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SWOT ANALYSIS OF THE PRIORITY TRAINING PROGRAMS: ITS IMPLICATION TO

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 SWOT ANALYSIS OF THE PRIORITY TRAINING PROGRAMS: ITS IMPLICATION TO
POLICY FORMULATION

DR. RUEL F. ANCHETA

Gulf College, Muscat, Oman
ruel@gulfcollegeoman.com

Abstract

This study attempted to analyze the strengths, weaknesses, opportunities and threats of
the priority training programs of the National Statistics Office (NSO)-Manila and looked into its
implication to policy formulation. The study used a descriptive method of research using
structured questionnaires administered to 539 respondents from the statistical and the non-
statistical personnel who served as a respondents.

The objectives of this study was to identify the strengths, weaknesses, opportunities and
threats of the top priority training programs conducted by the NSO in terms of its: program
objectives, management, monitoring and evaluation, facilities, and budget. Result of this study
offered suggestions on how to improve the training programs of the organization and served as
basis in the formulation of the organization’s training policy.

Keywords: strengths, weaknesses, opportunities, and threats of the priority training programs.

1
Introduction

The National Statistics Office (NSO) as the primary statistical arm of the government
recognizes the value of the human resources. To the extent possible, the office strives to provide
appropriate opportunities for personal and professional growth of the staff.

The NSO explores all possible avenues of employees growth not limited to attendance
and participation in local in-house training programs but also in local and foreign training
conducted by other local agencies and foreign donor countries with the end in view of
promoting excellence in its product and services.

To realize the objectives of the office in providing personal and professional growth of its
staff, the NSO conducted the Knowledge, Attitudes and Skills Need Assessment (KAS- Needs
Assessment) in both central and field offices. Results of the KAS-Needs assessment became the
basis of the three-year priority training and development programs. These priority training
programs were implemented in 2003 to 2005.

Evaluating training programs is a management function by which it carries a systematic

means of assessing the extent by which training and development programs have been carried
out and program objectives have been attained. Since assessment in its strict sense covers the
linked but separate process of validation and evaluation, it is necessary to ask whether training
program designed and implemented have impact to the employees and helped them enhance their
efficiency and effectiveness.

It is in this context that the researcher wants to identify the strengths, weaknesses,

opportunities and threats of the priority training programs conducted by NSO and its implication

to policy formulation.

In many countries, governments use training to address problems like low skill levels
among the employed work force. However, as to whether public expenditures on training are
warranted, it depends on the underlying cause of the problem and on the opportunity cost of

2
public resources. Thus, World Bank (1995) argues that enterprise training is usually the most
cost-effective means of developing worker skills. One leading example is Japan where all big
Japanese firms have their own education and training colleges to train their employees.

Training is a noble and rewarding profession because it is dedicated to helping people

grow. By developing people’s skills, increasing the knowledge or positively influencing their
attitudes, trainers contribute to individual self- esteem and collective effectiveness of the
employees. In order to maintain the integrity of their profession - trainers need to high standards
of ethics and conduct. These standards have been developed as an easy-to-use checklist to
measure professionalism. They can be used as a performance appraisal aid, self evaluation tool
and checklist for each training program.

According to Raymon (2000), training program should be evaluated to identify the

program’s strengths and weaknesses. This includes determining if the program is meeting the
learning objectives, the quality of learning environment, and if transfer of training to the job
is occurring. This is also the way to assess whether the content, organization, and
administration of the program including the schedule, accommodations, trainer, and materials
contribute to learning and the use of training content on the job.

SWOT analysis is a catchy term for basic common sense. Its potential usefulness
depends on how accurate and intelligent the analysis is. Its actual usefulness depends on what is
done as a result of the analysis. Ultimately it derives from the investigation of a wide range of
factors that include, among other things, labour output, distribution, sales, the size of the market,
and so on.

A system approach to training and development points the need for many of the things
which make for successful training and development programs such as the following: relating
training to on-the job performance, careful specification of objectives, modifying training on the
basis of results, designing training to fit the people concerned. It shifts attention away from the
contents and methods of training courses, and focuses it on the objectives and achievements of
training processes.

3
 Training and development are programs, activities, and experiences which contribute to
the personal growth of the person and to an improvement on the activities to carry out principal
tasks. These encompass the inclusion of needed knowledge, skills, and proper attitudes and
habits. Knowledge refers to the thorough understanding of the organization, its objectives,
services and the job.

Andres further detailed the direction of a training program to the: 1)preparation of staff
for specific new job assignment, and 2)expanding working perspective, inter-functional
understanding and business outlook. Also, he spelled out the major bases for actual training
activities which must be: 1)well-defined goal and objectives to be achieved and 2)training needs
of staff identified for training and development. Total evaluation of training involves all levels.
There are five levels of training effects which are also the five levels of objective setting and
evaluation: reaction, learning, job behavior, organizational and ultimate value.

Cai (1998) in his study Situation Analysis and Training Needs Assessment of Natural
Resource Management Stakeholders in the Mekong Delta” revealed that a SWOT analysis was
performed a lot to help understand the impact of the interventions made by the university on
rural communities. He concluded that human resources were listed as the main constraint
and the mechanism of monitoring and evaluating activities was uncertain.

