Training Development Manual - With Cover

Philippine Regional Municipal Development Project
Training Management System Manual

In Local Government Units
Component 4 - Human Resource Development
Partner Cities:
Bacolod
Cagayan de Oro
General Santos
Iligan
Puerto Princesca
Tagbilaran
Executing Agency
Department of the Interior and Local Government
Managing Agents:
SAGRIC International - Sinclair Knight Merz - EGIS Consulting
An Australian Agency for International Development Project
Acknowledgements i
ACKNOWLEDGEMENT
The Training Management System Manual is the result of the dedicated work of professionals who are involved in
nurturing the most valuable resource of all - human resources. These professionals have developed and tested the
processes outlined in this manual in the six Local Government Units (LGUs) of the cities involved in the AusAID-
PRMDP. The results have guided them to revise certain processes and mechanisms to make them more feasible to an
LGU environment.
The AusAID-PRMDP endeavor started in 1997 and ended in May 2002.
Many people were involved in this manual. The list starts with the advisers/consultants who conceptualized the
system and initiated the implementation of the processes. They wrote this document which was passed to the LGUs
HRMO with the support of DILG-Project management office. The advisers/consultants were as follows:
Milalin Javellana, Training Manager and Head of Component 4 - HRD

Gabrielle Jones, Training Specialist
Mark Flores, HRD Specialist
The HRMOs and City Trainers Pool members who implemented this Training Management System Manual with the
Guidance of the Component 4 - HRD advisers were:
BACOLOD CITY C/O ERMAN AGUIRRE

Aniceta Diamante Elma Silava Joy Gepes
Monica Concepcion Meer Herbolario Pura Lapag
Judith Sualog Marlene Malibe Erman Aguirre
Raquel Sardua Elvira Tipon Gilda Lluisma
Allan Perez Theresa Robles Irene Gumboc
Dido Samson Gina Castro Thelma Inutan
Sally Abelarde Blesilda Turbanos Alunan Ernie Asoy
CAGAYAN DE ORO C/O BRENDA GO

Adriano Lumagsao Norman Bala Belen Galdo Ramon Mendoza
Arturo de San Miguel Isidro Borja Jocelyn Salcedo Rudolfo Lumacang
Edwin Dael Anne Pajo Norma Fernandez May Chavez
Ellen Cedio Virginia Deguinion Andrew Abas
Imma Rae Gatuslao Ethelinda Edrote Laudemar Caada
Juliet Acac Marilyn Legaspi Gertrude Gaviola
Brenda Go Eloisa Garcia Elsie Libarnes
Sharon Mangahas Sonia Pealosa Reynaldo Villamor
GENERAL SANTOS C/O MARLENE PELAYO

Sarah Sanchez Amparo Cansana
Chrisamor Clarisa Marlene Pelayo
ii Training Management System Manual - In Local Government Units Component 4 _Human Resource Development
Acknowledgement continued....
ILIGAN C/O ANNA ALAGAR

Arturo Maderazo Joel Tagaylo Josefina Mabanta Vilma Nacalaban
Nelia Palao Eleonor Caonero Arthur Cabigon Joan Dueas
Anna Felicia Alagar Paulino Acierto Jr. Eloisa Catingub Norma Galorio
Rolano Mariquit Jocelyn Jimenez Mary Ann Beley Charito Earl Ruelo
Ilpa Acapulco Ophelia Cayaco Anita Lagat
Virginia Junsan Miguel Muez Christine Milagros Orbe
Sonia Paz Olivar Ma. Elena Rodora Gimena Aida Aquino
Nicolette Lantay Octavios Molo Luisa Quidlat
Rosa Edrozo Janeth Zerna Raquel Alcesto
PUERTO PRINCESA C/O WINEFREDA ARCEGONO

Winefreda Arcegono Enrique Obligar (Deceased) Ma. Corazon Timones
Flora Aurelio Romeo Garzon Mary Ann Joyllee Ofelia Aquilar
Helen Lim Rodolfo Manuel Madrian Stenely Olbes
TAGBILARAN C/O DONDON GUTIERREZ

Mario Lloyd Gutierrez Antonia Acierto Ingrid Pocot Pianicita Castolo
Leonila Zamora Sheryll Duran Marcelo Rebuta Virgilia Geoso
Gloria Guerra Brenda Sarte Estella Margate Simplicio Antopina
Saturnino Sarabia Marilyn Ferrer Aida Novero Septima Sale
Ma. Theresa Gasque Leonida Del Puerto Visitacion Acero Demetria Mendoza
Table of Contents iii
TABLE OF CONTENTS
INTRODUCTION TO THE TRAINING MANAGEMENT SYSTEM ...............................................................................1

RATIONALE ................................................................................................................................................1
OBJECTIVES AND PRINCIPLES OF THE TMS ....................................................................................................3
ABOUT THIS MANUAL .................................................................................................................................5
GLOSSARY OF TERMS.................................................................................................................................7
TRAINING MANAGEMENT SYSTEM: THE FRAMEWORK......................................................................................9
GOVERNANCE ..........................................................................................................................................11
The Role of the Mayor .......................................................................................................................12
The Role of the Human Resource Development Council (HRDC) ...............................................................12
The Role of Department Heads............................................................................................................11
The Role of the HRMO .......................................................................................................................13
The City Trainers Pool (or HRD Task Group)...........................................................................................14
PLANNING ...............................................................................................................................................15
Plans and Training Plans .....................................................................................................................15
City Strategic Training Plan (CSTP).......................................................................................................17
Scheduling the Training Planning Process ..............................................................................................18
A Planning Schedule Example .............................................................................................................19
TRAINING OPERATIONS .............................................................................................................................21

Performance Based Competency Training (PBCT) ...................................................................................21
Adult Learning Principles.....................................................................................................................22
Different Stages of Training Operation ..................................................................................................25
Training Needs Analysis (TNA).............................................................................................................26
Organizational (Department) Training Analysis.......................................................................................31
Curriculum Development.....................................................................................................................32
Curriculum Development: The Process...................................................................................................34
The role of the Department Heads in Curriculum Development .................................................................35
The role of the City Trainers Pool in Curriculum Development ...................................................................36
Formulating Training/ Learning Objectives ............................................................................................36
Criteria in Selecting Content................................................................................................................37
Selecting and Organizing Content ........................................................................................................38
Organizing and Delivery .....................................................................................................................39
Teaching Techniques...........................................................................................................................40
continued over page

iv Training Management System Manual - In Local Government Units Component 4 _Human Resource Development
Table of Contents continued....
RESULTS: MONITORING AND EVALUATION....................................................................................................43

Monitoring and Evaluation of Training Programs.....................................................................................43
Why conduct training program evaluations?..........................................................................................43
Framework for Monitoring and Evaluation of Performance Based Competency Training Courses ....................44
Areas of a Monitoring and Evaluation Activity ........................................................................................45
Monitoring and Evaluation for whom....................................................................................................46
HRMOs role in Monitoring and Evaluation process .................................................................................47
Documenting and Analyzing PBCT Course..............................................................................................47
Monitoring and Evaluation tools...........................................................................................................48
Evaluation type and their effectiveness for level of evaluation..................................................................49
Reporting Evaluation Findings..............................................................................................................49
Guidelines for PBCT Course Monitoring and Evaluation ............................................................................50
TRAINING MANAGEMENT SYSTEM: SUPPORT................................................................................................51

Training Record Information System .....................................................................................................51
Resource Database ............................................................................................................................52
Materials..........................................................................................................................................53
Learning Resource Center ...................................................................................................................54
Facilities and Equipment.....................................................................................................................56
SAMPLE TRAINING FORMS FOR TMS...........................................................................................................59

TNA Questionnaire (example) .............................................................................................................60
Evaluation Forms (examples)..............................................................................................................64
Curriculum Document: The Format .......................................................................................................73
Specific Session Guide format .............................................................................................................74
REFERENCES............................................................................................................................................75
Introduction to the Training Management System 1
INTRODUCTION TO THE TRAINING MANAGEMENT SYSTEM
The AusAID Philippines Regional Municipal Development Projects main objective is to permanently improve the
quality of life of the citizens, both men and women, in the six cities involved in the project, through the
enhancement of the capability of the Local Government Units (LGUs) to deliver selected services. The cities involved
are: Bacolod, Cagayan de Oro, General Santos, Iligan, Puerto Princesa and Tagbilaran.
One selected service is the Human Resource Development of LGU employees. As with any organization, the LGU can
function more effectively and efficiently if it operates with well-managed HRD structures, systems and well-trained
staff.
The Training Management System (TMS) and its manual are outputs of Component 4 - HRD component of the
project. The TMS was designed, developed and institutionalized in conjunction with the LGU counterpart staff of the
six PRMDP cities. National and local legislation and conditions have been taken into consideration in the
development of the TMS. The TMSs prime concern is to provide a framework for the development of human
resources in an LGU so that the organization can run more efficiently and effectively.
This manual explains the different aspects of the TMS.
RATIONALE
The PRMDP-AusAIDs Component 4 - Human Resource Development worked on the given factors in the different
LGUs after conducting an assessment, particularly in the area of training and development. One of these issues
includes the reality that in some LGUs, employees have never received any type of training. This could be due to any
number of factors including, the employment status of the employee, (eg Casual employees, that often make up
approximately 40% of an LGUs workforce do not qualify for training), or lack of recognition for the need for training
by decision makers and, as is often the case, the lack of available funds for training.
Upgrading employees skills as beneficial to an organization is not fully appreciated or practiced by many LGUs.
Training is often not funded because it can be an expensive exercise. In some cities involved in the PRMDP, training
activities that the city would normally fully fund have been reduced which in other cities it has been stopped due to
budget constraints.
The LGUs operate training budgets although its management is not standardised. More often than not, the training
budget is under the direction of the Mayors Office. At times, LGU personnel without special training are
recommending and approving training programs. Examining existing training records show that many employees
2 Training Management System Manual - In Local Government Units Component 4 _Human Resource Development
Rationale continued....
have undergone training that had nothing to do with their actual functions within the LGU, nor any significance to
their career paths. Thus, the training had no benefit to the LGU.
Training is supplied to LGUs by a variety of providers, including national and/or regional bodies and local training
providers. This training is often of a routinary nature, some are designed to introduce national practices or
regulations. There is limited training that was designed in-house, although not in response to assessed and verified
skill development needs. In some cases, training is provided to an employee as a reward.
The success or applicability of training activities at an LGU is not fully evaluated, validated or monitored. There is no
check to see if an employee can apply what he/she learned, nor is there a concerted effort to share what has been
learned via echo training, peer teaching or coaching.
Component 4 recognized a need to develop a Training Management System that could improve the capacities and
capabilities of the LGUs human resources. The TMS will incorporate governance, policy and procedural guidelines,
planning and training operations.
The TMS is asking the LGUs to make paradigm shifts in approaches and attitudes towards training that will be easier
to do when the TMS is adopted. The TMS is a complete system encompassing clear structures and processes.
The human resources involved in the TMS span from the Human Resource Development Council (or similar), which is
the policy body of the TMS, to the City Trainers Pool, a group of LGU employees that gather, analyse and respond to
data on the HRD needs of the agency. The pool at the same time serves as partners of the HRM Offices in the
conduct and management of in-house training. Other resources of the TMS include an electronic database, the
Training Records Information System (TRIS). This is a support mechanism that allows for record keeping and retrieval
and analysis of training expenditure and training activities. The Learning Resource Center (LRC), another supporting
element of the TMS, acts as the agencys training and learning resource room that is available to all employees of
the LGU.
Objectives and Principles of the TMS 3
OBJECTIVES AND PRINCIPLES OF THE TMS
THE OBJECTIVES OF THE TMS ARE:
To provide the management and support that an organization requires when adopting a professional approach
to HRD;
To align the training activities of an agency to the citys strategic development plans so that training is responsive
to the agencys development needs;
To provide a structure for an LGU to work within to attain better results from HRD;
To provide clear roles and responsibilities for all human resources involved in the TMS;
To provide clear HRD guidelines and policies;
To provide more transparent processes in HRD;
To provide data and support so that informed training recommendations are made;
To increase the effective operations of the LGU by increasing the skills of employees to do their jobs better and
more efficiently;
To encourage equity and cost saving approaches to training;
To make available to all LGU employees access to training or study.
THE UNDERLYING BASIC PRINCIPLES OF THE TMS ARE:
All training activities will be aligned to the strategic organizational goals of the city;
The Human Resource Management Office (HRMO) will pro-actively lead in the implementation of the TMS;
HRMO and the City Trainers Pool are agents of change - bringing new approaches to HRD;
HRMO will establish alliance building among the different departments of the LGU that will strengthen HRD
delivery in the organization.
HRMO will lead the way and promote effective adult learning methodologies such as just-in-time; just-the-right
amount of information, and other capability- building approaches;
The department heads of the LGU have the responsibility to develop their respective staff.
About this manual 5
ABOUT THIS MANUAL
The manual is for all people involved in the TMS. Each element of the TMS is discussed. The manual should make it
clear what needs to be done and by whom, to ensure the system can run in an LGU.
There is background text on each element as well:
Diagrams are used to show the TMS elements and processes.
Text that is surrounded by a dotted border, illustrate elements, provide guidelines to follow and in some cases real
examples that the reader can relate to.
This is an example
Sometimes these will be guidelines.
Often, examples are real, and have been experienced in at least one PRMDP city.
Things To Do! boxes list things that are needed to be done and by whom in an LGU to implement the TMS.
Things To Do!
Each action required by an LGU to implement the TMS is listed in a Things to Do! Box.
Glossary of terms 7
GLOSSARY OF TERMS
City Strategic Training Plan The consolidated training plan and budget of the LGU based on prioritized training programs.
Change Agents Any person or body of people that embrace new systems or approaches and introduce them to an organization. For
example, HRMO and the CTP are change agents in the LGU.
CTP City Trainers Pool:

Selected and trained employees from different departments of the LGU who are responsible for supporting HRMO in
the LGUs human resource development processes. Trained to become learning specialists in their respective
departments.
Learning Managers Facilitates the learning process by providing management and administrative services to training courses. These
services include writing and submitting training designs for authorization, booking training speakers/facilitators,
venues, food requirements during a training course, etc.
Competencies A cluster of related KSAs:

That affect a major part of ones job (role or responsibility.)
That correlate with performance on the job.
That can be measured against well-accepted standards.
That can be improved via training and development.
Curriculum Development The process of designing a training course. The end result is a curriculum document that acts as a guide to
trainers/learners/learning managers.
Facilitator Manages group processes and assures that learning objectives are presented in a way that they can be learned. Can
be seen as champion of the learner as they try to make the learning experience as smooth as possible. Has good
communication skills to elaborate about course content and delivery to either the learners or the trainer.
Formal Training Course A structured training course. A formal training course may or may not have costs associated with it.
HRMO Human Resource Management Office:

The Department responsible for human resources in an LGU, including human resource development (training).
HRDC Human Resource Development Council:

The LGU executive, policy making body responsible for the Training Management System composed of the
representatives of the City Mayor, the Sanggunian, HRMO, CTP, and selected departments heads.
KSA Knowledge, Skills and Attitudes:

The areas of focus to determine the competency level a worker requires in order to perform their job properly.
LRC Learning Resource Center:

Managed by HRMO, the LRC is a discrete space, reserved for training/coaching/learning of an LGU employee. The
LRC contains learning materials and equipment such as books, television, computer, training manuals and videos.
Learning Specialist A specialist in the broad area of human resource development that can use tools and
approaches that identify training requirements of an organization and respond to those in a
variety of ways (eg design a training course, facilitate demonstrations, coaching etc). The City
Trainers Pool is composed of Learning Specialists who are viewed as resources to support a
Department Head in HRD issues.
Non-Formal Training A training method or activity such as mentoring, coaching, small group instruction that is
predominantly unstructured. Normally, non-formal training courses will only incur opportunity
costs.
Priority Training Needs The training needs of an organization ranked according to its demands. If priority training
needs are addressed by training, it will assist the organization to achieve its development
goals.
PBCT Performance Based Competency Training:

An approach to training that addresses job performance gaps or problems. PBCT focuses on
developing people to acquire the necessary skills, knowledge and attitudes required of a
particular job or function. PBTC is a modified form of the Competency Based or Skills Training
approach.
Resource Person A person that presents information or KSAs at a training course such as a trainer or guest
speaker. Some resource people may be subject specialists, with or without adult learning
qualifications.
Skills Specific set of actions a person is required to perform to complete a given task. In the PBCT,
skills are those actions that a worker requires to perform so that he/she can do his/her job
competently.
Training Costs All funds that are paid for a training course.
Training Hours A measure used to determine the average cost of a training hour for an individual, a
department or the LGU as a whole. This is useful to determine which subjects or specialist
areas training costs the least or most. Useful for comparisons and when submitting annual
training budgets.
TMS Training Management System:

An entire system of training, from process through to management. A systemic way to
administer human resource development.
TNA Training Needs Analysis:

