3rd ed.). Wiley.

4. Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life.

University Press of America.

5. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2016). Evaluating training programs: The four levels (3rd
ed.). Berrett-Koehler Publishers.

6. Noe, R. A. (2017). Employee training and development (7th ed.). McGraw-Hill Education.

7. Noe, R. A. (2020). Employee training and development (8th ed.). McGraw-Hill Education.

8. Piskurich, G. M. (2015). ASTD Handbook of Training Design and Delivery (2nd ed.). American
Society for Training & Development.

9. Salas, E., Tannenbaum, S. I., Kozlowski, S. W. J., Miller, D., & Royal, D. (2015). The science of
training and development in organizations: What matters in practice. Psychological Science in the
Public Interest, 16(2), 1–54. https://doi.org/10.1177/1529100615569351
 TRAINING AND
DEVELOPMENT
Module 8
Technology-Based Training
Methods
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Discuss the different methods of technology-based training.
● Recognize the benefits of technology-based training in the company
and employees.
● Identify the challenges encountered in technology-based training.
TECHNOLOGY-BASED TRAINING
METHODS
1. E-Learning Platforms
- These are widely used in both academic and corporate training
environments. These platforms often feature courses that can be
accessed remotely, making them a convenient option for employees.
2. Virtual Reality (VR) Training
- It simulates real-world scenarios where learners can practice skills in a
safe, controlled environment. This method is widely used in fields like
healthcare, aviation, and manufacturing.
3. Mobile Learning (mLearning)
- Mobile learning, or mLearning, utilizes mobile devices such as
smartphones and tablets to deliver training content. This method is
especially useful for organizations with employees who are on the move
or work remotely.
TECHNOLOGY-BASED TRAINING
METHODS
4. Webinars and Video Conferencing
- Webinars and video conferencing tools like Zoom and Microsoft Teams
have revolutionized real-time training and communication. These tools
allow organizations to conduct live training sessions that employees
can attend remotely.
5. Gamification.
- It involves the integration of game-like elements, such as points,
badges, leaderboards, and challenges, into training programs to boost
engagement and motivation.
BENEFITS OF TECHNOLOGY-
BASED TRAINING
 Convenience. It is simple and convenient to access.
 Affordability. It can save organizations substantial costs, making it an
affordable option for businesses focusing on cost-saving.
 Flexibility. Anyone can access it from anywhere.
 Increased Engagement. It can be interactive and interesting by
including simulations, competitions and other engaging activities, which
can create more enjoyable and stimulating learning environments.
 Improved Retention. The materials can be reviewed anytime. It also
incorporate examinations and other evaluation tools that can allow
trainees to monitor his/her progress.
BENEFITS OF TECHNOLOGY-
BASED TRAINING
 Self-Paced Learning. This is especially helpful if a trainee wants
to balance work and family obligations with his/her educational
objectives.
 Timeliness. It can be the most effective option when businesses
want to train their employees rapidly on the latest software
application or procedure.
CHALLENGES ENCOUNTERED
IN TECHNOLOGY-BASED
TRAININGS
 Lack of high-speed internet

 Less provision of face-to-face instruction for learners who prefer this.

 There is no on-the-spot correction or instructor available to assist

learners with questions.

 It provides limited opportunities and time for people to receive expert

advice or prompt responses to their questions.
Resources
1. Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.),
Theory and practice of online learning (pp. 3–31). Athabasca University Press.

2. Anderson, C. A. (2018). Gamification in education: What, how, and why. In B. M. Deterding & E.
F. Dixon (Eds.), Designing gamification (pp. 45–63). Springer.

3. Bates, T. (2014). Managing technological change: Strategies for college and university leaders.
Jossey-Bass.

4. Cochrane, T., & Bateman, R. (2010). Mobile learning in the workplace. Journal of Work-Based
Learning, 3(2), 37-54. https://doi.org/10.1108/20440261011056912

5. Durlach, P. J., & Mavor, A. S. (1999). Modeling human and organizational behavior: Applications
to military simulations. National Research Council.

6. Indeed (2025). Types of technology-based training. https://in.indeed.com/career-advice/career-

development/types-of-technology-based-training. Retrieved March 14, 2025

7. Merrill, M. D. (2014). First principles of instruction: Identifying and designing effective, efficient,
and engaging instruction. Pearson.