In 1997, Lipio studied the “Evaluation of the Training Programs of the Department of
Agrarian Reform (DAR) in Region IV and its Implication to the Educational, Social and
Economic Condition of Farmer Beneficiaries in Region IV”. He concluded that the impact of
training programs of the DAR in Region IV on the four major components has a short term
benefits for both the farmer beneficiaries and the DAR personnel. He even suggested that that for
the improvement of the training programs of the DAR, there should be provision of market tie-
ups for livelihood projects, training hand-outs, and involvement of DAR personnel field
personnel to training needs assessment. He also concluded that the assessed components of the
DAR training program that are informative and effective include attainment of program
objectives, program context, program resources, program design, program approaches but not on
evaluation of activities and monitoring activities.

4
 It is in this context that the researcher wanted to identify the strengths, weaknesses,
opportunities and threats of the priority training programs conducted by NSO and its implication
to policy formulation.

Statement of the Problem

This study attempted to analyze the strengths, weaknesses, opportunities and threats of
the priority training programs of the National Statistics Office (NSO)-Manila and looked into its
implication to policy formulation.

Specifically, the study answered the following questions:

1. What are the strengths, weaknesses, opportunities and threats of the priority training programs
of NSO in terms of the following:
1.1 Program Objectives
1.2 Program Management
1.3 Program Monitoring and Evaluation
1.4 Program Facilities and Materials
1.5 Program Budgetary Resources

Objective of the Study

The study aimed to identify the strengths, weaknesses, opportunities and threats of the
top priority training programs conducted by the NSO in terms of its: program objectives,
management, monitoring and evaluation, facilities, and budget as basis in the formulation of the
organization’s training policy.

Scope and Limitation

This study focused on the strengths, weaknesses, opportunities, and threats (SWOT) of
the NSO’s in-house training and development programs conducted and implemented in the years

5
2003 to 2005 its attainment of program objectives, program management, program monitoring
and evaluation, program facilities and materials, and program budgetary resources.

Theoretical Framework

This study is based on the theory Killian that training, development and scholarship
programs as a form of human resource development is highly essential for every organization
since the quality of its personnel is a firm’s greatest asset. Hence, an organization’s human
resources deserve only the best programs and benefits. This will prove to be mutually
beneficial to all parties concerned in terms of additional knowledge and skills on the part of
the employees and more inputs/production for the office.

This study is also anchored on Donald Kirkpatrick training evaluation model. According to
Kirkpatrick, the four levels of evaluation models essentially measure: a) reaction of
participants- what they felt and thought about training; b) learning – the resulting increase in
knowledge of capability; c) behavior- extent of behavior and capability improvement and
implementation/application; and d) result- the effects on the environment resulting from the
trainees’ performance.

Conceptual Framework

In the light of the theories mentioned, the researcher motivated to develop a system
approach- INPUT-PROCESS-OUTPUT model that guided him in the development of this study.
Figure 1 shows the research paradigm in the conduct of this study is shown on the next.

6
 INPUT PROCESS OUTPUT

 SWOT  Proposed
 Priority Analysis of Training
Training the Policy
Programs training
programs
conducted by conducted
NSO for
Calendar - Internal Factors
Years 2003 Strengths
to 2005
Weaknesses
- External
Factors
Opportunities
Threats
as assessed by
the two groups
of respondents

FEEDBACK

Figure1

Research Paradigm in the Conduct of the Study

Research Method Used

The descriptive method of research using the normative survey analysis was used in this
study to assess the strengths, weaknesses, opportunities, and threats of the in- house training and
development programs conducted by the NSO. Documentary analysis was also used to gather

7
data available in the office. The gathered data was subject to statistical treatment as it was
necessary to draw information needed to answer the specific questions of the study.

Respondents of the Study

The respondents of this study were NSO employees who attended in- house training and
development programs in CY 2003- 2005. They were composed of two groups: 1) Statistical
Personnel, those whose positions are Statistician V and below; and 2) Non- statistical Personnel,
those whose positions are either IT’s, HR’s, AO’s, Registration Officers, Information Officers,
and Clerks.

Population and Sampling Frame

The purposive sampling technique was used in this study. Since the purpose of the study
is to assess the implementation of the in-house training programs at NSO, the sampling
procedure used was limited by the purpose of the study.
Of the 1,078 total employees who attended the in-house training programs, 50 percent
(539) were considered respondents. They were selected using the simple random sampling.

Research Instrument

A questionnaire- checklist as a tool for gathering data was used. This questionnaire was

very useful in gathering information and responses to specific questions in this investigation. The

questionnaire used consisted of three parts:

Part I - asked for a demographic profile of the respondents.

Part II – dealt with questions pertaining to the assessment of the respondents on the

extent of implementation of the training programs they had attended.

8
 Part III- asked for the impact of the training programs on the trainee and the problems

encountered in the implementation of the in-house training and development programs.

Data Gathering Procedures

Upon receiving the go- signal from the authorities to conduct the study, the researcher
sent a letter request to the Office of the Administrator of NSO to administer a survey
questionnaire. Another communication was sent to the chief of the Human Resource
Management Division asking permission to generate list of employees who attended the in-house
training programs for CY 2003- 2005. The information given to the researcher became the basis
for determining the sample of the study.
To facilitate the distribution and retrieval of questionnaires, the researcher asked the help
and assistance of his friends in different departments of NSO. After the questionnaires have
been retrieved, the data then were tallied and subjected to statistical analysis.

