BIBLIOGRAPHY
MENDOZA, JUDITH P. May 2010. Evaluation of Pines International Academy,
Inc. Pre-Employment Training Programs to its Employees’ Performance. Benguet State
University, Open University, La Trinidad, Benguet, Philippines. 
Adviser: Wilfredo B. Mina, MSGC, RLGC
ABSTRACT
This study meant to analyze the effectiveness of International Academy, Inc. pre-
employment training programs to its employees’ performance. Specifically, it determined
the following: the profile of the academy as an institution with in terms of manpower
development as to Respondent’s Profile, Recruitment, Education and Training and Work
Performance; the level of effectiveness of the pre-employment training programs as
perceived by the trainees and as indicated by the results of students’ and head teacher’s
evaluation of the teacher’s classroom performance; the degree of employment readiness
of Pines International Academy, Inc. trainees according to Supervisor’s Assessment and
Trainees’ Self-Assessment; and the problems and issues confronting the Academy’s pre-
employment training programs.
A descriptive-survey method of research was utilized in this study. A structured
questionnaire and interviews were used in data-gathering and in verifying the secondary
data.
A total of fifty (50) faculty members who underwent the pre-employment training
programs acted as respondents. They are young adults to adults and are predominantly

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singles and females. Furthermore, majority are not Education majors and had no teaching
experience; majority who obtained the passing over-all performance rating belong to
Generation Y and are mostly singles, females whose expertise are not related to teaching
or who have no teaching experience at all.
Results of the study showed that the Academy’s pre-employment training
programs was perceived as effective based on their evaluation of the training design,
trainers’ competence, training programs contents and training methods. Consistent with
this result is the passing over-all performance evaluation ratings of classroom teachers as
evaluated by students and the Head Teacher. The respondents reacted well to the training
designs, trainers’ competence, training program contents and training methods of the two
courses administered and offered by the institution.
The degrees of employment readiness as far as the trainees are concerned in terms
of the Supervisor’s Assessment and considering the two courses bares Very Effective in
influencing the respondents’ level of employment readiness and the degree of
employment readiness as perceived by the trainees themselves tagged themselves as
Moderately Ready. The result approves the admittance of the hypothesis which speaks of
the recipient incurring 80-85% degree of employment readiness. However both show a
positive result when it comes to such. The problems and issues encountered in the
training may not be that serious but its existence cannot be disregarded.
ii

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TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . .
12
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Operational Definition of Terms . . . . . . . . . . . . . . . . . . . . . . .
16
Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Human Resource Development . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Training and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Importance of Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Factors Affecting Employees’ Training . . . . . . . . . . . . . . . . . . . . 26
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
The Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
iii
 

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Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
RESULTS AND DISCUSSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
Over-all Profile of Pines International
Academy, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Respondent’s Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
Recruitment Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
Education and Training Profile. . . . . . . . . . . . . . . . . . . . . . . . .
53
Work Performance Profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
Level of Effectiveness of Pre-Employment Training
Programs as perceived by Trainees . . . . . . . . . . . . . . . . . . . . . . . . . 58
Teaching Methodologies Training Design . . . . . . . . . . . . . . . . .
58
Teaching Methodologies Trainer’s Competence . . . . . . . . . . .
60
Teaching Methodologies Training Program Contents . . . . . . .
62
Teaching Methodologies Training Methods . . . . . . . . . . . . . . . . 64
American Accent Training Design . . . . . . . . . . . . . . . . . . . . . .
65
American Accent Training Trainer’s Competence . . . . . . . . . . .
67
American Accent Training Program Contents . . . . . . . . . . . . . .
69
American Accent Training Methods . . . . . . . . . . . . . . . . . . . . .
71
Level of Effectiveness of the Pre-employment
Training Program As Presented by the
Over-all Performance Evaluation (OPE) . . . . . . . . . . . . . . . . . . . . . 73
Student’s Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
Head Teacher’s Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
Degree of Employment Readiness of Trainees . . . . . . . . . . . . . . . . 77
Supervisor’s Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
78
iv
 

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Self-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
82
Problems and Issues Confronting the
Pre-employment Training Programs . . . . . . . . . . . . . . . . . . . . . . . . 84
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . . . 86
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
87
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
90
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
92
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
94
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
97
Letter of Permission to Conduct Study . . . . . . . . . . . . . . . . . . .
97
Letter of Request to the Respondents . . . . . . . . . . . . . . . . . . . .
98
Structured Survey Questionnaire . . . . . . . . . . . . . . . . . . . . .
99
Supervisor’s Measuring Tool . . . . . . . . . . . . . . . . . . . . . . . .
102
Supervisor’s Measuring Tool . . . . . . . . . . . . . . . . . . . . . . .
103
Head Teacher’s Evaluation for
Classroom Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . .
104
Student’s Evaluations for Teacher’s
Classroom Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . .
105
Application Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
106
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
108
v
 

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INTRODUCTION

Background of the Study
With the aim of maintaining personnel effectiveness and efficiency
in an organization, Human Resource Development (HRD) is concerned at
coming up with ways on how to empower the most vital part of the
organization—the people. Development of people and pathing their
careers is one of the tasks of the Human Resource Department.
Appropriate training and education are the most essential resources of the
company and its personnel can be achieved with the use of effective types
and modes of imparting knowledge and skil s through helpful educational
programs and trainings. It is concerned with organizational activity aimed
at bettering the performance of employees in an organizational setting,
making them adequately qualified, capable and effective.
Employing competent and effective employees is one of the things
all organizations of all types and forms have in common. This fact has
been driving many organizations, local y or internationally, to include
employee education, training and development as essential aspect of their
organizational strategy (Licuasen, 2007). A famous management expert
namely Peter Drucker (1998) mentioned that the most essential resource
is knowledge, it is no longer labor, capital or land. This stresses that

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organizations in today’s time depend increasingly on employees’ skil s and
competence. Thus, many organizations recognize that education and
training is one instrument that initiates development.
A common misunderstanding most people have is the idea that
Education and Training are the same. While it is true that both Education
and Training deal with learning, considering the differences of their
definition wil help us understand them better. In addition, the main
purpose of education and training is to enhance human resources through
providing them the apposite understanding, abilities and goals needed to
attain development entirety.
Education is a theory, something that reflects a certain model or a
research paradigm used to acquire new information or knowledge and to
advance an individual’s level of self-competence. It is a wide-ranging
process, which starts from simple to complex and it is continuous.
Training on the other hand is a set of specific procedures that spells
out rather precisely how to acquire a certain skil or knowledge needed for
the mastery of the current job. It improves human performance on the job
the employee is presently doing or is being hired to do. In addition, it is
described as “…organized activity” (Nadler, 1984) which means it is
purposely created to help an individual obtain a clear and concise
instruction given at a certain time so as to improve the efficiency of his

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work performance. Determining its effectiveness to an individual is easy
because it can be assessed once the individual returns to work.
Some years ago, Human Resource Development (HRD) meant a
new name for training, which was concern in developing employees’ skil s
and their competencies. However, upper management of each
organization found their own ways of developing their employees’
competencies. In the past, most organizations were into developing and
maintaining the motivation of employees through salary increase, benefits,
promotions, punishments and other motivators. Whereas, organizations
nowadays have recognized that employees’ education, training and
development are essential tools in enhancing and maintaining employees’
performance. As such, it must be recognized that training is the
company’s concern. One cannot rely alone on the initiative of the
employee or prospective employee to prepare himself for the demands of
his work. To ensure that its employees have the knowledge and the skil s
necessary for the proper performance of their jobs, the company must
assume responsibility for providing its employee and prospective
employees the opportunity to acquire the knowledge and skil s required for
the job (Sison, 1991).
Facul o (1999) in her module noted that training has been
recognized as one of the most effective methods to bring about

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transformation and change. Institutions and businesses in particular have
recognized this that is why the support to training programs local y and
abroad is given much attention nowadays. For many large companies, a
wel -trained human worker is a key to running a successful business. If
employees could perform at their best then there is a higher possibility that
the business runs successfully. This is why training is so important.
Training is concerned with the worker learning clear and concise
standards of performance. Moreover, training is classical y viewed as a
method of bringing people to a preferred status of effectiveness in
particular tasks by imparting skil s through detailed instructions or
authentic practices.
Without training and development programs, organizations wil lose
talent. The bottom line wil suffer. Organizations must develop their people
and must provide training and development programs to groom the next
generation of leaders. There are seven types of training and development
programs: (1) Technical training – this kind of training can take place in
the classroom. However, most technical training sessions are practical
training. On-the-job training is part of the technical training. The benefit of
providing technical training is to improve on work performance. Many
organizations provide in-house technical training; (2) Quality training –
quality training includes customer service training. Quality training in a

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manufacturing plant involves knowledge of total quality management.
Quality training involves finding solutions to improve processes and
products. Quality training is an on-going effort to instil the philosophy of
continuous improvement; (3) Skil s training – Skills training involves
presentation, sel ing, public speaking, negotiation, and languages. Many
organizations realize the potential of soft-skil s training. They spend
money to develop in-house soft-skil s training program. They want their
employees to develop creative-thinking skil s, communication skil s, and
other skil s essential to the long-term survival of the organization; (4) The
fourth type of training and development program is the professional
training. An organization needs professionals in various departments.
However, organizations generally do not have the expertise to provide
professional training. They send their employees for courses to obtain
professional qualifications; (5) Functional training – functional training can
take place as part of on-the-job training. Functional training includes
diplomas or degrees in the respective field of expertise; (6) The sixth type
of training and development program is team-bonding activity. The
organization pays money to engage employees in team-bonding activities.
The purpose of this training is to develop leadership and teamwork. Team-
bonding activity usually took place outdoor. Organizations use rock
climbing, canoeing, and other outdoor activities as part of a team-bonding

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program; (7) The last type of training and development program is
managerial training. Some organizations encourage their managers to
attend expensive seminars as part of managerial training. The purpose of
managerial training is to learn from the best practices in the industry. The
organizations want their managers to widen their networks, and steal
ideas from the associates (Noe, 2008).
Every institution and organization is concerned much on the
training of its employees. Its aim is to admit only those qualified
employees for the job. In educational institutions, they usually employ
teachers who have the specialization in the needed subject such as
Filipino, English, History, Mathematics, etc.
Among the mushrooming educational institutions in Baguio City are
the English as Second Language (ESL) institutions. These institutions are
teaching English as second or foreign language to foreign students. These
schools usually employ education graduates major in English. But due to
the increasing population of foreigners wanting to learn English, these
institutions are also hiring non-English major graduates and even non-
Education graduates. Education graduate or not, though, these
prospective employees have to undergo pre-recruitment trainings because
teaching English to foreigners needs a special skill. Eckie Gonzales
(2006), a writer in the Manila Bulletin said that in a globalized world that is

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English-centric, there is a natural demand for English efficiency. It is a fact
that the country is known as one of the largest English-speaking countries.
It is because of this fact that a lot of foreign students opted to learn
English in the country, aside from the other reasons. The country’s
competence in upholding its edge as an English-speaking nation is
weakening, though. A CEO of HA Cervantes Knowledge Systems, Inc.
namely Dr. Hermelo Cervantes (2005) supported the statement when he
mentioned that the “...emergence of new business undertakings, the
current manpower shortage…globalization are realities that expose the
truth that Filipinos’ proficiency in English has deteriorated…employers are
unwil ing to hire applicants who cannot express themselves in English”
(Gayaman, 2007).
One of the ESL institutions in Baguio City is the Pines International
Academy, Inc. (PIA). This school was accredited as a language and
tutorial center in 2002. It caters to foreign students particularly with
Koreans and Japanese. Being an ESL institution, it has its own training
programs for prospective teachers and those already employed as
teachers. The pre-employment training programs offered to prospective
teachers is divided into two: the American Accent Training and the
Contemporary Approaches, Principles and Methods of Teaching ESL. The
trainings given are to make sure that the teachers being hired are

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adequately qualified for the job in order to achieve its goal of providing and
promoting quality education where students are trained not only as
effective international communicators but also to become top caliber
leaders in the future.
This research is conducted to evaluate the institution’s pre-
employment training program to its prospective employees and to
measure the effectiveness of the training program to its employees.

Statement of the Problem
Generally, the study meant to analyze the effectiveness of Pines
International Academy, Inc. pre-employment training programs to its
employees’ performance. Specifical y, the study intended to answer the
following questions:
1) What is the over-all profile of Pines International Academy, Inc.
as an ESL institution in terms of manpower development as to:
a) Respondent’s profile
b) Recruitment;
c) Education and training; and
d) Work performance?
2) What is the level of effectiveness of the pre-employment training
programs:

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a) As perceived by the trainees under Teaching
Methodologies Training and American Accent Training in terms of:
a.1 Training designs;


a.2 Trainer’s competence;
a.3 Training program contents; and
a.4 Training methods?
b) As indicated by the teacher’s classroom performance
based on student’s evaluation and head teacher’s evaluation?
3) What is the degree of employment readiness of Pines
International Academy, Inc. (PIA) trainees according to:
a) Supervisor’s Assessment
a.1 Teaching Methodology Training
a.2 American Accent Training
b) Trainee’s Self-Assessment?
4) What are the problems and issues confronting the pre-
employment training programs?