8. Shraibman, S. (2019). Webinar-based training programs: A strategic approach to increasing

learning engagement. Journal of Online Learning, 16(3), 121-135.
https://doi.org/10.2139/ssrn.3325342
 TRAINING AND
DEVELOPMENT
Module 9
Employee Development and
Career Management
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Identify the different programs in employee development and
career management.
EMPLOYEE DEVELOPMENT

 It refers to efforts made by organizations to

enhance employees' skills, knowledge, and
competencies.
 It is a continuous process that not only aids
employees in their current roles but also
prepares them for future responsibilities.
 Development opportunities:
1. Training Programs
- Training is often considered the cornerstone of
employee development. A well-designed
training program can help employees gain the
technical, managerial, and interpersonal skills
necessary to excel in their roles.
EMPLOYEE DEVELOPMENT

2. Mentoring and Coaching

- Mentoring and coaching offer employees individualized guidance and
support. Mentoring is typically a relationship in which a senior employee
provides career advice, while coaching focuses more on helping
individuals improve specific competencies or behaviors.
3. Performance Appraisal and Feedback
- Regular performance appraisals are crucial for employee development.
Constructive feedback helps employees understand their strengths and
areas for improvement.
EMPLOYEE DEVELOPMENT
4. Job Shadowing
- Allowing employees to observe other employees in different roles.

5. Stretch Assignments
- Assigning employees tasks that challenge them and push them outside of
their comfort zones.

6. Upskilling and Reskilling

- Providing employees with the skills they need to adapt to new roles and
technologies.
CAREER MANAGEMENT

 It refers to the process of helping employees

navigate their career paths within an
organization, ensuring that their career goals
align with organizational needs. Effective career
management benefits both the individual
employee and the organization by fostering a
sense of direction and promoting long-term
engagement.
1. Career Planning
- It involves helping employees set career goals,
understand their strengths and weaknesses, and
map out a strategy for achieving their objectives.
Companies may offer career counseling services,
assessments, and workshops to assist employees
in identifying their desired career paths
CAREER MANAGEMENT

2. Career Pathing
- It is the process of designing clear, structured career development
pathways within an organization. By outlining potential roles and the
steps required to reach those positions, employees are better equipped
to take charge of their professional growth.
3. Succession Planning
- It ensures that an organization has a pool of qualified employees who
can step into key positions when necessary. By identifying potential
leaders early and providing the training and experiences necessary to
develop them, companies reduce the risk of leadership gaps and
ensure continuity.
ACTIVITY

1. What are the different programs in employee

development? Explain each.
2. What are the different programs in career
management? Explain each.
3. Which program in employee development do you
prefer the most? Why?
RESOURCES

1. Arthur, M. B., & Rousseau, D. M. (1996). The boundaryless career: A

new employment principle for a new organizational era. Oxford
University Press.

2. Gunz, H., & Heslin, P. A. (2005). Reconceptualizing career success.

Journal of Organizational Behavior, 26(2), 105-107.
https://doi.org/10.1002/job.290

3. Noe, R. A. (2017). Employee training and development (7th ed.).

McGraw-Hill.

4. Rothwell, W. J. (2010). Effective succession planning: Ensuring l

leadership continuity and building talent from within (4th ed.). AMACOM.
 TRAINING AND
DEVELOPMENT
Module 10
Social Responsibility: Legal Issues,
Managing Diversity, and Career Challenges
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Identify the legal issues in social responsibility.
● Discuss the career challenges in training and development.
LEGAL ISSUES IN
PHILIPPINES
 Legal issues surrounding social responsibility often involve corporate policies that
align with laws protecting stakeholders, including employees, consumers, and the
environment. Businesses must comply with various laws, such as labor laws, and
antitrust laws, to ensure that their operations are socially responsible.
1. Discrimination and Equal Opportunity

- Employers must ensure training programs are fair and non-discriminatory.

- Legal Bases:

a. Philippine Constitution (Art. XIII, Sec. 3) – Protects the rights of workers and
promotes equal opportunity.

b. Labor Code of the Philippines (PD 442) – Prohibits discrimination based on sex,
age, or union affiliation.

