TRAINING AND DEVELOPMENT

OF HUMAN RESOURCES

1
 OBJECTIVES:
• 1. Enumerate and explain varied types of
employee training;
• 2. State the differences between training and
development;
• 3. Discuss training and development of
employees for efficient continued
membership in the organization.

2
 Training
• The process where people acquire capabilities
to aid in the achievement of organizational
goals.

• It is a planned effort of the company to

facilitate learning on the job-related
competencies.

3
 Competencies include:
• Knowledge
• Skills
• Behavior that are critical for successful job
performance

4
 Goal of Training
• Employees to master the knowledge, skills,
and behaviors emphasized in training
programs and to apply them in day-to-day
activities.

5
 Advantages of Training
1. Training, unlike experience, can shorten the time required to
reach maximum efficiency.

2. Cost of training is much less than the cost of gaining

experience, particularly if one is dealing with expensive
equipment.

3. The results of experience can sometimes be accidental,

particularly when experience depends solely on trial and error.

4. The element of predictability is far less when compared to the

outcome of a well-conceived and conducted training program.

6
Orientation: Training of New Employees

7
 Orientation
• It is the planned introduction of employees to
their jobs, co-workers, and the organization.

• The employees need to know the company

policies, rules and regulations, and the
company direction in order to adapt to the
new working environment.

8
• Orientation, to be meaningful, requires
cooperation among individuals in the HR unit
and other managers and supervisors.

• The HRD has to design the orientation

program and incorporate topics/information
new employees need.

9
 Topics to be Incorporated During the
Orientation of New Employees
• 1. Company policies, rules and regulations
• - these cover reporting for work, time in, time
out, policies related to employee discipline
and behavior while at work and other
important company regulations.

10
• 2. Corporate Mission and Vision, company
officers, and corporate goals and objectives,
its products and services and other important
clienteles.

• 3. Explain company pay system, benefits, and

other services available to employees and
their families.

11
• 4. Provide overview of job setting and work
rules.

• 5. Introduce the employee to co-workers and

the company’s working environment.

• 6. Safety rules and health programs.

12
Purpose of Orientation of New Employees

• The overall goal of orientation is to help new

employees learn about the organization as
soon as possible so that they can begin
contributing to the company’s goals and
objectives.

13
 From the perspective of the employers and the
employees, the orientation process has the
following purposes:

• 1. Productivity enhancement
• - both the employer and employee want to start right
and become productive as soon as possible.

• 2. Turnover reduction
• - employees with effective orientation programs tend
to stay longer with the company. Fast employees’
turnover rate affects productivity and efficiency.

14
• 3. Organizational effectiveness
• - Well-oriented employees can immediately
contribute to the goals and objectives of the
organization.

• 4. Favorable employee impression

• - A good orientation program creates a favorable
impression of the organization and its work.

15
• 5. Enhance interpersonal acceptance
• - It tries to ease the employees’ entry into the
work groups. Employees often are concerned
about meeting new people in the work force.

16
A Systematic Approach to Training
• Training is moving its focus to teaching
employees specific skills to a broader focus of
creating knowledge. Training is used to gain a
competitive advantage and viewed broadly as
to create an intellectual capital.

17
 The development of intellectual capital
includes the following:
• 1. Basic skills
• - skills needed to perform one’s job effectively.

• 2. Advanced skills
• - the use of technology to share with other
employees

• 3. Understanding of the Customer Needs

• - the global market is quality competitive.
18
• One of the key characteristics of training
systems that contribute to competitiveness is
that they are designed according to the
instructional design process. It refers to the
systematic approach for the development of
training programs.

19
 Activity
Critical Thinking/Experiential Exercises

• Imagine that the class is a small organization.

Do a training needs assessment by surveying
each student’s strengths and weaknesses.
After identifying the needs, analyze and
prepare a short training program based on the
identified needs. Be sure to follow the steps
in training process.