A Training Needs Analysis is an internationally used tool for identification of the knowledge,
skills and attitudes and real training needs of individuals and organizations that covers the gaps
between the current and the desired levels of KSAs.
Training Management System: The Framework 9
TRAINING MANAGEMENT SYSTEM:

THE FRAMEWORK
The Framework of the TMS is represented below.
TMS Framework
The arrows indicate the participating LGU executives, GOVERNANCE PLANNING TRAINING OPERATIONS
legislators, and workforce of the LGU; the activities,
and data that the TMS will use to function properly. Mayor
The arrows show inter-relationship among elements SP Dept Heads City Strategic Plans Organizational Analysis
and how one activity may rely upon more than one Key People
element. For instance, the annual Training Plan relies

upon the Training Needs Analysis data and curriculum
development. HRD Council Strategic Training Plan Training Needs
As planning of training activities is of vital

importance, note how many aspects there are to the
HRMO
Planning section, and also how all other elements of
Dept Heads Annual Training Plan Curriculum Development
the TMS relate to planning, which shows their inter- City Trainers Pool & Budget
relationships.
HRMO
City Trainers Pool Implementation Organizing & Delivery
RESULTS
Dept Heads On-the-Job

City Trainers Pool Application Monitoring & Evaluation
HRD Council Overall Performance
SUPPORT
TRIS Resource Database Materials Learning Centre Facilities
Planning relies upon the city having strategic goals and plans. Strategic plans include any pronounced major thrusts
of the LGU and/or development plan, such as the comprehensive development plans or comprehensive land use
plans that the city government has approved, including the vision and mission statements of the Mayors Office and
Departments. Vision, mission goal statements are indicative of the focus and priorities of the LGU.
Training Management System:

The Framework continued...
THE FIVE MAIN COMPONENTS OF THE

TMS ARE: A logical and verifiable approach to training priorities identification.
Governance: The overall structure that oversees The TMS allows for the logical identification of the priority training needs of the LGU.
the work of the HRD activities and sets policies, Under the TMS, an organizational analysis takes place. To do this, the City Strategic Plans are analyzed to
priorities and recommends approval of the city identify the development strategies and priorities of the LGU. Strategic Plans include the vision and mission of
strategic training plan and budget to the local the Mayor, Departments and any plans that have been approved by the city. Remember that the TMS
finance committee, mayor and the Sanggunian. encourages that training provided to all LGU employees needs to enhance the LGUs capacities to achieve
Planning; The hierarchy of plans at all levels that these goals so it is imperative that these be identified.
drives the work of the HRMO in relation to HRD; An analysis of the human resources, looking at their abilities to perform towards achieving these goals is
links training to the strategic goals of the LGU; required. Thus, a Training Needs Analysis (TNA) is undertaken.
Training Operations: The link of the different
The TNA activity looks at the human resource skills currently available to the LGU. The TNA indicates the
components of the training cycle eg., TNA,
training needs of an employee and a department. Taking the Departments strategic plan/s into
curriculum development, organizing, delivery,
consideration, along with the citys strategic plans, makes analysing the TNA for identification of the
monitoring and training evaluation;
departments priority training needs quite easy. The TNA recommendations should reflect and support these
Results: The system that tells us how well we are
plans.
doing using Kirkparticks four levels of evaluation
From this analysis, the HRMO generates a three-year or annual City Strategic Training Plan and Budget. The
(ie Reaction, Learning, Behavior and Result)
Training Plan will nominate training courses that will enhance the human resource skills of the LGU so that
Support: The different systems and mechanisms
the citys development plans can easily be achieved.
that provide all the backup processes such as the
TRIS, Learning Resource Center, Resource Thus, the City StrategicTraining Plan will be a logical plan, aimed at supporting and assisting the city in
database, facilities and materials development. achieving its goals.
Training the right people with the right skills.

An example: If a city wants its roads to be better maintained (this would be mentioned in the strategic plans
of the city), yet there is no one with relevant skills or knowledge in road maintenance in the relevant
department, then road maintenance is a training need.
It is only a training need of those personnel that will be responsible for maintaining the roads, i.e. those city
employees that will, as part of their job function, maintain the roads of the city.
After careful investigation to identify, exactly what skills need to be taught and for whom, a training course
will be designed that addresses the particular skill shortage/s.
In this example there may well be several training courses that have to be developed. Managers, for
instance, may need training in the overall planning and management of road maintenance and a road
maintenance worker will need quite different skill training to do their job.
The TMS encourages training a person to do their job competently, thus, training that employees receive
should reflect their performance requirements and enhance their capabilities.
Knowing the actual functions of an employees job is helpful and quite necessary to identify those that are
assigned to attend a training course. Employees that attend a training course that has nothing to do with
their job functions will not benefit the organization nor will it assist the LGU achieve its development goals.
On the other hand, those that receive training that enhance their capabilities to perform their job more
competently will benefit the organization.
Governance 11
GOVERNANCE
This section deals with the roles and responsibilities of people involved in the Training Management System. The
purpose is to provide policy directions and structural means for leadership and responsibilities to meet the HRD needs
of the organization.
TMS HEIRARCHICAL STRUCTURE
PLANNING
Mayor
HRD Council
(with a representatiove from the SP)
HRMO and
Department Heads
City Trainers Pool
The hierarchical structure of the TMS is illustrated above. For the TMS to work effectively, all levels of the TMS are
required to be in place and work cooperatively, towards the same end.
To ensure that the key stakeholders are involved, a Human Resource Development Council (HRDC) is established to
operationalize the governance element. It will provide the sponsorship of the system and at the same time, the
executive management and leadership for the TMS.
Each LGU human resource or group involved in the TMS is discussed below, along with tasks they are responsible for.
Governance continued...
The Role of the Mayor
Things to do!
Identify his/her vision of the city workforce in line with the LGU strategic goals and priorities;
Establish a Human Resource Development Council (HRDC);
Act on policy that the HRDC recommends;
Support Human Resource Development activities;
Support the TMS.
The Mayor has, unless otherwise delegated, the final approval on expenditure and selection of personnel for training
activities in the LGU.
The Mayor will have his/her own vision for the city that he/she is leading. This vision needs to be taken into
account, along with strategic plans for the city in the training activities that are pursued. This allows for alignment of
training activities to support the development plans of the city.
The TMS requires the Mayor to approve and instruct (via an Executive Order) the formation of the HRDC. The mayor
will endorse recommendations of the HRDC. It is important that the membership of the HRDC is made up of people
that the Mayor respects.
The mayor will approve the city strategic training plans and endorse it to the Sanggunian for budget purposes. This is
in addition to the HRD policies that will be endorsed for his/her approval.
The Role of the Human Resource Development Council (HRDC)
Things to do!
Provide executive management of the TMS;
Create philosophy and policies to ensure the effective implementation of the HRD activities in the LGU;
Determine priorities for training;
Approve training plans and budgets at all levels;
Act as the champions of TMS in the LGU.
The Human Resource Development Council (HRDC) is the executive management committee that generates policy,
and assesses and monitors HRD activities against priority training needs of the LGU. As the policy-making body, it is
viewed as the champions of the TMS.
The HRDC will work in accordance with existing civil service policies and standards and in line with the Citys
Strategic Plans.
Governance 13
The HRDC is responsible to:

Develop and recommend policies to adopt and implement the Training Management System in the LGU;
Endorse and recommend the City Strategic Plan for the LGU that follows the TMS principles;
Review and approve the annual training plans and budgets;
Make recommendations regarding the on-going activities of the City Trainers Pool;
Develop agency guidelines for the selection of agency nominees for training and scholarship programs;
Recommend that all training courses funded by the LGU be based on the identified agency training needs using
available data and tools such as the Training Needs Analysis and TRIS;
Make recommendations identifying participants that should receive training based upon identified training needs
and the job functions of the nominee so that the training would be beneficial to the agency;
Approve the training monitoring and evaluation system policies;
Instruct the HRMO to advertise, in conspicuous places within the agency premises available training or scholarship
opportunities;
Establish priorities for the use of training resources;
Ensure linkages between and among departments to maximize training resources;
Submit to the City Mayor a quarterly report of its activities and accomplishments.
Ideally, the HRDC is a small group, of about five people, comprising members from different areas of the LGU
including a member from the elected Sanggunian body.
Each city will need to determine the makeup of the HRDC. Some cities see it as valuable to have a Councilor
(perhaps the one responsible for education), the City Administrator and/or the City Budget Officer in the HRDC.
Some cities may feel the need to have the Civil Service Commission representative sit as a member or observer.
The HRMO acts as Secretariat to this committee.
The Role of Department Heads
Things to do!
Support the TMS;
Develop the Training Plan (for own Department), showing the priority training needs,
using the TNA data and TRIS;
Recommend the right people for training (ie, those who will apply what they have learned from a training
program, in their actual job;
Call upon the HRMO and the City Trainers Pool when required, to assist in developing the training plan and to
design and implement priority training courses;
Supply HRMO with relevant information on training activities (for data capture in the computerized Training
Record System).
Work with the HRMO and CTP to develop the monitoring and evaluation system to determine the on-the-job
application of conducted training courses.
Department Heads contribute to the City Strategic Training Plans. They determine their Departments training needs
and priority courses and submit them to the HRMO for inclusion in the city strategic training plan. This requires the
Department Head to have an understanding of education and adult learning principles and practices; and specific
skills that are often outside his or her own specialized discipline.
As most Department Heads have little expertise in the area of training and HRD, coupled with the lack of verifiable
data on the HRD needs of their staff, it may be quite difficult to develop an annual training plan. As can be seen in
the past, there is a reliance on what has gone on in the past to determine the training plans. This is why we see
Annual Training Plans repeating what has occurred before. Since little or if any, evaluation of training was done, it is
impossible to gauge the success of the training.
The TMS will be useful to the Department Head by providing data on HR issues, including training. The TNA report
that is forwarded to each Department Head provides verified data on training needs and non-training issues. The
Department Head can confidently recommend training plans that are actual and verifiable training requirements. The
TNA report has an organizational analysis and shows the main training needs of the department. It also comments
on non-training needs that might hinder an employee from performing. An example of this could be the inadequate
storage equipment in a record section. With less than adequate storage equipment, timely record retrieval and proper
storage of records is hindered.
The TMS encourages each department to designate a staff to be part of the City Trainers Pool to assist him/her in
developing the departments training plans, among other things.
Values Orientation: Is it the REAL training need?

Values Orientation Training Course, is recommended over, and over again in LGU training plans. Many people believe that this course will solve a lot of personnel
problems. Some LGU employees have undertaken this training course up to three times and are still identified as being unproductive and disinterested workers. In these
cases, the training did not achieve its purpose.
Values Orientation Training is often reported by managers as the main training need, generally because those that make the recommendation are not equipped with skills to
really investigate and determine what the training need really is. Instead of questioning why? this is seen as a training need it is just accepted and no further investigation
is undertaken.
In the TMS, this training need would be investigated further by the City Trainers Pool and verifiable data would support it. The TNA includes the use of different techniques
to gather and validate the HRD situation in a department/LGU.
In many PRMDP cities that experienced this situation, it often turned out after further investigation, that management training, even to the Department Head level, was the
real training need, not values training of a select few individuals. Managers require the skills to motivate and manage all workers under their authority, making sure all
personnel are doing their jobs. The expectation that an individual will do his/her job should be there but what if he/she doesnt? Who should be responsible? And what if
he/she had already undergone training in values orientation and the like, yet still display the same behaviour?
What can be done?
It was found that the individuals targeted for Values Orientation training could be better managed and their managers needed to be shown new and varied skills on how to
do this. Rather than focus on the values of the individual, management skills in dealing with such workers was seen as a more sustainable and sensible solution.
Governance 15
The Department Heads can call upon the HRMO or members of the Trainers Pool to assist them identify priority
training needs and/ or individuals that will be nominated for training. In some cases, the Department Heads can call
upon the HRMO and the Trainers Pool to design and coordinate low-cost training programs that address these needs.
The Role of the HRMO
Things to do!
Promote and implement the TMS;
Supply the HRDC with secretariat services;
Suggest policies and mechanisms to implement the TMS (using local knowledge);
Develop the City Strategic Training Plan, integrating all Departments training plans, the priority training needs,
TNA data, LGU strategic plans;
Coordinate with department heads on the right people for training (ie, those that will be able to apply what
they have learned from a training program, in their actual job);
Manage and provide the upgrading of the skills of the City Trainers Pool so they can perform as learning
specialists of their respective departments and the LGU as a whole;
Manage, promote and expand the Learning Resource Center (LRC);
Coordinate the TNA activities with the department heads for collaboration and ownership of data;
Maintain the Training Record Information System (TRIS) database;
Gather and encode relevant information on training budgets and training activities, for individuals and
Departments, training providers, etc for TRIS;
Coordinate with department heads on the training evaluation and monitoring system;
Link the TMS with the other key areas of HRMO such as recruitment and selection, performance appraisal,
career planning, etc.
Liaise with Civil Service Commission and academic institutions, the Institute for Local Government
Administration (ILGA), LGA, etc.
The HRMO is the office whose main concern is related to an LGUs human resources, from employment to staff
development. The HRMO is the managing office of HRD activities in the LGU. It maintains records, co-ordinates and
administers training activities. The HRMO also prepares the City Strategic Training Plan for the LGU in coordination
with the different departments of the LGU.
The HRMO is the hub of the TMS, from its inception to its operations and implementation.
The City Trainers Pool (or HRD Task Group)
Things to do!
Support the TMS;
Act as a Learning Specialist to Department Heads, providing support in the development of the Training Plan
(for own Department), showing the priority training needs, using the TNA data, recommend the right people
for training (ie, those that will apply what they have learned from a training program, in their actual job) as
identified in the TNA;
Undertake a city-wide TNA;
Design and implement, with HRMO and concerned Department Heads, the priority training courses and other
training interventions that does not require classroom type training;
Conduct training evaluation in close consultation with the department head;
Respond to training needs observed in own department (eg Organize induction program for new employees in
a department, organize in-house tutoring/mentoring and coaching activities.)
Facilitates training courses and other training interventions.
The City Trainers Pool members are often an Administrative and/or Technical Officer, ideally from each Department.
The cities under PRMDP has established their respective CTPs since 1997 and succeeding mayors have continued
with the existence of the CTPs. CTPs tasks are to assist HRMO and coordinate with the respective departments on
the development of their Annual Training Plan.
The City Trainers Pool has been targeted to become learning specialists with skills that will enhance the HRD
activities of the LGUs and support their Department Heads, particularly in the process of training need identification
and determining other adult learning methodologies to meet the training requirements of the department.
It is envisioned that the CTP will become a permanent body within the LGU, carrying on HRD activities such as, on-
going TNA, curriculum development, organizational analysis and design and other specialist functions related to the
HRD of the organization in close coordination with the HRMO. The HRDC can formulate policy to affect this.
Planning 17
PLANNING
This section shows the hierarchy of planning at all levels that drives the work of the HRMO training section. It links
training to the strategic goals of the LGU and proposes a planning schedule for the development of training plans.
Things to do!
HRMO to design and implement schedule for all activities related to planning to be completed and submitted in
a timely manner;
HRDC to endorse the City Strategic Training Plan (CSTP) for the LGU;
HRMO to refer to City Strategic Training Plan and TNA data and Department Training Plans when integrating
and developing the CSTP;
Department Heads to refer to any strategic plan of the city or its own department and the departments TNA
report to develop its own Department Training Plan
HRMO and Department Heads to refer to Individual Training Plan for employees (part of the TNA data) when
nominating candidates for training courses;
Plans and Training Plans
A number of plans are developed and used within an LGU. The Strategic Plans of the city may be sectoral or
department based but they will all provide targets and goals. The TMS encourages the linking of training to the
principal goals of the city.
The hierarchy of plans is illustrated below:
LGU Strategic plans

Strategic LGU Training plan
Annual Training Plan for LGU
Department Training plan
Individual Training Plan
The next diagram, shows who is responsible for developing what plan and who should respond to it in the TMS.
Responsibility Plans Who will respond

SP, Mayor, Dept Heads LGU Strategic Plans Dept. Heads, HRMO
HRDC and HRMO City Strategic Training Plan HRMO and CTP
HRMO LGU Annual Training Plan and Budget HRMO and CTP
Dept Heads with CTP Departments Annual Training Plans HRMO
Dept Heads HRMO and CTP Individuals Training Plans Dept. Heads and HRMO
Planning continued...
The Strategic Plans of the LGU can include:

The Comprehensive Development Plan;
The Vision and Mission Statements of the Mayors Office;
Program Appropriation and Obligation;
Annual Investment Plans;
Five Year Development Investment Plan or Local development Investment Plan (LDIP)
and really, any other city-approved plan that is embraced by the LGU.
From there, the City Strategic Training Plan (CSTP) can be developed by the HRMO and the
departmentheads. HRDC will then nominate priority areas that complement and enhance the LGUs abilities
to achieve its strategicgoals. This could be sectoral and specific. These dictate the priority training focus.
Priority training focus areas wouldlead to training activities that will be funded and approved over all
other training submissions. The CSTP is for 3years realistically, following the term of local officials.
Ideally, the CSTP should be tied to the strategic/corporate planning process/cycle of the LGU.
The plan addresses the following questions:

