12.

The organization's mission, unit

goals, objectives, and work proc.
esses

13. The formal and informal

organizational structure
14. Counseling techniques

program Manager
Requires:
Duties and Responsibilities Ability to
1. Provide technical guidance to
employee devel- 2. Implement actions in-
dicated by results of
opment staff at all or-
analysis
ganizational levels
2. Plan and review proce- 3. Establish and maintain
dures for contracting a "pipeline" to line and
with outside resources
staff management

3. Review contractor pro- 4. Make judgments about

posals for training resources needed for
4. Evaluate informal feed- the training and em-
back from clients ployee development op-
eration
5: Make follow-up visits to
gauge effectiveness of 5. Provide technical guid-
the operation's consulta- ance in training and
tive effort employee development
6. Maintain rapport with to employee develop-
operations outside the ment staff at lower or-
training and employee ganizational levels
1. Set priorities
 development operation
6. Develop long-range 7.
Assess the degree to plans for the training which the
training and and employee developemployee
development ment operation operatidn is meeting its
goal 7. Prepare a budget

22
 and employee develop- ment programme of the
ment operation organization
12. Clarify the internal and
external directives,
regulations, policies and
8. Provide budget inputs 8. Review budget submit-
pro-
to management and/or ted by training contrac-
Budget and Fiscal Office
cedures as they apply to
tors
for the training and em- training and employee
ployee development por- development
9. Articulate implications
tion of the organization's of training regulations
budget and procedures to oth-
9. Determine annual man-
power, facilities, and 10. Utilize the outputs from
cost/benefit analyses
funding requirements
11. Comment on proposed
10. Prepare training budget legislation, policies,
pro-
Il. cedures, and directives
Initiate and follow up
personnel action having affecting the training
to do with the training and employee develop-
 Needed Core Abilities and
Knowledge
There are sotne abilities and knowledge that overla These
are not listed in each functional role, but only in the rol in which
they appear to be dorninant. From the various abili ties and
knowledge listed, a core list can be extracted abilities and
knowledge that should be present in a trainin and ernployee
development operation:
Ability to
1. Organize
2. Select appropriate instructional methodology
3. Write clearly and concisely
4. Organize informational content of training
5. Formulate behavioral learning objectives
6. Outline material

7. Conduct classroom training

8. Compile information
9. Locate and procure previously identified learning

10. Establish rapport with people

11. speak clearly and distinctly
12. Acquire knowledge ofunit goals, objectives, and work

13. Apply modern learning theory including motivation-

14. Characteristics rnajor instructional, advantages

methodologies, and disadvantages Of
*ASTD Checklist of 80's'
24
 The I-IRD Activities
The table on pages 17 to 23 shows the activities
performed by the training staff. Ilowever, to give you a
comprehensive view of the training activity, an inventory of
training professional activities can be found on pages 26-37.
This inventory has been developed by the American Society
for Training and Developrnent (ASTD) to help training and
development professionals manage their own development. In
the Philippine setting, some of the activities may not apply
because the roles of the training staff here have not expanded
considerably as compared to their American counterpart.
As training and development professionals, we are all
cognizant of the fact that one of the most crucial steps in
training is determining what training is needed and wanted.
This inventory is designed to help you:
1. Determine the skills and activities required by your job
for effective performance;
2. Identify your strengths and weaknesses relative to
these requirements;
3. Set specific objectives for your own development.
Below is the Training Professional Activities Inventory
for your exercise:

Instructions
A. First, review all the items. Add others, if you wish, in
the spaces provided.
B. Evaluate your ability: Use the rating scale below to
select a rating for each item. Write your ratings in
Column 2.
Ability Scale
5 = Outstanding ability (one of my outstanding
talents)
4 = Above average ability (compared to my ability
in other areas)
3 = Average or moderate ability

25
 2 = Below average ability
1Minitnal ability
0 No experience or training in
this area
To be discrirninating as
possible, a forced tribution of
ratings is recotnmcndcd: Rate 10 to
15 items 15 to 25 "4" 25 to 40 "3" 15 to 25
and as many 0| -s and "(Vs as
appropriate.
C. Describe your job: Rate each item in
Column 3, to reflect how important it
is in your current position. Use this
rating scale.
5 = One of the most important
skills or activities in my
job
4 = Above average in importance
(compared to the other item)
 3 = Average
importance 2 = Below
average importance
1 = Minimal importance
O = No importance
Again, a forced distribution is recommended: 10 to
15 "5%, 15 to 25 "4%, 25 to 40 "3"s, 15 to 25 "2"s, and
as many "l hs and "O"s as appropriate. (Column 4 will be
explained later.)

The Training Professional A?tivities

Inventory*
 8. Identifying the impact of
training and development on
other personnel programs or
policies
*9. Projecting future training needs
relating to management
succession, organizational
change, etc.
10. Assessing performance before
and after training to measure
training effects
11. Keeping abreast of
EEO/Affirmative Action
regulations and related
training and development
needs
12. Keeping abreast of OSHA
regulations and related training
and development needs
13. Administering achievement
tests, aptitude tests, and
questionnaires
14. Constructing questionnaires
for analysis of training and
development needs
 Column 1 col. 2 col. 3
Activity Area Il: Designing and Developing Your Importance
Training Programs and Ability in the Job
Materials