20
 Assignment
• Prepare a training program for senior
employees who are about to retire in a year’s
time.

21
The following steps are integral instructional
processes:

• 1. Conducting needs assessment

• a. organizational analysis
• b. person analysis
• c. task analysis

• 2. Ensuring employee’s readiness for training

• a. attitude and motivation
• b. basic skills
22
• 3. Creating the learning environment
• a. Identification of training objectives and
training outcomes
• b. meaningful materials
• c. practice
• d. feedback
• e. observation of others
• f. administering and coordinating programs
23
• 4. Ensuring transfer of training
• a. Self-management strategies
• b. Peer and manager support

• 5. Selecting training methods

• a. Presentational methods
• b. Hands-on methods
• c. Group methods

• 6. Evaluating training programs

• a. Identification of training outcome and evaluation designs
• b. Cost-benefit analysis

24
• The success of any training program can be gauged
by the amount of learning that occurred and is
transferred to the job. Training and learning will
take place through the informal work groups,
whether an organization has a coordinated effort or
not, because employees learn from other
employees. While this may be true to a certain
extent, a well-designed training program can give
better results because what may be learned may not
be the best for the organization.
25
The following steps are integral instructional processes:

• 1. Assessment Phase
• Planners determine the need for training and specify
the training objectives and the training efforts.
• a. Organizational Analysis – the specific source of
information and operational measures or an
organizational level needs analysis, which include
the following:
– a. Grievances
– b. Accident record
– c. Observations
– d. Exit interview
26
• e. Customers’ complaints
• f. Equipment utilization and breakdown
• g. Material wastage, scraps, and quality
control data
• h. Training committee, observation and need
assessment data

27
• b. Task Analysis - the job description and job
specifications provide information on the
performance expected and the skills necessary
for employee to accomplish the required work.
• - changes in the work environment due to the
introduction of new technology or machinery
require changes in the task environments of
the position

28
• c. Individual Analysis – the use of performance
appraisal data in making this individual analysis
is the most common approach.
• - a performance review reveals the employees’
inadequacy to perform certain types of task and
this will reveal what necessary training is
needed to correct the weaknesses. An
employee’s potential may mean further training
to assume a higher position in the future.
29
 2. Employee Readiness for Training
• The employee must set a positive tone for training. That
attitude towards training must be cultivated and made
an integral requirement before the employee sets foot
in the training room.
• A positive attitude is the desire of the trainee to learn
the content of the training program.
• Motivation is related to knowledge gain, behavior
change, or skill acquisition in the training.
• It is the role of the manager and the supervisor to assure
that the employee has the highest degree of learning
before he is sent to the program.
30
 The following factors influence the
motivation to learn:

• a. self-efficacy
• – it is the employees belief that he can
successfully learn the content of the training.
The employee must understand that the
training is for his advantage and learning gain
could be an asset for future advancement.

31
• b. Understanding the benefits or
consequences of training
• - the employee must understand that the
training is related to his job, personal and
career benefits as it may include processes or
procedures to make his work easier and is
needed due to change in work technology.

32
• c. Awareness of Training Needs, Career
Interests and Goals
• - The employee must be given the choice of
what training program he would line to
attend.
• - This should be related to his needs, career
interest and personal goals in the organization
as discussed with his immediate superior.

33
• d. Basic Skills
• - This refers to the degree of the employee’s
desire to learn the cognitive ability, reading
and writing skills, and other technology
changes necessary in the work environment.

34
 3. The Learning Environment

• Learning involves a permanent change in

behavior. For employees to acquire
knowledge and skills in the training program
and apply the information in their job, the
training program needs to include specific
learning principles.

35
a. Employees need to know why they should
learn.

• – must understand why they have to attend

the training program
• – objective and purpose must be made clear
to the employees

36
 b. Employees need to use their own
experiences as bases for learning

• - training could be meaningful if it is linked to

their current job experiences and tasks.
• - the lessons should be presented on the level
of employees’ understanding.

37
c. Employees need to have the opportunity
to practice

• - The opportunity to practice the learning

should be provided in the program.
• - Practice makes perfect, as the saying goes.

38
 d. Employees need feedback
• - The employees need to know how they are
meeting the training objectives.
• - Feedback should focus on specific behavior
and should be immediately communicated to
the employee.

39
 e. Employees learn by observing and
interacting with others
• - Community of practice refers to a group of
employees who work together and learn from
each other and develop a common
understanding on how to get the work done.

40
f. Employees need training programs to
be properly coordinated and arranged.

• - Coordination is the most important aspect of

training administration.
• - It means coordinating activities before,
during and after the program.