What are the challenges facing our city for meeting its goals?
What competencies or skills, knowledge and attitudes do we need at the LGU to achieve our goals?
What strategic goals should we establish for training?
What training strategies will most effectively and efficiently achieve these goals?
How many resources should we commit and what is the expected return on investments?
(The same questions can also be answered in the Departments Training Plan)
The Annual Training Plan reflects prioritised training requirements that were based on the Strategic directions of
the LGU and the CSTP. The plan is developed by the HRMO and it coordinates and integrates all Department Plans to
be submitted to the HRDC for approval and resource allocation. The Annual Training Plan is submitted for the Budget
Session.
Department Training Plans are developed by the Department Head who nominates the prioritized training to
be provided to members of his/her office. The identification of prioritized training is based on the TNA and the
departments strategic objectives. The Vision and Mission of the Department and any performance target plans
should also be taken into account when developing the Department Training Plan. The Department Head should also
refer to the Annual Training Plan to align his/her Plan and Budget submission.
Individual Training Plans focus on the individual employee and are part of the outputs of the Training Needs
Analysis. This includes developing training priorities for each employee to achieve KSAs needed for job performance
and career enhancement, both of which are prioritized according to the strategic demands of the city. When a
training course is offered and a Department Head nominates an employee to attend, the suitability of the training
course with the recommended training needs of that employee, should be considered. This will help ensure that the
right person attends the right training course.
The individual training plans will be part of the career plan as it should include training for career growth.
Planning 19
City Strategic Training Plan (CSTP)
The processes and activities in developing the city strategic training plan are shown in the figure below:
City Strategic Plan
CITY STRATEGIC
TRAINING PLAN
Budget Hearing
Presentation of plan
by HRDC
Consolidated Department
Training Plans by HRDC
Integration of
training plans
Prioritized Department
Training Plan
Prioritization of
training needs
Validated TNA results
Validation of
TNA results
Training Needs Analysis
Things to do!
Prepare the City Strategic Training Plan document professionally before submitting it for budget hearing.
This will guide the people reading the plan on the rationale and components of the plan.
CITY STRATEGIC TRAINING PLAN REPORT FORMAT

Philippine Regional Municipal Development Project
City Strategic Training Plan
City of ........................................................................................
i. Background/ Rationale/ Introduction
ii. Process and Methodology of Identifying Training Needs
iii. General Objective/s (of the need to train)
iv. Specific Objective/s
What KSAs are expected to gain after the training / expected to enhance by the training
v. Training Mode (On the job/ Off the job, please specify)
vi. Schedule and duration
vii. Cost/ Budgetary Requirements
viii. Evaluation Scheme (interview, debriefing, focused group discussions, etc.)
ix. Success Indicators
Objectives Course/ Brief Course Training Schedule/ Evaluation Cost/

Topic Description Mode Duration Scheme Budget
Scheduling the Training Planning Process
For all these plans to link, it is imperative that some schedule is followed by all involved in the planning processes
and the TMS. Below is a suggested schedule, indicating what should be completed and when, so that a relevant
plan can be formulated. All plans that require funding have to be ready for the budget session hearing. This schedule
may, in some cities need to be amended to suit the LGU budget session hearing date.
The budget session submission date is the key date that all activities in the training planning process is to target.
Some activities are required to be completed before the next activity can be started as it relies on the data of the
previous activity. For example, if the TNA is not completed as scheduled, then slippage in developing the
Departments Training Plans will be encountered. As the completion of preceding events is required before the next
step can be undertaken, it should be recognized how imperative timely completion of all activities is required.
Planning 21
THINGS TO DO!
Budget call issued by Budget Office, stating that departments should also formulate their annual training plans.
A Planning Schedule Example
This example is based on a Budget Call being issued in June and September as the Budget Submission due date.
I April May June July Aug Sept

Activities: I
LGU Strategic Training Plan I Budget Call
LGU Annual Training Plan I Budget Hearing
Dept.s Training Plans I
Individual Training Plans: TNA I
The LGU Strategic Training Plan can be developed before the indicated date, as it does not rely upon any data in the
other training plans. All other plans rely on the preceding plan/activity being completed. The first in these is the
Individual Training Plan, derived from the TNA. Once the Individual Training Plan (TNA) is completed, then the
Department Head can develop his/her own Departments Training Plan. The Annual Training Plan is developed last in
the process as it integrates all Department Training Plans.
Things to do!
TNA results should be validated with the department concerned. One way of doing it is through a Focus-group
discussion (FGD) where prioritization of training needs can also be done. This is done if the TNA report was
done more than three years ago.
Below is a session guide used by the CTP members who did a TNA validation session cum prioritization of
training needs with a department.
TRAINING NEEDS ANALYSIS VALIDATION

using Focused-Group Discussion (FGD)
(to assist in preparation of the Annual Department training plan)
I. Introduction .
Aims and objectives of the FGD
Process/ Methodology and time frame
II. Presentation of Departments Vision
Identification of core elements of the VISION, GOALS and OBJECTIVES.
Define each core element. What are the key indicators of each element. Example: Customer-Oriented
Serving them fast and efficient (delivers request ASAP (on-the-spot) or within 30 minutes)
saying polite expressions, is courteous
serving with a smile
giving accurate information
III.Identification of departments stakeholders, their needs and expectations, and how the department responds to the
needs of the clients
STAKEHOLDERS NEEDS and EXPECTATION LEVEL of RESPONSIBILITIES
*How does the department respond to the needs and expectations of the clients
IV. Processing
Ask the participants to look at the results of the definitions of core elements and the needs and expectations of the
clients. Ask them that if these are the required knowledge, skills, and attitudes of their department to achieve the
vision, what competencies should the officers and staff of the department possess?
The results of the TNA will be presented to the group for them to check if they are still relevant to the needs of the
department considering its new vision, goals, and objectives plus the needs and expectations of its clientele.
What competencies, in terms of KSAs, should the officers and staff of the department possess to be able to perform
their functions efficiently and effectively to respond to customers?
The responses of the participants will be published on the board. Each item should be probed further as to the
objectives (why) and coverage (what particular area or topic?)
In the TNA result, the items previously listed may be deleted or added based on the responses of the participants.
The output of this activity is a listing of competencies for the department.
Then ask the participants to prioritize the list of competencies on the basis of urgency.
Then the participants will be asked to rate themselves, as to the extent of their needs to be trained on the identified
competencies using a rating scale of one to six, where six being the highest and one being the lowest.
(Each partcipant will be given a blank sheet to write the competencies and his/her personal ratings).
The output of this activity is the individual prioritization of competencies or training needs.
Training Operations 23
TRAINING OPERATIONS
The following section deals with the activities that collectively are called Training Operations. This includes all
activities of the training cycle that work towards achieving pertinent training for the LGU . The training operation is
based on the concept of Performance Based Competency Training and adult learning principles.
PERFORMANCE BASED COMPETENCY TRAINING (PBCT)

Performance Based Competency Training is one of the guiding principles of the TMS.
PBCT is a term used to describe the way to train people to actually perform a set of skills or actions. PBCT is a
principle and methodology in teaching a learner all the components one needs to do in a job or task. These
components may include specific knowledge, skills and attitudes, or KSAs. The PBCT model is a modification of
Competency Based or Skills Training models to suit the actual situations and needs within the LGUs.
PBCT: Nothing new! parents use it when training their children.

For example, a young child is ready to learn how to brush his/her teeth.
The trainer in this case may well be a parent who determines that the child needs to be shown the set of KSAs required to perform this simple task, ie
how to brush the teeth. The child does not need to know where you purchase toothpaste; what toothpaste is made of or how the water comes out of
the tap, (unless they ask and really want to know out of interest and curiosity). Knowing these things will not make him/her brush his/her teeth any
better. PBCT does not focus on a theoretical approach to training rather it focuses on the KSAs required to competently do the task being taught. KSAs,
remember, refers to Knowledge, Skills and appropriate Attitude/s.
In the example of the child learning to brush his/her teeth, the knowledge includes what tools are required to accomplish the task (ie toothbrush,
toothpaste, water, towel), the skills are the techniques or actions one uses to properly brush the teeth and the appropriate attitude/s encouraged would
be that brushing teeth needs to be a regular task.
The training need is identified and responded to by designing a training response. PBCT is not heavily focused on
theory but rather the practical applications used in order to be competent in a given task or job. A PBCT course will
teach the KSAs used in a particular job because these are the things a worker will need to know to perform the job
competently.
PBCT in the workplace, an example:

An employee needs to learn the payroll system as he/she is about to start performing the duties of a payroll clerk in a department.
The training course would be designed around the payroll system actually being used in the workplace. The course would show the employee the
processes and teach him/her only what he/she is responsible for. Thus, the learner will learn the KSAs required of him/her to perform the functions
he/she is responsible for in the payroll system.
The City Trainers Pool has been trained to identify training needs and also to design training responses. These can include a training course but sometimes
organizing a demonstration or coaching sessions will be the response.
Training Operations continued...
Basically, a PBCT course will teach the employees the KSAs required to do their job competently and nothing more.
PBCT allows adult education training design by eliminating the need to train everyone on everything regardless of
need. Individual or small group instruction for 20 minutes might replace an eight-hour class because only the
required KSAs are taught. Mentoring or coaching, by a highly qualified peer or supervisor, may replace weeks of
classroom instruction. This approach to training does not waste time or money by providing information that is NOT
required by the learner. The learner and trainer are quite clear about what has to be learned because, in PBCT, what
is taught/learned HAS to be useful because it has to be applied in the job. If what is being learned is not applicable
to the learners job, it is a waste of time and money.
I want all my staff to be trained to use computers!
The TMS, using Performance Based Competency Training (PBCT) principles, promotes value for money
training. All training activities that the LGU fund should be applied, by the learner in his/her normal work
functions. The expense of training all employees to use computers is a cost the LGU can not afford. Besides
being an expensive exercise, it would also be a waste of money to train employees in computers if their job
has nothing to do with computers. Or if they do not have a computer!
Unfortunately, until an LGU can provide all employees with a computer to use, training everyone in
computers will be pointless. A person who learns about computers will forget almost all that he/she has
learned if these are not applied. Unless applying what has been learned, after a training course in computing,
a learner forgets over 80% of the course work in as little as three months.
If a Department has three computers, there would be a need to train three computer operators and one or
two back up personnel only.
Middle managers and supervisors might need to be taught what data a computer can produce to help them
do their job more competently. For instance, a Division Chief has to produce reports but doesnt know what
data the computers under his/her supervision has or is able to do. This is a training need, but it can be
addressed by being shown a demonstration on the computers in the division, run by his/her own division
staff. Funding a manager to attend a full computer operations course, when he/she never encodes or
actually uses the computer is a waste of money.
ADULT LEARNING PRINCIPLES
Malcolm Knowles considered to be the father of adult learning has differentiated the learning theory of
Pedogogical model versus the Andragogical model. The former is the foundation of traditional education that is used
in schools. While the latter model deals with adult learning. There are several assumptions about learners inherent in
the andragogical model:
Adults learn when they have a need to learn. This is related to their readiness and what is relevant to them to be
able to perform effectively in some aspects of their lives.
Adults learn by solving problems. They enter a learning experience with life, task or problem-centered orientation
to learning thus training should provide constant opportunity for learners to apply their learning to real life
problems.
Adults learn in different ways. Not everyone learns in exactly the same way. There are differences in learning
styles and trainers need to take these into account.
Adults already know lots of things. Adult learners are not passive receptors of information but active processors.
Adults themselves are rich resource for one another and have greater heterogeneity.
Adults want feedback. They dont want grades but they want to know their progress. They should be helped to
assess their own progress.
The implication of the andragogical model is that the training design should not just be content-centered but more on
the process design of the training. The trainer designs and manages the learning that will facilitate the acquisition of
content by the learners.
What Facilitates Experiential Learning?
We know the initiation of such learning rests not upon the teaching skills of the leader, not upon his scholarly
knowledge of the field, not upon his curricular planning, not upon his use of audio-visual aids, not upon the
programmed learning he utilizes, not upon his lectures and presentations, not upon an abundance of books,
though each of these might at one time or another be utilized as an important resource. No, the facilitation
of significant learning rests upon certain attitudinal qualities which exists in the personal relationship between
the facilitator and the learner.
First of these attitudes is a transparent realness in the facilitator, a willingness to be a person, to be and live
the feelings and thoughts of the moment. When this realness includes a prize, a caring, a trust and respect
for the leader, the climate of learning is enhanced. When it includes a sensitive and accurate emphatic
listening, then indeed a freeing climate, stimulative of self-initiated learning and growth exists.
Carl Jung
THE ADULT EXPERIENTIAL LEARNING PROCESS

What is involved in the Adult/experiential Learning process? Following established principles of Adult education, the
learning process is an iterative cycle which involves four distinct stages: activity, analysis/reflective feedback,
abstraction/ integration, application/ practical synthesis.
NEW EXPERIENCE
1. ACTIVITY
4 APPLICATION 2. ANALYSIS
3 ABSTRACTION
ACTIVITY: (EXPERIENCE)
Describes the structural experience(s) designed to engage the learner in actively dealing with the concepts to be
learned. The experience(s) may be direct (e.g. experiments) or vicarious (e.g. experience recall, observation, etc.);
it may range from case analysis and questionnaires to stimulation exercise, role playing and personal disclosure
sessions.
ANALYSIS: (REFLECTIVE FEEDBACK)

Describes the process of inquiry into the results of the ACTIVITY. What questions will be raised? What data will be
surfaced? How will personal insights be evoked and processed/ discussed?
ABSTRACTION: (INTEGRATION)
Describes the generalizations that can be derived from the ACTIVITY and ANALYSIS. Includes the theory input(s),
lecturette, or other activities of the trainor or resource person which explain, integrate and recapitulate the various
concepts covered in the learning episode.
APPLICATION: (PRACTICAL SYNTHESIS)

Describes the various activities directed at the learners need to transfer the insights and generalization which were
surfaced during the ANALYSIS and ABSTRACTION stages of the learning process, into his/her real-life concerns.
Describes also certain mechanisms which help both learner and trainor to evaluate the attainment of the learning
episodes instrumental (learning content) and terminal (behavioural) objectives.
These activities and mechanisms may include:

ACTION PLANS to apply concepts learned
ASSIGNMENTS for deepening the understanding of internationalization of the concepts presented.
EVALUATION ACTIVITIES/ INSTRUMENTS check understanding of / commitment to the learning content.
DIFFERENT STAGES OF TRAINING OPERATION

This is the framework of the different activities of the training cycle.
DEVELOPMENT EXECUTION
MONITORING AND
EVALUATION
FOLLOW-UP
TRAINING MANAGEMENT PROCESS
Development Evaluation
Training Needs Analysis Reaction
Program Designing Learning
Instructional Materials Development Behavior
Results
Execution
Learning Management Monitoring/ Follow-up
Resources Management Reports
Team Management Visits/ Observation
Coaching
In the Training Cycle, the very first activity is development. Here, the identification and analysis of training need is
being conducted apart from organizational analysis to be able to design a training activity. Several sub-activities
transpire during this stage i.e. training need analysis (TNA) , job analysis and trainee analysis, performance
discrepancy analysis, task and/ or competency analysis. The data will help come up with training needs that are
based on competency requirement of the job that the employee is holding.
When training needs have been identified, it is very important to translate them into learning objectives to be able to
determine the contents and methodologies of the training program. The production of instructional training materials
will follow after the training design or curriculum has been finalized.
The execution or implementation of the training program follows next. The training design is the most critical part of
the execution. It is the plan on how the training activities will be implemented. Good resource persons and
facilitators shall make the training successful. The CTP members in all the component cities attended several training
courses that helped them with the principles and approaches, specifically the Adult Learning Principles, to facilitate
and manage the learning of the participants. As a training team, it is best when everyone can be a team player and
work based on the principle of collaboration.
Next is the evaluation stage. In the case of PRMDP training, the evaluation framework of Kirkpatrick serves as a
guide in evaluating any training program. In most training courses, levels i and ii are always integrated in the
training courses. DESCRIBE No
PERFORMANCE
The next stage is often the most neglected part of the training-the monitoring and follow-up. Not only because it is DISCREPANCY
complicated and not easy to do, it is also not seen as important. But the organization can now look at the other
forms of training like self-directed learning, coaching, off-the-job and on-the job training, among others.
Yes
SK
TRAINING NEEDS ANALYSIS (TNA)
The CTP has also received training in analyzing the TNA and designing courses following prescribed Curriculum No
Development processes. The type of training course the CTP is encouraged to develop should focus on skills training, USED TO DO IT?
ie, increasing the pertinent skills/knowledge/attitudes of an employee so that he/she can perform his/her jobs ARRANGE
more effectively and efficiently. This type of training is referred to as Performance Based Competency Training FORMAL Yes
TRAINING
(PBCT).
No
USED OFTEN?
A TNA is a basic tool used for identification of the skills and real training needs of individuals and organizations. The
HRMO and CTPs have undertaken a TNA on all the regular employees of the LGU. The TNA allowed the CTP to gather ARRANGE
data on individual LGU employees that show job description, actual job function (often the two are not the same), PRACTICE
the skills required to competently perform job and the skills he/she may lack to do this. The gap between existing Yes
skills and the skills required to perform duties competently, is the indicator of the training need.
ARRANGE
FEEDBACK
In a Training Needs Analysis, the techniques of job analysis, skills analysis and skills audit are combined in order to
identify differences between what is required on the job and what is possessed by an individual or group.
Knowledge, manual skills and attitudes, or competencies, can be analysed. CHANGE
JOB Yes
SIMPLER
WAY?
Reasons for doing a TNA: ARRANGE
ON-JOB
TRAINING
Clarify a goal, problem or opportunity Determine the plan that will justify the cost of the effort
Get more data around the current situation vs. Avoid a training program for training programs sake TRANSFER No HAS
desired situation (feedback to management) Make evaluation easier OR POTENTIAL?
TERMINATE
Separate organization system issues from Make self-training programs to management and
performance issues from gaps in skills and trainees much easier
knowledge Make training content relevant and systematic
Determine if training is needed, if so, what type? To identify over-skilled and under-skilled
Recommend solutions, training and non-training individuals for career development purposes
To find out the current skill levels To help in long term planning
FRAMEWORK FOR ASSESSING
To find out future skill levels To meet regulatory requirements
TRAING NEEDS
Some needs are obvious :

