graduate school of management - doctor of public management dpm 604 public personnel administration...

Graduate School of Management - Doctor of Public Management DPM 604 Public Personnel Administration and National Development Professor /Instructor - NERI S. PESCADERA, Ph.D.

HUMAN RESOURCE HUMAN RESOURCE DEVELOPMENTDEVELOPMENT

Presented byPresented by

THELMA L. GESTOPA THELMA L. GESTOPA

http://www.plm.edu.ph/index.html


HUMAN RESOURCE DEVELOPMENT

HRD is the improvement and growth and retention (preservation, maintenance) of a qualified and competent work force in the public service. It is the innovation and modeling of best-practiced development interventions to enhance capacities and reinforce service values of public servants.

The Civil Service Code 14th Congress of the Philippines SB 1162



THREE MAIN CATEGORIES OF HRD PROGRAMS:

TRAINING EDUCATION

DEVELOPMENT



TRAINING. •The acquisition of technology, which permits employees to perform their present job to standards.• Improves human job performance on the employee is presently doing or is being hired to do•Given when new technology is introduced into the workplace

CATEGORIES OF HRD PROGRAMS




TRAINING.•The process of altering employee behavior and attitudes in a way that increase the probability of goal attainment. •The formal and systematic modification of behaviour through learning which occurs as a result of education, instruction, development and planned experience.



Education. •In general sense a form of learning; knowledge, skills, and habits of a group of people transferred from one generation to the next through teaching, training, or research.•Frequently under the guidance of others, but may also be autodidactic. An experience that has a formative effect on the way one thinks, feels, or acts may be considered educational.




EDUCATION.•Teaching people to do a different job; often given to people identified as being promotable, being considered for a new job either lateral or upward, or to increase their potential;•Unlike training, which can be fully evaluated immediately upon returning to work, education can only be completely evaluated when the learners move on to their future jobs or tasks.




DEVELOPMENT.•Any learning activity directed towards future, needs rather than present needs;•Concerned more with career growth than immediate performance;•Development not primarily skill-oriented but provides general knowledge and attitudes which will be helpful to employees in higher positions




DEVELOPMENT.

• Efforts towards development depend on personal drive and ambition; activities, such as those supplied by management developmental programmes, are generally voluntary.

• Learning opportunities designed to help employees grow - learning for growth of the individual, but not related to a specific present or future job




DISTINCTION BETWEEN TRAINING AND EDUCATION

TRAINING EDUCATION Application Theoretical orientation

Job Experience Classroom learning

Specific Tasks General concepts

Narrow perspective Broad perspective



DISTINCTION BETWEEN TRAINING AND DEVELOPMENT

LEARNING TRAINING DEVELOPMENT

Who Non-Managers

Managers

What Technical Theoretical

Why Specific Job General

When Short -Term Long -Term



BEFORE WE PROCEED TO THE TRAINING PROCESS . . .

HUMAN RESOURCE DEVELOPMENT



PURPOSE OF TRAINING

•To increase productivity and quality•To promote versatility and adaptability to new methods •To reduce the number of accidents •To reduce labour turnover •To increase job satisfaction displaying itself in lower labour turnover and less absenteeism•To increase efficiency



WHEN DOES TRAINING NEED ARISE ? •The installation of new equipment or techniques •A change in working methods or products produced •A realization that performance is inadequate•Labour shortage, necessitating the upgrading of some employees



WHEN DOES TRAINING NEED ARISE ? •A desire to reduce the amount of scrap and to improve quality •An increase in the number of accidents•Promotion or transfer of individual employees

•Ensures availability of necessary skills and there could be a pool of talent from which to promote from.



ADVANTAGES OF TRAINING

•Leads to improved profitability and/or more positive attitudes toward profits orientation

•Improves the job knowledge and skills at all levels of the organization• Improves the morale of the workforce•Helps people identify with organizational goals



ADVANTAGES OF TRAINING

•Helps create a better corporate image•Fasters authentically, openness and trust• Improves the relationship between boss and subordinate• Aids in organizational development• Learns from the trainee•Helps prepare guidelines for work.