Objectives of the Study
The objective of the study is to analyze the effectiveness of Pines
International Academy, Inc. pre-employment training programs to its
employees’ performance. Specifical y, it seeks to:

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1. Present the over-profile of Pines International Academy, Inc. as
an ESL institution in terms of manpower development as to:
a) Respondent’s profile;
b) Recruitment;
c) Education and training; and
b) Work performance.
2. Assess the level of effectiveness of the pre-employment training
programs:
a) As perceived by the trainees under Teaching
Methodologies and American Accent Training in terms of:
a.1 Training designs;
a.2 Trainer’s competence;
a.3 Training program contents; and
a.4 Training methods.
b) As indicated by the teacher’s classroom performance
based on student’s evaluation and head teacher’s evaluation.
3. Determine the degree of employment readiness of Pines
International Academy, Inc. trainees according to:
a) Supervisor’s Assessment
a.1 Teaching Methodology Training
a.2 American Accent Training

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b) Trainees’ Self-Assessment
4. Identify the problems and issues confronting the pre-employment
training programs.
Importance of the Study
Above all, this study wil be of special significance to the
researcher, being the Recruitment, Training and Development Supervisor
of the Department of Human Resources of the institution. The results or
the findings wil enrich her knowledge on the implementation of training
programs intended to enhance workers’ performance. The management of
Pines International Academy, Inc. (PIA) wil also find the study a very
important source of information regarding the usefulness and
effectiveness of the training programs offered and therefore, may be used
in restructuring future training programs more beneficial and essential in
enhancing employees’ performance.
Likewise, in a workplace where applicants do not have the
necessary expertise for the job, training of prospective employees with
beneficial programs plays an important role.
English as a Second Language (ESL) as a bachelor’s degree is not
yet explored in the country. According to Commission on Higher Education
(CHED), Bachelor of Science in ESL as a separate unit is not formed
because it is included as a part of the curriculum of Bachelor of Secondary

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Education (BSE), major in English. However, Master of Arts in Teaching
major in ESL (MATESL) nowadays is relatively prominent due to the
booming of ESL institutions. Hence, the ESL institutions need to train its
prospective employees who wil be teaching English to foreign students.
Anent to this, this study wil be able to guide ESL teacher-applicants on
what to expect with trainings for prospective ESL teachers and ESL
teacher-trainers on what to give. To ESL institutions, this study wil provide
a meaningful insight as to how these institutions may develop and improve
its training program to meet its employees and clients’ need.
Lastly, the study wil be of great help to training centers because it
wil serve as a reference material in developing their curriculum, designing
or modifying their training and development programs that would lead
recipients to be better and well-trained language teachers or
communicators.

Scope and Delimitation of the Study
This study attempted to analyze the pre-employment training
program contents of Pines International Academy, Inc. (PIA) specifical y
on its pre-employment training programs. The respondents for this study
are the employees who underwent the pre-employment training programs
offered by the institution from January to December of 2009.

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The focus of this research were to determine the profile of the PIA
as a whole and its pre-employment training program contents and to
assess the effect of the said training program to its employees’
employment readiness and their over-all performance. The main reason is
to determine the significance of the pre-employment training to the
prospective employees as shown by their employment readiness and
over-all performance once employed as teachers.
However, the researcher made use of the two (2) categories
specifical y, Head Teacher’s Evaluation and Student’s Evaluation, which
comprises 15% and 40% correspondingly, to conclude their Over-all
Performance Evaluation (OPE) and did not include the other categories.
Fifty-five (55) would be the perfect rating and as stated in the institution’s
manual, 93% is the passing mark. Ninety-three (93) percent of the perfect
rating is equivalent to 51.15% thus, validates as the passing rate. As
regards to the Student’s Evaluation, thirty-five (35) percent would be the
passing rating and thirteen (13) percent for the Head Teacher’s Evaluation
(Appendices D and E).
Also, the researcher did not explore the other training and
development programs offered in the institution (i. e. Modular training) and
the other personnel operative functions of the Human Resource

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Development (HRD) such as employee’s retention, turnover, wage
administration, etcetera.

Conceptual Framework
The framework (Figure 1) depicts the relationship of variables used
in the study. As shown, pre-employment training program which includes
the American Accent Training and the Teaching Methodologies Training
were considered as the independent variables. The American Accent
Training trains prospective ESL teachers how to teach English using the
American accent. On the other hand, Teaching Methodologies Training
teaches and trains prospective ESL teachers about the methods on how
to teach the English language to the ESL students. This is considered
independent because it is constant as it is already a common program in
recruiting and screening prospective ESL teachers, particularly with the
non-native English speaker teachers.
The intervening variables are the respondents’ profile and the
training program factors. Under this would be the training design, trainers,
training program contents and training methods. These variables, in turn,
may or may not affect the training process as a whole, the degree of
effectiveness of the training and the overall performance of the
prospective employee when already employed.

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Figure 1. Paradigm of the study showing the interrelationships of the variables

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The dependent variables in the study are: the degree of
effectiveness of pre-employment training and the over-all performance of
hired employees. The said variables may be used to improve the pre-
employment training of Pines International Academy, Inc. and enhance
personnel work performance.
Operational Definition of Terms
The following words and terms are defined as used in the study:

American accent training refers to the training program, which aims
to teach the trainees how to communicate using the standard American
English.
Degree of effectiveness refers to the trainees’ perception regarding
the importance and usefulness of the pre-employment training offered by
PIA.
Education refers to any act or experience that has a formative
effect on the mind, character, or physical ability of an individual by which a
society deliberately transmits its accumulated knowledge, skil s and values
from one generation to generation.
Factors affecting employees’ training refers to the conditions and
situations which influence the training and development programs offered
by PIA to its employees and prospective employees.

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Funding refers to the finances needed to plan, design, and
implement the training programs of PIA.
Generation X refers to the group of people who were born between
1965-1979, whose age ranges from 30-44 years old and whose work traits
are into career advancement, they’re independent, love socializing, they
want teamwork but only during business hours.
Generation Y is also cal ed as Gen Texters, Mil enials and Internet
Generation. These individuals were born between 1980-2000 and whose
work traits are informal, they enjoy fun workplaces, they need immediate
feedback, participative, confident, technology savy, diverse, highly
structured and involved but do not respond to "command and control”.
Head Teacher’s Evaluation (HE) refers to the rating supplied by the
head teacher assessing teachers’ teaching ability.
Over-all Performance of the Employee (OPE) refers to the teaching
ability of the employee who underwent the pre-employment training
provided by PIA and it includes Head Teacher’s Evaluation (HE),
Student’s Evaluation (SE), Administration’s Evaluation (AE), Attendance
(A) and Punctuality (P).

Over-all profile refers to the standard practices or existing policy of
the institution (PIA).

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Pre-employment training refers to the competency-based training
given to prospective PIA applicants in order for them to learn how to teach
English as a Second Language to foreign students. This training is
composed of two programs – the American Accent Training Program and
the Teaching Methodologies Training Program.
Student’s Evaluation (SE) refers to the rating supplied by students
assessing their teachers’ teaching abilities.
Teaching methodologies training refers to the training program,
which aims to teach the trainees using the contemporary approaches in
teaching foreign students.
Trainees refer to the individuals who undergo the PIA training
whether it be an employee or a prospective employee.
Trainers refer to the PIA training team that implements the training
program to the employees and prospective employees.
Training refers to as learning that is provided in order to improve
performance on the present job.
Training and development refers to the programs and activities
given by the PIA to its employees and prospective employees.

Training design refers to the learning environment during the
training. It includes the physical features of the training site.

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Transfer of training refers to the PIA trainees’ effectively and
continually applying what they learned during the training to their
respective jobs.

Hypotheses of the Study
Relative to the specific problems of the study the following
hypotheses are proposed.
1 a. A total of 70% of PIA employees who underwent the Pre-
employment training are female, single, and whose educational attainment
is not in any way related to ESL teaching.

b. The current system of recruitment is effective.
c. Fifty percent of the respondents are not education graduates
and never had any training pertinent to ESL teaching.

d. The employees who underwent Pre-employment Training
Program have very satisfactory performance.
2. The level of effectiveness of the pre-employment training
program to employees’ performance is very satisfactory as perceived by
the trainees in terms of:

a. Trainers Competence;
b. Training Designs;
c. Training Program Content;
d. Training Methods; and

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20

e. Teachers’ classroom performance as indicated by Student’s
Evaluation (SE) and Head Teacher’s Evaluation (HE).
3. There is an 80-85% degree of employment readiness among the
recipients of Pines International Academy, Inc. (PIA)’s pre-employment
training programs based on:
a. Supervisor’s Assessment
b. Trainees’ Self-Assessment
4. The problems and issues confronting the pre-employment
training program include funding, facilities and duration of training period.

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21

REVIEW OF LITERATURE

Human Resource Development
With the growing realization that developing a competitive
workforce has become the key differentiator of success in the global
market, the concept of Human Resource Development is experiencing
significant changes. The avalanche of changes comprised of competition,
technological changes, and challenges in its trail, opening the eyes of
responsible people in organization to HRD’s vast potential to make
meaningful and irrefutable contributions to mainstream activities
(Whitmore, 2005).
As cited by Noe (2008), human resource development in the
organizational context is the process by which the employees of an
organization are helped in a continuous planned way to: (i) acquire or
sharpen capabilities required to perform various functions associated with
their present and future expected roles; (i ) develop their general
capabilities as individuals and discover their own inner potential for own
and/or organization development purposes; (i i) develop an organizational
culture in which superior – subordinate relationships, teamwork and
col aboration among sub-units are strong and contribute to the
professional well-being, motivation and pride of employees.

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22

Human Resource Development (HRD) is the creative design and
commingling of strategies, structures, systems, technologies, and human
beings in ways that promote both individual and organizational learning,
builds, and sustains organizational effectiveness (Dilworth, 2003).
Noe (2008) described HRD as referring to the integrated use of
training and development, organizational development, and career
development to improve individual, group, and organizational
effectiveness.
Although there are many HRD programs, such as training and
development, career development, organizational development, and
counseling, the main focus of all these programs is on developing the
most superior workforce so that the organization and individual employees
can accomplish their work goals in service to customers
(www.aidt.edu/pre-employment-selection-and-training).

Training and Development
Training is among the common component of human resource
development. Training and Development is the framework for helping
employees to develop their personal and organizational skil s, knowledge,
and abilities. The focus of all aspects of Human Resource Development is
on developing the most superior workforce so that the organization and

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23

individual employees can accomplish their work goals in service to
customers.
As more companies recognize the importance of learning for
meeting business challenges and providing a competitive advantage, the
role of training in companies is changing. The training’s role from a
program focus is now expanding into a broader focus on learning, creating
and sharing knowledge (Sison, 1991).
Learning refers to the acquisition of knowledge by individual
employees or group of employees who are wil ing to apply that knowledge
in their jobs in making decisions and accomplishing tasks for the
company. The knowledge acquired through learning may either be explicit
or tacit knowledge. Explicit knowledge refers to knowledge that can be
formalized, codified, and communicated. It can be found in manuals,
formulas, and specifications. Tacit knowledge, on the other hand, refers to
personal knowledge based on individual experience. This is passed along
through direct experience (Noe, 2008).
The employees need to know about the company – it’s customers,
business processes, etc. The employees must understand the company’s
business strategy and financial statements, as well as how the company is
organized. Also, employees must know who the company’s customers
are, what they need, and why they choose to do business with the

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24

company. Finally, employees must have a general understanding of the
major business processes and a more detailed understanding of the
business process they are involved in (Noe, 2008).
Basical y, this information need must be addressed during the pre-
employment stage. Pre-employment programs allow employers to
evaluate and enhance employee skil s through job-specific training. The
pre-employment training is the best opportunity to observe prospective
employees in a simulated work environment where attitudes and
interpersonal skil s are put to the test (www.aidt.edu/pre-employment-
selection-and-training).
Before the prospective employee starts working, he must be
oriented with all the information about the organization. Aside from the
information, in some case, the prospective employee must also learn the
basic skil s needed for the job being applied for (www.aidt.edu/pre-
employment-selection-and-training).

Importance of Training
The selection of good employees is basic to effective manpower
management. The object of selection is to hire the best-qualified candidate
or employee available for the position to be fil ed. In achieving this

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25

objective, the company must be careful with the selection of its employees
(Sison,1991).
As a part of careful selection, the hiring of employees is quite a
process. It includes, among others, recruiting, testing, interviewing, and
training qualified applicants. Training is part of the hiring process because
the educational background of an individual is not a sufficient index of his
skil and efficiency on a particular job. Since training increases the skil
and ability of employees to perform specific jobs, it is particularly needed
by management because the latter naturally wants to get the best out of
every employee in its payroll (Sison, 1991).
Although the benefits of employee training are intangible, its
benefits can be measured in terms of the skil s, efficiency, and productivity
of the employees. Among the benefits of employee training and
development are the following: (a) increased job satisfaction and morale
among employees; (b) better interpersonal relationship and customer
satisfaction; (c) increased employee motivation; (d) increased efficiencies
in processes, resulting in improved financial gain; (e) increased capacity to
adopt new technologies and methods; (f) increased innovation in
strategies and products; (g) reduced employee turnover; (h) enhanced
company image; (i) better risk management and staff safety
consciousness; and (j) increase in productivity (www.groundreport.com).

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26

Another importance of training is that, it trains, motivates, and
retains the most qualified employees and match them to jobs for which
they are best suited.
Training and development programs are also important to cope with
the changes in technology and with diversity within the organization.
Besides, continuous learning is now becoming a trend. The importance of
continued learning is an overarching trend of societal needs, indicating
that organizations must foster learning as a social responsibility to ensure
they are competitive in the global marketplace. However, to be effective,
learning has to be related to helping employees’ performance improve and
the company achieves its business goals. This connection helps ensure
that employees are motivated to learn and that the limited resources, such
as time and money, for learning are focused in areas that wil directly help
the business succeed. Furthermore, unpredictability in the business
environment in which companies operate wil continue to be a norm.
Because problems cannot be predicted in advance, learning needs to
occur on as needed basis (Noe, 2008).