Statistical Treatment

The following statistical tools were used for the interpretation of results according to sub-

problems:

1. Frequency. It is the actual number of response to a specific question/item category in

the survey instrument.

1. Percentage. This is a descriptive measurement used to show the relationship among

magnitudes in the distribution of responses. The formula is:

% = f
X 100
N
Where: f = frequency

9
 N = Total no. of respondents

3. Weighted Mean. This was used to get the average frequency of responses in each

weighted item.

Formula:

( f5 X 5 )  ( f 4 X 4 )  ( f3 X 3 )  ( f 2 X 2 )  ( f1 X 1 )
WM 
N

Sets of criteria were formulated for the interpretation of the results of the data gathered in

the evaluation on the acceptability of the training program. The liker Scale was used to evaluate

results. The following equivalence was given:

3.a Assessment on the strengths, weaknesses, opportunities, and threats of the in-house

training program.

Option Equivalent Verbal Symbol

Points Interpretation

5 4.50- 5.00 Strongly Agree SA

4 3.50- 4.99 Agree A
3 2.50- 3.49 Doubtful D
2 1.50- 2.49 Disagree DA
1 1.0- 1.49 Strongly Disagree SD

10
Results and Data Analysis
From the analysis of the data, the findings were as follows:

1. The following are the SWOT of the Training Programs as to program objective,

program management, program evaluation and monitoring, program facilities and materials, and

program resources.

Table 1

Assessment of the Respondents in the Strengths on the Implementation of the

Training Programs as to Program Objectives

Statistical Non- statistical Both

CRITERIA (158) (381) (539)
WM VI WM VI WM VI

1. The goals/objectives of the program 4.23 A 4.41 A 4.32 A

responds to the gap in KSA* of the
participants.
2. Specific objectives of the course . 4.61 SA 4.31 A 4.46 A
describe what the learner is expected
to know.
3. Objectives of the specific subject 3.74 A 4.19 A 3.97 A
areas included the development
of personality, sense of leadership,
managerial skill, physical attributes
and moral values.
4. Topics are relevant and activities 4.47 A 4.23 A 4.35 A
address the objectives specified in
the course
OVERALL MEAN 4.26 A 4.29 A 4.28 A

The data in table 1 revealed that both respondents agreed that the goals/objectives of the
program responded to the gap in KSA of the participants (wm=4.32); specific objectives of the
course describe what the learner is expected to know (wm= 4.46); objectives of the specific
subject areas included the development of personality, sense of leadership, managerial skill,
physical attributes, and moral values (wm= 3.97); topics are relevant and activities addressed the
objectives specified in the course (wm= 4.35). As a whole, both respondents agreed on this
variable with an overall mean score of 4.28.

11
 Table 2

Assessment of the Respondents in the Strengths on the Implementation of the

Training Programs as to Program Management

CRITERIA Statistical Non- statistical Both

(158) (381) (539)
WM VI WM VI WM VI

1. Organization of the program is

logistically prepared. 4.29 A 4.33 A 4.33 A
2. Duration of the program is enough. 4.16 A 4.11 A 4.14 A
3. Program methodologies are
effective. 4.31 A 3.80 A 4.06 A
4. Trainees/lecturers are competent
in their assigned topics. 4.39 A 4.36 A 4.38 A
5. Time allotment is strictly observed. 3.74 A 3.51 A 2.63 A

OVERALL MEAN 4.18 A 4.02 A 4.10 A

The data on table 2 reveals that on the given criteria, both respondents agreed that the
organization of the program is logistically prepared (wm= 4.31); duration of the program is
enough (wm= 4.14); program methodologies are effective (wm=4.06); trainers/lecturers are
competent in their assigned topics (wm= 4.38); and time allotment is strictly observed (wm=
3.63).

12
 Table 3

Assessment of the Respondents in the Strengths on the Implementation of the

Training Programs as to Evaluation and Monitoring

CRITERIA Statistical Non-statistical Both

'(158) '(381) '(539)
WM VI WM VI WM VI

1. Participants are informed of their

performance and progress. 3.65 A 3.74 A 3.70 A
2. Participants know/understand how
they are rated, 3.62 A 3.85 A 3.74 A
3. Excellent performance is given
due recognition. 3.71 A 4.43 A 4.07 A
4. The evaluation result is used for
further improvement of the training
conducted. 3.96 A 4.07 A 4.02 A
5. Follow up interview after training is
done. 3.75 A 4.01 A 3.88 A

OVERALL MEAN 3.74 A 4.02 A 3.88 A

The data reveal that the respondents are both agreed on the evaluation and monitoring

criteria of the strengths on the implementation of the training programs with overall mean of

3.88. Criteria of this aspect include: evaluation and monitoring items are participants are

informed of their performance and progress (wm= 3.70); participants know/understand how they

are rated (wm= 4.07); the evaluation result is used for further improvement of the training

conducted (wm= 4.02); and follow-up interview after training is done (wm= 3.88).