DISADVANTAGES OF TRAINING :

•Can be a financial drain on resources; expensive development and testing, may be expensive to operate •Often takes people away from their job for varying periods of time•Equips staff to leave for a better job•Bad habits passed on •Narrow experience



AREAS OF TRAINING IN WHICH TRAINING IS OFFERED AS

CLASSIFIED INTO CATEGORIES

KNOWLEDGE.•Trainee learns about a set of rules and regulations about the job, the staff, the products or services offered by the company.•Aim is to make the new employee fully aware of what goes inside and outside the company.




CLASSIFIED INTO CATEGORIES TECHNICAL SKILLS.•The employee is taught a specific skill (e.g., operating a machine and handling computer) so that he can acquire that skill and contribute meaningfully.





SOCIAL SKILLS•The employee is made to learn about himself and others, develop a right mental attitude, towards the job, colleagues and the company; principal focus- teaching the employee how to be a team member and get ahead.





TECHNIQUES.• Application (and improving) of knowledge and skill to various on-the-job situations•Training aims at clouding employee attitudes when administered properly•Goes a long way in obtaining employee loyalty, support and commitment



ISSUES IN EMPLOYEE TRAINING

1.Communications. The increasing diversity of today's workforce brings a wide variety of languages and customs.

2. Computer skills. NOW a necessity for conducting administrative and office tasks.




3.Customer service. The increased competition in today's global marketplace makes it critical that employees understand and meet the needs of customers.

4.Diversity training usually includes explanation about how people have different perspectives and views, and includes techniques to value diversity.




5. Ethics. Society has increasing expectations about corporate social responsibility. Also, today's diverse workforce brings a wide variety of values and morals to the workplace.

6. Human relations. Increased stresses of today's workplace can include misunderstandings and conflict. Training can help people get along in the workplace.




7. Quality. Initiatives such as Total Quality Management, Quality Circles, Benchmarking, etc., require basic training about quality concepts, guidelines and standards for quality, etc.

8. Safety. Training is critical where working with heavy equipment, hazardous chemicals, repetitive activities, but useful with practical advice for avoiding assaults, etc.



THE TRAINING PROCESS: WHAT ARE THE STEPS ?

1.Establishing Needs Analysis/Assessment of Organizational Objectives and Strategies. The organization must assess the Strengths and Weaknesses of its human resources after answering the following :•Type of organization (or business) ?•Quality to provide re product or service ? •Where do we want to be in the future?



1. Establishing Needs Analysis/Assessment of Organizational Objectives and Strategies.

• Needed ? What type? When? Where?• Who needs ? Who conducts? How ? • Step 1 identifies activities to justify an

investment for training; • Data collection techniques used are surveys,

observations, interviews, and customer comment cards;




• Examples of an analysis outlining specific training needs are customer dissatisfaction, low morale, low productivity and high turnover.

• Determining training needs help an organization decide the needed specific knowledge, skills, and attitudes to improve the employee’s performance in accordance with the organization’s standards.




• The needs analysis is the starting point for all training. The primary objective of all training is to improve individual and organizational performance. Establishing a needs analysis is, and should always be the first step of the training process.




2. Assessment of Training needs Individual/Group Needs assessment diagnosis present problems and future challenges to be met through training and development.•money spent (% on turnover on training and development)•w/o assessment may result to errors



2. Assessment of Training Needs•Individual when one’s performance falls short of standards/there is performance deficiency; may be due to lack of skill or knowledge or any other problem (transfers)•Must also focus on anticipated skills of an employee. Technology changes fast and new technology demands new skills.




2. Assessment of Training NeedsHow are training needs assessed? Methods?

Group/Organizational Analysis Individual AnalysisGroup/Organizational Analysis Individual Analysis

Organizational goals and objectives

Performance appraisal

Personnel /skills inventories Work sampling


Graduate School of Management - Doctor of Public Management DPM 604 Public Personnel Administration and National Development Professor /Instructor - NERI S. PESCADERA, Ph.D. Group/Organizational Analysis Individual Analysis

Organizational climate indices Interviews

Efficiency indices Questionnaires

Exit interview Attitude survey

Mgmt By Objective or work planning systems

Training progress

Quality circles Rating scales

Customer survey/satisfaction data

Consideration of current and projected changes



Benefits of Needs Assessment

•DIAGNOSE the causes of performance deficiency in employees; (general)

•Causes require remedial actions (general);

•Trainers will know the broader needs of the training group/sponsor organization; (specific)



Benefits of Needs Assessment

•Sponsor organizations able to reduce the gap between the participant and the boss re their needs and expectations from the training programmes.