41
 Analyzing Training Needs
• The immediate and specific needs of a company are
determining factors in the selection of the training courses
and materials.
• Standards as to the amount of training that should be
provided for each type of job may not be readily
established, as many other factors must be considered,
such as the liability and experience of the learner and the
complexity of the things to be learned.
• The personnel manager, with the cooperation of the line
supervisors, is in the best position to establish what and
how much training is needed.
42
The need for training is usually indicated in
the following instances:
• When required skill is not possessed by anyone in the
work force;
• When an employee’s performance is below standard, but
he has the potential to improve his productivity;
• When morale or production is low;
• When there is a fast turnover of personnel;
• When the rate of absenteeism or dissatisfaction mounts;
• When supervision is lax;
• When new technology is introduced.

43
 Training needs may be ascertained by
considering the following questions:
• Is there a problem to be solved?
• Where does it exist (which department)?
• Who needs the training?
• What is the training? (remedial or improvement required by
the situation)

• The subject matter is best determined by a survey of company

needs with the help of a questionnaire and job analysis, and by
examining various records pertaining to cost, labor turnover,
absenteeism and other relevant factors in the particular
organization. The cooperation of line supervisors in
determining needs and priorities will be necessary.
44
 3. Training Transfer
• Transfer of training is the practical application
of what was learned in the program.
• Immediate supervisors’ and peer’s support,
opportunity to practice what was learned, the
technology in the work area and self-
management skills influence the climate of
transfer. The environment is the laboratory
for the transfer of learning.

45
 Selecting the Training Methods
• A number of different methods can be used to help
employees acquire new knowledge, skills, and
behavior.
• Technology has a major impact on the delivery of
training programs.
• New technology allows trainees to see, feel, and hear
how equipment and other persons respond to their
behavior.
• The multi-media has greatly changed the training
landscape and training now could be less costly.
46
Training Process

47
 OBJECTIVES:
• 1. Enumerate and explain varied types of
employee training;
• 2. Discuss training and development of
employees for efficient continued
membership in the organization.

48
The following steps are integral instructional
processes:

• 1. Conducting needs assessment

• a. organizational analysis
• b. person analysis
• c. task analysis

• 2. Ensuring employee’s readiness for training

• a. attitude and motivation
• b. basic skills
49
• 3. Creating the learning environment
• a. Identification of training objectives and
training outcomes
• b. meaningful materials
• c. practice
• d. feedback
• e. observation of others
• f. administering and coordinating programs
50
• 4. Ensuring transfer of training
• a. Self-management strategies
• b. Peer and manager support

• 5. Selecting training methods

• a. Presentational methods
• b. Hands-on methods
• c. Group methods

• 6. Evaluating training programs

• a. Identification of training outcome and evaluation designs
• b. Cost-benefit analysis

51
• The success of any training program can be gauged
by the amount of learning that occurred and is
transferred to the job. Training and learning will
take place through the informal work groups,
whether an organization has a coordinated effort or
not, because employees learn from other
employees. While this may be true to a certain
extent, a well-designed training program can give
better results because what may be learned may not
be the best for the organization.
52
 Activity: Continuation
Critical Thinking/Experiential Exercises

• Imagine that the class is a small organization.

• 1. Do a training needs assessment by surveying
each student’s strengths and weaknesses.
• 2. After identifying the needs, analyze and
prepare a short training program based on the
identified needs. Be sure to follow the steps in
training process.

53
The following steps are integral instructional processes:

• 1. Assessment Phase
• Planners determine the need for training and specify
the training objectives and the training efforts.
• a. Organizational Analysis – the specific source of
information and operational measures or an
organizational level needs analysis, which include
the following:
– a. Grievances
– b. Accident record
– c. Observations
– d. Exit interview
54
• e. Customers’ complaints
• f. Equipment utilization and breakdown
• g. Material wastage, scraps, and quality
control data
• h. Training committee, observation and need
assessment data

55
• b. Task Analysis - the job description and job
specifications provide information on the
performance expected and the skills necessary
for employee to accomplish the required work.
• - changes in the work environment due to the
introduction of new technology or machinery
require changes in the task environments of
the position