13
 Table 4

Assessment of the Respondents in the Strengths on the Implementation of the

Training Programs as to Facilities and Materials

Non-
CRITERIA Statistical statistical Both
(158) '(381) (539)
WM VI WM VI WM VI
1. Training room is well ventilated and
conducive for learning. 4.28 A 4.25 A 4.27 A
3. Training room is equipped with
instructional media like: computer
OHP, and in-focus 4.51 SA 4.19 A 4.35 A
4. Training room has space for
accommodating socials and
closing ceremony 4.41 A 4.32 A 4.37 A
5. Relevant materials/handouts are
provided. 4.46 A 3.84 A 4.15 A

OVERALL MEAN 4.41 A 4.17 A 4.29 A

Table 4 shows that both respondents agreed that the strengths on the implementation of

the training programs as to facilities and materials has a high level of acceptability with regard to

organization as indicated by the overall mean scores of 4.29. Specifically, both respondents

agreed of the following criteria: training room is well ventilated and conducive for learning

(wm= 4.27); classrooms are well ventilated and in good order (wm= 4.31); training room is

equipped with instructional media like: computer, OHP, and in- focus (wm= 4.35); training

room has space for accommodating socials and closing ceremony (wm= 4.37); and relevant

materials/handouts are provided (WM= 4.15).

14
 Table 5

Assessment of the Respondents in the Strengths on the Implementation of the

Training Programs as to Program Resources

CRITERIA Statistical Non- statistical Both

(158) (381) (539)
WM VI WM VI WM VI

1. Snacks and lunch are provided. 4.30 A 4.22 A 4.26 A

2. Facilitators, and janitorial support
are provided during the training. 4.37 A 4.22 A 4.30 A
3. Opening and closing ceremonies
are given. 4.34 A 4.21 A 4.28 A
4. Hired and invited lecturers are
provided. 3.50 A 3.79 A 3.65 A

OVERALL MEAN 4.13 A 4.11 A 4.12 A

The data on table 5 reveal that on the given four (4) criteria, both respondents agreed that

the strengths on the implementation of the training programs as to program resources are highly

acceptable with overall mean scores of 4.12. Specifically, snacks and lunch are provided during

the training (wm= 4.30); opening and closing ceremonies are given (wm= 4.28) and hired and

invited lecturers are provided (wm= 3.65). Both respondents agreed on the above-mentioned

criteria as shown by the mean scores of 4.13 and 4.11 for statistical and non-statistical,

respectively, and the overall mean scores of 4.12.

15
 Table 6

Summary of Assessment Between the Statistical and the Non-statistical on the

Strengths on the Implementation of the Training Programs

Statistical Non-statistical Both

Items (158) (381) (539)
WM VI WM VI WM VI

Program Objectives 4.26 A 4.29 A 4.28 A

Program Management 4.18 A 4.02 A 4.1 A
Program Evaluation 3.74 A 4.02 A 3.88 A
Facilities and Materials 4.41 A 4.17 A 4.29 A
Program Resources 4.13 A 4.11 A 4.12 A
OVERALL MEAN 4.14 A 4.12 A 4.13 A

It can be gleaned from the table that both respondents agreed that the training programs

conducted by the NSO had met the following as to its program objectives, program management,

program evaluation, facilities and materials, and program resources with a an overall mean score

of 4. 13.

16
 Table 7

Assessment of the Respondents in the Weaknesses on the Implementation of the

Training Programs as to Program Objectives

CRITERIA Statistical Non Statistical Both

WM VI WM VI WM VI
1. Absence of SMART
objectives 2.31 DA 2.27 DA 2.29 DA
2. Inaccurate identification of
training content 2.36 DA 2.31 DA 2.34 DA
3. Unorganized topics and
activities that participants
cannot relate the
process/activities related to
their work assignment. 2.85 DA 2.44 DA 2.65 DA
4. Poor quality and irrelevant
program 2.23 DA 2.34 DA 2.29 DA

OVERALL MEAN 2.44 DA 2.34 DA 2.39 DA

The data in table 7 revealed that the respondents disagreed that the absence of SMART

objectives (WM= 2.29); inaccurate identification of training content (WM= 2.34); and poor

quality and irrelevant program (WM= 2.29). On the other hand, unorganized topics and activities

that participants cannot relate the process/activities related to their actual work 2.85 for

statistical rated as doubtful and 2.44 for non- statistical rated as disagree. Both rated it as

doubtful with a mean score of 2.65. As a whole, both respondents disagreed on these variables

with an overall mean score of 2.39. This indicates that the weaknesses on the implementation of

the training programs as to program objectives is disagree to both respondents.

17
 Table 8

Assessment of the Respondents in the Weaknesses on the Implementation of the

Training Programs as to Program Management

Statistical Non- Both

(158) statistical (539
CRITERIA (381)
WM VI WM VI WM VI

1. Inaccurate diagnostic/assessment
of training needs of the 2.57 D 2.59 D 2.58 D
employees.
2. Time allotment in each for the
program is insufficient 3.09 D 1.70 DA 2.40 DA
3. Program methodology are
ineffective. 1.75 DA 2.00 DA 1.88 DA
4. Insufficient expertise of the
trainer to handle the delivery of
the course. 1.75 DA 1.81 DA 1.78 DA

OVERALL MEAN 2.29 DA 2.03 DA 2.16 DA

The table reveals that on the given criteria, both respondents disagreed that the program

methodology are ineffective (WM= 1.88); insufficient expertise of the trainer to handle the

delivery of the course (WM= 2.16); and the allotment in each of the program is insufficient

(WM= 2.40). On the other hand, inaccurate diagnostic/assessment of the training needs of the

employees (WM= 2.58 rated as doubtful. As a whole, both groups of respondents are disagreed

to the criteria set on this aspect with an overall mean score of 2.16.