•Trainers are able to pitch their course inputs course inputs closer to the specific needs of the participants.




3. Establishment of Training Goals/Training Objectives • Once training needs are assessed, training and development goals must be established.

•Without clearly-set goals, it is impossible to DESIGN a training and development programme;



3. Establishment of Training Goals/Training Objectives •Without clearly-set goals and after it has been implemented, there will be no way of measuring its effectiveness.•Goals must be tangible, verifying and measurable. This is easy where skilled training is involved.




4. Conducting Training Activities :

•Where is the training going to be conducted and how? - At the job itself; - On site but not the job for example in a training room in the company;- Off site such as a university, college classroom hotel, institute, etc.




5. DESIGNing Training and Development Program :• Methods and techniques for appropriate trainees and trainers•Level of training; •Principles of learning •(Venue of conduct the program)




6. DELIVERY/Training Implementation, involves actions on the following lines :

•Deciding the location and organizing; training and other facilities;•Scheduling the training (programme);•Actual trainig conduct; and•Monitoring the progress of the trainees.




7. Evaluation of the Results (and Monitoring)•Last stage in the training process;•DISCERN; how far the programme has been useful must be judge/determined as huge sums of money are spent on training and development; helps determine the results; •In the practice, organizations either overlook or lack facilities for evaluation.



TYPES OF TRAINING

1.Induction/Orientation.•Introducing a new employee to the organization and its procedures, rules and regulations•New employees need to be made familiar with jobs, superiors and subordinates and with the rules and regulations of the organization.•Short and informative; given immediately after recruitment challenging career.



TYPES OF TRAINING

1.Induction/Orientation.•E.g. Induction Programme at the Philippine National Police is a two day event which includes - Presentation Sessions and Interaction with top management, games, team building approach etc.



TYPES OF TRAINING

2. ORIENTATION.• Reason: The sooner employees know basic information related to their job, the sooner they can become productive•Also reduces nervousness and uncertainty; leads to more satisfaction and are less likely to quit; the organization values them;•Used to develop a positive attitude in employees.



TYPES OF TRAINING

3. Use of Employee Handbook.• A document that describes an organization’s procedures, rules, regulations and conditions for employment (attendance, behavior on the job, performance of duties), policies regarding employees (time off, hours of work, benefits), administrative procedures (filling out timesheets and travel expense reports), and related matters



4. Job Training.• To increase the knowledge and skills of an

employee for improving performance on the job;

• May include Informing about machine and its handling Process of Production Methods to be used

• Purpose is to reduce accidents, waste, and inefficiency in performance

TYPES OF TRAINING



5. Safety Training.• Training provided to minimize accidents and

damage to the machinery;• Involves instruction in the use of safety

devices and in safety consciousness.6. Promotional Training. • Training of existing employees for them to

perform higher level jobs; potential are selected, given training before promotion.

TYPES OF TRAINING



7. Refresher Training.•Or Retraining Purpose, to acquaint the existing employees with the latest methods of performing their jobs and improve their efficiency further;•To avoid personnel obsolescence;•Essential: to relearn, to keep pace with the technological changes in the field when newly created jobs are given to existing employees

TYPES OF TRAINING



8. Remedial Training.•To overcome the shortcomings in the behavior and performance of old employees;•May include unlearning certain inappropriate methods and technique;•Should be conducted by Psychological experts

TYPES OF TRAINING



9. Internship Training.•Educational or vocational institutes enter in an arrangement with an industrial enterprise for providing practical knowledge to its students; TEZDA and Magsaysay Maritime• The organization providing the training may even absorb the candidates post training; Engineering and MBA students undergo such training; scholars in PLM

TYPES OF TRAINING



1. Coaching. • One of the training methods considered as a

corrective for inadequate performance.• A coach is the best training plan for the

CEO’s because it is one-to-one interaction.• Done at the convenience of the CEO, on

phone, meetings, through e-mails, chat.• Gives opportunity to receive feedback from

an expert; helps in identifying weaknesses and focus on those for improvement.

