Transcript Implementing HRD Programs - Training and Development

Implementing HRD
Programs
The Implementation Stage
The Learning Pyramid
By Permission: Yin (2004)
Training Delivery Methods
Three basic categories:
 On-the-Job
Training
 Classroom
Training
 Self-Paced
Training
Note: Computer-based training can be in a classroom,
or individual/self-paced.
On-the-Job Training (OJT)
 Job
instruction training (JIT)
 Job rotation
 Coaching
 Mentoring
Characteristics of OJT
 Training
at one’s regular workstation
 Most common form of training
 Strengths:

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Realism
Applicability
 Weaknesses:


No formal structure
Can perpetuate mistakes
More on OJT
 Facilitates
training transfer to the job
 Reduced
training costs, since classroom is
not needed
 Noise
and production needs may reduce
training effectiveness
 Quality
and safety may be impacted
Job Instruction Training (JIT)
 Prepare
the worker
 Present the task
 Practice the task
 Follow-up
JIT Process
 Observe
work processes
 Brainstorm improvements
 Analyze options
 Implement improvements
 Evaluate results and make adjustments
Job Rotation
 Train
on different tasks/positions
 Often
used to train entry-level managers
 Also
used to provide back-up in production
positions
Coaching and Mentoring
– between worker and
supervisor
 Coaching

Can provide specific performance
improvement and correction
– senior employee paired with a
junior employee (“protégé”)
 Mentoring


Helps to learn the ropes
Prepares protégé for future advancement
Classroom Training Approaches
Five basic types:
 Lecture
 Discussion
 Audiovisual
Media
 Experimental
 Self-Paced
Methods
or Computer-Based Training
Lecture
 Oral

presentation of material
Some visual aids can be added
 Remains

a very popular training method
Transfers lots of information quickly
 Interesting
lectures can work well
 Good to supplement with other materials
Problems with Lecture Method
 One-way
form of communication
 Trainees
must be motivated to listen
 Often
lacks idea sharing
 People
don’t always like listening to
lectures
Discussion Method
 Two-way
communication
 Use questions to control lesson
 Direct: produce narrow responses
 Reflective: mirror what was said
 Open-Ended: challenge learners – to
increase understanding
Challenges of Using the
Discussion Method
 Maintaining
control in larger classes
 Needs
a skilled facilitator
 Needs
more time than lecture
 Trainees
must prepare for the lesson by
reading assignments, etc.
Audiovisual Media
 Brings
visual senses (seeing) into play,
along with audio senses (hearing)
 Types:

Static Media

Dynamic Media

Telecommunications
Static Media
 Printed



materials
Lecture notes
Work aids
Handouts
 Slides
– e.g., PowerPoint
 Overhead
transparencies
Dynamic Media
 Audio
cassettes
 CDs
 Film
 Videotape
 Video
disc
Telecommunications
 Instructional
TV
 Teleconferencing
 Videoconferencing
Experiential Training
 Case
studies
 Business
 Role
game simulations
Playing
 Behavior
 Outdoor
Modeling
training
Case Study Considerations
 Specific
instructional objectives
 Case approach objectives
 Attributes of particular case
 Learner characteristics
 Instructional timing
 Training environment
 Facilitator’s characteristics
Business Game Simulations
 Computerized



Operational
Financial
Resource bound
 In-basket


versus manual
exercise
Setting priorities
Time-driven decision making
Role Plays
 Self
discovery; use of interpersonal skills a
plus
 Some trainees are better actors
 Transfer to job can be difficult
Behavior Modeling
 Used
mainly for interpersonal skills
training
 Practice target behavior
 Get immediate feedback (video, among
other media)
Outdoor Education
 Ropes
courses, etc.
 Can facilitate teamwork
 Focus on group problem identification,
problem solving
 Often good for team building
 Fun – but is it effective training?
Self-Paced Training
 Hard-copy

Correspondence courses

Programmed instruction
 Computer-Based
Training (CBT)

Computer-aided instruction

Internet/intranet training
Hard-Copy Self-Paced (i.e., SelfPaced Computer-Based Training)





Good for remote locations without Internet
access
Individual follows text at own pace
Correct/incorrect answers determine progress
Trainee works alone without instructor interface
Still used, but increasingly being replaced by
CBT
Computer-Based Training (CBT)





Interactive with user
Training when and where user wants it
Trainee has greater control over progress
CBT can provide progress reports and be
tailored to specific instructional objectives
Trainee works on own with minimal facilitation by
instructor who is elsewhere
Types of CBT
 Computer-Aided
Instruction
 Internet & Intranet-Based Training (elearning)
 Intelligent Computer-Assisted Instruction
Computer-Based Training
(Classroom-Based)
 Group-based
 Instructor
is present and facilitates
computer-based learning
 Trainees are collocated and can help each
other
 Requires computer, etc., for each trainee
Computer-Aided Instruction
(CAI)
 Drill-and-practice
approach
 Read-only presentation of a “classic”
training program
 Multimedia courses
 Interactive multimedia training
 Simulations
Advantages of CAI
 Interactive
with each student
 Student is self-paced
 Logistics –


Increasingly available over the Internet (or via
an organization’s intranet)
Updates are easily distributed
 Instructional
Management & Reporting
 CAN be cost-effective…
E-learning
 Intranet

Internal to site/organization
 Internet
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General communications
Online reference
Needs assessment, administration, testing
Distribution of CBT
Delivery of multimedia
Intelligent CAI
 Uses
computer’s capabilities to provide
tailored instruction
 Can use expert systems, fuzzy logic, and
other rubrics
 Can provide real-time simulation and
stimulation
Implementing Training
 Depends



on:
Objectives
Resources
Trainee characteristics
Other Considerations
Concerning Implementation
 Physical
environment:

Seating

Comfort level

Physical distractions
P7
 Proper
 Prior
 Planning
 Precludes
 Particularly
 Poor
 Performance
Planning
 Does
…
NOT prevent failure…
But makes it easier to avoid failure.
 Planning
your HRD implementation before
you actually do it greatly increases the
likelihood of successful implementation.
Training Provides Many Things
 Networking
 Knowledge
 Social
acceptance
 Improved interpersonal skills
 Team building
Summary
 Good




training:
Improves performance
Improves productivity
Improves chances for promotion
Improves the bottom line
 Therefore,
the right training methods need
to be used in the right way to ensure
successful HRD implementation.