18
 Table 9

Assessment of the Respondents in the Weaknesses on the Implementation of the

Training Programs as to Program Evaluation and Monitoring

Statistical Non- Both

(158) statistical (539
CRITERIA (381)
WM VI WM VI WM VI

1. Participants are not

informed of their 3.13 D 3.17 D 3.15 D
performance and
progress.
2. Participants do not
know how they are 3.65 A 3.95 A 3.8 A
rated.
3. Excellent performance is
not given due 2.77 D 2.74 D 2.76 D
recognition.
4. No follow-up/impact
evaluation is done after 6
months of attending 3.92 A 3.55 A 3.74 A
training.

OVERALL MEAN 3.37 D 3.35 A 3.36 D

The data reveal that the respondents are both agreed on two (2) criteria including:
participants do not know how they are rated (WM= 3.8) and no follow-up/impact evaluation is
done after six (6) months of attending training )WM = 3.74). On the other hand, two (2) other
criteria are rated as doubtful including: participants are not informed of their performance and
progress (WM= 3.25); and excellent performance is not given due recognition (WM = 2.76). On
the whole, both groups of respondents are doubtful to the criteria set on this aspect.

19
 Table 10

Assessment of the Respondents in the Weaknesses on the Implementation of the

Training Programs as to Facilities and Materials

Statistical Non- Both

(158) statistical (539
CRITERIA (381)
WM VI WM VI WM VI

1. Training room is not conducive

for learning. 1.66 DD 1.71 DA 1.69 DA

2. Classrooms are not well

ventilated. 1.72 DA 1.66 DA 1.69 DA
3. Lack of instructional media.
3.05 DA 1.82 DA 2.44 DA

OVERALL MEAN 2.14 DA 1.73 DA 1.94 DA

Table 10 reflects the respondent’s assessment in the weaknesses on the implementation

of the training programs as to facilities and materials. A deeper analysis of the table manifests

that both respondents disagreed that the training room is not conducive for learning (WM =

1.69); classrooms are not well ventilated (WM= 1.69); and lack of instructional media (WM=

2.44). On the whole, both groups of respondents are disagreed to the criteria set for this aspect

with an overall mean score of 1.94.

20
 Table 11

Assessment of the Respondents in the Weaknesses on the Implementation of the

Training Programs as to Program Resources

Statistical Non-statistical Both

(158) (381) (539
CRITERIA WM VI WM VI WM VI

1. Insufficient budget for

training cost. 3.17 D 3.01 D 3.09 D
2. Inability to invite/hire outside
resource speakers. 3.06 D 3.24 D 3.16 D

OVERALL MEAN 3.12 D 3.13 D 3.13 D

The data reveal that on the given two (2) criteria, both respondents are doubtful that there

is insufficient budget for training cost (WM= 3.09); and inability to hire/invite outside resource

speakers (WM= 3.16). On the whole, both respondents are doubtful on the criteria as shown by

the mean scores of 3.12 and 3.13 for statistical and non-statistical.

21
 Table 12

Summary of Assessment Between the Statistical and Non- statistical on the

Weaknesses on the Implementation of the Training Programs

Statistical Non statistical Both

(158) (381) (539
CRITERIA WM VI WM VI WM VI

1.Program Objectives
2.44 DA 2.34 DA 2.39 DA

2. Program Management 2.29 DA 2.03 DA 2.16 DA

3. Program Evaluation
and Monitoring 3.37 D 3.35 D 3.36 D

4. Program Facilities 2.14 DA 1.73 DA 1.94 DA

and Materials

5. Program Resources 3.12 D 3.13 D 3.13 D

OVERALL MEAN 2.67 D 2.52 D 2.60 D

The program objectives, program management, and program facilities were rated

disagree by both statistical and the non- statistical respondents. However, program evaluation

and monitoring and program resources were rated doubtful by both respondents.

22
 Table 13

Assessment of the Respondents in the Opportunities in Implementing Training

Programs as to Program Objectives

Statistical Non-statistical Both

Criteria (158) (381) (539)
WM VI WM VI WM VI
1. Accurate diagnosis of the training 4.02 A 4.26 A 4.14 A
needs of the participants.
2. Accurate identification of training
content 4.08 A 4.37 A 4.23 A
3. Appropriate sequencing of training
content 4.35 A 4.28 A 4.32 A
4. Giving of authentic activities related
related to actual work situation 4.25 A 4.22 A 4.24 A

OVERALL MEAN 4.18 A 4.28 A 4.23 A

The data in table 13 revealed that both respondents agreed on all aspects that can be seen
from the overall mean score3s of 4.23. Accurate diagnosis of the training needs of the
participants (wm= 4.23); appropriate sequencing of training content (wm= 4.32); and giving of
authentic activities related to actual work situation (wm= 4.24). As a whole both respondents
agreed on these variables with an overall mean score of 4.23). This means that the opportunities
in implementing training programs as to program objectives is agree to both respondents.