Factors Affecting Employees’ Training

Human Resource Management (HRM). Human resources
management is the function and responsibility of all levels of management

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27

– from the top to the lowest operating supervisor. It has three dimensions:
the relationships of the employee with the organization; the relationship
with the top management; and the relationship with the lower levels of
management. Al managers and supervisors at each level of the
organization must implement personnel policies and programs germane to
their respective divisions or departments. At the top level, the emphasis
would be policy-making and planning; at the middle management level,
the emphasis would be on developing subsidiary plans and
implementation of policies and objectives; and at the supervisory level, the
emphasis is almost entirely on implementation and control measures to
insure that the personnel policies and programs are carried out (Sison,
1991).
The primary goals of HRM are: (1) to attract an effective workforce
through human resource planning, recruiting, and employee selection; (2)
to develop an effective workforce; and (3) is to maintain an effective
workforce over the long term (Escala, 2006).
In HRM, there is what they cal as the Human Resource Manager.
Sison (1991) stated that the personal qualities regarded as important for
success in personnel work include, among other things, the ability to
communicate effectively, orally and in writing. The personnel manager
must possess above-average intelligence and must enjoy working with

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28

people. He must be able to grasp the implications of a given situation,
understand individual attitudes and prove equal to the problems of the
employees and of the employer. Workers wil depend very much upon the
personnel manager for fairness and proper counseling and guidance; he
must therefore have a pleasing personality and personal warmth and be
approachable.
Trainers. Trainers should have expertise in the topic and
experience in training. They should have undergone training themselves
and have acquired the skil s needed to be effective trainers. The bottom
line of this is that trainers carry the responsibility for the trainees’ learning
experience. Hence, they need to communicate the topics that wil be
covered, the learning approach that wil be used, and the expectations for
trainees. Research suggests that trainees have the best recal of training
content when the trainer is enthusiastic and avoids vocal distractions
(Noe, 2008).
Trainers may either be from the outside or within the company.
Some firms employ training specialist depending on the training needs of
the employees and others develop their own trainers. Whether the trainer
is from within or outside the company, the important thing is that he must
have not only a practical working knowledge of his subject but also a

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sufficient grasp of the basic principles underlying good teaching (Sison,
1991).
Having the managers and employees of the company as trainers
may help increase the perceived meaningfulness of the training content.
Because they understand the company’s business, employee and
manager trainers tend to make the training content more directly
applicable to the trainees’ work. Also, use of managers and employees
can help increase their support for learning and reduce the company’s
dependency on expensive outside trainers (Noe, 2008).
Trainees. Trainees play an important role in the training process. A
trainee’s age, civil status, educational attainment, etc., influences his
performance during the training. In a study conducted by Escala (2006)
“The Recruitment and Selection of Faculty in Lyceum-Northwestern
University, Dagupan City”, she found out that there are significant
differences in the distribution of respondents when they were categorized
according to age, civil status, educational attainment, number of years of
teaching, and status of employment.
Age. Employers’ perceptions about older workers are not borne out
in practice as the decline in physical capacity is balanced by experience
and maturity and the performance of older workers should be evaluated
on a case-by-case basis. This finding is supported by Wanberg, et al,

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30

(1996) who found that older individuals who engage in frequent job
seeking were, “less likely to find work than younger individuals who also
engaged in frequent job-seeking”. Because older unemployed workers
may be subject to conflicting social attitudes about the necessity of work
versus retirement, the content of the message provided to these persons
may also influence their job-search behavior. In undertaking research on
the needs of older workers Rife and Belcher (1993) found that older
workers who received positive social support were more likely to report
higher job search intensity; and older workers perceived the supportive
messages provided by unemployed friends as more positive than the
messages of employed and retired family or friends. It was reported that
older workers seeking employment due to financial need are likely to be
subject to social stereotypes that discount the importance of such activity.
They also comment that older workers often face obstacles such as a
changing labor market, age discrimination and negative employer
stereotypes. He goes on to state that older workers over the age of 45 are
more likely than younger workers to experience long-term unemployment,
negative employer attitudes and age discrimination. Older unemployed
workers may be subject to conflicting social attitudes about the necessity
of work versus retirement. The content of the message provided to these
persons may also influence their job search behavior. So far as younger

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workers are concerned it might be argued with age discrimination working
in their favor, the issue of employability is small. However, experience
together with research indicates that this is not the case, particularly at the
interface between the worlds of education and employment.
Gender. Amante (2001) reported that the skil ed workforce in the
Philippines was predominantly a male world. Generally, women
experienced discrimination and have lower average earnings than men
have. The reasons included shorter working hours and concentration of
women workers in low productive occupations (Choi 2004, Amante 2001
and Marquez 1959). Their studies added that policies and labor markets
should be made more equitable for them especially in Asian countries.
National Statistics Office (NSO, 2003) revealed that national
statistics taken in October 2003 showed that labor force participation rate
of women was registered at 50.9% while that of men was at 83.4%.
Unemployment rate of women was 10.3% while that of men was 10% for
the same reference period. The employed women were mostly laborers
and unskil ed workers. This figure explains the need for skil s formation in
them. Some women workers employed in labor intensive industries were
hired because of experience but many of them had no formal education. In
regions which did not have a concentration of industrial firms, more female

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children dropped out of school to assume housework duties as reported
by Amante (2001). It is not merely a problem of unemployment but also of
irregular, insecure, unstable and discontinuous employment, low wages
and productivity and hence of poverty.
Person analysis helps to identify employees who need training, that
is, whether employees’ current performance or expected performance
indicates a need of training. Personal characteristics, input, output,
consequences, and feedback also influence motivation to learn. Motivation
to learn is trainee’s desire to learn the content of training programs (Noe,
2008).
Training methods. Training methods should be developed or
purchased within a budget. The challenge is to purchase or develop a
training program that meets these conditions and is effective, that is, that
trainees like the program, that learning occurs, and that employees put the
learning into practice at work. There are two categories of training
methods – the traditional and the technology based. Traditional training
methods includes lecture, video, on-the-job training, self-directed learning,
apprenticeship, simulation, case study, role play, behavior modeling, and
team training. On the other hand, technology-based training are computer-
based training, internet, e-learning, distance learning and simulations and
virtual reality (Noe, 2008).

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Training design. Training design refers to the characteristics of the
learning environment. The important features of the learning environment
are: meaningful material, opportunities to practice, feedback, learning
objectives, program organization, and the physical features of the training
site (Noe, 2008).
Transfer of training. Transfer of training refers to trainees’
effectively and continually applying what they learned to their jobs. It
includes both the generalization of training to the job and the maintenance
of learned material. Generalization is the trainee’s ability to apply learned
capabilities to on-the-job work problems and situations that are similar but
not identical to those problems and situations encountered in the learning
environment. While maintenance is the process of continuing to use newly
acquired capabilities over time (Noe, 2008).
To determine that there is transfer of learning, a training evaluation
should be conducted. Training evaluation is the process of collecting the
outcomes needed to determine whether training is effective. Effectiveness
is measured in terms of the application of what the learners have acquired
during the training course (Sison, 1991).
Among others, the following are the reasons why a training should
be evaluated: (1) to identify the program’s strengths and weaknesses; (2)
to assess whether the content, organization, and administration of the

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program contribute to learning and the use of training content on the job;
(3) to identify which trainees benefit most or least from the program; (4) to
assist in the improvement of the training programs; (5) to determine the
financial benefits and cost of the program; (6) to compare the costs and
benefits of training versus non-training investments; and (7) to compare
the costs and benefits of different training programs to choose the best
program (Noe, 2008)

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35

METHODOLOGY
Locale and Time of the Study
The study was conducted at Pines International Academy, Inc.
(PIA), Naguilian Road, Baguio City. On April 12, 2002, PIA was registered
as a non-stock corporation and on October 29, 2002, PIA was accredited
as a language and tutorial center and began to operate on December of
the same year. The school started with only few teachers and students
from South Korea. After two years of operation, the population of PIA
increased through its owners, investors and marketing team efforts. PIA
has a total of three hundred seventy seven (377) workers as of February
2010. It is managed both by Korean investors and by Filipino educators.
Specifical y, the company has eighty- eight (88) non-teaching staff, two
hundred seventy-four (274) teaching staff and fifteen (15) Korean and
Japanese staff. The company aims to offer service to the present
international market. It is a service provider company whose main service
is English as Second Language Education and its primary clienteles are
natives of Korea, Japan, and China.
The study was conducted on April 5 to June 8, 2010.

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Figure 2. Map of Baguio City showing the locale of the study

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Figure 3. Building Structure of Cooyeesan Hotel Plaza, 2010

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Figure 4. Floor plan of Refresher Department (one campus of PIA)

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The Respondents

The respondents of the study were the Baguio-based active
employees hired in January until December 2009. One hundred twenty
five (125) employees during the said year were hired. From this
population, some are assigned in PIA Clark English Academy (PCEA), the
academy’s branch in Clark, Pampanga. Some already resigned and
terminated with a remaining number of fifty (50) employees hired during
the said period. The remaining fifty (50) were the respondents in this
study.
Research Design

The researcher utilized a combination of descriptive and
fundamental comparative methods in conducting her study. Data were
gathered using two sets of questionnaire administered to the respondents.
Additional information was gathered through interviews and observation
techniques. The data were described, analyzed, interpreted, tallied and
tabulated considering the theories, principles and concepts governing
operations management. Results, conclusions were drawn as well as
recommendations were proposed.

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Instrumentation

The study made the most of the descriptive-survey method. Two
sets of questionnaire developed by the researcher based on the
Evaluation Tool and/or Performance Based Management by Judith Hale.
The said questionnaires were administered to the respondents. Each of
the questionnaires consists of three parts. Part 1 consists of identifying
information relative to the respondent and Part 2 pertains to the
questionnaire proper. The questionnaire seeks to solicit responses in
terms of the 4-point scale, which is preferred in order to provide greater
and accurate discretion on the part of the respondents in answering the
questionnaire. Below are the numerical options and their descriptive
equivalents for the level of effectiveness of the training programs and the
employment readiness as perceived by the Supervisors:

Numerical Option
Descriptive Equivalent


4


Very Effective (VE)


3


Effective (E)

2



Less Effective (LE)



1



Not at All Effective (NA)

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While the scale for the level of employment readiness as perceived
by the trainees themselves employs the scale hereunder:
Option Equivalent

Descriptive Equivalent

91 - 100%

Very Much Ready (VM)

79 - 90%


Moderately Ready (MR)


60 – 78%


Neutral

40 - 59%


Fairly Ready (FR)

25 - 39%


Need more Time (NT)

01 - 24%


Not at Al Ready (NR)

Data Collection Procedure
The data for this research were gathered through a structured
questionnaire which was distributed to the respondents.
Administering questionnaires to the respondents would require
permission from the upper management. Thus, a request letter was
addressed to the CEO/Executive Vice-President of Pines International
Academy, Inc. (PIA) asking authorization to administer the questionnaire
among the employees who underwent the said trainings and gather the
data through interviews (during their free time) and reviewing the results of
their over-all performance (OPE) for the past three (3) months.

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The researcher carried out the data gathering personally.
Responses or feedback were col ated, analyzed and interpreted following
a proven and tested scale of values.

Statistical Analysis
The data which were col ected were col ated and subjected to
descriptive statistical analysis.
The descriptive statistics exercised were frequencies and
percentages to determine the profile of the respondents according to age,
gender, civil status, teaching ESL experience and educational attainment.
The weighted mean as well as the class interval were used to
determine the level of effectiveness of the training programs, the degree of
employment readiness and the respondents’ over-all performance
evaluation.
__
χw = Σ fi Xi
Σ fi


Where: fi = frequencies


Xi = weights


Σ = summation

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RESULTS AND DISCUSSION
Over-all Profile of Pines International Academy, Inc. (PIA)


Discussed under the over-all profile of PIA were the respondents’
profile; recruitment; education and training; and work performance.


Respondent’s Profile

Table 1a presents the demographic profile of PIA’s trainees who
availed of the pre-employment training programs according to age, civil
status, sex, educational attainment and teaching experiences.
Age. In terms of age there were twenty-seven (27) or 54% who
belonged to the 20 to 24 years old group. Fifteen (15) or 30% and five (5)
or 10% were within the 25 to 29 years and 30 to 34 years range
respectively. Only three (3) or 6% belonged to the 35-39 years of age
range.
Basing from the results, we can infer that half of the population of
Pines International Academy, Inc. (PIA) employees who underwent the
pre-employment training program fall within the age group branded as
Generation Y and X.

