Transcript Designing Effective HRD Programs

Designing Effective HRD Programs
Phase One: Needs Assessment
• Should be completed before you start Phase
Two
• You know:
– Where training is needed
– What kinds of training are needed
– Who needs to be trained
– Conditions for training
Phase Two: Design
Phase Two: Designing the Training or HRD
Intervention
Key activities include:
• Setting objectives
• Selecting the trainer or vendor
• Developing lesson plans
• Selecting methods and techniques
• Preparing materials
• Scheduling training
Objectives
• Three parts:
– Performance
– Conditions
– Criteria
Performance
What is to be done – e.g.,
• Increase upper body strength
• Assemble a chair
• Catch a football pass
• Graduate from college
Conditions
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Conditions under which performance is done –
e.g.,
… using standard conditioning equipment
… using a screwdriver and hammer
… at a full run under man-to-man
coverage
… without cheating or outside help
Criteria
The level of acceptable performance – e.g.,
• … by 25 percent within one year
• … within one hour without mistakes
• … at least 80% of the time without
penalties
• … within 5 years and with a “B” average
Sample Objectives
• Inventory 1,000 pieces of bulk merchandise an
hour with an error rate of less than 1% using
industry standard inventory tools.
• Run 40 yards in less than five seconds on a dry,
level field with winds less than 10 mph.
Sample Objectives – 2
• After training, be able to identify the four basic
stages involved in HRD within five minutes.
• Completely assemble one child’s bicycle within
one hour using common hand tools and
instructions provided on December 24 without
cursing.
“Make or Buy” Decisions
• You cannot be an expert on everything
• You can’t afford to maintain a full-time staff for
once-a-year training
• You can’t afford the time or money to build all of
your own training programs
• Implication: Much training is purchased, rather
than self-produced
Factors to Consider Before Purchasing an
HRD Program
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Level of expertise available/required
Timeliness
Number of trainees
Subject matter
Cost
Size of HRD organization
“X” Factor (other conditions)
Other Factors to Consider
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Vendor credentials
Vendor background
Vendor experience
Philosophical match (between vendor and
organization)
• Delivery method
Other Factors to Consider – 2
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Content
Actual product
Results
Support
Request for proposal (RFP)
Selecting the Trainer
• Training competency
– How well can he/she train?
– If they can’t train, why are they employed?
• Subject Matter Expertise
– How well is the material understood?
If No Subject-Matter Experts (SMEs) are
Available…
• Use a team to train
• Use programmed instruction or CBT
• Train your trainers…
– You are training subject matter experts to be
trainers
– You are not training trainers to be SMEs
Preparing Lesson Plans
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Content to be covered
Activity sequencing
Selection/design of media
Selection of trainee activities
Timing and phasing of activities
Method(s) of instruction
Evaluation methods to be used
Training Methods
Methods
Instructor-led Classroom Programs
Self-Study, Web-based
Job-based Performance Support
Public Seminars
Case Studies
Role Plays
Games or Simulations, Non-computer-based
Self-Study, Non-computer-based
Virtual Classroom, with Instructor
Games or Simulations, Computer-based
Experiential Programs
Virtual Reality Programs
Media
Workbooks/Manuals
Internet/Intranet/Extranet
CD-ROM/DVD/Diskettes
Videotapes
Teleconferencing
Videoconferencing
Satellite/Broadcast TV
Audiocassettes
SOURCE: From 2003 Industry Report (2003). Training, 40(9), 21–38.
Percent
91
44
44
42
40
35
25
23
21
10
6
3
79
63
55
52
24
23
12
4
Types of Training
Computer Applications
96
Computer Programming
76
New Hire Orientation
96
Personal Growth
76
Non-Executive Management
91
Managing Change
75
Tech. Training
90
Problem Solving/Decision Making
75
Communications Skills
89
Time Management
74
Sexual Harassment
88
Train-the-Trainer
74
Supervisory Skills
88
Diversity/Cultural Awareness
72
Leadership
85
Hiring/Interviewing
71
New Equipment Operation
85
Strategic Planning
69
Performance Management/Appraisal
85
Customer Education
68
Team Building
82
Quality/Process Improvement
65
Customer Service
81
Public Speaking/Presentation Skills
62
Product Knowledge
79
Basic Life/Work Skills
62
Executive Development
78
Ethics
61
Safety
77
Sales
55
Wellness
54
Selecting Training Methods
Consider the following:
• Program objectives
• Time and money available
• Resources availability
• Trainee characteristics and preferences
Training Materials
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Program announcements
Program outlines
Training manuals and textbooks
Training aids, consumables, etc.
Scheduling Training
Must be done in conjunction with:
• Production schedulers
• Shift supervisors
• Work supervisors/managers
• Trainees
Training During Normal Working Hours
Issues to consider:
– Day of week preferred
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Time of day
Peak work hours
Staff meeting times
Required travel
Training After Working Hours
• Are workers/trainees getting paid? If so, by
whom?
• What about personal commitments?
• What do you do for shift workers?
Registration and Enrollment Issues
• How, when, and where does one register?
• Who is responsible for logistics?
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Travel
Lodging
Meals
Etc.
• How do one cancel/reschedule?
Summary
• As in building a house, design issues must be
addressed before training:
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Objectives
Who will conduct the training
Lesson plan
Appropriate methods/techniques to use
Materials needed
Scheduling issues