23
 Table 14

Assessment of the Respondents in the Opportunities in Implementing Training

Programs as to Program Management

Statistical Non statistical Both

Criteria (158) (381) (539)
WM VI WM VI WM VI
1. Training preparation of at least
two weeks before the scheduled
date of conduct. 3.80 A 4.23 A 4.02 A
2. Minimum training days of at least
five days 4.02 A 4.23 A 4.13 A
3. Use of the state-of-the art
technology. 4.41 A 4.51 SA 4.46 A
4. Utilization of outside/invited
resource speakers. 3.7 A 4.76 SA 4.23 A
5. Sufficient time allotment of at least
3 hours per module 4.24 A 4.82 SA 4.53 SA

OVERALL MEAN 4.03 A 4.51 SA 4.27 A

Table 14 reveals that on statistical respondents, all criteria are rated as agree. Training
preparation of at least two weeks before the scheduled date of conduct (wm= 4.02); use of the
state-of-the art technology (wm= 4.41); utilization of outside/invited resource speakers (wm=
3.70); and sufficient time allotment of at least three (3) hours per module (wm= 4.24).

On the other hand, non-statistical agreed that training preparation of at least two weeks
before the scheduled date of conduct (wm= 4.02); and minimum training days of at least five (5)
days (wm= 4.13); strongly agree on the use of the state of the art technology (wm= 4.51);
utilization of outside/invited resource speakers (wm= 4.76); and sufficient time allotment of at
least three (3) hours per module (wm= 4.51). On the whole, the statistical respondents agreed
with a mean of 4.03 while the non- statistical strongly agree with a mean of 4.51. The overall
mean score is 4.27 which is rated as agree.

24
 Table 15

Assessment of the Respondents in the Opportunities in Implementing Training

Programs as to Program Evaluation and Monitoring

Statistical Non statistical Both

Criteria (158) (381) (539)
WM VI WM VI WM VI
1. Follow-up interview of the trainees
after 6 months of training 4.23 A 4.28 A 4.26 A
2. Gathering of Feedbacks from the
Chief of the trainees to monitor
Progress 3.65 A 4.31 A 3.98 A
OVERALL MEAN 3.94 A 4.30 A 4.12 A

The data revealed that both respondents agreed on all aspects. This can be seen from the
overall mean scores of 4.12. Follow-up interview of trainees after 6 months of training (WM=
4.26); gathering of feedbacks from the chief of the trainees to monitor progress (wm= 3.98). As a
whole, both respondents agreed on these variables with an overall mean score of 4.12. This
means that the opportunities in implementing training programs as to program evaluation and
monitoring is agree to both respondents.

25
 Table 16

Assessment of the Respondents in the

Opportunities in Implementing Training
Programs as to Program Facilities and
Materials

Statistical Non statistical Both

Criteria (158) (381) (539)

WM VI WM VI WM VI
1. Expansion of the training venue
to become more conducive for
learning. 3.51 A 3.66 A 3.59 A
2. Use of instructional media to
facilitate discussion. 3.94 A 3.77 A 3.86 A
3. Creation of NSO training room
accommodation for field pax. 3.20 D 3.82 A 3.51 A
4. Preparation of
materials/handouts in CDs
4.51 SA 4.22 A 4.37 A

OVERALL MEAN 3.79 A 3.87 A 3.83 A

The table revealed that the statistical respondents agree that expansion of the training
venue to become more conducive for learning (WM= 3.51); and use of instructional media to
facilitate discussion (WM= 3.94); doubtful on the creation of NSO training accommodation for
field participants (WM= 3.20); strongly agree on preparation of materials/handouts in CD’s.

On the other hand, all criteria on non-statistical are rated agree. Expansion of the training
venue to become more conducive for learning (WM= 3.66); use of instructional media to
facilitate discussion (WM= 3.77); creation of NSO training accommodation for field participants
(WM= 3.82); and preparation of materials/handouts on CD’s (WM= 4.22). As a whole, both
respondents agreed on these variables with an overall mean score of 3.83. This means that the
opportunities in implementing training programs as to program facilities

26
 Table 17

Assessment of the Respondents in the

Opportunities in Implementing Training
Programs as to Program Resources

Statistical Non-statistical Both

Criteria (158) (381) (539)
WM VI WM VI WM VI
1. Provision of lunch and
snacks if possible 3.49 D 4.41 A 3.95 A
2. Additional budget cost for
training and development 4.28 A 4.11 A 4.20 A

OVERALL MEAN 3.89 A 4.26 A 4.08 A

Table 26 shows the assessment of the respondents in the opportunities in implementing

training programs as to program resources. The table revealed that on statistical, its doubtful on
the provision of lunch and snacks if possible (WM= 3.49); agree on additional budget cost for
training and development (WM= 4.28). On the other hand, all criteria on non-statistical are rated
agree. Provision of lunch and snacks if possible (WM= 4.41); and additional budget cost for
training and development (WM= 4.11). As a whole, both respondents agreed on these variables
with an overall mean score of 4.08. This means that the opportunities in implementing training
programs as to program resources are agree to both respondents.