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Table 1a. Distribution of respondents’ profile affecting their Over-all
Performance Evaluation (OPE) according to age





PERCENT Over-all Performance Evaluation
AGE BRACKET FREQUENCY (%) Student Evaluation Head Teacher Evaluation
SE (%)

HE (%)

20 – 24

27

54
70

96

25 – 29

15

30
73

93

30 – 34

5

10
60

80

35 – 39

3

6
67 100

TOTAL
50
100


The employees within this age group are usually described as
having work traits as the following: interested into career advancement,
independent, informal, like fun workplace, needs immediate feedback,
participative, confident, do not respond well to “command & control”,
technology savvy, diverse, highly structured, involved, like socialization,
want teamwork but only during business hours and looking forward to
improve skill set (PMAP, 2009).
As regards to their over-all performance evaluation (OPE), nineteen
(19) respondents or 70% passed in the Student’s Evaluation (SE) while
twenty-six (26) or 96% obtained a passing mark, which refers to 35% and
13% in the Head Teacher’s Evaluation (HE) from the age group 20-24.
Seventy-three (73) percent obtained the passing mark in SE whereas in

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HE, ninety-three (93) percent passed within the 25-29 age range.
Considering the same form of assessment, 60% or 3 respondents and
80% or 4 respondents incurred the passing mark. For the last age
category, 35-39, a total of 2 or 67% passed in SE and a hundred (100)
percent garnered a passing rate as far as the HE is concerned. Al data
revealed were obtained during their first three months of employment in
the institution.
From the results presented, we can assume that the institution
prefers employing younger generation thus, the issue of performing better
can be best achieved plurality by those younger workers. This may be
justified by a study conducted by Rife and Belcher (1993). They found out
that older folks less likely to perform work better as compared to the
younger ones.
Civil status and gender. A great majority of the respondents
numbering to 39 or 78 percent are single compared to 11 or 22 percent
married is shown in Table 1b. Furthermore, female outnumbered the male
employees, 40 or 80%. This would somehow show that Pines International
Academy, Inc. is one of the institutions that is not predominated by male
as indicated by the National Statistics Office (NSO, 2003). With regard to
their OPE, a total of 29 or 72.5% garnered a passing rating in their SE
whilst in HE, a total of 39 or 97.5% passed.

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Table 1b. Distribution of respondents’ profile affecting their OPE according
to civil status and gender





PERCENT Over-all Performance Evaluation
PROFILE FREQUENCY (%) Student Evaluation Head Teacher Evaluation
SE (%)
HE (%)

Civil status
Single 39

78

69

92
Married 11

22

73

94
TOTAL
50
100

Gender
Female 40

80

72

97.5
Male
10

20

60

100
TOTAL
50
100


The data show that sixty-nine (69) percent and 92% single
respondents have incurred the passing rating in their SE and HE. The
results may imply that single workers are driven and are committed to
performing their job better. Another possible reason may be due to the fact
that married workers have more domestic responsibilities.

Educational attainment. In terms of educational attainment, Table
1c shows that the plurality of the participating workers are those with
bachelor’s degree but whose areas of expertise are not into teaching or
educating, 27 or 54% to be exact.

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Table 1c. Distribution of respondents’ profile affecting their OPE according
to educational attainment





PERCENT Over-all Performance Evaluation
EDUCATIONAL FREQUENCY (%) Student Evaluation Head Teacher Evaluation
ATTAINMENT




SE (%)

HE (%)

1. Bachelor of Secondary
Education:

a. AB English/English Majors 10 20 60

100

b. Other Majors

11 22 64

88

2. Bachelor of Elementary
Education 2 4 70
96

3. Non-Education Courses 27 54 70
96

TOTAL

50 100


Seventy (70) percent and ninety-six (96) percent incurred the
passing rate as far as the forms of assessment are concerned, SE and HE
respectively. The result emphasized that the actual skil levels or the
probability to attain the passing mark cannot be influenced by the area of
expertise an individual belongs. The study confirms the idea of Sison
(1991) when he said that the educational background of an individual is
not a sufficient index of his skil and efficiency on a particular job. There
were 13 or 26 percent of respondents who took Education as their general
course but whose majors are not associated to teaching English. And as
shown, there were only 10 or 20 percent who are English majors. The

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48

result would lead us to the connotation that the teacher-applicants were
hired more on the basis of passing the recruitment and selection process
adopted by PIA – HR Department or by the institution, rather than on
traditional qualification standards.

Teaching experience. The research findings indicated that there
were 16 or 32 percent of participating workers who had English as a
Second Language (ESL) teaching experience prior to being assigned to
the institution (PIA). Five (5) or 10 percent of the respondents were noted
having teaching experiences but are not linked to teaching the English
language. Finally, majority of the participating workers 29 or 58 percent
had no ESL teaching experience (Table 1d).

Table 1d. Distribution of respondents’ profile affecting their OPE according
to teaching experience





PERCENT Over-all Performance Evaluation
TEACHING FREQUENCY (%) Student Evaluation Head Teacher Evaluation
EXPERIENCE



SE (%)
HE (%)

1. Had ESL teaching
experience 16 32 71
100

2. Had teaching
Experience (non-related) 5 10 73
100

3. Had no teaching
experience
29 58 72
100

TOTAL


50 100

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The results corroborate with the study of Treadwell and Treadwell
(2003) who studied employers of communicators graduates from multiple
business sectors. They found that 18.5 percent out of 100 of the
employers reported that new hires could perform the duties for which they
were hired.
Nevertheless, 72% or a total of 22 respondents incurred a passing
rate in the Head Teacher’s Evaluation while a total of 26 respondents or
86% passed in the Student’s Evaluation. This does not confirm to the
study of the Treadwells (2003), though it can be noted that the number of
respondents obtaining the passing mark is those that do not have teaching
experience. It may then disregard the idea that the more experience you
have, the greater the possibility of attaining the passing mark. It may
indicate that because of the training taken, these individuals’ skil s and
capacity to teach well was established and enhanced.

As shown from the results, low rating was incurred in terms of the
Student’s Evaluation (SE), whereas the Head Teacher’s Evaluation (HE)
has obtained high rating. This may be justified by the following reasons:
students may have evaluated their teachers subjectively; students may
have varied expectations and/or standards with regard to teachers’ skil s
and competencies; head teachers are well-aware of the criteria governing
and utilized in evaluating teachers; and head teachers are knowledgeable

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as regards to what is standard, utilized and accepted concerning the
teacher’s teaching skil s therefore, evaluation is more accurate and
garnered higher ratings.

In sum, the result has further emphasized the significant gap
between employer needs and the actual skil levels and abilities of the
participating employees who entered the labor pool. However, the
institution recognizes that some forms of training are best conducted,
which prepares the workers or teacher-applicants with general
characteristics that aim to enhance work performance or the ability to work
productively and successfully. Thus, the need to carry out, such kind of
training is imperative considering that the trainees’ English proficiency is
not sufficient. Also, it could be an effective means to enhance participants’
employment readiness and work performance as well.

Recruitment Profile


Pines International Academy, Inc. (PIA) prefers to engage the
services of teachers who meet its required qualification. Teacher-
applicants shall submit their credentials and fil out the application form to
the Human Resources Department (Appendix H). Then the Recruitment,
Training and Development Supervisor shall make an initial assessment of
the qualification of a certain applicant. If the minimum educational
qualifications of the applicants are met, interviews as well as further forms

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of assessments shall be executed. Upon approval of the application, the
said applicant shall undergo the pre-employment training program, which
aims to further enhance and/or refresh their knowledge and skil s in
ESL/EFL teachings and render teaching demonstrations. Thus, the
training and teaching demonstration are parts of the pre-hire screening
process (Figure 5).

Only relevant work-related criteria are utilized during the hiring
process. Al forms of assessment that an applicant is subjected to are
assessed in a standardized manner which are necessary to satisfactory
job performance. It is emphasized that no applicant for employment shall
be discriminated upon because of race, color, age, religion, gender,
affinity orientation, disability, or national origin.

Aside from complying with the customary formal requirements,
such as, but not limited to passing the trainings and teaching
demonstration, all teacher-applicants are required to have the ability to
communicate effectively in the English language, both orally and in writing.
Moreover, they must also have the propensity and a capacity conforms to
the rules and traditions governing the institution and encourages others to
think, learn, and behave appropriately. They must be healthy physical y,
mentally, emotionally and morally as well (PIA Faculty and Staff Manual,
2007).

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52


Curriculum Vitae col ection
from job postings:

Newspaper
(walk-in or on-line application)
HR Clerk



Application Form





Identification of

prospective
NO

applicants



YES


Qualified applicants attend

General Orientation


Recruitment and
Training Development
Teaching Skil s Assessment:

Supervisor
Teaching Demonstration
NO

Initial Interview

YES




Reference Check
NO




YES


Pre-employment Training:

Teaching Enhancement

Training Team
Program for English Educator
NO

(TEPEE)



Oral and Written Tests

Final Teaching Demo
NO
HR Supervisors, VP
Final Interview

for Academics

YES
President-OIC

Employment

Contract

Figure 5. PIA Recruitment Flow Chart

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53

Education and Training Profile
Reducing the gap between new employees’ abilities and
employers’ expectation may be facilitated by providing applicants with a
better understanding of what qualities and characteristics employer value
most. In addition, an accurate assessment of where applicants currently
rank on these competencies and traits should be given much attention and
institution or employers can assist in the said processes.
Pines International Academy, Inc. (PIA) recognizes that providing
training to workers or even applicants wil prepare them in the workplace.
The institution then devised its own pre-employment training program
cal ed as Teaching Empowerment Program for English Educators
(TEPEE) in 2008. Such form of training envisions total empowerment to
Filipino teachers to achieve global competency and sustainability by
delivering the highest quality training programs needed by PIA’s
employees.
Specifical y, the training program aims to:

1. To consistently provide unparalleled Training and Leadership
Programs leading to opportunities that suit the needs of PIA English
teachers.

2. To be an instrument in providing excel ent foundation of the
English language.

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54


3. To provide a mutually supportive and positive learning
environment in which every learner has the opportunity to develop and
practice communication, teaching and leadership skil s, which in turn
foster self-confidence and personal growth.

4. To create positive impact and influence the direction of English
teaching careers.

5. To strengthen corporate values through practice and unleash
individual potentials.
6. To intensively equip potential and current teachers.
7. To give opportunities for the participants to learn and apply
theories through hands-on training.

8. To improve the effectiveness of skil s combined with utmost
professionalism by providing wide range of tools tailored to the specific
requirement of employees.

9. To recognize each learner’s skil and ability and provide
customized approach to exceed their needs for higher level of
accomplishments.

10. To maximize individual abilities of Filipinos as world-class
English Educators.

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55

Moreover, the Human Resource Department of the institution also
provides and conducts modular training to teachers who are already
employed to further enhance and sharpen their capabilities as teachers of
the English language. The institution also supports teachers who yearn for
career improvement by offering Master of Arts in Teaching major in ESL
(MATESL) in partnership with the University of the Cordilleras (UC) (PIA-
TEPEE Manual, 2008).

Work Performance Profile
Pines International Academy, Inc. (PIA) employs teacher-applicants
who are proficient in both oral and written English. For the duration of the
employee’s contract, he or she is entitled to a minimum of six (6) hours
load daily. However, instances may occur wherein the teaching hours
would increase depending upon the work performance evaluation.
Furthermore, renewal of contracts and salary increases are determined
largely by a standard evaluation and scoring system with a perfect rating
of one hundred percent (100%).
In pursuit of continued excel ence, performance evaluation is
conducted under the direction of the Vice-President for Academic Affairs
and with the assistance of Faculty Heads.
A teacher who fails to obtain the passing mark or rating of ninety-
three percent (93%) on his or her monthly over-all performance evaluation

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56

(OPE) shall be issued a memorandum, which wil serve as a warning for
the teacher to take al the necessary measures to improve his or her
performance. Failure to obtain the passing rate for three consecutive
months or cumulative three (3) warnings within the whole year serve
warrant the non-renewal of contracts specifical y for contractual teachers
and/or constitutes a just cause for the non-approval of salary increases for
the regular teachers. However, teachers who obtain scores of nine-three
percent (93%) and above shall be accorded priority with respect to
additional working hours, incentives and/or salary increases.
The performance evaluation shall be computed based on the
criteria and point system as shown in Table 2.

Table 2. Points and criteria



CRITERIA


POINT DISTRIBUTION (%)
Student Evaluation



40

Head Teacher Evaluation


15

Administrative Evaluation


15

Attendance




15

Punctuality




15

TOTAL





100

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57

Al teachers shall be evaluated using the criteria given. Forty
percent (40%) is allotted for the Student Evaluation (SE). This is because
students have more chances of assessing the teacher’s teaching
performance. The Head Teacher (HT) evaluates the teacher’s delivery,
mastery of the subject and the like and for teachers who do not have any
problems in this area would be obtaining a perfect rating of fifteen (15%)
percent. Similarly, the fifteen percent (15%) is allotted for the
Administrative Evaluation. This includes meetings, seminars, school
activities, wearing of school ID and appropriate attires (dress code). Zero
(0) absence shall warrant a teacher a perfect rating of fifteen percent
(15%) in the attendance. One (1) to eight (8) hours of absences shall
warrant a teacher a rating of 0.5 to 3 deductions. A teacher who incurs
nine (9) to sixteen (16) hours of absences shall be given 11.5% to 9%
rating. Seventeen (17) to twenty-four (24) hours of absences shall warrant
8.5% to 06% rating and a teacher who incurs twenty-five (25) hours of
absences and beyond shall be given a zero (0) rating.
As for punctuality, a perfect rating of fifteen (15) shall be allotted to
teachers who won’t incur any tardiness or late. If a teacher is late for once,
a total of 13% rating shall be bestowed, 11% rating if twice, 9% rating if it’s
thrice, 6% rating if it is four times,4% rating if it is five times and a total of

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58

2% rating and 0% rating if it is done for the six times and seven times
respectively.


Level of Effectiveness of Pre-Employment Training
Programs as Perceived by Trainees



Two components of the pre-employment training programs were
described in this section. First is the Teaching Methodologies Training
(TMT), which aims to teach the trainees using the contemporary
approaches in teaching foreign students and the American Accent
Training (AAT) which is designed to teach trainees how to communicate
using the standard American English. Both courses bare a significant
influence in the respondents teaching performance.