56
• c. Individual Analysis – the use of performance
appraisal data in making this individual analysis
is the most common approach.
• - a performance review reveals the employees’
inadequacy to perform certain types of task and
this will reveal what necessary training is
needed to correct the weaknesses. An
employee’s potential may mean further training
to assume a higher position in the future.
57
 2. Employee Readiness for Training
• The employee must set a positive tone for training. That
attitude towards training must be cultivated and made
an integral requirement before the employee sets foot
in the training room.
• A positive attitude is the desire of the trainee to learn
the content of the training program.
• Motivation is related to knowledge gain, behavior
change, or skill acquisition in the training.
• It is the role of the manager and the supervisor to assure
that the employee has the highest degree of learning
before he is sent to the program.
58
 The following factors influence the
motivation to learn:

• a. self-efficacy
• – it is the employees belief that he can
successfully learn the content of the training.
The employee must understand that the
training is for his advantage and learning gain
could be an asset for future advancement.

59
• b. Understanding the benefits or
consequences of training
• - the employee must understand that the
training is related to his job, personal and
career benefits as it may include processes or
procedures to make his work easier and is
needed due to change in work technology.

60
• c. Awareness of Training Needs, Career
Interests and Goals
• - The employee must be given the choice of
what training program he would line to
attend.
• - This should be related to his needs, career
interest and personal goals in the organization
as discussed with his immediate superior.

61
• d. Basic Skills
• - This refers to the degree of the employee’s
desire to learn the cognitive ability, reading
and writing skills, and other technology
changes necessary in the work environment.

62
 3. The Learning Environment

• Learning involves a permanent change in

behavior. For employees to acquire
knowledge and skills in the training program
and apply the information in their job, the
training program needs to include specific
learning principles.

63
a. Employees need to know why they should
learn.

• – must understand why they have to attend

the training program
• – objective and purpose must be made clear
to the employees

64
 b. Employees need to use their own
experiences as bases for learning

• - training could be meaningful if it is linked to

their current job experiences and tasks.
• - the lessons should be presented on the level
of employees’ understanding.

65
c. Employees need to have the opportunity
to practice

• - The opportunity to practice the learning

should be provided in the program.
• - Practice makes perfect, as the saying goes.

66
 d. Employees need feedback
• - The employees need to know how they are
meeting the training objectives.
• - Feedback should focus on specific behavior
and should be immediately communicated to
the employee.

67
 e. Employees learn by observing and
interacting with others
• - Community of practice refers to a group of
employees who work together and learn from
each other and develop a common
understanding on how to get the work done.

68
f. Employees need training programs to
be properly coordinated and arranged.

• - Coordination is the most important aspect of

training administration.
• - It means coordinating activities before,
during and after the program.

69
 Analyzing Training Needs
• The immediate and specific needs of a company are
determining factors in the selection of the training courses
and materials.
• Standards as to the amount of training that should be
provided for each type of job may not be readily
established, as many other factors must be considered,
such as the liability and experience of the learner and the
complexity of the things to be learned.
• The personnel manager, with the cooperation of the line
supervisors, is in the best position to establish what and
how much training is needed.
70
The need for training is usually indicated in
the following instances:
• When required skill is not possessed by anyone in the
work force;
• When an employee’s performance is below standard, but
he has the potential to improve his productivity;
• When morale or production is low;
• When there is a fast turnover of personnel;
• When the rate of absenteeism or dissatisfaction mounts;
• When supervision is lax;
• When new technology is introduced.

71
 Training needs may be ascertained by
considering the following questions:
• Is there a problem to be solved?
• Where does it exist (which department)?
• Who needs the training?
• What is the training? (remedial or improvement required by
the situation)

• The subject matter is best determined by a survey of company

needs with the help of a questionnaire and job analysis, and by
examining various records pertaining to cost, labor turnover,
absenteeism and other relevant factors in the particular
organization. The cooperation of line supervisors in
determining needs and priorities will be necessary.
72
 4. Training Transfer
• practical application of what was learned in
the program.
• Immediate supervisors’ and peer’s support,
opportunity to practice what was learned, the
technology in the work area and self-
management skills influence the climate of
transfer. The environment is the laboratory
for the transfer of learning.

73
 5. Selecting the Training Methods
• Use of Technology
• - New technology allows trainees to see, feel,
and hear how equipment and other persons
respond to their behavior.
• - Multi-media - less costly

74
 a. Presentation Method
• Passive receipt of information – includes
traditional instruction, distance learning, and
audio-visual techniques
• - ideal for presenting new facts, information,
different philosophies, and alternative
solutions or processes.