DESCRIBE Training of some kind is needed; formal or informal whether it involves fellow employees, supervisors, or other is a
PERFORMANCE
practical necessity when:
DISCREPANCY
There is a new employee
An employee is assigned to a new or different job which he/she does not know;
The methods of an old job are changed.
IMPORTANT? The Mission, the organization, or the working relationships within the organization are substantially changed.
Yes Sources of Training needs:

Organizations training needs: The difference between what the organization has planned to do and what
actually occurs, to analyze the gap and see if the development and training of staff can reduce it.
KILL DEFICIENCY?
Individual training needs: The difference between the performance achieved by the job holder with the
performance demanded by the job.
PERFORMANCES
PUNISHING? Yes Levels of Analysis:
Prospective trainees/employees should provide their input;
REMOVE
PUNISHMENT Their supervisor/Department Heads should give their views;
NON Third party should give an independent viewpoint (eg. co-workers, customers, subordinates.)
PERFORMANCE
Yes
REWARDING?
Methods used:
ARRANGE
POSITIVE
Records/Reports: Analysis of organizational charts, planning documents, employee records, evaluation studies, etc;
CONSEQUENCE Observation: Time and motion studies, reporting processes, observing an employee do a task, etc;
PERFORMANCE Work Samples: Examples of work outputs, written/verbal responses to hypothetical but relevant situations;
MATTERS? No
Questionnaires: Surveys of various sorts, eg open-ended questions, projective, forced-choice, priority-ranking etc;
Focus Group Discussions;
ARRANGE
CONSEQUENCES Interviews: Groups or individuals etc;
Tests: Written, oral, practical.
OBSTACLES? Yes
The diagram (left), developed by Robert Mager, illustrates the Framework used for the analysis that identified the
REMOVE real training needs in the LGUs.
OBSTACLES
The framework is used to determine:

If there is a performance gap and whether it is important. The gap is identifying the difference between what is
SELECT BEST and what should be. The importance is determined in terms of the cost to the organization if not acted upon.
SOLUTION(S) Is the performance gap of the job holder due to skill deficiency or not? This filters the performance problems into
training or non-training categories.
The type of training that should be provided is identified whether the training can be responded through formal
IMPLEMENT
SOLUTION(S) training, OJT, coaching, etc.
It further categorizes the training problem (skills deficiency) whether the job holder has the skill but has not used
it. If none, then there is a need for training.
If the job holder has a skill deficiency and the skill is used often, then there is a need for feedback rather than
formal training. However, if the skill is not often used, then arrange for practice rather than training.
Analyzing the training needs in a systematic manner can save on training expenditure.
It also identifies possible causes of non-training problems, if the performance gap is not caused by skill deficiency.
The framework encourages ways to respond to the non-training problems.
The Performance Evaluation System (PES)- Not for the TNA

The CSC prescribed PES is innappropriate, in its current form, to gain an employees KSA ratings. Not only is
the form too complicated and reader unfriendly, the PES is aligned to a reward system and false ratings
may have been reported purely to gain the reward.
All employees would fear not getting the monetary reward that the PES offers if they grade themselves lower
than satisfactory when asked to grade performance. It is important the employee understands that the TNA
questions on KSAs are for training needs identification and NOT a part of the PES. If the explanation is not
given or is not convincing, the KSA ratings provided could be inaccurate.
The resistance to providing accurate KSAs has been experienced in all cities.
In such cases where the Job Description did not match the Actual Function of the employee, further investigation was
required to determine the training needs. Exhaustive interviews and verifying the results was required. Sometimes
finding a Standard or a Job Description that closely reflected the workers true functions and not their plantilla
position was used.
The TNA data format used is illustrated below:
1 2 3 4 5 6 7
Actual Functions/ Standards Performance Required KSAs Current KSAs Level Training Need Non-Training Need
Tasks (may be taken from Job Description Discrepancy of the Job (and other issues)
and Job Standards)
(IS) (should)
The actual duties of a). Often the job description is The analysis of the A list of: Knowledge A rating of current Gaps listed in Other problems that are
the employee are recorded here. In the case of gap/s between Skills and Attitudes Knowledge, Skills and column 4 and low found are recorded here.
recorded here as people that were not performing column 1 and 2 required to competently Attitudes is assigned scoring KSA/s are Eg. Poor ventilation in
validated by his/her the actual duties of their takes place to do the actual functions and validated. recorded here the Welding bay in CEO
supervisor. employment job description, a job determine the are listed. (From the (From employee and is harmful to the health
description was used that closely unmet functions employee and supervisor) of employers so a
reflected actual functions. Eg a and standards. supervisor) recommendation should
Utility Worker that acted as a be made here for
Computer Operator would have a adequate ventilation.
Computer Operators job Also recorded are
description/ standards recorded in explanations as to why
this column. someone might have NO
b). If job standards are not available, training need (eg, a
these should be articulated by the frozen employee)
supervisor.
PERFORMANCE COMPETENCY
There are also cases when no existing job descriptions or standards can be found to match the current tasks and
functions of certain employees. The alternative would be to make a listing of all the tasks and functions being done
regularly by the employee and validated by the supervisor based on top performers' standards. In doing such, it is
important to determine if the tasks and functions are regularly performed and not occasional or just as the need
arises.
The training need was determined when there was a clear gap between the Job Description and Standards and the
Actual Functions/ Tasks performed. Training needs were also identified when the required KSAs and current KSA
levels were compared.
Job Description? They often dont mean a thing!

For example: In all the PRMDP cities, many instances of the Utility Worker performing the actual duties of a
Computer Operator were found.
This is so because of systemic problems rather than training needs. The Department may only have a Utility
Worker position (plantilla) available, yet is in great need of a computer operator, hence one is employed but
under the only available plantila, the Utility Worker.
The issues behind this include the lack of true planning of the HR needs of the Department, lack of timely
responsiveness towards organizational changes that occur and probably most important the impact on the
budget. It costs a lot more to employ a computer operator rather than a utility worker.
Initially the TNA focused only on PRMDP-involved Departments as an on-the-job training activity of the CTP. Only after
this exercise was revised was the rest of the LGU targeted for a complete Department-wide TNA.
Various methods were used to suit particular situations. Most cities relied upon questionnaires and interviews
followed by validation exercises with other members of the Department or LGU. In some service Departments TNAs,
customer feedback was sought from other LGU employees and the tax-paying public.
Only regular employees were targeted for inclusion in the TNA. Casual and job order employees were not included
because, according to the Local Government Code, only regular employees are able to receive training that is funded
by the LGU. In general, over 50% of any one non-technical position (plantilla) was included and over 70% of
technical positions were included in the TNA. The data captured per employee was tabulated so that easy analysis
could take place.
General Steps Followed in the Conduct of the TNA

Review documents and reports, such as organizational charts, functional charts, department
performance targets, plans, placement of employees per department, job descriptions and also some
department outputs
Brief the Department Head on the purpose of the TNA and the methods that will be used. Emphasize
that feedback will be given to him/her in the form of TNA report and briefing.
Orient the employees of a department on the rationale and purpose of the TNA, including the process
and methods that will be used. Emphasize that feedback will be given after the collation and analysis to
validate the information gathered through the survey or interview.
Use any variety of TNA methods:
Focussed group discussion - group them according to divisions or position levels; Survey questionnaire for all
employees and for customers of these; Interview as complementary to the survey for validation on an
individual level.
Collate and analyse data using the frameworks mentioned in previous pages.
Give feedback and validate results to Department Head independently or combined with employees
of the department including the employees who were not respondents. This is to validate and ensure
ownership of the data.
TNA Report generation, including the agreed recommended and prioritized training activities.
The CTP found several examples of non-training problems, such as the frozen staff member not performing at all
and not able to receive training. These problems, though, were not common. Other systemic problems were
identified in the TNA report. Non-training problems that may hinder the worker doing his/her best work could
include, poor lighting, lack of proper equipment etc.
The TNA report summarised the TNA results per Department. There are recommendations for non-training related
problems, such as better record storage equipment to be purchased in a Department that is in need of such. The
reports are forwarded to the relevant Department Heads after the TNA is completed.
ORGANIZATIONAL (DEPARTMENT) TRAINING ANALYSIS

Organizational analysis takes place to determine between what the city and/or department planned to achieve and
what it actually has achieved.
Things to do!
HRMO to conduct an organizational analysis via a Training Needs Analysis and report on this (with
recommendations);
HRMO consolidate and integrate Departments Training Plans to the City Annual Training Plan in response to the
organizational analysis supported by the TNA data;
HRDC to make recommendations on other issues that the TNA organizational analysis alert them to;
Department Heads to report all training activities and expenditure to HRMO.
What is an organizational Training Analysis?
Organizational training analysis looks at the Department as a whole, providing a general description that reflects its
current set up. The organizational analysis reports on the operational realities in an LGU. This is necessary so that
accurate planning can occur at all levels of the LGU.
Elements of an Organizational Training Analysis:

Mandated functions of the Department.
All sections/divisions mandated functions.
Department plans, performance targets and performance indicators;
The human resources used;
Formal and informal organizational chart/s;
Performance evaluations of the department;
Matching individual training needs to a mandate and performance targets of the department;
Performance problems of the department that are non-training related but affect job performance;
Summary of training needs and non-training needs by position levels.
The mandated functions of a department should be analyzed so that understanding of its set up is achieved. Any
variations from the mandated functions are reported so that an accurate snapshot of the LGU is obtained. For
instance, a Department/section may be performing another Departments/sections work and the reasons for this
will illustrate the true human resource requirements of that Department/section.
Organizational charts, if correct, will reflect the plantilla (positions) currently in operation in the department. When
the analysis found inconsistencies between the organizational charts and the current set-up, it is noted in the
organizational report.
Organizational Charts: What the TNA found.

The City Trainers Pool found in most of the PRMDP cities that the Organisational Charts portray false
reflections of the human resources allocation and duties. The TNA activity found that many employees
(sometimes more than 50%) are not performing their official job descriptions but rather, a totally different
set of job functions.
This has implications for the employee that is not being recognized or paid for doing his/her true job. It
makes identifying the right people for training difficult and gives a false impression of the true human
resource needs/allocation of the LGU.
For the LGU to have accurate organizational charts, one response could be for the HRMO to rewrite all Job
Descriptions of employees.
It was also found that some PRMDP cities do not have organizational charts in the General Services Office.
The effects of this included, employees in the GSO being unsure of work flow processes and being unclear of
their actual functions.
The HR really required for a Department to operate properly is currently not captured in any data other than
in the TNA. The HRDC may wish to recommend to the Mayor appropriate action on such data.
Department plans and performance targets are helpful in identifying the training needs of the department.
The TNA has allowed the CTP and HRMO to gather data on the organization, from an individual to Department level.
The findings of the TNA may encourage some action by the HRDC, even if it is just to refer information to another
body.
CURRICULUM DEVELOPMENT
Curriculum development takes place when the TNA process identifies a training need that is hindering the
Department from achieving its goals. Running a training course that addresses this problem is seen as a solution.
Training needs should now be translated into learning objectives or outcomes. The training course that will be
designed will ensure that the identified training needs are met.
To effectively run a training course, it has to be well planned, from initial identification to determining the particular
course content up to the development of instructional materials.
Curriculum is a general term used to describe the training design which includes the objectives as well as the content
of a training course. All education institutions and organizations that run training programs rely on curriculum
documents because these tell the reader/s several things:
The name of the training course;
The length of the course;
The aim/s and objectives of the course, written as Learning Outcomes;
The actual content of the course;
The learning outcomes of the course (ie what a learner will actually be able to do, apply, explain, or demonstrate
at the end of the course);
Feedback and Validation session: Prioritizing Training Needs

1. Identify performance discrepancies
Write them on meta cards
Post them on the board
Explain to the participants that these are the data generated during the TNA
2. Provide each participant with meta cards and ask the question:
What topics/ courses should be conducted to address the identified discrepancies
Performance Discrepancies Topics / Courses
The topics/ courses should be specific, otherwise, probe further. Example, if the participant
posted communication skills, probe what specific skills in communication should they focus on,
i.e. writing skills, oral presentation skills?
3. Process the responses by clustering similar or related cards. Confirm the results with the participants. If
there are no more changes, proceed to the next step.
4. Tell the group to prioritize the topics/ courses identified on the board. Give each participant pre-cut colored
paper and explain to them the meaning of each color:
Red - urgent
Green - Important
Orange - Nice to know
5. Ask each participant to go to the board and rate each topic/course accordingly, using the pre-cut color-
coded markers: (Each pax should have the three color-coded markers).
6. When everybody has finished marking the items, count the number of marks per item and rearrange the
items accordingly.
Priority Training Needs

1.
2.
3.
4.
5.
It is important that CTP members show the matrix of Department Training Plan (developed by the
Department) to the participants as reference for the session.
The teaching and assessment methods that will be used in the course;
The pre-requisites required to be completed by the learner before undertaking the course.
Considerations in Developing a Training Program Framework

1. What do we want as an end result of this training program? (OUTCOME)
2. What do we want to achieve? (OUTPUT)
Right after this training program
What specific KSA do we have to achieve so that we can attain or reach our outcome?
3. What should the participants or we (training management) have so that we can achieve our output?
(INPUT)
4. What should be given/ done/ happening during the program in terms of content and process?
(THRUPUT/ PROCESS)
CURRICULUM DEVELOPMENT: THE PROCESS

In PBCT, the curriculum development process is quite simple and is illustrated below:
1
Identify training need.
Gain approval to develop
9 the training course 2
Monitor & evaluate the curriculum and name Determine the
Training Course and modify the course KSA required to
the curriculum document perform the job
accordingly competently
8 3
Determine the Determine the learning
resources required for outcomes that learners
successful delivery of Training Course will have by the end of
the training program Curriculum the Training Course
Development
7 4
Department head Determine assessment
or their proxy to requirements
approve the training (internal to course)
Course Curriculum
6
determine if there are 5
any prerequisites Determine the
to undertaking the length of the
training course training course
The process is sequential, relying upon the previous step being completed before moving onto the next. Most
cities found their curriculum development activity moving away from PBCT principles when they did not follow the
process. It is imperative that the CTP is clear on the importance of following this process. HRMO, as managers of the
CTP, should check regularly any curriculum development activity that the process is being adhered to.
There is reliance upon the Department Head and his staff in this process. The roles of the Department Head and the
curriculum development group are explained below.
THE ROLE OF THE DEPARTMENT HEAD IN CURRICULUM DEVELOPMENT:
The support of Department Heads and their staff is invaluable in the curriculum development process. If this support
is not forthcoming, then poorly planned training courses will result. The Departments Heads should participate and
instruct their staff to do the same as the aim is to provide a customised training course that will improve the
performance of the staff.
Things to do!
Work with the City Trainers Pool to identify the priority training needs of the department, in line with the
development plans of the city/department
Nominate specialists in the department that can assist the City Trainers Pool in developing the curricula (ie
internal experts in the nominated training need)
Promote co-operation between the City Trainers Pool and department staff
Discuss curriculum development issues with the City Trainers Pool;
Approve the final curriculum document.
It is assumed that Department Heads already support the Training Needs Analysis. However, as experienced in most
PRMDP cities, extensive discussions about the findings of the TNA is required.
The Department Head may ignore the TNA findings, as he/she is not convinced of the validity of the TNA. If the TNA
is an honest reflection of the department, then it is difficult to argue against the findings. The City Trainers Pool
understands this imperative and should be encouraged to present the data as verified and accurate.
The City Trainers Pool will present the Department Head with a matrix of training needs. The discussion thereafter
will focus on determining what priority training need will be developed into a training course. Of course, the strategic
plans of the city and department will be taken into consideration in this decision making.
The Department Heads support and approval is required to develop the training need into a Performance Based
Competency Training course and his/her approval is also required for the final curriculum document (training course
plan).
THE ROLE OF THE CITY TRAINERS POOL IN CURRICULUM DEVELOPMENT
Things to do!
Brief the Department Head on the TNA findings; Present to Department Head a matrix of identified training
needs of his/her department;
Discuss all identified training needs to determine the priority training need;
Agree to develop a priority training need into a training course;
Work through all curriculum development steps, to achieve a well designed training course
The City Trainers Pool has been trained in curriculum development. This is the group that analyses the TNA of a
Department, formulates the training need matrix and then works through the curriculum development process. If the
curriculum development process is strictly followed, the outcome will be a curriculum for a PBCT course.
The City Trainers Pool is to be seen as compilers of the curriculum and not subject specialists. They will require the
support and cooperation of the departments staff, for whom they are developing the curriculum.
FORMULATING TRAINING/ LEARNING OBJECTIVES