27
 Table 18

Summary of Assessment Between the Statistical

and Non- Statistical in the Opportunities in Implementing Training Programs

Statistical Non-statistical Both

Items (158) (381) (539)
WM VI WM VI WM VI
1. Program Objectives 4.18 A 4.28 A 4.23 A
2. Program Management 4.03 A 4.51 SA 4.27 A
3. Evaluation and Monitoring 3.94 A 4.3 A 4.12 A
4. Facilities and Materials 3.79 A 3.87 A 3.83 A
5. Program Resources 3.89 A 4.26 A 4.08 A
OVERALL MEAN 3.97 A 4.24 A 4.11 A

Both respondents agreed that the opportunities in conducting training programs must be
in the program management criterion. The respondents pointed out the use of the state of the art
technology must be taken into consideration, utilization of outside resource speakers, and
sufficient time allotment for each topic of at least 3 hours per module.

28
 TABLE 19

Assessment of the Respondent on the Problems/Threats in the Implementation of the

Training Programs as the Program Objectives

STATISTICAL Non-statistical Both

CRITERIA (158) (381) (539
WM VI WM VI WM VI

1. Inability of training specialist

to design appropriate training 3.28 D 4.44 A 3.68 A
program
2. Disinterest of the trainees in
attending the training 4 A 4.28 A 4.14 A
3. Trainers attention is hampered
by their duties and 3.66 A 3.38 D 3.52 A
responsibilities
4. No support from the top
management 3.17 D 4.10 A 3.64 A

OVERALL MEAN 3.53 A 4.05 A 3.79 A

The table revealed that on statistical its doubtful on inability of training specialist to
design appropriate training program (WM = 3.28); and no support from the top management
(WM = 3.17); Agree on disinterest of the trainees in attending the training (WM = 4); and
trainers attention is hampered by their duties and responsibilities (WM = 3.66). On the other
hand, 3 out of 4 criteria on non- statistical are rated agree. Inability of training specialist to
design appropriate training program (WM = 4.44); disinterest of the trainees in attending the
training (WM = 4.28); no support from the top management (WM = 4.10); and doubtful in
trainers attention is, hampered by their duties and responsibilities (WM = 3.38).

29
 TABLE 20

Assessment of the Respondent on the Problems/Threats in the Implementation of the

Training Programs as to Program Management

STATISTICA Non-statistical
L (381) Both
CRITERIA (158) (539
WM VI WM VI WM VI

1. Approval of training design 3.32 D 4 A 3.66 A

closed to scheduled date

2. Training days are 3.21 D 4.07 A 3.64 A

compressed to at one to
three days

3. Unavailability of audio- 3.20 D 4.28 A 3.74 A

visual aid like: OHP and in-
focus

4. Unavailability of competent 3.32 D 3.56 A 3.44 A

in – house lecturers/speakers

OVERALL MEAN 3.26 D 3.98 A 3.62 A

The table revealed that on statistical all criteria are rated as doubtful. Approval of
training design closed to the scheduled date (WM = 3.32); training days are compressed to one to
three days (WM = 3.21); unavailability of audio visual and like: OPH and in focus (WM = 3.20)
and unavailability of competent in – house lecturers/speakers. On the other hand, all criteria on
non – statistical are rated agree approval of training design closed to the scheduled date (WM =
4); training days are compressed to at one to three days (WM = 4.07); unavailability of audio –
visual and like: OPH and in focus (WM = 4.28); and unavailability of competent in – house
lecturers / speakers (WM = 3.44). As a whole, both respondents agreed on these variable with an
overall mean score of 3.62. This means that the training programs as to program management is
agreed to both respondents.

30
 TABLE 21

Assessment of the Respondent on the Problems/Threats in the Implementation of the

Training Programs as to Program Evaluation and Monitoring

STATISTICAL NON Both

(158) STATISTICAL (539
CRITERIA (381)
WM VI WM VI WM VI

1. Difficulties in following 3.63 A 4.28 A 3.96 A

up interview from the
trainees after training

2. Chiefs of the trainees are 4.31 A 2.94 D 3.63 A

not cooperative in giving
feedbacks with regards to
the training attended by
their staff

OVERALL MEAN 3.97 A 3.61 A 3.79 A

The data revealed that all the criteria on statistical are rated agree. Difficulties in
following up interview from the trainees after training (WM = 3.63); and chiefs of the trainees
are not cooperative in giving feedbacks with regards to the training attended by their staff (WM
= 4.31). On the other hand, the non – statistical agreed on difficulties in following up interview
from the trainees after training (WM = 4.28); and doubtful on chiefs of the trainees are not
cooperative in giving feedbacks with regards to the training attended by their staff (WM = 2.94).
As a whole, both respondents agreed on these variables with an overall mean score of 3.79. This
indicate that the problems / threats in the implantation of the training programs as to program
evaluation and monitoring is agreed to both respondents.