75
 b. Hands-on Training
• - require on-the-job training, simulation,
business games, case studies, behavior
modeling, interactive videos, and web-based
training

76
 c. Group Building Method
• Helps trainees share ideas and experiences,
build group or team identity, understand the
dynamics of interpersonal relationships, and
get to know their own strengths and
weaknesses and those of their co-workers.

77
 6. Evaluating the Training Program
• Evaluation of training compares the post-training
results to the objectives expected by the
management, trainers, and the trainees.
• Training is both time-consuming and costly and
therefore evaluation must be done.
• Training assessment will measure the benefits derived
from the activity.
• What the employees learn is directly related to what
they earn; hence, evaluation of training is put into
practice.
78
• One way to evaluate training is to examine the
costs associated with the training and the
benefits received through cost-benefit
analysis.
• The best way is to measure the value of the
output and after the training. Any increase
represents the benefits resulting from
training.

79
 a. Learning
• Represents the level of how well the trainees
have learned facts, ideas, concepts, theories,
and attitudes.
• Tests on training materials are commonly used
for evaluating learning and can be given
before and after training to compare results.

80
 b. behavior
• There must be a change in the work attitude
and behavior of the trainee after the training.
• Observable behavior must be measured in
terms of work improvement, increased work
output, and work effectiveness

81
 c. Results
• Employers evaluate results by measuring the
effects of training on the achievement of
organizational objectives. Because results
such as productivity, turnover, quality, time,
sales volume, and cost are relatively concrete,
comparing records before and after the
training can do the evaluation.

82
 Criteria for Evaluation of Training
• Five steps to a meaningful evaluation (suggested by
John M. Kelly)

• 1. Determine what to measure.

– Decide before you begin the training what you want to
change.
– The number of customer complaints?
– The rate of scrap?
– The number of employee grievances?
– The number of quality defects?
83
• 2. Establish a baseline.
– Make sure you know the level of performance
before training begins.
– This allows you to make a legitimate comparison
to determine training effect.

84
• 3. Isolate variables
– One variable is the Hawthorn Effect, named after a
General Electric plant that was studies in a
landmark performance experiment several years
ago.
– The effect: Employees improved their
performance simply because of the attention of
the research study – not because of any changes
in their working conditions.

85
4. Measure Attitudes

• This goes back to the problem of measuring

initial reaction, but it is valuable in the overall
evaluation.
• Did the trainees like the training?
• Did they think it was valuable?
• Often, they can provide valuable feedback and
suggestions for improving training techniques.

86
 5. Measure Performance
• Go back to your base line and see what the
results of the training are in terms of the
criteria you have established.
• Track performance over a long period of time
so you can be sure the improvement is
established.

87
 HUMAN RESOURCES DEVELOPMENT
• Development
– refers to formal education, job experiences, relationships, and
assessments of personality and abilities that employees prepare for
the future.
– Growing capabilities that go beyond those required by the current
job.
– Represents the employee’s ability to handle a variety of assignments.
– Helps the employee prepare them for other positions and increase
their ability to move into other jobs that may be available in the
future.
– Prepares also the employee for changes in current jobs due to
changes in technology, work design, and customers or new products,
or new type of market.

88
Planning and Choosing a Development Approach

• While training considers analysis an important component

of any training program, development needs analysis
because it is necessary to identify strengths and
weaknesses of those that will be given these
organizational interventions.

• Assessment involves collecting information and providing

feedback on employees’ behavior, communication style,
or skills, or leadership potentials as preparation for formal
induction to the development program.

89
 The following processes are used in the
assessment:
• a. Assessment Centers
• - employees are sent to assessment centers to take
examinations covering personality tests,
communication skills, personal inventory
assessments, benchmarking, and other
examinations.
• - the center is manned by a group of teams that
assesses the individual potential for leadership and
other capabilities or qualities that may be used by
the organization in its future operations.
90
• b. Psychological Testing
• - pencil and paper tests have been used for
years to determine employees’ development
potentials and needs.
• - intelligence tests, verbal and mathematical
reasoning tests can furnish useful information
about factors of motivation, reasoning, abilities,
leadership styles, interpersonal response traits,
and job preferences.
91
• c. Performance Appraisal
• - performance appraisal that measures the
employees’ potential when done properly could
be a good source of development information.
• - observable and measurable output, attitude and
behavior, data on productivity, employee relations,
job knowledge, and leadership behavior are
important sources of employee information. This
are usually available in the personnel file.