A training objective is a statement that describes what learners should be able to do at the end of training
that they could not do previously.
It must ...
Describe the final result
Be specific and precise
Describe a change that is measurable and observable
List criteria to measure and judge successes
Mention all essential conditions under which the result can be achieved
Specify an end point
Determining the learning objectives:
Learning objectives should:

Provide learners clarity of where they are going
Help learners invest energy in the pursuit of goals
Help the training team work together in a concerted effort towards achieving training goals
Provide management clarity as to what can and what cannot be expected from a training program
What a training objective has to take into consideration:
1. Training Needs. Take into consideration the findings of the training needs analysis - be clear about the deficiencies
that need to be overcome.
2. Priorities. The cluster of the individual trainee needs may indicate varying demands thus, there is a need to be
clear about priority training areas.
3. Time. Though much time is required in the form of training, objectives have to take into consideration time
available - to provide the training (urgency) and time in which trainees can be released.
4. Resources. Resources in terms of space, facilities, finance and personnel have also to be considered in
writing out objectives.
Common Problems with Terminal Objectives

1. Trainer-centered
Poor: In this course, the trainee will be taught MS Excel
Better: At the end of this seminar, the participants can use MS Excel in preparing standard reports.
2. Describes the content of the training program

Poor The objective of this course is to discuss common problems encountered in dealing with
customers.
Better: As a result of this program, sales and service personnel will be able to handle customer
complaints according to the Companys Code of Professional Salesmanship.
3. Describes subject matter to be taught
Poor As a result of the program, participants will understand the legal consideration in long-term
lending.
Better As a result of the program, participants will be able to screen out loan applications that do not
meet legal and government requirements.
4. Promises too much
Poor As a result of this program, participants will be good communicators
Better As a result of the program, participants will be able to make oral presentations systematically and
concisely.
CRITERIA IN SELECTING CONTENT
1. Scope
Refers to the depth and extent of the content to be learned. It is necessary to be clear about:
Essential core - What the learner must know
Helpful - What the learner should know
Peripheral - What is nice to know but not really necessary
2. Sequence
Refers to the process of arranging the contents selected in an orderly manner.
Simple to Complex
Known to Unknown
General to Specific
Chronological learning
Concrete to Abstract
3. Continuity
Learners must be able to see linkages between topics discussed.
Topics, issues or concepts are experienced successively through a process.
4. Integration
Refers to grouping concepts together into a particular design.
This assists the learner to perceive the unity of knowledge as a meaningful whole.
SELECTING AND ORGANIZING CONTENT
A specific list of items, listed in order, for learning to take place to meet the previously determined objective.
What should be involved in the training program for the learning to take place.
The Most Difficult Part of Curriculum Development

PBCT teaches a participant KSAs required to competently perform in a job. It is part of the curriculum development
process to determine and document what particular KSAs are needed for a certain type of job from the perspective of
successful job-holders, customers/co-workers, and their management. Often, people have different perspectives on
what KSAs are really required for a job, and often, job holders dont really know what their own KSAs are, or are
reluctant to talk about.
Detailed KSAs
Curriculum development requires further investigation to determine exactly what generic KSAs are composed of. An example could be that it was determined that
Communications was a training need. In the TNA, the listed KSAs required were clear communication.
In curriculum development, the question that needs to be answered is what is meant by the generic term clear communication? Is it writing, listening or oral
communication, or a mixture? Is it technical writing and of what (memos, letters, reports?), or is it understanding the particular language and its application within a
department? Is it just letter-writing? The questions go on and on until the group is confident that they know what the term clear communication refers to in this
department.
By finding the answers to these questions, the curriculum developer is closer to determining what exactly should be taught in the training course being designed.
This example saw that clear communication KSAs referred to written communication of a technical nature. The curriculum developers then investigated what sort of written
communication was required of the workers. Finding this out allowed the City Trainers Pool to determine what exactly should be taught in the training course.
Determining, in detail, the KSAs is the most time consuming part of curriculum development. It is necessary to spend
time to find the KSAs as these form the PBCT course content.
Also, it is crucial not just to assess KSAs, but the necessary tools and environment needed to perform a job.
Identifying these will assist in determining what resources will be required for a training program.
ORGANIZING AND DELIVERY
Organizing a training program is the forte of the HRMO. All training programs that are conducted locally are their
responsibility. In some cases, they also travel to conduct training outside the city. Some city administrations give
control of the training budget for the city to HRMO although it is usually under the control of the Mayor. In all
PRMDP Cities, there are systems or processes in place for the coordination of training activities.
The coordination of local training programs is administered by HRMO. Coordination of a training program entails
quite a few activities, such as:
Generate training course designs 1*
Identifying and booking training venue
Scheduling training equipment
Scheduling course dates, times etc
Assign instructors to courses
Schedule participants for courses
Maintain a register of participants
Send participants confirmation notices
Maintain training record histories
Maintain course evaluation data
Generate course completion certificates
The CTP is trained to develop its own checklist of activities that needs to be done pre, during and post training, such
as room setting, food, hotel arrangements, etc.
As main facilitator of training activities (not necessarily the lecturer or resource persons), there is basic information
that you should convey before actually starting the main part of the training session. This shows respect for those
present by letting them know what to expect.
1. Introduction - make sure everyone present meets each one. Introduction shows respect for others
and helps participation.
2. Objectives - point out the value of the training to the trainees. Explain what they will get out of the training
based on the learning outcomes and how they will benefit from attendance.
3. Teaching techniques - explain the teaching methods/techniques that will be used during the sessions, such as
case studies, role playing, etc.
4. Participation - emphasize the value of participation. Point out the need for the participants to get involved as it
will maximize learning.
5. Schedule - let the participants know the schedule so they can mentally plan their day.
1A training course design includes the curriculum document, training course costs, participants, venue and timetable
information as this is the requirement of an LGU when seeking approval for a training activity.
Most often, numbers two to five is given after the expectations of the participants are articulated and
responded to. The levelling of expectations is a critical part of the training session as it clarifies what the training
will and will not cover. We do not want the trainees to leave the training as unsatisfied learners.
TEACHING TECHNIQUES
The variety of instructional techniques available is limited only by the imagination of the program designer. However,
as a word of caution, Dont let an exotic technique distract you from the message you want to get across.
The key is to match the right technique with the right learning objectives. There are conventional techniques that
have proven effective through the years like lectures, group discussions, case studies, role playing, etc.
The instructional techniques must be selected or designed because it is the best one for achieving the learning
objective. Objectives comes first; techniques come second. It is just like the saying that form follows content.
A trainer or facilitator can employ any number of methods and techniques. A training course often uses several
methodologies over the length of the course. Training methodologies can include:
Research type, based on textbook/s and experiences;
Individual learners self-pacing themselves at their own rate of learning/understanding;
Facilitation that requires a trainer and a group of trainees to work together using a variety of
approaches such as group work, brainstorming etc;
Demonstration-type;
Group work;
Lecture style delivery;
Case studies;
Group dynamics;
Computer-based;
Role play.
Which Training Techniques Should You Use

You want to transfer knowledge, use:
Group Discussions (questions and answers)
Group or individual exercises
Lectures (with handouts)
Forum
Panel Discussions
Film, videos, etc.
You want to practice problem solving, use:

Case studies
Brainstorming
Discussion Groups
Exercises, etc.
You want to develop skills, use:

Demonstration for manual skills
Role playing for interpersonal skills
Peer teaching
Programmed instructions, etc.
You want to change attitudes, use:

Displays
Role Playing (for clarifying how others feel)
Group Discussion, for group attitudes
Individual exercises
Demonstrations
Campaigns, etc.
GUIDELINES FOR CONSTRUCTING A TRAINING COURSE

There are no fast rules in constructing a training course. However, there are guidelines that can be followed.
Involvement - all trainees should be involved in learning activities at all times. Each activity should be
structured to maximize active involvement by the trainees irrespective of the nature of the activity.
Sequencing - proposed activities should follow a sequence that builds on its predecessors and leads up to
its successors. The overall sequence should relate to a developmental progress.
Content - it must be closely relevant and appropriate to the trainees, carefully balanced, and capable of
evaluation. It should be aimed to encourage interaction and self-directed learning.
Processing the learning experience - each activity must allow sufficient time for trainees to process
the learning that has taken place. It is during this time that learning is integrated, creating an opportunity for
behavioral change in the woprkplace.
Pacing - activities must be paced to achieve a balance between boredom and non-involvement on the one
hand, and fatigue or overload on the other.
Objectives - learning outcome should be specified for each component of the session: day, session,
specific content and activity. Each objectives should be capable of evaluation.
Learner Focused - The learning experience is targeted at the learner, the most important person in the
exercise.
Evaluation - adequate time should be allowed for planning the transfer of skills which have been learned
or knowledge which have been acquired in the workplace.
The Delivery of the training course doesnt just happen, it must take into consideration the course content and the
participants levels of existing KSAs, and learning styles.
Tips for making effective presentations

1. Check the room and materials ahead of time.
2. Make sure that your appearance is appropriate.
3. Start promptly.
4. Remember the first five minutes set the tone.
5. Greet people as they enter.
6. Speak confidently and with respect.
7. Look for a friendly face.
8. Become aware of distracting mannerisms.
9. Use a podium or a pointer appropriately.
10. Be willing to change your approach or material to meet the needs of participants.
11. Affirm participants responses.
12. Plan introductions of other presentors.
13. Dont make excuses.
How to make your OPENING more interesting How to make your CLOSING more interesting
1. Relate a human interest story 1. Summarize points you have made.

2. Use exhibits 2. Show how they relate to each other to support
3. Ask rhetorical question. your purpose.
4. Use quotations or an appropriate story. 3. Have a definite appeal for action, with supporting
5. Use shocking facts. material or motive.
6. Show how the topic refers to an immediate need. 4. Use a story, quotation or example that illustrates
your message.
The CTP have been trained on the Technology of Participation (TOP) methodology and other participating techniques to
effectively deliver and maximize learning among participants.
Results: Monitoring and Evaluation 45
RESULTS: MONITORING AND EVALUATION
This section shows how and why we conduct monitoring and evaluation of training programs. Monitoring and
evaluation lets us know how we are doing, using four levels of evaluation-reaction, Learning, Behavior and Results.
Things to do!
CTP and HRMO to plan the monitoring and evaluation, following the guidelines to determine monitoring
processes and tools for each training course run;
Department Heads to be supportive of the evaluation and monitoring activity;
HRMO, Department Heads and HRDC to identify what they hope to learn from a monitoring and
evaluation activity;
HRMO to determine monitoring processes and tools for the Learning Resource Center;
HRMO to administer the evaluation and monitoring process;
HRMO to document and record evaluation and monitoring results;
HRMO to report on evaluation and monitoring results to appropriate audiences ;
HRMO to include recommendations for further improvement of the course and the evaluation if the results
indicate any is needed;
HRMO to present the report to interested bodies/parties, eg. The HRDC, the CTP and appropriate Department
Head;
HRMO, Department Heads and/or HRDC (whichever is the suitable body) to implement solutions to identified
problems before the training course is run again.
MONITORING AND EVALUATION OF TRAINING PROGRAMS
Monitoring and evaluation help to foster accountability, determine whether training programs make a difference,
and give feedback and information to improve service delivery.
An evaluation can be an important tool in improving the quality of a training course while it is on-going rather than
added on after the activity. It means that monitoring and evaluation schemes should already be identified when
developing the training design. Assessment criteria or areas the trainers want to assess should be determined at the
onset. Facilitators and coordinators are more likely to use the results of an evaluation when they play a role in
deciding what to examine, conducting the evaluation, and interpreting the results.
WHY CONDUCT TRAINING EVALUATIONS?

There are many reasons to conduct monitoring and evaluation, including:
To determine the effectiveness of training programs for participants and/or for the Department/Section;
To document that training course objectives have been met;
To provide information about training delivery that will be useful to facilitators, coordinating staff
and other audiences;
To enable coordinators and facilitators to make changes to improve a training courses effectiveness;
To determine if the costs of running the training course are justified, i.e. was there value for money
by conducting the training?
Results: Monitoring and Evaluation continued...
Monitoring and Evaluation is the systematic collection and analysis of data needed to make decisions, a process
integrated into most well-run training programs. Here are some of the evaluation activities that are likely
incorporated into many programs or that can be added easily:
1. Pinpointing the services needed for example, finding out what KSAs a training course should address;
2. Establishing training program objectives and deciding the particular evidence (such as the specific KSAs) that will
demonstrate that the objectives have been met. A key to successful evaluation is a set of clear, measurable, and
realistic program objectives.
3. Tracking training program objectives,
4. Trying out and assessing new program designs to determine the extent a particular approach is being
implemented faithfully by agency personnel or the extent to which it attracts or retains participants (eg, the
HRMO could track the usage of the Learning Resource Center, to assess its effectiveness etc).
Through these types of activities, those who administer HRD programs can determine what to offer (eg in the
Learning Resource Center) and how well they are offering those services. In addition, monitoring and evaluation in
training can identify training program effects, helping involved staff and others to find out whether their programs
have an impact on participants KSAs to improve job performance.
FRAMEWORK FOR MONITORING AND EVALUATION OF PERFORMANCE BASED

COMPETENCY TRAINING COURSES
Planning
The process of monitoring and evaluation starts with Planning the monitoring and evaluation activity.
The planning is to determine what tools will be used and when, who will conduct what part of the
monitoring and evaluation and what type of data should be sought and for whom?
Then follows Conducting the monitoring and evaluation activity. The plan should
state when different activities take place etc. Monitoring & Evaluation
Collating and analyzing the data allows for accurate Reporting on the
tio n Learn
monitoring and evaluation findings.
e a c Pre-course
ing
R Delivery
The monitoring and evaluation framework is represented in the adjacent
figure. It provides for evaluation to four levels:
Re ur
sul During-course io
ts Delivery
Behav
After-course
Delivery
Reporting
In the framework, the evaluation and monitoring process has to be planned before it can start. The monitoring and
evaluation activity of a training course is done pre, during and post course delivery. Each training course may have
different approaches so each course has to have an evaluation and monitoring plan. The final step in the monitoring
and evaluation process is the reporting.
AREAS OF A MONITORING AND EVALUATION ACTIVITY
In the framework there are four main areas of focus to monitoring and evaluation of a training course/program
following Kirkpatricks model of evaluation:
Level I: Reaction - How do participants feel about the training program? This takes place during (using a tool
such as temperature check) and after the course delivery (maybe using an evaluation form for the entire course).
This level of evaluation is looking at trainee satisfaction, to see if they were happy with the course;
Level II: Learning - Did trainees gain knowledge, or have skills or attitudes they did not have before the
training? To what extent did the participants increase knowledge, improve skills and change attitudes? Monitoring of
learning takes place during all stages of the training course such as the use of the Learning Diary and a Pre and Post
course test and interview. This is to gain data for comparison of KSA levels before and after the course;
Level III: Behaviour - Did trainees use what they learned on the job? To what extent did their job behaviour
change? This is evaluated after the training course to see what effects the training program had on the participants
behaviour;
Level IV: Results - Did the training make a bottom line difference? What final results occurred (quantity, quality,
safety, cost, profit, return of investment)? This also occurs after the training course delivery to ascertain if the course
was worthwhile or not. If new KSAs were learned and applied in the job, is there a measurable benefit to the
department/LGU after completing the course?
Reaction and Learning are concerned with what the participant expected and what was delivered. These levels
are the easiest to gather data on, using such tools as pre-tests, in-course tests, course-evaluation sheets, learning
diaries, other creative techniques etc. The instruments are easy to create, administer and integrate. Other Level II
creative techniques were taught to the CTPs..
Behaviour and Results relate to the learners behaviour after a training course and in some instances, a long
time after the course. Behaviour and Results data will reflect whether the learning outcomes are being applied and if
there has been benefit to the organization in this. Investigating this will require the Department Heads involvement
and support in the monitoring and evaluation activity. There are no easy to use/design instruments to collect this
data. Typical instruments include interviews, observations, tests etc. Trying to show a benefit to the Department and
thus the organization may require analysis of work turn-over rates, such as increase in files handled, customers
served, decrease in errors or time taken. These are all related to cost-benefit analysis. It is important to get data on
all four levels for comprehensive evaluation and monitoring.
Invariably the monitoring and evaluation will find problems that need to be addressed. The final report will identify
these and make recommendations to avert similar problems in the future, eg, the curriculum may need a further
learning outcome included, or the venue may not be adequate for the training needs.
MONITORING AND EVALUATION FOR WHOM
HRMO: Interested in keeping track of training program activities and documenting the nature and extent of service
delivery from aims and objectives to expenditure. It can also help to plan future program direction such as
determining resource needs for the Annual Training Plan.
The Mayor, Department Heads, the HRDC, the SP, or other bodies/individuals: Interested in proof that the training
program has made a difference to a perceived training need, interested in seeing value for money training
activities, and seeing an improvement in Department/individual performance.
Training Transfer Evaluation