15. Establishing behavioral or learning

objectives for program
16. Designing prograrns to satisfy
specific •needs

'17. Determining program content

18. Applying concepts of human

development in designing
training/ development programs
E
19. Applying adult learning theory
and instructional principles in
developing programs
20. Evaluating alternative instructional
methods (e.g., video, roleplay,
demonstrations, etc.)
21. Developing training materials (e.g.,
workbooks, exercises, cases)
22. Preparing scripts for films,
videotapes, etc.
23. Developing programmed learning or
computer-managed instructional
materials
24. Determining program structure
(length, number of participants,
choice of techniques, etc.)
25. Determining appropriate sequences
ofcourses and programs (e.g.,
prerequisites, curricula)
26. Developing criteria for selecting
program participants
 '28. Develeptng toolq (e.g..
checklists. tnanunlg, exerciscs)
Deciding whether to use an
existing program, purchase an
external program, or create a
new one to satisfy needs
'30. Revising materials/programs
based on evaluation feedback
31. Identifying and evaluating
external training and
development programs
32. Securing necessary copyrights or
reprint permissions
33. Identifying equipment and
supplies required for training
and development programs
34. Preparing artwork and copy
slides and overheads
NOTE: Items marked by an asterisk are, according to ASTD research, among
the most frequent activities of training and development
 Column 1 Col. 2 Ac
Activity Area IV: Advising and Counsel- Your ing col. 3 Col. 4
Ability Importance in
the Job
50. Using coaching and counselling
techniques
51. Counselling individuals on career
development
52. Counselling employees on
training and development matters
53. Counselling managers and
supervisors on training and
development
54. Identifying training implications
prior to implementing other
personnel programs
55. Assisting managers in
implementing on-the-job
training
56. Assisting others in implementing
training and development
programs

Column 1 col. 2 col. 3 Col. 4

Your Importance
Activity Area V: Managing Training in the Job
57. Obtaining/hiring external instructors and program
resource people
58. Evaluating external instructors and program resource
people
59. Arranging program logistics (fameals etc.)
 62. Training or coaching trainers
and progratn leaders
63. Organizing and staffing the
training and development
function or department
64. Preparing budgets and plans
for training and development
programs and projects
65. Maintaining information on
training and development
costs and benefits
66. Arranging for participation in
external training and
development programs
67. Designing data-collection
procedures to maintain privacy
or confidentiality
68. Evaluating proposals from
outside consultants
69. Obtaining outside consultants
70. Obtaining internal instructors
and program resource people
71. Evaluating internal instructors
and program resource people
2. Supervising the production of
training and development
materials
3. Contracting with outside
vendors for programs and
supplies
 Column 1 col. 2 col. 3 Col. 4
Activity Area VI: Maintaining Organiza- Your Importance tion

Relationships Ability in the Job

75. Determining
managerial/employee
awareness of the availability
of programs
#76. Establishing and maintaining
good working relationships
with managers as clients
F
77. Explaining recommendations
to gain acceptance for them
78. Preparing and disseminating
internal and external training
and development program
announcements
#79. Making formal management
presentation of plans for
training and development
programs and projects
80. Writing reports or manuals
about training and
development
81. Writing proposals for programs
and projects
82. Writing speeches about training
and development
83. Writing articles for periodicals
and internal publications
84. Writing memorandums and
announcements about training
and development
85. Communicating with
government and educational
communities
6. Learning about the organization
38. Understanding how
training relates to
other activities in the
personnel function

Column 1 Col. 2
Activity Area Vll: Doing Research to Your Advance
the Training Ability
Field
89. Experimenting with new
training and development
techniques

90. Interpreting data

and statistics on
training and
development
91. Presenting data and
statistics

Column 1 Col. 2
Activity Area Vlll: Developing Profes-
Your
sional Skills and
Ability
Expertise
92. Keeping abreast of
training and
development activities
in other organizations
93. Keeping abreast of
training and
development concepts,
theory, techniques,
and approaches
94. Attending seminars
and conferences for
personal development
 Column 1 col.
Activity Area IX: Developing Basic Skills col. 3 Col. 4
2
Importanc
Your e in the
and Knowledge
Ability Job
95. The ability to cormnunicatc
fectively orally

96. The ability to write effectively

97. The ability to gather and

analyze data
98. The ability to plan and
organize
99. The ability to set priorities and
use time efficiently
100. The ability to solve problems
101. The ability to use group
process skills
102. Knowledge of training resour-

103. Knowledge of adult learning

theory
Knowledge of subject matter
taught
105. Others (specify):
Interpretation
Talents: To identify your outstanding and most valuable
talents, review your ratings of yourself in Column 2.
Put a plus "+" in Column 4 next to those items where
you rated yourself' "5". Knowledge of your talents is
particularly helpful if it leads to actions to further
develop the talent or to find more ways to use the
talent.
Review your talents with these questions in mind:
"Do I enjoy using this talent?"

35
 to
"Can I think of ways to use this talent more fully?
Are there new responsibilities or projects I might get
involved in which require this talent?"
'CHOW unique is this talent?"
List below four talents you feel would be most useful
to further exploit these talents:

1.

2.

3.

ing

Development Needs: To identify your development needs,

subtract your rating of importance (Column 3) from your
rating of yourself (Column 2). Put the answer in de
Column 4. Include the minus sign if it is a
negative number. For example, if you've rated
yourself "2", and the importance
"4", you'd put -2 in Column 4. The larger the negative ot
number, the greater the need for improvement. Every
4.

"What are the consequences likely to be if I don't

improve? If I do?"
negative number in Column 4 indicates some need for
improvement. Review the items with negative numbers cc
with •these questions in mind to identify your four most h
important development needs:
"How big is the negative number?"
"Do I want to improve in this area?"

36
 List below the four development needs you most want to
work on:
1.

2.

3.

4.

You must have wondered, though, what all these

training and development activities would lead to. As has
been pointed out, training cannot solve all problems of the
organization. Thus, training and development is viewed
only as one of the many interventions involved in
organizational development.
Ultimately, all training and development activities and
other educational efforts boil down to increasing
organizational effectiveness.
 And in order for the organization to survive, we must
continually pursue our noble aims to train and develop our
human resources.

37