c. Magna Carta of Women (RA 9710) – Mandates equal access to education and
training for women.
LEGAL ISSUES IN PHILIPPINES
2. Mandatory Training Requirements
- Some roles require compulsory training under Philippine laws.
- Examples
a. Safety and Health Training under the Occupational Safety and
Health Standards (OSHS) and RA 11058 – Employers must
provide safety training for workers.
b. TESDA Accreditation – Technical-Vocational Education and Skills
Development Authority oversees training programs and
certification.
c. Anti-Sexual Harassment Law (RA 7877) and Safe Spaces Act
(RA 11313) – Require training on sexual harassment prevention.
LEGAL ISSUES IN PHILIPPINES
3. Wage and Compensation for Training
- Under the Labor Code, training hours may be compensable depending on
whether the training is:
a. Required by the employer
b. Held during working hours
c. Directly related to the employee's job
4. Employee Bonding and Reimbursement Clauses
- Employers sometimes require employees to stay with the company for a
period after receiving expensive training.
- Legal Practice:
• These agreements are generally valid if:
a. The training is job-related and paid by the employer.
• Employers can require reimbursement if the employee leaves prematurely.
MANAGING DIVERSITY
 The Philippine government has enacted laws to protect and promote diversity in the
workplace, which also apply to training and development programs:
1. Legal and Policy Framework Supporting Diversity
a. Magna Carta of Women (RA 9710)
• Ensures women have equal access to education and training opportunities.
• Requires gender mainstreaming in organizational programs, including T&D.
b. Magna Carta for Persons with Disability (RA 7277)
• Mandates reasonable accommodation in training for persons with disabilities (PWDs).
c. Indigenous Peoples' Rights Act (RA 8371)
• Recognizes the cultural and training needs of indigenous peoples (IPs), promoting
inclusion in education and livelihood programs.
d. Anti-Age Discrimination in Employment Act (RA 10911)
• Prohibits age-based discrimination in hiring, promotion, and training.
e. Labor Code of the Philippines
• Protects workers from discrimination and ensures equitable access to career
development.
MANAGING DIVERSITY
2. Strategies for Managing Diversity in T&D
a. Gender-Responsive Training
• Integrating gender analysis into T&D content.
• Avoiding gender-stereotyped examples in case studies or activities.
b. Multigenerational Workforce Inclusion
• Offering flexible training formats (e.g., e-learning for Gen Z, face-to-face for
older employees).

• Tailoring content delivery to different learning preferences and tech proficiency

levels.

c. Cultural Sensitivity

• Respecting religious practices and cultural customs in scheduling and content

delivery.

• Training facilitators in cultural competence and bias reduction.

CAREER CHALLENGES
1. Limited Budget and Organizational Support

- Many organizations, especially SMEs, allocate insufficient budgets for

T&D, viewing it as a cost rather than an investment.

2. Lack of Professional Certification and Standardization

- There is no unified certification body or standard competency

framework for T&D professionals in the Philippines.

3. Digital Transformation

- The shift to e-learning and digital tools creates a skills gap among
training professionals who may lack advanced ICT or instructional
design competencies.
CAREER CHALLENGES
4. Limited Career Pathways and Role Ambiguity
- T&D professionals often experience role overlap with HR generalists or
administrative staff, leading to blurred job roles and limited career
trajectories.
5. Short-Term Contracting
- Many T&D roles are project-based or contractual, especially in BPOs and
government training programs.

6. Lack of Leadership Support for Strategic T&D

- T&D is often not integrated into strategic planning, leading to

underutilization of learning professionals’ expertise.
ACTIVITY

1. What are the strategies that can be used for managing

diversity in Training and Development?
2. What are the career challenges in Training and
Development? Explain each.
3. Based on your experience, what is the most prevalent issue
in Training and Development that you have encountered?
RESOURCES

1. Ely, R. J., & Thomas, D. A. (2001). Cultural diversity at work: The effects of
diversity perspectives on work group processes and outcomes. Administrative
Science Quarterly, 46(2), 229-273. https://doi.org/10.2307/2667087

2. Keller, J., & Meaney, M. (2017). Personal and organizational values: The
influence of the corporate culture on employees' ethical behavior. Journal of
Business Ethics, 145(1), 59-74. https://doi.org/10.1007/s10551-016-3153-7

3. McKinsey & Company. (2020). Diversity wins: How inclusion matters.

https://www.mckinsey.com/business-functions/organization/our-
insights/diversity-wins-how-inclusion-matters