PRMDP conducted a training transfer evaluation (level 3 and partial level 4) particularly on selected PRMDP training and also the TMS itself. Below is a list of steps used by
the evaluators (members of the CTP/ HRD Task Group) in evaluating some of the training programs conducted by PRMDP-AusAID:
1. Inform the target department ahead of time on the purpose and process of the 5. The supervisor can choose to evaluate five courses most relevant to the
training transfer evaluation. Ideally, department officials who shall conduct the department. S/he can distribute to his/ her assistant, division heads, or unit
evaluation of staff performance should be present for common understanding of heads the tasks of evaluation if the staff can apply the learning gained from the
the task. training.
2. During the brief orientation, build on the following discussion points: 6. There are some instances wherein an employee performs another role as
The purpose of the undertaking is to evaluate the training program conducted delegated and agreed upon by the city as far as PRMDP is concerned.
under PRMDP; 7. For example, a technical staff from HRMO was designated to act as the AusAID
The focus of the evaluation is the impact of the training program on the coordinator in the city. S/he must report directly to the City Project
participants to improve their job performance. Manager(CPM) as AusAID coordinator, instead of reporting to the supervisor of
his/her organic department. In this case, the training s/he attended were all
The process wants to check if the skills learned from the training are being applied
related to his/ her role as AusAID coordinator. The CPM should be the one to
to their respective jobs. If yes, what are the factors facilitating the application. If
evaluate the courses s/he attended and if s/he can apply the learning s/he got
not being applied, what are the factors hindering its immediate application. Again,
from training. Please note the informal structure brought about by PRMDP
the focus is on the program and not on the person.
requirements.
The evaluation process should not be linked to performance appraisal rating of the
8. Give the departments , at the maximum, two-weeks to finish accomplishing the
person. Remember, the aim is to discover the facilitating and hindering factors in
instruments. The CTP/ HRMO shall follow-up the progress of the supervisors and
terms of applicability of the learning gained from the program. It could be that the
the staff. However, they should be available for consultation/ coaching during the
person did not learn anything from the training or the environment did not permit
evaluation period.
the immediate application of the learned skills to the job.
9. Inform the supervisors and the staff to be more specific when responding to the
3. There are two sets of evaluation instruments: one for the supervisor, and the other
questionnaires. Avoid vague and motherhood statements like: Enhanced
is for the staff who attended the training. The supervisor will be supplied a listing
knowledge in GIS. The respondents should specify what particular tasks/
of all training programs, which include brief description of the course, objectives,
functions (in behavioral terms) were improved because of the learning from the
and participants per city. It is advisable to discuss the items in the instruments with
training.
the respondents.
10. Collect the questionnaires from the staff separately. The questionnaires should be
4. A copy of the shopping list of verbs will also help the supervisors accomplish the
given directly to the CTP/HRMO, and not to their immediate supervisors.
evaluation instrument.
11. After gathering all the instruments, those from the staff and the supervisors, the
report may be written.
HRMOS ROLE IN MONITORING AND EVALUATION PROCESS

HRMO is responsible for designing and implementing the monitoring and evaluation process in consultation with
department heads.
Identifying the monitoring and evaluation reports potential users will help determine what questions are most
important, what data will be viewed as credible, what analyses should be conducted, and how results should be
transmitted and displayed.
DOCUMENTING AND ANALYZING PBCT COURSE

Some evaluation and monitoring audiences may be most interested in accountability (eg Department Heads and
HRDC), but others may be more interested in improving service delivery (eg CTP and HRMO).
Monitoring the implementation, operation and outcomes of a PBCT course program usually involves identifying and
tracking specific activities or objectives.
Here are a number of specific evaluation questions that could be asked about a PBCT courses implementation,
operations and outcomes:
1. Did the coordination to implement a PBCT course occur as envisioned? If not, what barriers or obstacles prevented
parts or all of the activity from being executed?
2. Document that an activity is conducted as planned. Monitoring of the course for example, might entail checking
the sign-in sheets to find out how many people attended, whether they are those who are supposed to attend,
and whether they stayed for the entire training, using pre and post exit questionnaires or enlisting an objective
party (someone not connected with the activity) to observe the training and to write an assessment on how well
the content of the session/s reflect course objectives.
3. Did the participants find the activity useful, and do they plan to use what they had learned? Asking people to
apply what is learned is no guarantee that it will occur. To get a better fix on the likelihood of use, the evaluators
could ask the participants about the quality and usefulness of the information designed to aid implementation
(such as a curriculum guide or trainer presentation). A survey of training participants, for example, could provide a
measure on the trainings effectiveness. Developing evaluation tools should as much as possible be identified
while the curriculum is being organized.
4. Did the training result in the learning outcomes being applied in the workplace? This is clearly the most critical
question about the success of a PBCT course, since it asks whether training approaches, curriculum materials, or
other information or techniques followed the curriculum document. It is both an implementation question (e.g.,
determining the result of initial training activities) and an intermediate question for a participant outcome
examination (because it must first be demonstrated that facilitators implement the curriculum before participant
outcomes can be measured). There are many ways that PBCT course operation could be measured. An
unobtrusive measure of program operation could be a review of facilitators lesson plans submitted to HRMO.
The choice of approach will depend, in part, on the reasons for conducting the assessment. If the LGUs goal is to
document implementation (e.g., to show a funding source that the PBCT course was implemented), then a short
questionnaire filled out by facilitators (or a review of lesson plan or course records) or the Learning Diary may be
sufficient to demonstrate the extent of program operations.
Outcome and impact evaluations identify changes that have occurred. The easiest thing to look at is application of
learning outcomes in the workplace.
The most common method used in conducting an assessment of course outcomes is to collect data from the
participant group both before and after the training course. The pre and post course tests are the easiest tool to use.
The responses would be compared for evidence of changes in knowledge, skills and behaviour. This method would
help the facilitators and other interested parties to know whether students learned the KSAs.
MONITORING AND EVALUATION TOOLS

Listed below are monitoring and evaluation tools that may be used per training course. The list is not exhaustive.
Often, creative solutions to monitoring and evaluation present themselves with different courses.
Pre test: Before the course starts, test the participants on the learning outcomes
Course Records: Per participant, maintain records on attendance and a result record, on all internal course
assessment results as compared to all learning outcomes (this is the traditional roll book type record, listing each
learning outcome and the result that each participant achieved when tested on each). Also another record will be
required if the course has external assessment activities.
Course appraisals: These can take the form of course evaluation forms common to all PRMDP cities, Learning
Diaries (used by AusAIDs PRMDP), participant feedback in casual conversation with the co-ordinator, an objective
assessment made by the course co-ordinator.
Post-test . Test the participants against the learning outcomes after the course. This will show if the new skills
learned have been maintained.
On-the-Job validation: Observe and/or interview the participants and their supervisors, after a given time
period, if the participants are applying the learning outcomes in their job. If they are then the course benefited the
organization. If not, check why not, is it because the learning outcome was not necessary or is it because the
participant cant do it, or is it because the job function does not require that skill to be performed. The answer will
require the curriculum group to modify the curriculum learning outcomes accordingly.
Interview participants/supervisors to gain opinions on improving the training course. Eg a participant may
volunteer that he/she wished the training course focussed more on one learning outcome than another, or that
another learning outcome was included in the course.
Performance improvement: Check the training participants supervisor/co-workers/customers to see if
improvement on the job performance of the trainee was noted. This could mean an increase in productivity, an
improvement of services to customers. Ask the individuals if they noted an increase in work output etc.
EVALUATION TYPE AND THEIR EFFECTIVENESS FOR LEVEL OF EVALUATION
Evaluation level Type of evaluation REACTION LEARNING BEHAVIOUR RESULTS

Anecdotal evidence / word of mouth
Focus Group discussions
Interviews
Records
Studies (internal & external)
Surveys/questionnaires
Tests
Legend: the more dots () the more appropriate the type of evaluation (or evaluation tool) for the level of evaluation
Attached in the Annex are the different evaluation questionnaires used during the implementation of the project.
Some refer to course evaluation, targeting levels i and ii, and the others were used for level four evaluation.
EVALUATING BEHAVIOURAL CHANGE:

Measuring behavioural change is difficult to do and requires careful planning and timing of the evaluation
activity. Comparison data is one way to identify and measure behavioural changes.
For example, A Customer Relations Courses behavioural impact could look at the number of
customers served (in the job) after the training course (compared with the number of persons served before
this PBCT course was undertaken and how these persons are satisfied with the service using indicators of
satisfaction).
PBCT courses that are new, or that are recently run, may not be sufficiently developed or implemented to show on-
the-job outcomes or effects. One way to avoid disappointment is to make sure that the evaluation questions address
changes that could reasonably have been expected to occur in the time frame under examination.
REPORTING EVALUATION FINDINGS
Most monitoring and evaluation activities will call for a report summarizing the goals and history of the program,
methods of evaluation, findings, interpretations, conclusions, and recommendations.
It is important to review the results with involved people (HRMO, CTP, trainers/presenters) before completing an
evaluation report.
The final report can be written as a short summary document with a technical appendix. Most busy audiences look
for brevity and clarity. In summarizing findings, the evaluators should not be afraid to appear elementary. Presenting
evaluation findings to selected audiences can, at times, be of benefit, especially when trying to gain the support of
decision makers towards the TMS.
Whether oral or written, the report should begin by pointing out why the evaluation was conducted. It
should state the purposes of the training course and how it was developed or selected for the agency. The report
should indicate what the HRDC, staff, or others wanted to learn from the evaluation and why, and explain the
methods and the procedures undertaken to collect and analyze data. The evaluator should share the highlights of the
results and describe what the findings imply for program maintenance, expansion, redirection, funding, etc. The
report may also advance recommendations for future steps that can be taken to improve the program.
It is crucial to report evaluation findings objectively. Most evaluations have both positive and negative findings as
well as those the evaluator is not fully certain. Most studies have methodological and other limitations that constrain
the ability of the evaluators to reach definitive conclusions. Evaluations also encounter external events that impede
the data collection or analysis. These circumstances need to be discussed fully and honestly, so that audiences can
judge the credibility of the results.
GUIDELINES FOR PBCT COURSE MONITORING AND EVALUATION
SIX STEPS TO MONITORING AND EVALUATION
Monitoring and evaluation is time consuming and requires careful planning. Combining ideas from various
evaluation models, this guide outlines six steps:
Focus the evaluation. Determine the purpose(s) of the monitoring and evaluation, decisions to be made,
possible audiences or people affected by these decisions, and questions to be asked.
Identify tracking strategies. Determine what information is needed to answer questions or better
understand the consequences of decisions. Make initial decisions about the kinds of instruments needed. How
will information be collected? Will there be interviews? Observations? Focus groups? A review of data?
Participant work samples? Standardized test results?
Manage instrument development and data collection. Determine who has the information and
when it is needed. Plan the instrument (eg questionnaires, tests) development. How long will it take? Who
will collect information?
Score and summarize data. Think about the kind of scores needed to answer evaluation questions.
Choose appropriate scores or scoring strategies for the course itself, pre and post outcome
performance/knowledge tests etc.
Analyze and interpret information. Work with stakeholders to make sense of findings and
conclusions in the light of shared experiences and possible conflicting interests. Identify strengths and areas
for improvement; relationships among program processes, participant and staff behaviours; and outcomes.
Negotiate a common understanding of findings; make meaning of the profiles, and summaries of
questionnaire, test, interview, observation, and/or performance information. Find promising courses of action
related to these findings.
Report and Act on findings. Communicate findings in a timely and appropriate mannerthrough
informal meetings, panel discussions, formal presentations, and written reports. Respond appropriately to
findings
Training Management System : Support 53
TRAINING MANAGEMENT SYSTEM: SUPPORT
This section deals with the Training Management Systems support mechanisms, that part of the training system that
provides all the backup processes.
TRAINING RECORD INFORMATION SYSTEM (TRIS)
Things to do!
Each PRMDP city to provide a computer that can accommodate TRIS in HRMO;
TRIS to have access to a printer;
HRMO to manage TRIS;
HRMO to design strategy to introduce and implement TRIS, from initial data capture, encoding to encouraging
Dept Heads to access reports;
HRMO to provide a computer operator to encode and retrieve TRIS data, reports etc;
HRDC to create policy for all Departments to report training information for TRIS;
HRMO to collate, collect and encode TRIS-required data from Departments and Training Providers (eg ILGA,
NGOs, internal and external resource speakers);
HRMO to produce and distribute reports to HRDC and Departments, providing descriptive explanation and
implications of the reports;
TRIS to be operational within six months of installation;
HRMO to conduct induction for all LGU Department Heads to TRIS, showing, in particular, how it can support
them.
Department Heads, HRDC and other LGU offices to use TRIS reports to assist planning of training courses,
nominating training participants etc.
Under AusAIDs PRMDP, it was identified that an electronic records system for HRD was required. The Training Records
Information System (TRIS) is the result but it is not just a record keeping system. It is, if maintained properly, a
management tool that can assist in the process of developing training plans and budgets. TRIS can also indicate if a
training course is suitable for an employee or not.
TRIS is a functional support mechanism of the Training Management System (TMS). It can provide data so that
accurate and timely responses to applications for training/travel expenditure can take place. It can generate reports
that reflect the training activities of the entire LGU, a Department or at an individual employee level. TRIS is a
customized database that HRD section of HRMO is to manage. TRIS will support strategic planning and analysis of
training activities that a department or the city as a whole, funds and/or undertakes.
TRIS facilitates the recording of an employees training history. It also acts as a depository of data that can increase
planning and evaluation and monitoring of training from an individuals, departments and LGU- wide point of view.
TRIS allows for inclusion of TNA data of individual employees such as the recommended training that an individual
should undertake to give KSAs to assist in doing a job more competently.
Training Management System: Support continued...
This information system allows data analysis of HRD activities to a depth that has never before been attempted at an
LGU. Examples of the data TRIS will capture and analyze:
Every regular LGU employees training record,

The training budget and expenditure of the city and that of each department of the LGU,
The gender breakdown of trainees,
Formal and non-formal training activities
Scholarship activities
Recommended training for personnel (from TNA);
Analysis of training course/s in relation to the actual functions of an employee, (ie was the training applicable to
the job function of the participant?)
Details of other funding organizations,
Details of training providers,
Details of training courses,
Reports on expenditure and training activities for an individual worker, a Department, and the whole LGU.
The TRIS was developed for an LGU to add features to include the 201 file of the employees and their service
records. Most PRMDP cities have expanded their TRIS into an HR Information system.
TRIS has a separate manual and it is included in the computer program in a CD-ROM.
RESOURCE DATABASE
Things to do!
HRMO to collate and maintain database of training resources;
HRMO to maintain bio data records on training providers and individual subject specialists;
HRMO to link with the ILGA as one of the training providers;
HRMO to coordinate with CSC in developing the databank to ensure accreditation.
The HRMO has started to compile a database of resources available to the LGU to undertake local training courses.
Some of this data will be recorded in TRIS.
Resources include:
Experts to act as resource persons/lecturers/mentors etc

