Contemporary organizational setting recognizes the need to upgrade knowledge, skills, abilities, and personal attributes (KSAPs) of subordinates as an important feature of management and contributory factor to organizational performance. While competition becomes even more complex, training subordinates is a potent solution to cope up with the emerging challenges of the global workforce. Training is usually done prior to actual employment yet it extends beyond the requirement for both organizational and subordinates' competitiveness and competency. The development, structure, motivation, improvement of the subordinates fundamentally depends on the leadership, mandate and vision of the organization (Rainey and Steinbauer 1999). Most organizations and their management invest on human resources as human capital is known to be a resource-based competitive advantage. In this case, social welfare and social work professionals need training and education to ensure their adequacy and preparations to serve their role. Given the appropriate training programs for subordinates, it is tantamount to productivity and success. Training is important, as demanded by learning organizations, because subordinates need to take advantage of the opportunities of further enhancing skills and enriching knowledge through the programs and exercises their company invests on. This will also ensure their competitiveness in the dynamic and multifaceted description and scope of social work and similarly carry on their personal want of improving themselves as productive working individuals. "Training has often been seen as a reward for good performance. As such, there is very little reason to evaluate the training."  This paper argues that training is definitely NOT a reward for good performance. Instead, good performance is a reward of training. Evaluating training is also important. Training and Development: its Value and why we need it In the field of human resources management (HRM), training and development is among the main areas of the HR function (Sims 2002). Training of subordinates is basic to every organization (Carnevale and Stone 1994, 22). The value of human capital is enhanced by gaining higher performance potential such as new tasks, functions, and KSAPs (knowledge, skills, abilities, personal attributes) obtained and cultivated during trainings. This is where the importance of training recognized as a crucial issue for businesses, organizations and institutions. According to Hornsby and Kuratko (2005), training and development activities can help companies acquire a staff with the right combination of skills and motivations which a company needs to be competitive. They further explained that this process includes three different types of activities namely: orienting the new employees; helping employees acquire new skills and helping the employees strengthen existing skills (Hornsby and Kuratko 2005, 152). Since training in profitable companies and organizations is somewhat related to social work, due to its similar usage of the concept of management, it is apt to integrate both fields provided that training is focused on staff and individual development. Social work, as described by Kerson (1980, 207), "generally deals with society's disposables, with groups of people who are dependent or in some way not valuable to society as a whole". The people they serve predominantly hold little social standing. Training is deemed to be important as seen in various social work research studies. For instance, intensive faculty training affects further understanding substance abuse through integrating content of the said subject (Amodeo and Lichtfield 1999). Training prepares social workers to address HIV/AIDS prevention and detection (Wolf and Mitchell 2002). It is also of similar importance to working with families of chronic patients (Lefley 1988). Furthermore, training creates considerable impact on attitudes and knowledge in positive behavior support (Lowe et al. 2007). In an extensive anthology of literatures, some training has been established to be valuable in developing staff knowledge and creating outstandingly significant impact on practice (i.e. Berryman et al. 1994; Allen et al. 1997; Dench 2005 cited in Lowe et al. 2007). Fraser and colleagues (2006) assumed that training consists of a mix of transferable and non-transferable skills. They noted the veracity of the frequent argument of experts that "training is a form of human capital investment" resulting to "a rate of return in the form of a higher marginal product of trained labor" (Fraser et al 2006, 125). The acceptance of this belief was coincided to the likelihood of high wage employment on the part of knowledge workers. Lowe and colleagues (2007) acknowledged the need for effective staff training as a key factor in high quality service provision. Staff are said to be well-rained and skilled in providing high quality services to clients. Through training, minimum stress level could also be expected particularly in dealing with difficult or challenging workplace atmosphere. When subordinates are competent in all tasks being offered, high quality services is palpable. Similar to other organizations and institutions, there are many trends in training that are being employed at present. Goldstein and Gilliam (1990) have suggested that training has to adapt to four major trends occurring and affecting its very nature including: changes in the demographic characteristics of the workforce; increased technology; shifts from manufacturing to service-oriented jobs; and the increased influence of international markets. Managers in various industries today invest in training programs directed to the members of their staff in order to be updated with the latest developments in whatever sector they belong in terms of function. Goldstein and Gilliam (1990) described training programs as learning events and methods deliberately and systematically focused on the overall work environment and condition. All the trends that exist nowadays are relevant in the overall performance of managerial roles inherent to the manager especially in global environment. According to Sims (2002), the systematic process of training involves and not limited to a variety of planned programs designed to advance level of competence and performance among individuals, groups, and/or organization as whole. The scope of training initiatives vary and include operation, technical, sales, customer service, and various levels of leadership training (Sims 2002). Specifically, social work training integrates essentially acceptable and highly needed skills for particular functions such as assessing client psychosocial condition as well as addressing given issues related to an individual's social environment, health, mental health, substance use, and problem-solving capabilities (Shulman 1999; Aronstein and Thompson 1998). Pointing out the importance of training, it is particularly recognized that appropriate training and education of social workers is evidently needed to prepare them in providing the needed services to their clients in their different practice settings. As suggested by Wolf and Mitchell (2002), training and educational programs, including developmental strategies should appropriately be concentrated on social workers by practice setting. Landesman-Dwyer and Knowles (1987 as cited in Lowe et al. 2007) stated that in the event of structuring training programs, the style and format of training are essential to improving effectiveness. Accordingly, it should draw attention to five (5) major factors namely: the directness and types of presentation; sensitivity to the values and attitudes of staff (including staff perceptions of its relevance and acceptability); the relevance and applicability of the training to the staff role in the