Teaching Methodologies Training (TMT)

Training design. As shown in Table 3 item 1, which states “The
atmosphere of the training room is conducive for learning” obtained a
mean score of 3.48 interpreted to mean “Effective”. Similarly, item 2,
which says “The facilities and equipment used made the subject easy to
learn” incurred a mean score of 3.40 described as “Effective”. Related
result was generated for item 3 which states “The examples or il ustrations
helped me learn” obtaining a mean score of 3.50 interpreted as “Effective”.

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59

In item 4, the respondents were asked whether or not the way the course
was delivered as an effective way to learn. The last item, which states
“The materials I received during the training were useful to my job”,
garnered a mean score of 3.56 construed as “Effective”. As a whole, the
general mean of 3.50 which can be described as “Effective” was drawn.

Table 3. Level of effectiveness of training design as perceived by trainees
under TMT









ITEM




WEIGHTED DESCRIPTIVE
MEAN EQUIVALENT

1. The atmosphere of the training room is
conducive for learning


3.48
E

2. The facilities and equipment used made
the subjects easy to learn


3.40
E

3. The examples or il ustration helped me
learn





3.50
E

4. The way the course was delivered was
an effective way to learn


3.54
E

5. The materials I received during the
training were useful to my job

3.56
E

GENERAL MEAN

3.50
E

Legend:

Numerical Option
Range

Descriptive Equivalent
4
3.60-4.00

Very Effective (VE)
3

2.60-3.59

Effective (E)
2

1.60-2.59

Less Effective (LE)
1

1.00-1.59

Not At All Effective (NA)

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60

The presented data imply that employees reacted well to the
training designs being administered and offered by the PIA-HRD. The
findings agree with the idea of Noe (2008) that meaningful material,
functional feedback and the physical features of the training site are
considered important features of the learning environment. Thus, this may
indicate that the Training Team in partnership of the institution has been
considering quality training design to enhance the expected results of the
training program regarding the employees’ performance.
Trainers’ competence. Table 4 presents the employees learning
perception on the human resource pre-employment training programs as
presented by the trainers. As shown, item 1 says “The trainer was well
prepared with his topic” garnered a mean score of 3.86, which is
interpreted as “Very Effective”. Similar result was obtained for item 2
which says “He is knowledgeable about the course contents” with a mean
score of 3.84 and described as “Very Effective”. Item 3 which states “The
trainers has studied his topic and experienced the events about which he
spoke” incurred a mean score of 3.76 interpreted as “Very Effective”. A
mean score of 3.82 was obtained in item 4, which states “I felt that he
wanted us to learn” and interpreted as “Very Effective”. Lastly, item 5
states “I was comfortable asking him a question” incurred a mean score of
3.54 and interpreted as “Effective”.

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61

Table 4. Level of effectiveness of trainers’ competence as perceived by
trainees under TMT

ITEM



WEIGHTED DESCRIPTIVE
MEAN EQUIVALENT

1. The trainer was well prepared
with his topic



3.86
VE

2. He is knowledgeable about the
course content



3.84
VE

3. Has studied his topic and
experiences the events about
which he spoke



3.76
VE

4. I felt that he wanted us to learn

3.82
VE

5. I was comfortable asking him question
3.54
E

GENERAL MEAN

3.76
VE

Legend:

Numerical Option
Range

Descriptive Equivalent
4
3.60-4.00

Very Effective (VE)
3

2.60-3.59

Effective (E)
2

1.60-2.59

Less Effective (LE)
1

1.00-1.59

Not At All Effective (NA)



The general mean of 3.76 portrayed as “Very Effective” is
interpreted that the learning objectives of the training programs presented
by the trainers are being met and attained. Also, the trainer aspect is
contributory in achieving the objectives of the pre-employment training
programs and that the trainees are being benefited from the training

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62

programs. Hence, there can be a greater tendency that trainees wil be
good-performing employees of PIA.
Program contents. Since the employees in the business community
are into the education business, institutions and other forms of business
establishments are spending much money to address what is recognized
to be an insufficiency by providing enhancement training programs
designed to satisfactorily prepare workers to meet the demands of the
workplace.
Table 5 would clearly show that the trainees believed that the skil s,
knowledge and ability that need to be learned and acquired have
conveyed to them effectively. The said result would support the idea of
Dolipas (2008), which says that setting achievable goals in training
programs confirmed very important aspect than an employee’ conscious
objectives, which regulates his work performance and/or behavior.
Item 1 states “The course content was logical y organized” acquired
a mean score of 3.52 interpreted as “Effective”. The statement “The
course met all the objectives stated in the training program for TMT”
acquired a mean score of 3.38 construed as “Effective”. With these two
obtaining similar results, we can assume that trainees learned a lot as
interpreted by these two items.

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63

Table 5. Effectiveness training program content as perceived by the
trainees under TMT

ITEM



WEIGHTED DESCRIPTIVE
MEAN
EQUIVALENT

1. The course content was logical y
organized


3.52
E

2. The course met all the objectives
stated in the training program for
Teaching Methodologies Training
3.38
E

3. There was enough time to learn the
course content

3.02
E

4. I learned a lot from this course 3.52
E

5. What I learned in this course is
useful for my job

3.50
E

GENERAL MEAN
3.39
E
Legend:

Numerical Option
Range

Descriptive Equivalent
4
3.60-4.00

Very Effective (VE)
3

2.60-3.59

Effective (E)
2

1.60-2.59

Less Effective (LE)
1

1.00-1.59

Not At All Effective (NA)

In the same way, item 3 states “There was enough time to learn the
course content” acquired a mean score of 3.02 described as “Effective”.
Items 4 and 5, which state, “I learned a lot from this course” and “What I
learned in this course is useful for my job”, obtained a mean score of 3.52
and 3.50. The results can be construed as “Effective” correspondingly.
Therefore, the course content of the pre-employment training programs

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64

was wel -planned that it corresponds to its objective, that it can be learned
at an ample time and that the contents may have been appropriately
selected to suit the needs of the participants. For this reason, it confirms
that the respondents learned a lot from the course, which be useful and
beneficial to them for their employment.
Training methods. As reiterated by a lot of HRD practitioners and
Human Resources books and authors, a good training method, may it be
traditional or technology based could influence the transfer and the
acquisition of the information/knowledge shared.
From a total of fifty (50) respondents, a total of 49 respondents or
98 percent are in favor of the lecture type kind of method used in both
modules. It is followed by the methods cal ed Behavior Modeling and
Team-training which garnered a percentage of 98. Others prefer other
types of training methods such as Simulation, which obtained a total score
21 or 42 percent and Self-Directed Learning that garnered a total score of
20 or 40 percent (Table 6).
Under the Technology-Based Training Methods, the kind of method
mostly used and preferred by the trainees that obtained a total score of 15
or 30 percent was Simulations and Virtual Reality. And it is followed by the
Computer-based Training which garnered a total result of 12 or 30
percent.

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65

Table 6. Training method used as perceived by the trainees under TMT

ITEM
FREQUENCY PERCENTAGE

Traditional Training Methods:
a) Lecture



49

98


b) Self-Directed Learning

20

40

c) Simulation



21

42


d) Behavior modeling


39

78


e) Team Training

39

78

Technology-Based Training Methods:
a) Computer-based Training

12
24

b) Simulations and Virtual Learning
15

30


American Accent Training (AAT)

Training design. Table 7 indicates the trainees’ level of
effectiveness to the pre-employment training program as far as American
Accent Training is concerned according to the program’s training design.
Item 1, which states “The atmosphere of the training room is conducive for
learning”, obtained a mean score of 3.54 interpreted to mean “Effective”.
In item 2, which says “The facilities and equipment used made the subject
easy to learn” incurred a similar result with a mean score of 3.44 and
described as “Effective”.

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66

Table 7. Level of effectiveness of training design as perceived by the
trainees under AAT

ITEM



WEIGHTED DESCRIPTIVE
MEAN EQUIVALENT

1. The atmosphere of the training room is
conducive for learning
3.54

E

2. The facilities and equipment used made
the subjects easy to learn

3.44

E

3. The examples or il ustration helped me
learn



3.48

E

4. The way the course was delivered was
an effective way to learn

3.48

E

5. The materials I received during the
training were useful to my job
3.50

E

GENERAL MEAN
3.48

E

Legend:

Numerical Option
Range

Descriptive Equivalent
4
3.60-4.00

Very Effective (VE)
3

2.60-3.59

Effective (E)
2

1.60-2.59

Less Effective (LE)
1

1.00-1.59

Not At Al Effective (NA)


Related result was generated for item 3 which states “The
examples or il ustrations helped me learn” obtaining a mean score of 3.48
interpreted as “Effective”. In item 4, the respondents were asked whether
or not the way the course was delivered as an effective way to learn
garnered a mean score of 3.48. The last item, which states “The materials

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67

I received during the training were useful to my job”, garnered a mean
score of 3.50. Both construed as “Effective”. As a whole, the general mean
of 3.48 which can be described as “Effective” was drawn. From the
results, it may imply that the trainees’ absorption to the knowledge being
presented can be enhanced by well-conceptualized training designs. The
result is parallel to the study of Dennis (1996) that a well-designed location
of the learning setting and its culture would result to trainees performing
better.
Trainers’ competence. As shown, item 1 says “The trainer was well
prepared with his topic” garnered a mean score of 3.86, which is
interpreted as “Very Effective”. Similar result was obtained for item 2
which says “He is knowledgeable about the course contents” with a mean
score of 3.88 and described as “Very Effective”. Item 3 which states “The
trainers has studied his topic and experienced the events about which he
spoke” incurred a mean score of 3.86 interpreted as “Very Effective”. A
mean score of 3.68 was obtained in item 4, which states “I felt that he
wanted us to learn” and interpreted as “Very Effective”. Lastly, item 5
states “I was comfortable asking him a question” incurred a mean score of
3.48 and interpreted as “Effective”.
The general mean of 3.75 portrayed as “Very Effective”. From
these results, it may be inferred that the pre-employment training

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68

programs presented by the trainer have very strong influences to its
“audience”. Trainees may have been provided with as much knowledge
and experience as possible if the trainer has expertise in the topic and
experience in training.

Table 8. Level of effectiveness of trainer’s competence as perceived by
trainees under AAT

ITEM



WEIGHTED DESCRIPTIVE
MEAN EQUIVALENT

1. The trainer was well prepared with
his topic

3.86

VE

2. He is knowledgeable about the
course content

3.88

VE

3. Has studied his topic and experiences
the events about which he spoke
3.86

VE

4. I felt that he wanted us to learn
3.68

VE

5. I was comfortable asking him
questions


3.48

E

GENERAL MEAN
3.75

VE

Legend:
Numerical Option
Range

Descriptive Equivalent
4
3.60-4.00

Very Effective (VE)
3

2.60-3.59

Effective (E)
2

1.60-2.59

Less Effective (LE)
1

1.00-1.59

Not At All Effective (NA)

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69

The findings is supported by Sison (1991) when he stressed that
trainers must have practical working knowledge of his subject and
sufficient grasp of the principles underlying pedagogical setting.
Program contents. As stated by Stoner and Freeman (1989),
training programs seek to maintain and improve job performance. And
since the employers or the institutions are involved in the training process,
they need to assure that what is obtained in the training contents is
relevant and beneficial to trainees.
Table 9 shows that the trainees believed that the skil s, knowledge
and ability that need to be learned and acquired have conveyed to them
effectively. Item 1 states “The course content was logical y organized”
acquired a mean score of 3.64 interpreted as “Very Effective”. The
statement “The course met all the objectives stated in the training program
for AAT” acquired a mean score of 3.48 construed as “Effective”. With
these two obtaining different descriptive equivalent, it presupposes that
trainees learned better because of how the contents are presented.
However, it could have been better if the course has met its objectives.
In the same way, item 3 states “There was enough time to learn the
course content” acquired a mean score of 2.98 but stil described as
“Effective”. This could imply that sufficient time must be allotted for the
course content to be adequately acquired. Items 4 and 5, which state, “I

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70

learned a lot from this course” and “What I learned in this course is useful
for my job”, obtained a mean score of 3.70 and 3.68.

Table 9. Level of effectiveness of training program content as perceived
by the trainees under AAT

ITEM



WEIGHTED DESCRIPTIVE
MEAN EQUIVALENT

1. The course content was logical y
organized


3.64

VE

2. The course met all the objectives
stated in the training program for
American Accent Training
3.48

E

3. There was enough time to learn the
course content

2.98

E

4. I learned a lot from this course
3.70

VE

5. What I learned in this course is
useful for my job

3.68

VE

GENERAL MEAN
3.49

E

Legend:

Numerical Option
Range

Descriptive Equivalent
4
3.60-4.00

Very Effective (VE)
3

2.60-3.59

Effective (E)
2

1.60-2.59

Less Effective (LE)
1

1.00-1.59

Not At All Effective (NA)

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71

The results can be construed as “Very Effective” correspondingly.
Therefore, the trainees confirmed that is learned in the training can be
used rewardingly on the job.
Training methods. PIA-HRD Training Team conducts both modules
offered in the pre-employment training using available resources. Both
utilize the Traditional as well as the Technology-based training methods.
The same result was obtained from this category. From a total of
fifty (50) respondents, a total of 49 respondents or 98 percent are into the
lecture type kind of method. It is pursued by the method cal ed Behavior
Modeling, which obtained a score of 38 or 76 percent. The Team-training
garnered a score of 35 or 70 percent. Others are in favor of the other
types of training methods such as Simulation, which obtained a 25 and
Self-Directed Learning that garnered a total score of 22 or 44 percent.
Under the Technology-Based Training Methods, the kind of method
mostly used and preferred by the trainees which obtained a total score of
20 or 40 percent was Computer-based Training and for the other
technology-based training method cal ed the Simulations and Virtual
Reality, a score of 15 or 30 percent was obtained.
In general, the result has shown that the institution makes use of
the proven and tested types of delivering the information or knowledge
utilizing the Traditional Training Methods coupled with the Technology-

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72

Based Training Methods. Specifical y Lecture, Simulation, Team Training,
Self-Directed Learning and Behavior Modeling, which are categorized
under the Traditional Training are utilized. As for the Technology-Based
kind of training, Computer-based and Simulations and Virtual Reality
training are mostly utilized.