Some LGU employees have experience and skills that make them candidates to be facilitators/trainers in PBCT
courses (this data is to be recorded in TRIS).
The CTP is being trained on teaching methodologies and some could end up being in-house trainers. PRMDP
counterpart staff are being trained as subject specialists (eg Geographic Information Systems, Drainage, Planning
etc.). They can be tapped as in-house trainers/speakers.
Training Providers/Organizations:
Data on both national and local training organizations and individuals should be kept by HRMO. TRIS allows for
subject specialization data to be recorded.
The Administrative Forms section of the manual has an example of a Bio Data, showing the level of information
required for training providers/organizations.
Training Venues:
Both free and with cost, including spaces within the LGU that could act as a training venue.
TRAINING AND LEARNING MATERIALS
Things to do!
HRMO to maintain a register of training and learning materials under its management;
HRMO to ensure all training and learning materials are available to LGU employees for training/learning
activities
HRDC to formulate policy towards ensuring the supply to the HRMO with master or copy of training materials
that LGU employees receive when attending any training course. Copies of all training manuals/documents will
be stored in the Learning Resource Center and made available to all LGU employees.
Training and Learning Materials such as the Learning Resource Center computer fall under the management of
HRMO. An assest register is required to record training and learning materials under the HRMO but that can be
accessed by other Departments for training courses/presentations.
Learning Materials that any LGU employee receives from any training course should be the property of the LGU. The
learning materials issued to LGU employees when attending a training course should be handed over (either master
copy or photocopy) to the HRMO for inclusion in the Learning Resource Center so that other workers have the
opportunity to benefit from the training course materials.
Books and tapes belonging in the Learning Resource Center are not to be leant out.
Inter- PRMDP City Materials Sharing

PRMDP cities are encouraged to share learning materials that can be sent electronically (ie, curriculum documents,
articles, newsletters, web sites etc), however other arrangements to lend/borrow materials is also encouraged.
HRMO Training and Learning Materials include:

Computer training CDs, Books, Manuals, training videos, cassette tapes.
LEARNING RESOURCE CENTER
Things to do!
Each PRMDP city is to provide a space large enough for several people to study in, house the books, tapes and
other training and learning equipment and materials.
Each PRMDP city is to provide the Learning Resource Center with internet access (ie a telephone line and
internet service provider membership);
The Learning Resource Center is to be located near the HRMO;
HRMO to be responsible for management of the Learning Resource Center;
HRMO to follow guidelines for the use of the Learning Resource Center;
HRDC to endorse the guidelines;
HRMO to obtain copies of learning materials LGU employees receive from training courses for the Learning
Resource Center;
HRMO to ensure the Learning Resource Center is available to all LGU employees, no matter what employment
status they hold, during working hours and lunch time;
HRMO to manage the Learning Resource Centers use;
HRMO to timetable activities in the Learning Resource Center;
HRMO to encourage the Learning Resource Center is constantly in use
HRMO and CTP to develop the HR News and Tips as part of the LRC.
The HRMO now has the Learning Resource Center and its activities and TRIS to manage, both are elements of the
TMS. The training courses that the CTP design will, as they are implemented require the HRMO to provide
administration and management. It should be noted that the demands placed upon HRMO have increased as a result
of PRMDP activities and outputs. This could well have an impact on resource allocation in HRMO.
The PRMDP cities agreed to provide a Learning Resource Center near HRMO that it manages. Individuals and small
groups can be accommodated within the Learning Resource Center to undertake training in a variety of ways.
The Learning Resource Center will foster skills development training principles, aimed at increasing the performance
and hence the productivity of workers. The focus will be on delivering and making available to LGU workers,
education materials and training that will effectively allow them to perform their job functions better. Employees can
choose to undertake self-development study with the aim to increase their employment options.
The HRD component of PRMDP is encouraging new paradigms regarding education and training. The Learning
Resource Center is one aspect of this, it allows for individuals or small groups to be trained, in-house at minimal
expense. Skills development or enhancement training will be designed and delivered to suit the individual and
Departments and Citys needs. Providing workers with skills to perform their job competently should see an increase
in job satisfaction and productivity.
The Learning Resource Center has been included as an output of the project to:
Allow for minimal cost (often just the release of time of employees and materials) skill enhancement
training/mentoring/coaching to take place at a venue within City Hall;
Allow for self-paced and self directed learning of motivated employees. The Learning Resource Center thus
accommodates both career pathing and skills enhancement;
Act as a library of learning materials that LGU workers can access (e.g. copies of training manuals and notes that
a worker obtains from formal training courses will be housed in the Learning Resource Center);
House training equipment AusAID has supplied (VCR, sound system, overhead projector, book binder, books,
training tapes and cds etc) and the City (TV, furniture, internet access) to be managed by HRD section and
available to all LGU Departments and individual workers for training or study activities;
AusAID is supplying each PRMDP city with three computers for the Learning Resource Center. LGU employees and
training course design purposes will use these computers for training and learning. It has a modem so is able to
connect to the Internet. Via this computer, each HRD section of PRMDP cities will be able to share electronically,
print-based training course designs, materials and learning resources all of which will reduce duplication of effort
and costs;
A space for echo-training: Where one or more workers receive formal training and will repeat that training to co-
workers can be facilitated in the Learning Resource Center;
A space for coaching and mentoring: Each city has many technical experts who can act as
facilitators/mentors/coaches to other workers;
From the TNA data and curriculum development processes used by the City Trainers Pool, customized training
courses can be run for small groups that suit the actual training need of an individual and/or Department.
The HRMO is responsible for managing the Learning Resource Center.
GUIDELINES FOR THE USE OF THE LEARNING RESOURCE CENTER:

Purpose: To create a learning envioronment within City Hall.
Objectives:
1. To make available to City Hall employees information materials on technical, managerial and training to
enhance their knowledge, skills and attitudes;
2. To make employees develop the habit of accessing information through books, using the internet and
consulting other media as a means of improving performance;
3. To provide employees with hands-on training on basic computer operation in a user-friendly environment.
Expectations of HRMO:
HRMO will set up a system for the use of the Learning Resource Center.
The system is expected to cover the following:
1. Create a pass slip with the signature of the Department or any authorised officer to allow an employee to
use the center with the specified time duration.
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from previous page
2. Develop a log book system to monitor the employees using the center including the titles of
books/manuals or equipment used.
3. Monitor and get feedback from the employees and from Department Heads on the benefits acquired from
using the center.
4. Establish guidelines on the use of the center for dissemination to employees.
5. Develop marketing strategies to encourage employees to use the center, such as writing abstracts to
advertise the books or have a book of the month feature;
6. Link the center with the planned HRD newsletter that will disseminate information especially on
management and technical tips or how-tos to employees;
7. Establish linkages with other libraries such as ADB, WB, UNDP and libraries of sister cities to access their
free publications. Linkages with libraries of other countries are also encouraged.
Expectations of the City Management:
1. Continue to support the learning center by providing additional books and equipment;
2. Encourage the employees to use the center by allowing them time to spend on developing themselves to
read the books and materials and/or learn to use the computer. The latter should be scheduled with
HRMO;
3. Ensure that employees who attend training programs will provide the center all training materials they
received (from training programs) so other employees can have access to this information;
4. Install and link the computer to the Internet to give the employees the opportunity to use the Internet as
a learning tool and also as a venue to exchange information with other cities.
FACILITIES AND EQUIPMENT
THINGS TO DO!
CTP and HRMO to negotiate with relevant officers of City Hall to access space/facilities/equipment that would
suit the needs of a training program
HRMO to formulate guidelines for the use of learning equipment (sound system, overhead projector, etc.)
under their management;
HRMO to ensure all training and learning equipment is available to LGU employees for training activities
HRMO to maintain an asset register of training and learning equipment that the HRMO has responsibility for
but that can be accessed by other Departments for training courses/presentations etc.
The LGU has many facilities that can enhance a training program. HRMO can negotiate with relevant departments to
use different LGU facilities according to the training need.
Some training and learning equipment may be loaned but this has to be negotiated with the HRMO and should only
be done to support a training program. No piece of training or learning equipment will be on permanent loan to
any LGU department or individual.
Equipment includes:
Computers, Television, Cassette Recorder, Video and Cassette Players, Training CDs, Overhead Projector and Screen,
Binding Equipment (for training manuals and notes), and any other pieces of equipment that HRMO is responsible
for to facilitate the HRD in the LGU.
Sample Training Forms for TMS 61
SAMPLE TRAINING FORMS FOR TMS
This section contains some examples of the training forms of the TMS. These are guides or examples only (eg the
course evaluation form) as each training program should have its own customized evaluation).
It is up to each city to design its own administrative forms. LGUs may want to develop a particular logo or style that
all TMS forms conform to (eg have a header with a logo for TMS or HRD Section, a footer detailing the name of the
form and author/designer and date). Some examples of forms are provided. These may be copied or adapted.
TNA QUESTIONNAIRE (EXAMPLES)
PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECT - AusAID COMPONENT
TRAINING NEEDS IDENTIFICATION
To help the project team develop the training plans of PRMDP, we would like you to answer the following questions.
Name:______________________________________ Age:___________ Sex:_____

Present Position:__________________ Length of Service in Present Position:_______________
Department/Division/Unit:_____________________ Municipality:____________________
Highest Educational Attainment:_______________________________________________
PREVIOUS TRAINING/SEMINARS ATTENDED for the past 5 years:
I. Title of Training Dates Venue Conducted by:

............................................ ................................... ............................... ..................................
............................................ ................................... ............................... ..................................
............................................ ................................... ............................... ..................................
............................................ ................................... ............................... ..................................
II. Computer Literacy:

Type of Software: Level of Proficiency
(1-low / 10-high)
Word-processing:..................................................................... .......................................................
Spreadsheet:.......................................................................... .......................................................
Database:.............................................................................. .......................................................
Graphics: ............................................................................... .......................................................
Mapping:............................................................................... .......................................................
Others:.................................................................................. .......................................................
III. Enumerate all the functions and tasks you actually perform in your job (please do not list your job description)
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
IV. What functions do you feel competent to perform?
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
V. What functions do you have difficulty to perform? Why?
................................................................................................................................................................
................................................................................................................................................................
VI. Skills and knowledge listing (competencies)
................................................................................................................................................................
................................................................................................................................................................
TNA Questionnaire (Examples) 63
TNA QUESTIONNAIRE (EXAMPLES) continued...
TRAINING NEEDS IDENTIFICATION continued...
A.List the skills and knowledge that are required in your job. Using the list in A, determine your number
rating for both ability level and job requirement
level for each item. Use 1-3 for Low; 4-6 for
Moderate; 7-9 for High.
(Please refer below for explanation of rating)
ability level job requirement level
1 ......................................................................... ................... .............................
......................................................................... ................... .............................
2 ......................................................................... ................... .............................
......................................................................... ................... .............................
3 ......................................................................... ................... .............................
......................................................................... ................... .............................
4 ......................................................................... ................... .............................
......................................................................... ................... .............................
5 ......................................................................... ................... .............................
......................................................................... ................... .............................
6 ......................................................................... ................... .............................
......................................................................... ................... .............................
Legend:
Ability level refers to the present ability of the job holder for each skills/knowledge required.
Job Requirement level refers to what the job requires for satisfactory performance of each skill/knowledge.
Ability Level
Low Ability (1-3) -Require constant supervision; always Moderate Ability -Seen by others as adequately skilled. High Ability (7-9) Seen by others as an expert; could
asking others for help. -Feel anxious, (4-6) -Require some supervision but train others. -Require no supervision;
highly dissatisfied, frustrated with self. - becoming increasingly independent. - work well independently. -Highly
Work returned frequently for Feel OK but not terrific about self. - satisfied with self. -Work usually
correction/improvement; high error rate. Revisions required to work are accepted with no revision/ correction
generally minor. required.
Job Requirement level
Low Job -This skill/knowledge is seldom used in Moderate Job -This skill/knowledge is used High Job -This skill/knowledge is used
Requirement this job. -This skill/knowledge is not a Requirement occasionally in this job. -The Requirement frequently in this job. -This
(1-3) routine/regular/ integral/essential part (4-6) application of this skill/knowledge (7-9) skill/knowledge is a
of this job. -The application of this enhances performance but is not routine/regular/ integral/essential
skill/knowledge is of little importance to essential/ required for this job. -The part of this job. -The application of
the organization. application of this skill/knowledge is this skill/knowledge is of major
of some importance to the importance to the organization.
organization
DRAINAGE TRAINING NEEDS QUESTIONNAIRE
COMPONENT 2 - ENGINEERING AND SOLID WASTE MANAGEMENT - AUSAID COMPONENT
Directions: Listed below is a series of topics that have been identified as important to the development of the
Stormwater Drainage Master Plan. For each topic please assess your CURRENT level of knowledge, skill or ability.
Use the scale descriptions to determine your current level of knowledge, skill or ability. From this survey, we will be
determining the scope of the training courses to be designed for your group.
KNOWLEDGE, SKILL, ABILITY LEVEL SCALE
1 2 3 4 5
o-------------------------------------------o-------------------------------------------o-------------------------------------------o-------------------------------------------o
No under Some Working Strong Mastery
standing/skill understanding/ understanding/ understanding/skill understanding/
or experience skill or experience skill or experience or experience skill or experience
TOPICS (TERMINOLOGY) CURRENT LEVEL

I RAINFALL CHARACTERISTICS
1 Rainfall recording station 1 2 3 4 5
2 Manual rain gauge 1 2 3 4 5
3 Automatic rain gauge 1 2 3 4 5
4 Rainfall Intensity-Frequency-Duration (IFD) 1 2 3 4 5
5 Temporal Patterns 1 2 3 4 5
6 Areal Patterns 1 2 3 4 5
7 Average Recurrent Intervals (Return periods) 1 2 3 4 5
8 Probable Maximum Precipitation 1 2 3 4 5
9 Frequency Analysis 1 2 3 4 5
10 Rainfall Excess 1 2 3 4 5
II CATCHMENT CHARACTERISTICS
1 Catchment Boundary 1 2 3 4 5
2 Catchment Length, Slope and Area 1 2 3 4 5
3 Surface Storage and Losses 1 2 3 4 5
4 Infiltration Process and Estimation Methods 1 2 3 4 5
5 Pervious and Impervious Surface 1 2 3 4 5
6 Time of concentration 1 2 3 4 5
TNA Questionnaire (Examples) 65
II RUNOFF CALCULATION METHODS

1 Rational Method 1 2 3 4 5
2 Unit Hydrograph Method 1 2 3 4 5
3 Regional Flood frequency Method 1 2 3 4 5
4 Runoff Routing Method 1 2 3 4 5
5 Flood Frequency Analysis 1 2 3 4 5
IV HYDRAULIC COMPUTATION
1 Wetted perimeter & Hydraulic Radius 1 2 3 4 5
2 Surface Roughness 1 2 3 4 5
3 Friction losses 1 2 3 4 5
4 Junction Losses 1 2 3 4 5
5 Minor Losses 1 2 3 4 5
6 Hydraulic Grade Line (HGL) 1 2 3 4 5
7 Open Channel Hydraulics 1 2 3 4 5
8 Uniform Flow 1 2 3 4 5
9 Gradually Varied Flow 1 2 3 4 5
10 Steady Flow & Unsteady Flow 1 2 3 4 5
11 Manning formula 1 2 3 4 5
12 Chezy formula 1 2 3 4 5
13 Darcy-Weisbach formula 1 2 3 4 5
V COMMENT ON YOUR STORMWATER DRAINAGE DESIGN CAPABILITY
Name............................................................................................ Sex ...........................
Years of experience .............................................................................................................
Position .............................................................................................................................
Division .............................................................................................................................
Length of service in the current position? ...............................................................................

EVALUATION FORMS (EXAMPLES)
LEARNING DIARY
Name ........................................................................................................................................................
Date ..........................................................................................................................................................
Session/ Training ........................................................................................................................................
THE SIGNIFICANT LEARNING THAT I ACQUIRED FROM OUR SESSION TODAY;
HOW WILL I USE THESE IDEAS IN MY JOB;
THINGS I WANT TO ASK OR BE CLARIFIED ON;

Evaluation Forms (Examples) 67
EVALUATION FORMS (EXAMPLES) continued...
PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECT

PROJECT ORIENTATION
Re-orientation - Evaluation
The purpose of this evaluation is to get feedback on the effectiveness of the workshop.
Please rate the items below using the following scale: 4 = Excellent, 3= Good, 2= Fair, and 1= Poor.
1 Attainment of the objectives of the seminar ....................