4. U.S. Environmental Protection Agency. (2021). Environmental laws and

regulations. https://www.epa.gov/laws-regulations

5. U.S. Equal Employment Opportunity Commission. (2020). Equal employment

opportunity is the law. https://www.eeoc.gov/employers
RESOURCES

• Department of Labor and Employment (DOLE). (2020). Labor Code of the Philippines (PD No. 442, as
amended). https://www.dole.gov.ph
• Republic Act No. 9710. (2009). The Magna Carta of Women. https://pcw.gov.ph/law/republic-act-9710/
• Republic Act No. 7277. (1992). Magna Carta for Persons with Disability.
https://www.officialgazette.gov.ph/1992/03/24/republic-act-no-7277/
• Republic Act No. 11058. (2018). An Act Strengthening Compliance with Occupational Safety and Health
Standards. https://www.officialgazette.gov.ph/2018/08/17/republic-act-no-11058/
• Republic Act No. 7877. (1995). Anti-Sexual Harassment Act of 1995.
https://www.officialgazette.gov.ph/1995/02/14/republic-act-no-7877/
• Republic Act No. 11313. (2019). Safe Spaces Act. https://pcw.gov.ph/law/republic-act-11313/
• Republic Act No. 10173. (2012). Data Privacy Act of 2012. https://www.privacy.gov.ph/data-privacy-act/
• Republic Act No. 8293. (1997). Intellectual Property Code of the Philippines. https://www.ipo.gov.ph/
• Republic Act No. 7796. (1994). Technical Education and Skills Development Act (TESDA Act).
https://tesda.gov.ph/
TRAINING AND
DEVELOPMENT
Module 11
The Future of Training and
Development
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Identify the future trends that are likely to influence training
departments and trainers.
● Discuss why training partnerships and outsourcing training are in
demand.
INCREASED USE OF NEW
TECHNOLOGIES FOR
TRAINING DELIVERY
 Companies can use technology to better prepare employees to serve
customers and generate new business.
 These can substantially reduce the training costs related to bringing
geographically dispersed employees to one central training location.
 These allow trainers to build into training many of desirable features of
learning environment.
 Companies employ more contingent employees and offer more
alternative work arrangements.
INCREASED DEMAND FOR
TRAINING FOR VIRTUAL
WORK ARRANGEMENTS
 Virtual Work Arrangements
- These include virtual teams as well as telecommuting, work that is
conducted in a remote location where the employee has limited contact
with peers but is able to communicate electronically.
INCREASED USE OF TRAINING
PARTNERSHIPS AND
OUTSOURCING TRAINING
 Advantages of Training Partnerships
• Access to Expertise
• Cost-Effectiveness
• Scalability and Flexibility
• Focus on Core Business Functions
 The Role of Outsourcing in Employee Development
• Improved Employee Performance
• Consistent Delivery and Standardization
• Faster Adaptation to Market Changes
INCREASED USE OF TRAINING
PARTNERSHIPS AND
OUTSOURCING TRAINING
 Challenges and Considerations
• Quality Control
• Cultural Fit
• Dependence on External Providers
TECHNOLOGICAL
ADVANCEMENTS IN TRAINING
AND DEVELOPMENT
 Artificial Intelligence (AI)
- It is being used to create personalized learning paths for employees
based on their skills, preferences, and job roles. AI-powered chatbots
are also being used to offer on-demand learning and real-time
feedback.
 Virtual Reality & Augmented Reality Technologies
- These are revolutionizing training by offering immersive learning
experiences that simulate real-world scenarios. These technologies
allow employees to practice skills and make decisions in a controlled
environment, enhancing the transfer of knowledge to the workplace.
Video: https://www.youtube.com/watch?v=_EfKA2RdSbY
 TRAINING AND
DEVELOPMENT
Module 12
Employee Training and Development in
the Philippine Setting
LEARNING OBJECTIVES

At the end of this module, the learner is expected to:

● Identify the challenges and strategies used in training and
development in the Philippines.
IMPORTANCE OF EMPLOYEE
TRAINING AND
DEVELOPMENT
 Training and development are essential for equipping employees with the skills
needed to meet the challenges of a rapidly evolving business environment.
 In the Philippine setting, training programs are vital for closing the skills gap in
various industries, especially in sectors like information technology, healthcare,
and business process outsourcing (BPO).
 Through well-structured training programs, organizations can enhance
employee performance, leading to better customer service, innovation, and
efficiency.
 Training helps improve employee motivation and job satisfaction, as it provides
them with opportunities for career growth and advancement.
 In the context of the Philippines, where many workers seek long-term career
stability, offering development programs can significantly reduce turnover rates
and enhance employee retention.
CHALLENGES IN EMPLOYEE
TRAINING AND DEVELOPMENT IN
THE PHILIPPINES
 Lack of resources, especially in Small-Medium Enterprises (SMEs)
 Shortage of qualified trainers and facilitators who can effectively deliver
specialized training in various fields.
 The disparity between the skills needed by employers and those
possessed by workers.
 Many employees, especially in rural areas, lack access to proper
training programs, which can hinder their professional development
STRATEGIES FOR EFFECTIVE
EMPLOYEE TRAINING AND
DEVELOPMENT
 Partnering with educational institutions, such as universities and
technical schools, to provide employees with relevant skills training.
 The use of technology in training
- Online learning platforms and e-learning programs have become
increasingly popular.
- Virtual training programs also allow companies to reach employees in
remote or underserved areas, addressing the geographical challenges
of training delivery.
 Companies are adopting more personalized training approaches, such
as mentorship and coaching, to ensure that employees receive tailored
support and guidance in their career development.
TRAINING AND
DEVELOPMENT PROGRAMS
 Technical Skills
- Focus on specific job-related skills and knowledge, such as software
proficiency, industry-specific certifications, or specialized techniques.
 Soft Skills
- Training in areas like communication, leadership, teamwork, problem-
solving, and conflict resolution are crucial for building a high-
performing workforce.
 Management Skills
- Developing leadership and management skills is essential for
creating effective teams and fostering a positive work environment.
TRAINING AND
DEVELOPMENT PROGRAMS
 Onboarding Programs
- A well-structured onboarding program can help new hires quickly integrate
into the organization and become productive employees.
 Diversity and Inclusion
- Training on diversity and inclusion can help create a more inclusive and
equitable workplace, leading to increased innovation and employee
engagement.
 Ethics and Compliance