92
 Succession Planning
• - Planning in advance for the orderly succession and
development needs of the successor is important to
avoid a host of potential problems.
• - Replacement charts can be a part of the
development planning process by specifying the
nature of development each employee needs to be
prepared for the identified position.
• - Its purpose is to ensure that the right individuals are
available at the right time and that they have sufficient
experience to handle the target jobs.
93
Human Resource Development Approaches

• In-House or on Company Site

• - The planned activities that could be developed
within the company or while the employee is at
work are those activities that will enhance the
employees’ potential to assume other jobs that
the company needs in its operation.
• - It is imperative that managers and supervisors
plan and coordinate development efforts so that
the desired developments actually occur.
94
The following are the In-House Approaches

• 1. Management Coaching
• - The immediate supervisor coaches the
subordinate employee in performing certain
functions that are necessary for his
advancements.
• - It combines observation and suggestions.
• - This is best when it involves good
relationships.

95
• 2. Committee Assignments
• - Assigning promising employees to important
committees can give the employees a
broadening exercise and can help them to
understand the personalities, issues, and
processes governing the organization.

96
• 3. Job Rotation
• - This is the process of shifting employees
from one job to another.
• - A substantial managerial time is needed
when trainees change positions.
• - The trainees must be acquainted with
different people and techniques in each new
unit.

97
• 5. Job Enlargement
• - refers to adding challenges or new
responsibilities to the employee’s current jobs.
• - This could include such activities as special
projects assignments, switching roles within a
work team or research activities.

98
• 6. Mentoring
• - Employees can also develop skills and
increase their knowledge about the company
and its operations by interacting with more
experienced organization members.
• - It helps new members bring together
successful senior employees with less
experienced members.

99
 Off-site or Outside Development
Interventions
• - This technique could be effective because
the individuals are given the opportunity to
get away from the job and concentrate solely
on what is to be learned.
• - These interventions are usually held outside
at the company’s expense and will serve as a
break from the office monotony.

100
 The following are some of the off-site
development programs:
• 1. Formal Education
• - The company sends the employee to formal
seminars, workshops and other training programs
offered by training consultants and agencies.
• - Some companies send their employees to take
advance studies in the graduate programs in exclusive
schools or take courses in foreign countries.
• - The condition is usually that an employee is tied to a
contract to serve the company for a number or years
for every year of outside training.
101
• 2. Team Building
• - These organizational interventions are usually
conducted away from work for about 2 to 4 days.
• – The employees are organized into teams and
solve common problems related to relationships.
• - The focus is on human relation issues and poor
team-work.

102
• 3. Case Studies
• - This is a classroom type of training technique
that provides a medium through the application
of management behavior concepts and analyses.
• - Cases are either through the use of multi-media
or case problems that are developed similar to
those existing in the work environment.
• Group case analysis and presentations are made
and discussions facilitate the learning experience.
103
• 4. Role Playing
• - It is a developmental technique requiring the
trainee to assume a role in a given situation
and act the behavior associated with it.
• - The facilitators provide the script and the
group evaluate the performance.
• The other participants provide comments and
suggestions after each performance.

104
• 5. Simulations
• - These are business games developed by
human resource experts that require the
participants to analyze a situation and decide
the best course of action based on the given
data.

105
 Case Study: The ABC Training Program
• The ABC Corporation has been engaged in the manufacture of electronic
components for automobiles for the last 5 years. The company employs 350
employees and about 30 supervisors and managers. The increase in technology
requires that employees be sent to training to cope with the increasing demand
for updated new products consistent with the demand of local and foreign
customers.
• The HR Manager suggested that 3 of the managers and 8 supervisors be sent to
the mother company in Japan for updates in technology on car electronics. The
VP for Finance and the Operations Manager opposed the recommendation on
the basis of cost cutting and lack of personnel to handle the operations while
they were away for 2 months. They suggested that technicians from the mother
company be invited instead to handle the training in the Philippines. The cost of
training by the mother company would double the cost of training as they are
paid higher allowances and salaries that will be charged to the local company.

• Discuss your course of action as HR Manager.

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 Assignment
• Prepare a training program for senior
employees who are about to retire in a year’s
time.

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