31
 TABLE 22

Assessment of the Respondent on the Problems/Threats in the Implementation of the

Training Programs as to Program Facilities and Materials

Non-statistical
Statistical (381) Both
CRITERIA (158) (539

WM VI WM VI W VI
M

1. Unexpected brown – 3.35 D 4.27 A 3.81 A

outs

2. Unavailability reserved 4.23 A 4.11 A 4.17 A

in – focus when
malfunctioning of the
unit used occurs

3. Materials/handouts in 3.37 D 3.42 D 3.40 D

CD’s cannot be opened

OVERALL MEAN 3.65 A 3.93 A 3.79 A

The data revealed that the statistical respondents are doubtful on the unexpected brown –
outs (WM = 3.35); and materials / handouts in CD’s cannot be opened (WM = 3.37); agree on
the unavailability of reserved in – focus when malfunctioning of the unit used occurs (WM =
4.23). On the other hand, on non – statistical, the respondents agreed in all the criteria
unexpected brown – outs (WM = 4.27); unavailability of reserved in – focus when
malfunctioning of the unit used occurs (WM = 4.11); doubtful and materials / handouts in CD’s
cannot be opened (WM = 3.42). On the whole both groups of respondents agreed to the criteria
for these aspects with an overall mean of 3.79.

32
 TABLE 22

Assessment of the Respondent on the Problems/Threats in the Implementation of the

Training Programs as to Program Resources

Non-statistical
STATISTICAL (381) Both
CRITERIA (158) (539
WM VI WM VI WM VI

1. Budget constraints 3.46 D 3.60 A 3.53 A

OVERALL MEAN 3.46 D 3.60 A 3.53 A

The data showed that statistical respondents are doubtful on the budget constraints (WM

= 3.46) while the non statistical respondents are agreed with 3.60 weighted mean.

TABLE 23

Summary of Assessment Between the Statistical and Non – Statistical on the Problems /
Threats in the Implementation of the Training Programs

Statistical Non-statistical
(158) (381) Both
ITEMS (539
WM VI WM VI WM VI

Program Objectives 3.53 A 4.05 A 3.79 A

Program Management 3.26 D 3.98 A 3.62 A

Evaluation and Monitoring 3.97 A 3.61 A 3.79 A

Facilities and Materials 3.65 A 3.93 A 3.79 A

Program Resources 3.46 D 3.60 A 3.53 A

OVERALL MEAN 3.57 A 3.83 A 3.7 A

33
 Table 23 showed that program objectives, program management, evaluation and
monitoring, facilities and materials, and program resources were agreed to the statistical and non
statistical as evidence by the overall weighted mean scores of 3.86, 4.14, 3.52 and 3.64
respectively, with the over all weighted mean of 3.79.
The respondents indicated that they are all agreed that there are threats and problems in
the implementation of training programs as indicated in the overall mean of 3.79 particularly in
the program objectives, evaluation and monitoring, and facilities and materials. Disinterest of
the trainees is a problem, and the trainers attention which hampered by their duties and
responsibilities apart from their assignment as trainer in particular topic. Also another problem
in the conduct of the training is that the difficulty of training specialist to conduct follow up
interview after attending training and the chief of the trainees are not cooperative.

Conclusions

From the findings of the study, the following conclusions are drawn:
1. The components of the priority training programs of the National Statistics Office were
implemented but not to the fullest extent.
2. Opportunities like: accurate diagnostic of the training needs of the participants , and accurate
identification of training content, and giving of authentic examples were identified for the
improvements of the training programs.
3. A policy is formulated based on the findings of the study with the end in view of an effective
and efficient implementation of the training and development practices of the National
Statistics Office.

Recommendations

From the findings and conclusions, the following recommendations are made:
1. The proposed training policy of the NSO be implemented immediately to all stakeholders
through issuance of a memorandum from the Administrator of the NSO.
2. Monitoring and evaluation of the training conducted be periodically done to assess the
suitability and feasibility of the training policy.
3. Training Officers should develop training modules suited to the needs of statistical and the

34
 non- statistical employees.
4. Conduct training needs assessment (TNA) every after three (3) years as basis for the conduct
and implementation of the in-house training programs.
5. Proper selection of lecturers/trainers, probably invited speakers, be provided to enhance
greater learning.
6. Further similar in-depth study may be undertaken by training officers on the aspects not
covered by this study.
7. The results of this study be used to develop appropriate policy(s) effecting the NSO in-house
training programs to enhance efficiency and effectiveness.

References

Books

Andres, Tomas D., “Human Resource Management and Development,” New Day Publishing,
Q.C., Philippines, 1996, p 29.

Killian, Day A. “Human Resource Management: An ROI Approach,” New York, USA, 1976, p
101.

Kirckpatrick, Donald L. “Evaluating Training Program,”Madison Wiscorsin, American Society

in Training and Development Inc., 1975 and 1998.

Raymond, A., “Employee Training and Development,”Mc Graw-Hill Book Companies,

Singapore, 2000 Edition, pp 130o-131.

Reports

M. V. Gee and P.C. Nystrom, “Strategies Fit Between Skills Training Levels of Quality
Management: An Empirical Study of American Manufacturing Plants, pp12-15, 1999.

World Bank, “Skills for Development,” Oxford University Press, New York, pp 36, 1996.

Unpublished Dissertations

Arturo V. Lipio, “An Evaluation of the Training Program of DAR in Region IV: Implication to
Educational, Social and Economic Conditions of Farmer Beneficiaries, Unpublished
Dissertation, EARIST, Philippines, 1997.

35

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