- Training on ethical behavior and compliance with regulations can help

organizations avoid costly mistakes and maintain a positive reputation.
TRAINING METHODS

 Classroom Training:

- Traditional lectures, workshops, and seminars can be effective for

delivering structured knowledge and skills.

 Online Courses:

- E-learning platforms and online courses offer flexibility and accessibility

for employees to learn at their own pace.

 Mentorship Programs:

- Pairing experienced employees with newer ones can provide valuable

guidance and support.
TRAINING METHODS

 On-the-Job Training:

- Learning through practical experience and hands-on work can be a

valuable way to develop skills.

 Simulation and Role-Playing:

- Simulating real-life scenarios can help employees practice skills and

develop their decision-making abilities.

 Coaching and Mentoring:

- Providing employees with guidance and support to improve their

performance and achieve their goals.
EXAMPLES OF TRAINING AND
DEVELOPMENT PROGRAMS
IN THE PHILIPPINES
 Hospitality Industry:
- Training programs focused on customer service, food and beverage
preparation, and hotel management.
 Manufacturing:
- Training programs focused on technical skills, quality control, and safety
procedures.
 Financial Services:
- Training programs focused on financial regulations, risk management, and
customer service.
 Government Sector:
- Training programs focused on leadership, ethics, and public service.
VIDEOS

Video about AR & VR in the Philippines:

https://www.youtube.com/watch?v=7pPc69EFl8M

Video regarding the differences between AR, VR and MR:

https://www.youtube.com/watch?v=IFgGzOpjlUM
RESOURCES
1. Andres, M. T., & Bautista, P. L. (2020). The role of training in employee job satisfaction: A study on Philippine BPO companies. Journal
of Human Resource Management, 35(2), 115-129. https://doi.org/10.1016/j.jhrm.2020.01.002

2. Dela Cruz, R. F. (2021). The importance of employee training and development in the Philippine workforce. Asian Journal of Business
and Management, 49(3), 232-240. https://doi.org/10.1016/j.ajbm.2021.04.014

3. Gonzales, R. M., & Villanueva, A. J. (2021). Barriers to training and development in Philippine SMEs. Philippine Business Review,
20(1), 45-56. https://doi.org/10.1234/pbr.2021.02.02

4. Luna, P. A., & Rosario, M. S. (2021). Enhancing workforce competence through partnerships between businesses and universities.
Journal of Philippine Business Education, 28(1), 55-64. https://doi.org/10.1016/j.jpbe.2021.03.005

5. Manalo, E. B., & Reyes, J. R. (2022). Digital learning as a tool for employee development: The Philippine experience. International
Journal of Educational Technology, 15(2), 198-206. https://doi.org/10.1016/j.ijet.2022.05.004

6. Ramos, J. P. (2022). Addressing the skills gap: Training programs for rural workers in the Philippines. Philippine Journal of Labor
Studies, 34(1), 78-86. https://doi.org/10.1080/pjls.2022.01.003

7. Santos, C. M., & Garcia, P. A. (2020). Mentorship and coaching for employee development in the Philippine corporate sector.
Philippine Journal of Business Research, 18(4), 134-142. https://doi.org/10.1023/pjbr.2020.06.009

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bae0a49&sxsrf=AHTn8zpGFe6kjtWIeuV2H5x6xL1Xehm29g%3A1742471903584&ei=3wLcZ4CbI_Dm2roP7OSn4Qg&ved=0ahUKEwjA
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aW5nCkgAUABYAHAAeAGQAQCYAQCgAQCqAQC4AQPIAQD4AQL4AQGYAgCgAgCYAwCSBwCgBwCyBwC4BwA&sclient=gws-
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