workplace; the extent to which the practical applications are demonstrated; and the opportunities for staff to practice, develop and evaluate their own progress during training and to receive individual follow-up. The mentioned factors are prime determinants of the usability and practicability of training initiatives towards staffs. It can also be a direct foundational basis on the measurement of productivity and success both on the aspect of staffs and the organization. Lefley (1988, 355) noted the proximity of social work and its known duties to the needs of the clientele. Accordingly, social workers were a special target group for training and involvement since they have had the most interaction with families. They are also primary and active players in setting up ward meetings, introducing all staff to the project, and together with the resident, administering the data gathering procedures during a comprehensive intake process, and others. The value of human capital is enhanced by acquisition of higher performance potential such as new tasks, functions, and KSAPs (knowledge, skills, abilities, personal attributes). This is where the importance of employee training recognized as a crucial issue for businesses (Ford et al. 1997, 393) and other organizations and institutions. In having potential staff as specific illustration, training for further development of the existing competencies is needed. Six (6) month in service, for instance is not enough for someone to practically materialize the fundamentals of the practice. The organization may train the potential staff as training of employees is basic to every organization. Staff training and development could not be implemented if there is no retention or if the employee turns out to be unsuitable to the organization (Nelson 1997, 40). It has been suggested that organizations are likely to increase their reliance upon the utilization of employee training programs in years to come (Hornsby and Kuratko 2005, 47). The effectiveness of training interventions in organizations is likely to become even more salient in the future (Schermermon 2001, 69). Conducting training for the off beam reasons may lead to bad training. Conversely, identifying the precise reasons for it may lead to the improvement the organization aims to accomplish. Looking on the various literatures and their findings (Schermermon 2001, 69), some of the valid reasons for training are focused on the eventual improvement of performance, employees' skills, promotion of job competency, addressing problems, and/or orientation of new employees and others. It also extends to improved profitability and more positive attitudes toward profit orientation; enhanced employees' job knowledge and skills; and high morale of the work force. As for the individuals involved, training helps in making better decisions and effective problem solving skills. Further, it enables the internalization and operationally adaptation of motivational variables of recognition, achievement, growth, responsibility and advancement. It aids in encouraging and achieving self-development and self-confidence. Furthermore, Schermermon (2001) identified training benefits as it improves communication between groups and individuals; aids in orientation for new employees and those taking new jobs through transfer or promotion; provides information on equal opportunity and affirmative action; provides information on other governmental laws and administrative policies; and improves interpersonal skills. Looking on the value of training on staff, other literatures have concluded that staff training alone is inadequately influential to accomplish long-term change (Ziarnik and Bernstein 1982; Cullen 2000 cited in Lowe et al. 2007). The training that is provided within the academic setting, although fundamentally recognized, is not much of contributory effect when used alone (McBrien and Foxen 1987; Lattimore et al. 1984 cited in Lowe et al. 2007). Most social workers obtain their basic knowledge of the practice through theoretical foundations. With fervent hopes, the traditional organizational training approaches that they have are generalized to be applicable and useful in the actual workplace. Stokes and Baer (1977 cited in Lowe et al. 2007) considered these 'train and hope' strategies as insufficient. Basing on this insufficiency, experts and researchers conclude that the combination of a variety of different training techniques and the process of reinforcement of on-going management attention is a more effective way of changing staff behavior and similarly maintaining improved methods of working (Lowe et al. 2007, 31). Most of the literatures as earlier published called for further emphasis on the need to provide situational training within the workplace setting and equally recognized attention on the current management dynamics. Included in training and development is the aspect of staff discipline, which is becoming more troublesome in the recent years because managers consider it a trial to enforce while the employees consider it unfair and inconsistent in application (Hornsby and Kuratko 2005, 152). This is among the highly needed ways to evaluate training. Some disciplinary procedures end results are high employee turnover, loss of morale, lower performance levels, legal problems and loss of employee respect for managers. In these cases, organizations have many alternatives in ensuring that a degree of discipline is instilled within the vicinity of the working environment either by someone whose performance is not up to standards or by someone who exhibited inappropriate behavior. The manager is practically the most immediate personnel member who is responsible not only to the development of the organization but to the totality of his/her workforce as well. To the extent that employee-training programs are effective, organizations are able to avoid wasteful spending and improve performance and productivity. Thus, a key consideration for all management is the expected return provided the organization for its training investment. As it has been suggested that organizations are likely to increase their reliance upon and utilization of employee training programs in years to come (Mullen and Noe 1999), the effectiveness of training interventions in organizations is likely to become even more outstanding in the future (Blanchard and Thacker 1999). Training remains one of the key aspects necessary for high quality service delivery (Lowe et al. 2007, 38). It is highly recognized that the need for specialized training for social workers is much wider. It should not be limited to the fundamental level provided in the academe, instead extend beyond the practice setting and directed to the evolving and diverging needs of the clients. Evaluating the impact of training and training approaches on social workers' knowledge and performance in these different types of environment together with the impact on the service user experience are areas for further research (Lowe et al. 2007, 38). Indeed, training approaches requires a significant amount of investment requiring time, effort, and money for both individuals and organization. To fully be successful, training must come along with considerable coordination of time and resources. This is to make sure that both trainers and participants together are able to maximize the opportunity of KSAPs enhancement. In the academe, schools of social work must consider the possibility that some of their affiliated agencies and supervisors may be counter-productive to the key aspect of professional training. By looking on the arguments presented in the form of beneficial effects of training, it is definitely accepted that training is NOT a reward for good performance. instead, good performance is a reward of training. Thus, evaluation is important.