Table 10. Training method used as perceived by the trainees under AAT

ITEM



FREQUENCY PERCENTAGE

Traditional Training Methods:
a) Lecture



49
98

b) Self-Directed Learning

22 44

c) Simulation



25 50

d) Behavior modeling


38 76


e) Team Training

35
70

Technology-Based Training Methods:
a) Computer-based Training

20
40

b) Simulations and Virtual Learning
15 30

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73

Level of Effectiveness of the Pre-employment Training
Program as Presented by the Over-all
Performance Evaluation



This section shows that the pre-employment training programs
made a great influence to the respondents’ teaching performance as
shown through their Student’s Evaluation and Head Teacher’s evaluation
results.

Student’s Evaluation
The results of the study imply that the training programs perceived
by the participating employees to have effectively improved or influenced
their work performance as well as their personal growth. The color blue
indicates their over-al performance evaluation (OPE) rating obtained
ranging from 25-29, the color red signifies the OPE rating ranging from 30-
34, 35-39 OPE rating for the color green and the purple color shows the
OPE rating obtained ranging from 40-44.
Student evaluation as il ustrated in Figure 6 shows that 32 or 64
percent of the total respondents have incurred the passing mark and/or
even above the passing mark in the Student Evaluation during their first
month. This may imply a total of 34 or 68 percent of the respondents have
obtained the same rating during their second month.

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74

80%
Student's Evaluation (SE)
70%
60%
age
50%
c
ent
P
er
40%
e
n
t
s
i
n
30%
e
s
pond
R
20%
10%
0%
First Month
Second Month
Third Month
SE Rating (25-29)
0%
2%
4%
SE Rating (30-34)
36%
24%
24%
SE Rating (35-39)
64%
68%
72%
SE Rating (40-44)
0%
6%
0%
Figure 6. Graph showing the level of effectiveness of the training programs
presented by the Students’ Evaluation under the Over-Al
Performance Evaluation (OPE)

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75

The results show that there is a significant change in the number of
the respondents obtaining the passing mark. The results obtained during
their third month signify that the Pre-employment training programs proved
its importance and capability in improving work performance and personal
effectiveness. This can be justified by the data showing that a total of 36
or 72 percent of respondents have incurred the passing mark and/or even
above the passing rate in the Student Evaluation.


Head Teacher’s Evaluation

Langbert (2000) mentioned that HRD programs should be assigned
to provide its members with opportunities to learn necessary skills to meet
current and future job demands. Data as shown in Figure 7 confirms that
the PIA – HR Department has provided training programs suited to
progress the employees’ work performance. Ninety-eight (98) percent of
the respondents on their first month portrayed outstanding performance
incurring a range of 13-15, 15 classified as the perfect rating in the Head
Teacher’s Evaluation. Similar results were gathered during their second
and third month.

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76


Head Teacher's Evaluation (HE)

120%





100%




e
80%
tag
cen
er
n P

60%
t
s i


onden
esp
R
40%




20%





0%

First Month
Second Month
Third Month
HE Rating (10-12)
2%
2%
2%
HE Rating (13-15)
98%
98%
98%


Figure 7. Graph showing the level of effectiveness of the training program
as presented by the Head Teacher’s Evaluation under the Over-All
Performance Evaluation (OPE)

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77

From the results of the study concerning the over-all performance
evaluation, it can be implied that the pre-employment training program
offered by the institution played a significant role in enhancing the
participating workers’ performance in accomplishing their duties and
responsibilities successfully. The above data also implies that employees
benefited well to the pre-employment training programs being
administered and offered by the institution. This may indicate that the
institution has been considering quality training design to enhance the
expected results of the training program regarding the employees’
performance. This can be justified by the results shown where the said
trainees incurred high ratings commencing both of the categories
presented.

Degree of Employment Readiness of Trainees



The degrees of employment readiness as far as the trainees are
concerned in terms of the Supervisor’s Assessment and considering the
two courses bare very effective in influencing the respondents’ level of
employment readiness and the degree of employment readiness as
perceived by the trainees themselves tagged themselves as moderately
ready.

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78

Supervisor’s Assessment

American companies during the early twenty-first century such as
Cisco System and Manpower to the Bil and Melinda Gates Foundation
are spending much money to address the deficiency of the American
education system to adequately prepare students or “new” workers to
meet the demands of the workplace (Treadwells, 2003).
Readiness for work refers to the preparedness of the worker, may it
be new or old, to learn and perform on the job, the ability to continue to
learn that contribute to successful accomplishment of work.
As stated in an article which addresses the employer’s perceptions
of employee readiness, concerns about readiness for work is not new
(http://hsmr.rsmjournals.com/cgi/content/full/21/4/211). And in order to
progress employees’ readiness, it is significant for both employers and
employees to recognize that there is, in fact, a problem. The question,
“Are the perceptions of employers and new employees similar regarding
employees’ readiness for work?” should be given much attention.

Teaching Methodology Training. Table 11 presents the
Supervisor’s Assessment regarding the degree of employment readiness
as far as Teaching Methodology Training is concerned. A general mean of
3.96 indicative of “Very Effective” was obtained from the responses
pertaining to the Respondent’s Personality.

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79

Table 11. Degree of employment readiness of trainees as perceived by
the Supervisor (Teaching Methodologies Training)

CATEGORY


WEIGHTED DESCRIPTIVE
MEAN EQUIVALENT
A. PERSONALITY
1. The teacher was appropriately dressed for the
teaching demo





4.2
VE
2. The teacher projected self-confidence during the teaching demo
4.32
VE
3. The teacher maintained poise and carried himself/herself
well despite the pressure and stress caused by the student 4.38
VE
4. The teacher looked prepared for the lesson (Gesture,
facial expression, etc)

2.52
VE
5. The teacher was strict but patient during the class

4.4

VE

SUB-TOTAL





3.96 VE

B. PERFORMANCE
1. The class appeared interesting and lively for the student
4.16 VE
2. The teacher provided clear explanation of the lesson
during the class





4.22
VE
3. The teacher provided chances for the student to talk during
the class






4.12 VE
4. Teacher corrected the mistakes of the student during the demo
(Pronunciation, Grammar, Vocabulary)

4.0
VE
5. The teacher showed sensitivity regarding student’s
understanding of the subject matter
4.18 VE
6. The teacher used effective approaches, techniques and
strategies in teaching the lesson


4.24 VE
7. The teacher maintained a good environment during the class 4.14 VE
SUB-TOTAL





4.15
VE

C.PREPARATION
1. The teacher prepared an objective and achievable lesson plan 4.24 VE
2. The lesson plan was presented was followed

4.10 VE
3. The teacher used effective visual aids during the demo
(white board, book, pictures, etc.)


4.24 VE
SUB-TOTAL 4.19
VE
GENERAL MEAN 4.10 VE

Legend:

Numerical Option

Range

Descriptive Equivalent
4

3.60-4.00

Very Effective (VE)
3


2.60-3.59

Effective (E)
2


1.60-2.59

Less Effective (LE)
1


1.00-1.59

Not At All Effective (NA)

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80

A mean score of 4.15 was obtained for criterion 2 which focuses on
the general performance of the respondents is interpreted as “Very
Effective”. The same outcome was recorded for item 3, scoring a mean of
4.19 interpreted too, as “Very Effective”.

Overall, the general mean of 4.10 indicates “Very Effective”. This is
reflective of the good amount of training received by the participating
workers. HRD programs have once again proved its capability to improve
performance, personal effectiveness and effectiveness in work or job
performance.
American Accent Training. Table 12 bares the degree of
employment readiness concerning the American Accent Training. As
shown, category 1 obtained a mean score of 4.0 which means “Very
Effective”. With respect to category 2, the resulting mean score is 4.12
which means “Very Effective”. Similar result was also obtained for
category 3 obtaining a mean score of 4.17 interpreted as “Very Effective”.
The general mean score of 3.89 also implies “Very Effective”.

The respondents find the two (2) courses offered in the training
valuable implying that the trainers, the whole training program content and
its design have done their job well and met the objectives triumphantly,
therefore influencing the respondents level of employment readiness.

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81

Table 12. Degree of employment readiness of trainees as perceived by
the Supervisor (American Accent Training)

CATEGORY


WEIGHTED DESCRIPTIVE
MEAN EQUIVALENT
A.EXECUTION (Pronunciation, Intonation, Enunciation, Clarity)
1. Pronounces vowel and consonant sounds correctly

3.86
VE
2. Properly applies pronunciation patterns


4.26 VE
3. Pronounces correct word stress



4.2
VE
4. Shows mastery of phonetics



4.34 VE
5. Shows correct mouth formation to every speech sound
4.32 VE
6. Follows standard intonation patterns


4.34
VE
7. Adjusts highness or lowness of voice accordingly
4.02
VE
8. Shows good vocal tone with ease


3.7

VE
9. Displays good articulation and creativity in communication
4.32
VE
10. Exudes ability to link units of speech together with the
facility and without strain



3.82
VE
11.Shows confidence and verbal precision when given
extemporaneous utterance




4.32 VE
12. Clearly introduces the topic


3.56
VE
13. Shows ability in using vocabulary, grammar structure and
paraphrase strategies to convey meaning


4.12 VE
14. Shows coherence in giving appropriate responses to
student






3.64
VE
SUB-TOTAL






4.0

VE

B.VOICE TONALITY
1. Uses a dynamic voice that commands attention

3.78
VE
2. Projects expressive and confident voice


4.14
VE
3. Expresses voice with appropriate modulation


3.82
VE
4. Shows control in the speed of delivery

4
VE
5. Effectively pauses for word emphasis

4.32
VE
SUB-TOTAL






4.12
VE

C.BODY LANGUAGE
1. Exhibits good posture



3.96 VE
2. Exudes appropriate confidence and is relaxed throughout
the speech





4.28 VE
3. Maintains good eye contact




4.18
VE
4. Shows and maintains appropriate gestures


4.26
VE
SUB-TOTAL






4.17
VE

GENERAL MEAN
3.89
VE
Legend:

Numerical Option

Range

Descriptive Equivalent
4

3.60-4.00

Very Effective (VE)
3

2.60-3.59

Effective (E)
2

1.60-2.59

Less Effective (LE)
1

1.00-1.59

Not At All Effective (NA)

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82

Trainees’ Self-Assessment

Figure 8 shows the result of trainees’ self-assessment as to their
employment readiness. From a total of 50 respondents, the data indicate
that there are 14 or 28 percent total of respondents who succeeded in
obtaining 91-100% degree of employment readiness which is interpreted
as “Very Much Ready”. Twenty-three (23) or 46 percent of the
respondents categorized themselves within 79-90%, which is described as
“Moderately Ready”. This is much higher as compared to the respondents
classified as “Very Much Ready”. A total of 8 or 16 percent respondents
sorted as “Neutral” when it comes to their level employment readiness. A
total of 4 to 8 percent and 1 or 2 percent were classified as “Fairly Ready
and “Ready but need more time” respectively.
The data revealed that many of those trained and hired considered
themselves ready to perform the duties they were expected to accomplish.
The results, therefore, sanction the acceptance of the hypothesis which
speaks of the recipients obtaining 80-85 percent degree of employment
readiness in terms of the Trainees’ Self-Assessment.

The highest degree of employment readiness was not obtained due
to some possible reasons. These reasons may include adjustment to the
working environment due to insufficient or lack of teaching experience and
job mismatch; less exposures to foreign students, students’ English

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83

proficiency levels and their learning culture; and incompetence or lack of
apposite confidence handling the learners.



Figure 8. The degree of employment readiness as perceived by trainees

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84


Problems and Issues Confronting the
Pre-employment Training Programs


Clark (2001) mentioned that although training may have an impact
on trainees in terms of satisfaction or knowledge gain, it is not all without
controversy. Problems, issues or concerns may always rise. It is present
to any workplace and this is acknowledged by the institution.
From a total of fifty (50) respondents, there are only three (3)
respondents who have indentified problems and issues encountered
during the training programs period such as: the leveling of students was
not satisfactorily clarified; the duration of the training programs was too
short, this may justify the result shown in the level of Employment
Readiness as perceived by the trainees identifying 1 respondent tagged
as “Ready but need more Time”, and the distinction in the level of learning
absorption among the trainees.
However, interviews conducted among respondents justified that
there are other problems that were not identified. The lack of sufficient
facilities and equipments utilized in the training was much emphasized. It
corroborates with the idea that among the perceived problems in training
and development is the funding of the program. As training is not a one-
time process, it needs to be allocated funds for its continuous existence.
This, though, continues to be a concern in training and development.

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85

While the need to supply training to employees and as development
increases, the funds to do so may not be available.

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86

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study entitled “Evaluation of Pines International Academy, Inc.
Pre-Employment Training Program to Its Employees’ Performance” sought
to answer the specific problems:
1. What is the over-all profile of Pines International Academy, Inc.
as an ESL institution in terms of manpower development as to:
a) Respondent’s profile;
b) Recruitment;
c) Education and training; and
d) Work performance?
2. What is the level of effectiveness of the pre-employment training
Programs:

a) As perceived by the trainees under Teaching Methodologies
Training and American Accent Training in terms of:
a.1 Training designs;
a.2 Trainer’s competence;
a.3 Training program contents;
a.4 Training methods?
b) As indicated by the teacher’s classroom performance based
on student’s evaluation and head teacher’s evaluation?