TRAINING METHODS



2. Mentoring. • An ongoing relationship developed between a

senior and junior employee.• Focuses on attitude development• Conducted for management-level

employees; done by someone inside the company.

3. Job Rotation.• Allows the manger to operate in diverse

roles; understand the issues that crop up.

TRAINING METHODS



TRAINING METHODS

3. Job Rotation.• Provides the employees with opportunities to

broaden the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries Identification of Knowledge, Skills, and Attitudes (KSAs) required;\

• Determines the areas where improvement is required; assessment of the employees who have the calibre for the position



4. Job Instruction Technique (JIT).• Uses a strategy with focus on knowledge (factual and procedural), skills and attitudes development. •Examples are DOH laboratory-related trainigs

TRAINING METHODS



METHODS OF TRAINING

1. Cognitive Methods.• More of giving theoretical training to the trainees through LECTURES, DEMONSTRATIONS, DISCUSSIONS,

COMPUTER BASED TRAINING (CBT)



METHODS OF TRAINING

1.Cognitive Methods. LECTURE. Used to create understanding of a topic or to influence behaviour, attitudes through lecture in printed or oral form;

Given to enhance the knowledge of listener or to give him the theoretical aspect of a topic.



METHODS OF TRAINING

1.Cognitive Methods. DEMONSTRATIONS. Method is visual display of how something works or how to do something. Example, trainer shows the trainees how to perform or how to do the tasks of the job.



METHODS OF TRAINING

1.Cognitive Methods. DISCUSSION. • Uses a lecturer to provide the learners with context that is supported, elaborated, explains, or expanded on through interactions both among the trainees and between the trainer and the trainees.


METHODS OF TRAINING

1.Cognitive Methods. DISCUSSION. • A 2-way flow of communication knowledge in the form of lecture is communicated to trainees Then understanding is conveyed back by trainees to trainer.


METHODS OF TRAINING

1.Cognitive Methods. CBT. • Through Intranet or Internet; does not require face-to-face interaction with a human trainer.•Benefits of CBT: - provides the instructional consistency- reduces trainee learning time


METHODS OF TRAINING

1.Cognitive Methods.• BENEFITS OF CBT- increases access to training- affords privacy of learning- allows learning at an individual pace- allows the trainee to master learning-reduces the cost of training


METHODS OF TRAINING 2.Behavioural Methods.•More of giving practical training to the trainees; allows the trainee to behave in a real fashion-best used for skill development.


METHODS OF TRAINING Methods that come under Behavioural Approach

1.GAMES AND SIMULTATIONS2.ROLE PLAYING 3.CASE STUDY

CONCLUSION

It has been a general agreement that training education, and development are all contributory that they increase productivity, although at times it is difficult to show causal link between HR development and national/ organizational performance partly because pay off from development may not be seen in the short term.


CONCLUSION

It is also difficult to tie-down performance improvement to the development itself and to understand the nature of the link.

For example, is performance better because of increased or different HR development, because the reward package has improved or because we have a clearer set of natural, organizational and individual objectives?


CONCLUSION

If there is a link with HR development initiatives, is it that nation’s human resource or employees have better skills ? Or that they are better motivated, or that they have been selected from a more able group of candidates/ employees attracted to the organization as it offer high level of development.


CONCLUSION

Ojofehinti (1992) stated that the subject of management of human resources in the civil service is the priority of management practitioners especially the bureaucracy. An organization, the civil service included, that does not recognize the crucial role and importance of the people within it will not achieve.


CONCLUSION

The quality of welfare and training given to the local government personnel has significant impact on their operational efficiency and behavioural integrity. Therefore, the government through the Civil Service Commission should give serious attention to the provision of appropriate and adequate welfare and training of the Government personnel.


End of presentation . . .


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