2 Meeting your expectations from the seminar ....................
3 Relevance and usefulness of the handouts ....................
4 Appropriateness of the training methods/techniques ....................
5 Sequencing of topics ....................
6 Time allocation per topic ....................
7 Level of participants interest (self) ....................
8 Responsiveness to questions raised ....................
9 Responsiveness of the seminar Secretariat ....................
10 Effectiveness of the facilitation of the seminar ....................
Using the same scale, rate the resource persons in the following areas.
Resource Oral Ability to Generate Rapport with Time Mgmt. Thoroughness

Person Presentation participation Participants
What additional topic/s should be included?
What topic/activity did you like most in the orientation-seminar?
What topic/activity did you like least in the orientation-seminar?
What were the most useful learning skills/concepts you got from this orientation-seminar?
PRMDP-AUSAID
TRAINING SESSION EVALUATION
Name ........................................................................................................................................................
Date ..........................................................................................................................................................
Session/ Training ........................................................................................................................................
This session evaluation report is designed to evaluate the training activity. Responses will be used as basis for
necessary improvement and/or development of subsequent training programs.
Please encircle the number corresponding to your response.
A ATTAINMENT OF OBJECTIVES OF THE TRAINING

all objectives partially not
attained attained attained
5 4 3 2 1
B RELEVANCE OF TOPIC(S) TO JOB

critically of average
relevant relevant irrelevant
5 4 3 2 1
C WHICH TOPIC/S DID YOU FIND USEFUL?
D ORGANIZATION OF THE TOPIC/S DISCUSSED

Very well satisfactorily poorly
Organized organized organized
5 4 3 2 1
E WHAT TOPIC/S WHICH WERE NOT COVERED IN THIS TRAINING WOULD YOU LIKE TO
SEE INCLUDED IN FUTURE GENDER TRAINING.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
F METHODS AND TECHNIQUES USED BY SPEAKER/S

Very appropriate Occasionally inappropriate One method
and varied needed more variety used exclusively
5 4 3 2 1
PRMDP-AUSAID
G TIME ALLOTTED FOR SESSION

Less than sufficient More than enough Enough
5 4 3 2 1
H QUALITY OF HANDOUTS/REFERENCE MATERIAL GIVEN

Excellent Satisfactory Poor
5 4 3 2 1
I USE OF INSTRUCTIONAL AIDS ( WHITEBOARD, POWERPOINT, A-V )

Varied and very Occasionally One method only
effective ineffective/more variety
needed
5 4 3 2 1
J LEVEL OF PARTICIPANTS INTEREST (SELF)

Usually high/ Mildly interested Disinterested
completely attentive and attentive /inactive
5 4 3 2 1
K AMOUNT OF INFORMATION PICKED UP

Very much Not so much A little
5 4 3 2 1
L HOW WERE THE QUESTIONS ANSWERED

Very satisfactory Satisfactory Unsatisfactory
5 4 3 2 1
PLEASE EVALUATE THE SESSION BY COMPLETING THE FOLLOWING PHRASES

IN THE SPACE PROVIDED FOR;
1. The portion/activity I LIKE MOST in the session ( pls. state why)

...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
2. The activity I LIKE LEAST in the sessions ( pls. state why)

...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
PHILIPPINE REGIONAL MUNICIPAL DEVELOPMENT PROJECT - AusAID Component
Learning Resource Center

BASIC COMPUTER LITERACY COURSE - EVALUATION SHEET
Name ........................................................................................................................................................
Date ..........................................................................................................................................................
Department /Division/Unit...........................................................................................................................
Position .....................................................................................................................................................
Purpose: This survey will help us evaluate the effectiveness of the Basic Computer Literacy Course we provide.
I Please check your response to the questions:
1 Your level computer literacy before the training is:

5 4 3 2 1 0
Proficient knowledge No skills

and skills
2 Your reason for enrolling in this basic computer literacy course (check one)
...... I was interested to attend.

...... My boss asked me to attend.
...... HRMO asked me to attend.
...... Others, please specify:
3 Is skill in using the computer a requirement for you to perform your job?
.............Y ES ............ NO
4 IS A COMPUTER ASSIGNED TO YOU IN YOUR WORKPLACE?

.............Y ES ............ NO
5 If none, do you have access to a computer in your office that you can use?
.............Y ES ............ NO
6 Will you recommend studying basic computer literacy at the LRC to your co-employees?
.............Y ES ............ NO ............ MAYBE
II Please encircle the letter or number that best expresses your opinion of each statement below, where:
(SA) Strongly agree, (A) Agree, (N) Neutral, (D) Disagree, (SD) Strongly disagree
SA A N D SD
1. My expectations for this training were met. 5 4 3 2 1
2. The stated objectives were met. 5 4 3 2 1
3. I have applied what I learned in training to my job. 5 4 3 2 1
4. The skills I learned are important for successfully performing my job.
5. The methodology used (one-on-one coaching) facilitated my learning.
6. Learning materials (visual aids) promoted learning. 5 4 3 2 1
7. The computer was available at all times. 5 4 3 2 1
8. The coach demonstrated:
a. Knowledge of the subject matter 5 4 3 2 1
b. Ability to give ideas and instructions clearly 5 4 3 2 1
c. Ability to handle questions 5 4 3 2 1
d. Ability to establish rapport with the student 5 4 3 2 1
9. The coach clarified the material when participants appeared confused 5 4 3 2 1
10. The physical environment contributed to the learning process 5 4 3 2 1
a. Appropriate lighting illuminations 5 4 3 2 1
b. Tolerable noise level 5 4 3 2 1
c. Room temperature was about right 5 4 3 2 1
d. Comfortable workspace 5 4 3 2 1
11. I have applied the skills I learned from this training to :

(EXAMPLE: 1. PREPARE OFFICE MEMO, LETTERS, REPORTS
2. Generate data stored in the computer)
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Learning Resource Center

BASIC COMPUTER LITERACY COURSE - EVALUATION SHEET CONTINUED...
12. Did anything stand out in the training as particularly useful to you?
Please specify and give reasons.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
13. Did anything stand out in the training as particularly not useful to you?
Please specify and give reasons.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
14. Other comments

................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Thank You!
To be answered by the Coach/Tutor/LRC Administrator
Number of training hours in each module:
Windows 98 ........................................................................................................
Word ..................................................................................................................
Excel ..................................................................................................................
Powerpoint .........................................................................................................
Others, please specify: ........................................................................................
..........................................................................................................................
Total number of hours ........................................................................................


(For Supervisor)

EVALUATION FORM FOR BASIC COMPUTER LITERACY COURSE
Name ........................................................................................................................................................
Date .........................................................................................................................................................
Department / Position ................................................................................................................................
Name of Trainee .........................................................................................................................................
Position .....................................................................................................................................................
Note: We are evaluating the effectiveness of the Basic Computer Literacy Course that we offer at the Learning
Resource Center (LRC). Please provide the necessary data that will help us determine the extent to which our
trainee met their objectives, in terms of applicability of the learning gained from the training.
Please encircle the number on each item that best corresponds to your answer, where 1 being the lowest, and 6
being the highest:
1 The skills s/he learned from the training are important to perform his/ her job 1 2 3 4 5
If your answer is below 3, please give a short explanation why.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
2 S/he has applied the knowledge/ skills gained from the training in:
a) Preparing office memorandum, letters, reports, and other similar documents 1 2 3 4 5
b) Storing and retrieving documents to and from the computer 1 2 3 4 5
If your answer is below 3, please give a short explanation why.
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

(For Supervisor)

EVALUATION FORM FOR BASIC COMPUTER LITERACY COURSE CONTINUED...
page 2 - evaluation
3 After undergoing the training, s/he manifests efficiency in preparing the needed documents in terms of:
a) Time element (prepares documents faster with less errors,
as compared before the training) 1 2 3 4 5
b) Supplies and materials (saves on office supplies and materials as they can edit
the documents on screen before printing them. 1 2 3 4 5
4. Is there anything you would like to say, as additional comments, pertaining to the job performance of your staff
after attending the course?
( ) None ( ) Yes, please use the space below
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Thank you for your cooperation!

Curriculum Document: The Format 75
CURRICULUM DOCUMENT: THE FORMAT
The curriculum document needs to follow a standardised format, for continuity, ease of
reading and logical presentation of information.
The document has several sections, divided by headings. The headings are listed below, with
explanations as to what information is needed.
Course Title
This should be a straight forward, descriptive title, giving the reader an idea as to the general study area.
Course Length
State how long, in hours or days, the training course will be. If the course is to be held over several weeks for two
hours a week, explain that. Eg Total of 10 hours over 5 weeks at 2 hours per week.
Rationale:
A simple description that puts the training course into perspective, it should explain the alignment of the training
need to the strategic plans of the city/department.
General Objectives or terminal objectives:
A written explanation of the situation in the department that requires the training course. State the aims and
terminal objectives of what the learners can do after the course.
Learning Outcomes or specific objectives
A list of specific learning outcomes, one per topic (in the course content) written in behavioural terms.
Assessment criteria and evaluation tools
Identification of evaluation criteria or what to measure in terms of what the learners have gained. Explain how and
when these will be measured during the course.
Course Content
A list of specific topics that the training course includes (derived from KSAs).
Teaching Methodologies
A list of different training /teaching methodologies that will be used in the course. Include adult learning principles.
Essential Materials and/or Equipment
A list of materials and equipment that are mandatory in conducting the course.
(such as computers for a computer training course).
Course Prerequisites
A statement/s saying what pre-existing knowledge or skills are required of the learners BEFORE they can take this
course. Prerequisites may include successful completion of a related course. (Eg In the Introduction to Computers,
Session II, the prerequisites would be: 1 Participants have to be LGU employees that, as a normal function of their
job, operate computers and 2 Participants are required to have successfully completed Introduction to Computers,
Session I course).
SPECIFIC SESSION GUIDE FORMAT
TITLE : How is the session going to be called?

OBJECTIVES : What kind of behaviour do I want to see from participants after the session?
TIME FRAME : How long will it take?
RESOURCES : What materials/ facilities do I need to conduct my session?
PROCESS : What will I do to achieve the objective(s)?
Activity
How will I introduce the activity? (priming)

What will participants do or undertake?
Is it appropriate?
Analysis
What questions will I ask to surface:

- Participants learning?
- Desired content learning?
Anticipate possible responses
Abstraction
Identify relevant inputs or generalization points
Application
How can participants apply their learnings (here or back home)?

Suggest or identify specific actions to take to apply learnings (whenever needed.
References 77
REFERENCES
Bard, R., Bell, C.R.., Stephen, L., Webster, L. (1987). The trainers professional development handbook.
California: Jossey Bass, Inc.
Birnbrawer, H. (July 1987). Evaluation techniques that work. Training and Development Journal, pp53-55.
Bittel, L.R. (1987). The complete guide to supervisory training and development. Beverly, MA:
Addison-Wesley Publishing Company, Inc.
Botero, I.M. (February 1997). Receiving Value for your training dollars. Business Journal Serving Phoenix and the
Valley of the Sun, p33,4/9p.
Bramley, P. (1996). Evaluating training effectiveness: Benchmarking your training activity against best practice (2nd
ed.). England: McGraw-Hill Companies.
Brinkerhoff, R.O. (1994). The Learning alliance: Systems thinking in human resource development.
San Francisco: Jossey-Bass
Bushell, D.S. (March 1990). Input, process, output: A model for evaluating training.
Training and Development Journal, pp.41-43
Development Academy of the Philippines (1992). Training Managers Resource Book. Pasig: Learning Technology
Center and Human Resource Management Center.
Development Academy of the Philippines (1996). Terminal report on the evaluation of the third country program on
the building construction management for senior officers. Pasig: Human Resource Management Center.
Development Academy of the Philippines (1997). Basic Training Management Course Folio. Pasig:
Center for Human Resource Development
Development Academy of the Philippines (1997). Program Designers Training Course Folio. Pasig:
Center for Human Resource Development
Donaldson, Les and Scannell, Edward E. The New TrainersGuide. USA: Addison-Wesley Publishing Co., 1986
Foy, N. (1993). Empowering people at work. England: Gower Publishing Limited.
Giegold, Willian C. and Grindle, Crosby R. In Training: A Practical Guide to Management Development. CA:
Lifetime Learning Publications, 1983
Goad, T.W. (1982). Delivering effective training. California: University Associates, Inc.
Goldstein, I.L. (1986). Training in organizations: Needs assessment, development, and evaluation (2nd ed.).
Monterey, CA: Brooke/Cole.
Hubbard, A.S. (August 1997). Analyzing trainings effectiveness. Mortgage Banking, p.77, 2/3 p.
Kirkpatrick, D.L. (1996). Evaluating training programs: The four- levels (2nd ed). San Francisco:
Berret-Koehler Publishers
Kirkpatrick, D.L. (January 1996). Techniques for evaluating training programs: Revisiting Kirkpatricks four-level
model. Training and Development, pp54-59.
Klatt, Bruce.The Ultimate Training Workshop Handbook.USA: McGraw-Hill Co., Inc., 1999
Knowles, Malcolm S. Designs for Adult Learning. Virginia: ASTD, 1995
References continued...
Mager, Robert F and Pipe, Peter . Analyszing Performance Problems. Atlanta:

The Center for Effective Performance, Inc., 1997
Margolis, Fredric and Swan, Bonnie. The Trainers Handbook for Participatory Learning. MN: HRD Press, Inc. 1999
Nigro, F.G. & Nigro L.G. (1989). Modern public administration. New York: Harper and Row.
Ortigas, C.D. (1993). Training for empowerment. Quezon City: Ateneo de Manila Office for Research and Policy.
Parry, Scott B. Evaluating the Impact of Training. Virginia: ASTD, 1997
Phillips, J.J. (March 1996). Was it the training? Training and Development Journal, pp.28-32.
Plunket, L.C. & Fournier R. (1991). Participative Management: Implementing empowerment. New York:
John Wiley and Sons, Inc.
Romig, D.A (1996). Breakthrough teamwork: Outstanding results using structured teamwork. Chicago:
IRWIN Professional Publishing, Inc.
Sackett, P.R. & Mullen E.J. (1993 April). Beyond formal experimental design: Towards an expanded view of the
training evaluation process. Personnel Psychology, pp.613-627.
Schouborg, Gary (1993). FLEX: A flexible tool for continuously improving your evaluation of training effectiveness.
Amherst, Mass: HRD Press.
Shandler, Donald, Phd. Reengineering the Training Function. FL: St. Lucie Press, 1996
Smith, B.J. & Delahaye, B.L. (1987). How to be an effective trainer: Skills for managers and new trainers (2nd
ed.). Queensland: John Wiley and Sons, Inc.
Svenson, Raynold A. and Rinderer, Monica J. The Training and Development Strategies Plan Worksbook. NJ:
Prentice Hall, Inc., 1992
Tyler, R. W. (1949). Basic Principles of curriculum and instruction. Chicago University of Chicago Press.
Wade, P.A (1994). Measuring the impact of training: A practical guide to calculating measurable results London:
Kogan Page Limited
Wills, M. (1993). Managing the training process: Putting the basics into practice. England: McGraw-Hill Companies.
Contacts:
Office of Project Development Servcie (OPDS) c/o
Department of the Interior and Local Government
DILG NAPOLCOM Center
EDSA corner Quezon Avenue, Quezon City
Tel: 925-0330 / 925-0331
Fax: 925-0332

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Philippine Regional Municipal Development Project

Training Management System Manual

The AusAID-PRMDP endeavor started in 1997 and ended in May 2002.

Milalin Javellana, Training Manager and Head of Component 4 - HRD

BACOLOD CITY C/O ERMAN AGUIRRE

CAGAYAN DE ORO C/O BRENDA GO

GENERAL SANTOS C/O MARLENE PELAYO

ILIGAN C/O ANNA ALAGAR

PUERTO PRINCESA C/O WINEFREDA ARCEGONO

TAGBILARAN C/O DONDON GUTIERREZ

INTRODUCTION TO THE TRAINING MANAGEMENT SYSTEM ...............................................................................1

TRAINING OPERATIONS .............................................................................................................................21

continued over page

Table of Contents continued....

RESULTS: MONITORING AND EVALUATION....................................................................................................43

TRAINING MANAGEMENT SYSTEM: SUPPORT................................................................................................51

SAMPLE TRAINING FORMS FOR TMS...........................................................................................................59

INTRODUCTION TO THE TRAINING MANAGEMENT SYSTEM

This manual explains the different aspects of the TMS.

OBJECTIVES AND PRINCIPLES OF THE TMS

THE OBJECTIVES OF THE TMS ARE:

THE UNDERLYING BASIC PRINCIPLES OF THE TMS ARE:

ABOUT THIS MANUAL

Diagrams are used to show the TMS elements and processes.

CTP City Trainers Pool:

Competencies A cluster of related KSAs:

HRMO Human Resource Management Office:

HRDC Human Resource Development Council:

KSA Knowledge, Skills and Attitudes:

LRC Learning Resource Center:

PBCT Performance Based Competency Training:

TMS Training Management System:

TNA Training Needs Analysis:

TRAINING MANAGEMENT SYSTEM:

The Framework of the TMS is represented below.

element. For instance, the annual Training Plan relies

As planning of training activities is of vital

Dept Heads On-the-Job

HRD Council Overall Performance

TRIS Resource Database Materials Learning Centre Facilities

Training Management System:

THE FIVE MAIN COMPONENTS OF THE

Training the right people with the right skills.

City Trainers Pool

The Role of the Mayor

The Role of the Human Resource Development Council (HRDC)

The HRDC is responsible to:

The HRMO acts as Secretariat to this committee.

The Role of Department Heads

Values Orientation: Is it the REAL training need?

The Role of the HRMO

The City Trainers Pool (or HRD Task Group)

Plans and Training Plans

The hierarchy of plans is illustrated below:

LGU Strategic plans

Responsibility Plans Who will respond

The Strategic Plans of the LGU can include:

The plan addresses the following questions:

City Strategic Training Plan (CSTP)

City Strategic Plan

Validated TNA results

Training Needs Analysis

CITY STRATEGIC TRAINING PLAN REPORT FORMAT