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87

3. What is the degree of employment readiness of Pines
International Academy, Inc. trainees in terms of:
a) Supervisor’s Assessment
a.1 Teaching Methodology Training
a.2 American Accent Training
b) Trainees’ Self- Assessment?
4. What are the problems and issues confronting the pre-
employment training program?

The gathered results from the identified numbers of respondents
were analyzed and interpreted using class intervals, weighted means and
percentage.

Findings

The findings of the study are the following:

1. a. Pluralities of the trainees are singles, females, are not
Education majors and belong to the Generation Y.
b. With regard to age, civil status, and gender the results did not
manifest much difference in the level of their work performance. Most
trainees who incurred the passing rate set by the institution are not
Education majors and do not have sufficient teaching experiences.

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88


2. The degree of effectiveness of the pre-employment training
programs as perceived by the respondents was interpreted as effective as
to work performance having been justified using the mean score garnered
considering the factors affecting the training effectiveness such as the
Training Design, Trainer’s Competence, Training Programs Contents and
Training Methods regardless of the modules being offered. Hence, results
showed a significant agreement in the perception of the respondents on
the degree of effectiveness of the pre-employment training program and
the over-all presentation of their work performance as far as Students and
Head Teacher’s Evaluations are concerned. This would only imply that the
reaction of the respondents on the effectiveness and usefulness of the
pre-employment training programs offered on their jobs generated a high
mean score and is described as effective. For this reason, it confirms that
the training programs have achieved its objectives and goals efficiently.

3. The degree of employment readiness of Pines International
Academy, Inc. (PIA) trainees according to the Supervisor’s Assessment
and the Trainees’ Self-Assessment showed a slight difference. Generally,
pluralities of the respondents were able to hit the passing mark and /or
even higher than the passing rating set by the supervisor as verified by the
garnered weighted scores 4.10 and 3.89 correspondingly, as far as their
skills are concern. However, the results obtained from the trainees’ self-

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89

assessment construes otherwise. It shows that plurality of the trainees
assessed themselves as moderately ready. Accordingly, both confirm that
there is of no consequence difference on the levels of employment
readiness but it should not go unnoticed. Nonetheless, both show a
positive outcome when it comes to such.

4. Problems and issues occurred in the workplace are the
leveling of students was not satisfactorily clarified, the duration of the
training programs was too short and the distinction in the level of learning
absorption or the transfer of training among the trainees, which refers to
trainees’ effectively and continually applying what they learned to their
jobs. It includes both the generalization of training to the job, which
focuses on the trainee’s ability to apply learned capabilities to on-the-job
work problems and situations that are similar but not identical to those
problems and situations encountered in the learning environment and the
maintenance of learned material. Maintenance is the process of continuing
to use newly acquired capabilities over time. These are the specific
problems or issues encountered and identified by the three (3)
respondents.

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90

Conclusions

In the light of the foregoing findings of the study, the following
conclusions are drawn:

1.a. The participating workers ranges from young adults to
adults, predominantly singles and dominated by females. With respect to
their educational attainment and teaching experience, plurality of them are
not Education majors and had no teaching experience.

1.b. The results confirmed that majority of the respondents who
incurred the passing rating as regards to their over-al performance
evaluation belong to Generation Y, mostly females as well as singles and
whose areas of expertise are not related to teaching or educating. This
confirms that procurement of the passing rate cannot be influenced by the
area of expertise an individual belongs.
1.c. The number of respondents obtaining the passing mark is
those that do not have teaching experience.
2. a. The respondents reacted well to the training designs of the
two courses administered and offered by the institution.

2.b. The pre-employment training programs as presented by the
trainers have strongly influenced the achievement of the training’s
objectives and that the trainees have received great benefits which would
lead them to be good-performing employees of the institution.

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91

2.c. The pre-employment training programs as perceived by the
trainees in terms of its contents considering the two courses had been
very useful and beneficial.
2.d. The pre-employment training programs as indicated by the
teachers’ classroom performance have effectively improved and enhanced
the respondent’s work performance as well as their personal growth.
Thus, it implies that the training offered by the institution played a
significant role in influencing the participating workers’ performance in
accomplishing their duties and responsibilities successfully.
2.e. The two courses offered in the training found very effective,
valuable and triumphantly met the objectives, therefore influencing the
respondents’ level of employment readiness commencing both of the
assessments presented by the Supervisor and by the trainees.
3.a. The degree of employment readiness as far as the trainees
are concerned in terms of the Supervisor’s Assessment and considering
the two courses bares very effective in influencing the respondents’ level
of employment readiness.
3.b. The degree of employment readiness as perceived by the
trainees themselves sanctions the acceptance of the hypothesis which
speaks of the recipient incurring 80-85% degree of employment readiness.

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92


4. The existence of some problems and issues in the pre-
employment training program is one of the factors that may affect the
acquisition and the recipients.

Recommendations

The following recommendations are hereby proposed regarding
the findings and conclusion of the study.

1. The training program provided by the institution was evaluated
by the respondents to be effective. Hence, there is a need to ensure that a
strong link between training content and job content, which refers to the
strong association of the objectives of the training program to the future
job/responsibilities/duties of a certain participant, should be given much
attention for the purpose of attaining over-all satisfaction.

2. Since the level of effectiveness found out to be effective, it is
recommended that the institution should invest time in developing
employee retention strategies such as innovation of reward system to
boost the morale of the Human Resources Department work force.

3. The institution should provide sufficient budgetary allocation
for the training and development of the PIA workforce to adapt to the ever
changing trends in corporate training such as upgrade in training

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93

equipment and provision of modern training facilities to adapt to the
diverse group of the learners.

4. The institution must provide opportunities for Trainers and
Training developers to enhance their skil s such as proficiency/expertise in
enhancing participants’ degree of employment readiness through
attending seminars and professional training offered outside the institution.

5. Problems and issues identified and possible concerns should
be resolved immediately to consistently provide a better quality training
that suits the need of the training programs participants.

6. Further studies particularly related to performance evaluation
and satisfaction as perceived by the recipients, workers’ employment
readiness should be encouraged.

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94

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DILWORTH, 2003. Production and Operations Management:
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Pines International Academy, Inc. (PIA) Faculty and Staff Manual, 2007.
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APPENDIX A
Letter of Request to Conduct Study
01 April 2010


Ms. Czarina A. Abenoja
OIC/Executive Vice President
Pines International Academy, Inc.

Dear Madame:

Greetings!

I am a graduate student of Benguet State University currently pursuing Masters
of Arts in Human Resources Development under the Open University program. I
am presently conducting my thesis entitled, “EVALUATION OF PINES
INTERNATIONAL ACADEMY, INC. PRE-EMPLOYMENT TRAINING
PROGRAMS TO ITS EMPLOYEES’ PERFORMANCE”.

The purpose of the study is to determine the level of effectiveness of the pre-
employment training programs offered relative to employees’ performance.
Furthermore, it aims to identify the existing issues and/or problems the pre-
employment training programs have.

On this regard, I humbly request your good office to allow me to float
questionnaires and conduct interview to the selected faculty members of the
academy and to permit me to have a free access to the needed data.

Your favourable action on this matter wil be highly appreciated.

Thank you very much.

Sincerely yours,


Judith P. Mendoza
Researcher
NOTED BY:

Professor Wilfredo B. Mina, MSGC, RLGC
ADVISER

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98

APPENDIX B

Letter of Request to the Respondents of the Study


05 April 2010

Dear Respondents:

Greetings!

In line with her study entitled, “EVALUATION OF PINES
INTERNATIONAL ACADEMY, INC. PRE-EMPLOYMENT TRAINING
PROGRAMS TO ITS EMPLOYEES’ PERFORMANCE” in partial fulfilment
of the requirements for a Master in Human Resource Development
degree, the undersigned is requesting your cooperation to provide the
data needed.
Your valuable inputs wil surely help the researcher with her study as she
aims to determine the level of effectiveness of the pre-employment
training programs offered relative to employees’ performance.
In connection to this, please accomplish the attached questionnaire by
encircling the appropriate numbers and percentage as called for and by
writing your responses on the blanks provided. Rest assured that your
answers would be treated with utmost confidentiality and wil not be
disclosed to anyone for any reason other than for statistical purposes.
Thank you for your time completing this questionnaire. Kindly return the
questionnaire to the undersigned three days upon receipt thereof.

Judith P. Mendoza
Researcher

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99

APPENDIX C
STRUCTURED SURVEY QUESTIONNAIRE FOR EMPLOYEES
AT PINES INTERNATIONAL ACADEMY, INC. (PIA)

I) Respondent’s Profile

1) Name (optional): _____________________________ 2) Age: ___________________
3) Sex: _____________________________________ 4) Civil Status: ______________
5) Bachelor’s Degree/Highest Educational Attainment
_______________________________________________________________________
6) Teaching Experience (pls. check appropriate blank item)
____ Had ESL teaching experience
____ Had no ESL teaching experience

II) Training and Development for Prospective Employees:
American Accent Training

Level of Effectiveness
Please circle the number on the four (4) point scale that best expresses your opinion for
each category. The numerical values have the following descriptive equivalent:

Option Equivalent



Descriptive Equivalent

4




Very Effective (VE)

3




Effective (E)

2




Less Effective (LE)
1




Not at all Effective (NA)

1) Training Design
a.
The atmosphere of the training room is conducive
1
2
3
4
for learning.
b.
The facilities and equipment used made the
1
2
3
4
subject easy to learn.
c.
The examples or il ustrations helped me learn.
1
2
3
4
d.
The way the course was delivered was an effective 1
2
3
4
way to learn.
e.
The materials I received during the training were
1
2
3
4
useful to my job.

2) Trainer
a.
The trainer was wel prepared with his topic.
1
2
3
4
b.
He is knowledgeable about the course content.
1
2
3
4
c. Has studied his topic and experienced the events




about which he spoke.
1
2
3
4
d.
I felt that he wanted us to learn.
1
2
3
4
e.
I was comfortable asking him question.
1
2
3
4

3) Training Program Content
a.
The course content was logically organized.
1
2
3
4

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100

b.
The course met all the objectives stated in the
1
2
3
4
training program for AAT.
c.
There was enough time to learn the course
1
2
3
4
content.
d.
I learned a lot from this course.
1
2
3
4
e.
What I learned in this course is useful for my job.
1
2
3
4


I I. Check which of the fol owing training methods were used during the American
Accent Training.

Training Methods:
a) Traditional Training Methods
___ i) Lecture

___ ii) Video
___ i i) On-the-Job Training
___iv)Self-Directed Learning
___ v) Apprenticeship

___ vi) Simulation
___ vi ) Case Study


___ ix) Role Play
___ x) Behavior modeling

___ xi ) Team Training

b) Technology-Based Training Methods
___ i) Computer-based Training
___ i ) Internet
___ i i) E-Learning


___iv) Distance Learning
___ v) Simulations and Virtual Reality

IV) Training and Development for Prospective Employees:
Teaching Methodologies Training

1) Training Design
a.
The atmosphere of the training room is conducive
1
2
3
4
for learning.
b.
The facilities and equipment used made the
1
2
3
4
subject easy to learn.
c.
The examples or il ustrations helped me learn.
1
2
3
4
d.
The way the course was delivered was an effective 1
2
3
4
way to learn.
e.
The materials I received during the training were
1
2
3
4
useful to my job.

2) Trainer
a.
The trainer was wel prepared with his topic.
1
2
3
4
b.
He is knowledgeable about the course content.
1
2
3
4
c. Has studied his topic and experienced the events




about which he spoke.
1
2
3
4
d.
I felt that he wanted us to learn.
1
2
3
4
e.
I was comfortable asking him question.
1
2
3
4

3) Training Program Content
a.
The course content was logically organized.
1
2
3
4
b.
The course met all the objectives stated in the
1
2
3
4
training program for TMT.

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101

c.
There was enough time to learn the course
1
2
3
4
content.
d.
I learned a lot from this course.
1
2
3
4
e.
What I learned in this course is useful for my job.
1
2
3
4

V. Check which of the fol owing training methods were used during the Teaching
Methodologies Training.

Training Methods:
a) Traditional Training Methods
___ i) Lecture

___ ii) Video
___ i i) On-the-Job Training
___iv) Self-Directed Learning
___ v) Apprenticeship

___ vi) Simulation
___ vi ) Case Study


___ ix) Role Play
___ x) Behavior modeling

___xi )Team Training

b) Technology-Based Training Methods
___ i) Computer-based Training
___ i ) Internet
___ i i) E-Learning


___iv)Distance Learning
___ v) Simulations and Virtual Reality


VI) Employment Readiness:

To what extent do you feel prepared to perform as an ESL teacher after the training
program? Pls. check the appropriate item option corresponding your answer using the
scale below where;

Option Equivalent


Descriptive Equivalent

91 - 100%


Very Much Ready (VM)
79 - 90%


Moderately Ready (MR)
60 - 78%



Neutral (N)

40 - 59%



Fairly Ready (FR)
25 - 39%
Ready but need more Time (NT)

01 - 24%



Not At Al Ready (NR)

_____ a) 91 – 100%
_____ b) 79 – 90%
_____ c) 60 – 78%

_____ d) 40 – 59%
_____ e) 25 – 39%
_____ f) 01 – 24%


If you do NOT feel ready to perform the job related to ESL teaching, please
explain briefly why you do not:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________

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102

APPENDIX D
Supervisor’s Measuring Tool

Teaching Empowerment Program for English Educators
The American Accent Training

SPEAKING SKILL EVALUATION
Name of Teacher: ____________________________________ Date: _____________________
Module: ____________________________________________ Time: _____________________
Evaluated by: ______________________________________________________________
Rating Scale:
1 – Unsatisfactory

3 – Fair

5 – Very Satisfactory
2 – Needs Improvement
4 – Satisfactory
6 – Outstanding


EXECUTION
A. Pronunciation
1
Pronounces vowel and consonant sounds correctly
1
2
3
4
5
6
2
Properly applies pronunciation patterns
1
2
3
4
5
6
3
Pronounces correct word stress
1
2
3
4
5
6
4
Shows mastery of phonetics
1
2
3
4
5
6
5
Shows correct mouth formation to every speech sound
1
2
3
4
5
6
B. Intonation
1
Follows standard intonation patterns
1
2
3
4
5
6
2
Adjusts highness or lowness of voice accordingly
1
2
3
4
5
6
3
Shows good vocal tone with ease
1
2
3
4
5
6
C. Enunciation
1
Displays good articulation and creativity in communication
1
2
3
4
5
6
2
Exudes ability to link units of speech together with facility and without
1
2
3
4
5
6
strain
3
Shows confidence and verbal precision when given extemporaneous
1
2
3
4
5
6
utterance
D. Clarity
1
Clearly introduces the topic
1
2
3
4
5
6
2
Shows ability in using vocabulary, grammar structure and paraphrase
1
2
3
4
5
6
strategies to convey meaning
3
Shows coherence in giving appropriate responses to student/s
1
2
3
4
5
6
VOICE TONALITY
1
Uses dynamic voice that commands attention
1
2
3
4
5
6
2
Projects expressive and confident voice
1
2
3
4
5
6
3
Expresses voice with appropriate modulation
1
2
3
4
5
6
4
Shows control in the speed of delivery
1
2
3
4
5
6
5
Effectively uses pauses for word emphasis
1
2
3
4
5
6
BODY LANGUAGE
1
Exhibits good posture
1
2
3
4
5
6
2
Exudes appropriate confidence and is relaxed throughout the speech
1
2
3
4
5
6
3
Maintains good eye contact
1
2
3
4
5
6
4
Shows and maintains appropriate gestures
1
2
3
4
5
6
RECOMMENDATIONS/COMMENTS




Highest Possible Score: (HPS) 138
RS
%

Formula: Raw Score / 138 x 100 = Rating in Percentage

Evaluator’s Signature:

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103

APPENDIX E

Teaching Empowerment Program for English Educators
Teaching Methodologies Training


TEACHING METHODOLOGIES EVALUATION SHEET (FINAL)
Name of Teacher: __________________________________ Date: ______________________
Module: ___________________________________________ Time: _____________________
Evaluated by: ______________________________________________________________

Rating Scale:
1 – Unsatisfactory

3 – Fair

5 – Very Satisfactory
2 – Needs Improvement
4 – Satisfactory
6 – Outstanding


A. PERSONALITY

A. Pronunciation
1
2
3
4
5
6
1
The teacher was appropriately dressed for the teaching
1
2
3
4
5
6
demonstration
2
The teacher projected self-confidence during the teaching demo
1
2
3
4
5
6
3
The teacher maintained poise and carried himself/herself well
1
2
3
4
5
6
despite the pressure and stress caused by the student
4
The teacher looked prepared for the lesson (gestures, facial
1
2
3
4
5
6
expression, etc.)
5
The teacher was strict but patient during the class
1
2
3
4
5
6
B. PERFORMANCE
1
The class appeared interesting and lively for the student
1
2
3
4
5
6
2
The teacher provided clear explanation of the lesson during the
1
2
3
4
5
6
class
3
The teacher provided chances for the student to talk during the
1
2
3
4
5
6
class
4
The teacher corrected the mistakes of the student during the
1
2
3
4
5
6
demonstrations (pronunciation, grammar, vocabulary)
5
The teacher showed sensitivity regarding the student’s
1
2
3
4
5
6
understanding of the subject matter
6
The teacher used effective approaches, techniques and strategies in
1
2
3
4
5
6
teaching the lesson
7
The teacher maintained a good environment during the class
1
2
3
4
5
6
C. PREPARATION
1
The teacher prepared an objection and achievable lesson plan
1
2
3
4
5
6
2
The lesson plan presented was followed
1
2
3
4
5
6
3
The teacher used effective visual aids during the demonstration
1
2
3
4
5
6
(white board, book, pictures, etc.)
RECOMMENDATIONS/COMMENTS






Highest Possible Score: (HPS) 90
RS
%

Formula: Raw Score / 90 x 100 = Rating in Percentage

Evaluator’s Signature

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104

APPENDIX F
Pines International Academy, Inc.
Head Teacher’s Evaluation for Classroom Observation
Teacher’s Name: Period Covered: Subject taught:
Evaluated by: Time: Room: Date:
Instructions:
1.
Encircle the score deemed necessary for each item.
2.
Never leave an item blank.
Rating Scale: 1-2: Needs Improvements 3-4: Fair 5-6: Good 7-9: Excellent 10:Outstanding
A.
Class Preparation and Organization
1
Displays evidence of preparation for the class. (Lesson plan, materials, books,
1
2
3
4
5
6
7
8
9
10
etc.)
2
Directions given to the student are clearly thought out and stated.
1
2
3
4
5
6
7
8
9
10
3
Conducts the activities in the class in a sequenced and organized manner.
1
2
3
4
5
6
7
8
9
10
4
Follows the curriculum but is flexible when changes and adjustments are needed
1
2
3
4
5
6
7
8
9
10
for the class.
B.
Teaching Methods
1
Shows sufficient mastery of content and the subject matter.
1
2
3
4
5
6
7
8
9
10
2
Utilizes diverse teaching approaches, methodologies and techniques fit and
1
2
3
4
5
6
7
8
9
10
appropriate for the class or subject matter and the student.
3
Utilizes visual aids and other instructional and relevant reinforcement materials
1
2
3
4
5
6
7
8
9
10
effectively for the lesson or subject.
4
Uses time wisely and effectively as evidenced by a sequenced, patterned and
1
2
3
4
5
6
7
8
9
10
smooth lesson flow.
5
Observes proper pacing in lesson delivery
1
2
3
4
5
6
7
8
9
10
6
Flexible and creative in enabling the student to cope with the lesson taught.
1
2
3
4
5
6
7
8
9
10
C.
Evaluative and Motivational Skill
1
Recognizes the student’s errors keenly and corrects them effectively. Is
1
2
3
4
5
6
7
8
9
10
innovative in correcting student’s mistakes and providing feedbacks.
2
Formulates and asks logical and thought provoking questions appropriate for
1
2
3
4
5
6
7
8
9
10
the student’s level.
3
Provides objective feedback for the student’s thoughts and responses.
1
2
3
4
5
6
7
8
9
10
4
Demonstrates sensitivity to the needs and interests of the student/s.
1
2
3
4
5
6
7
8
9
10
5
Relates the subject matter to actual scenarios useful for the student.
1
2
3
4
5
6
7
8
9
10
6
Encourages student’s active participation and interaction.
1
2
3
4
5
6
7
8
9
10
7
Practices active listening and provides feedback and responses that coincides
1
2
3
4
5
6
7
8
9
10
with body language to the student when necessary.
D.
Classroom Atmosphere
1
Controls the mood of the class to ensure that learning would be fun yet
1
2
3
4
5
6
7
8
9
10
interesting
2
Fosters stimulating and non-threatening atmosphere which encourages student’s
1
2
3
4
5
6
7
8
9
10
participation during class discussions and activities.
3
Shows emotional professionalism under pressure and maintains composure
1
2
3
4
5
6
7
8
9
10
despite irritating conditions and situations.
4
Exudes a respectable personality.
1
2
3
4
5
6
7
8
9
10
5
Discusses lessons with appropriate body language, facial expression and stance.
1
2
3
4
5
6
7
8
9
10
E.
Physical Environment of the Classroom
1
Is generally neat and attractive.
1
2
3
4
5
6
7
8
9
10
2
Classroom set up appears conducive for learning
1
2
3
4
5
6
7
8
9
10
3
Desk chair, whiteboard and books are organized and strategically arranged.
1
2
3
4
5
6
7
8
9
10
F.
Speaking Skills
1
Speaks with proper pacing and speed appropriate for the student.
1
2
3
4
5
6
7
8
9
10
2
Speaks with fluency (clarity, vocabulary and appropriate responses).
1
2
3
4
5
6
7
8
9
10
3
Observes intonation patterns in speaking.
1
2
3
4
5
6
7
8
9
10
4
Voice Tonality (Voice projection, modulation and volume)
1
2
3
4
5
6
7
8
9
10
G.
Grammar Skills
1
Is familiar with the various parts of speech and their usage.
1
2
3
4
5
6
7
8
9
10
2
Uses divers tenses appropriate for the lesson or subject matter being discussed.
1
2
3
4
5
6
7
8
9
10
3
Utilizes lexical terms in different forms and in accordance to their usage.
1
2
3
4
5
6
7
8
9
10

Highest Possible Score (HPS) 320
RS

%


Formula: Raw Score/320 x 15 = Rating in percentage

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105

APPENDIX G
Pines International Academy, Inc.
Students’ Evaluation for Teachers’ Classroom Performance
Teacher’s Name: Subject taught: Date:
Evaluated by(Student’s Name): Group:
Instructions:
1. Encircle the score deemed necessary for each item.
2. Never leave an item blank.
Rating Scale: 1: Needs Improvements 2: Fair 3: Good 4: Excellent
5:Outstanding
A. Teacher’s Personality
1 Is friendly and accommodating (open-minded) in class
1 2 3 4
5
2 Provides ample opportunities for the students to use the English
1 2 3 4
5
language in class whether in verbal or written
3 Respects student’s ideas, values, feelings and cultural background
1 2 3 4
5
4 Encourages the student appropriately and praises every effort from
1 2 3 4
5
the student consistently
B. Teacher’s Enthusiasm
1 Prepares for the class well
1 2 3 4
5
2 Strictly starts and finishes the class on time
1 2 3 4
5
3 Maintains a good studying mood by adhering to the prepared lesson
1 2 3 4
5
for the day and not resorting to activities or talks that are not
related to the subject matter.
4 Provides honest and constructive evaluation on the student’s
1 2 3 4
5
pronunciation and grammatical skills improvement
5 Dresses appropriately and neatly for class
1 2 3 4
5
C. Teacher’s Professionalism
1 Shows mastery of the subject matter
1 2 3 4
5
2 Resourceful, uses appropriate materials
1 2 3 4
5
3 Assigns proper homeworks or tasks according to the level of the
1 2 3 4
5
student
4 Has good voice projection, speaks loudly and audibly to be
1 2 3 4
5
understood with proper speed
Comments:



Highest Possible Score (HPS) 65
RS

%
Formula: Raw Score/ 65 x 40 = Rating in percentage

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106

APPENDIX H
Application Form

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107

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108

BIOGRAPHICAL SKETCH
The researcher has been an employee at the
Human Resources Department of Pines International
Academy, Inc. (PIA), Baguio City, as Recruitment,
Training and Development Supervisor. She helps in the conceptualization
and implementation of PIA’s Pre-employment Training Program –
Teaching Enhancement Program for English Educators (TEPEE) and
Management Training for PIA non-teaching employees.
She finished Bachelor of Science in Commerce, major in Marketing
at the Saint Louis University, Bonifacio Street, Baguio City. She pursued
her studies at the Baguio Central University, Magsaysay Road, Baguio
City and finished Bachelor of Science in Nursing as her second degree.
She is an active member of Passion in Action Toastmasters Club.
She was born on the 27th of June not so long ago in San Carlos
City, Pangasinan. She is the youngest of parents Eugenio and Patricia
Mendoza.

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Document Outline

• Evaluation of Pines International Academy,Inc. Pre-Employment Training Programs to its Employees� Performance. Benguet StateUniversity
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
    • Conceptual Framework
    • Operational Definition of Terms
    • Hypotheses of the Study
  • REVIEW OF LITERATURE
    • Human Resource Development
    • Training and Development
    • Importance of Training
    • Factors Affecting Employees� Training
  • METHODOLOGY
    • Locale and Time of the Study
    • The Respondents
    • Research Design
    • Instrumentation
    • Data Collection Procedure
    • Statistical Analysis
  • RESULTS AND DISCUSSION
    • Over-all Profile of Pines International Academy, Inc. (PIA)
      • Respondent�s Profile
      • Educational attainment
      • Teaching experience
      • Recruitment Profile
      • Education and Training Profile
      • Work Performance Profile
    • Level of Effectiveness of Pre-Employment TrainingPrograms as Perceived by Trainees
      • Teaching Methodologies Training (TMT)
        • Program contents
        • Training methods
      • American Accent Training (AAT)
        • Trainers� competence
        • Program contents
        • Training methods
    • Level of Effectiveness of the Pre-employment TrainingProgram as Presented by the Over-allPerformance Evaluation
      • Student�s Evaluation
      • Head Teacher�s Evaluation
      • Degree of Employment Readiness of Trainees
        • Supervisor�s Assessment
          • Teaching Methodology Training
          • American Accent Training
        • Trainees� Self-Assessment
    • Problems and Issues Confronting thePre-employment Training Programs
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Findings
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDIX
  • BIOGRAPHICAL SKETCH

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