Designing Effective HRD Programs

Chapter 5 Werner & DeSimone (2006) 1

Learning Objectives

After learning this chapter, you should be able to: Write training objectives for a specific program or HRD intervention that contain all three qualities for useful objectives.

Compare the relative merits of developing an HRD program in-house versus purchasing it from an outside source.

List activities involved in employers-designed HRD programs.

Compare various types of training materials and how they are prepared. Werner & DeSimone (2006) 2

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 Werner & DeSimone (2006) 3

Phase Two: Design

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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 Werner & DeSimone (2006) 5

Objectives

Three parts:  Performance  Conditions  Criteria Source: R. F. Mager (1997).

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Performance

What is to be done – e.g., Increase upper body strength Assemble a chair Catch a football pass Graduate from college Werner & DeSimone (2006) 7

Conditions

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 Werner & DeSimone (2006) 8

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 Werner & DeSimone (2006) 9

Sample Objectives

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.

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“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 Werner & DeSimone (2006) 11

Factors to Consider Before Purchasing an HRD Program

Level of expertise available/required Timeliness Number of trainees Subject matter Cost Size of HRD organization “X” Factor (other conditions) Werner & DeSimone (2006) 12

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?

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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 Werner & DeSimone (2006) 14

Preparing Lesson Plans

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 Werner & DeSimone (2006) 15

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.

Werner & DeSimone (2006) 79 63 55 52 24 23 12 4

Percent

91 44 44 42 40 35 25 23 21 10 6 3 16

Types of Training

Computer Applications New Hire Orientation Non-Executive Management Tech. Training Communications Skills Sexual Harassment Supervisory Skills Leadership 96 96 91 90 89 88 88 85 Computer Programming Personal Growth Managing Change Problem Solving/Decision Making Time Management Train-the-Trainer Diversity/Cultural Awareness Hiring/Interviewing New Equipment Operation Performance Management/Appraisal Team Building Customer Service Product Knowledge Executive Development Safety 85 85 82 81 Strategic Planning Customer Education Quality/Process Improvement Public Speaking/Presentation Skills 79 78 Basic Life/Work Skills Ethics 77 Sales Wellness Werner & DeSimone (2006) 76 76 75 75 74 74 72 71 69 68 65 62 62 61 55 54 17

Selecting Training Methods

Consider the following: Program objectives Time and money available Resources availability Trainee characteristics and preferences Note: Training methods are covered in Ch. 6. Werner & DeSimone (2006) 18

Training Materials

Program announcements Program outlines Training manuals and textbooks Training aids, consumables, etc.

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Scheduling Training

Must be done in conjunction with: Production schedulers Shift supervisors Work supervisors/managers Trainees Werner & DeSimone (2006) 20

Training During Normal Working Hours

Issues to consider:  Day of week preferred     Time of day Peak work hours Staff meeting times Required travel Werner & DeSimone (2006) 21

Training After Working Hours

Are workers/trainees getting paid? If so, by whom?

What about personal commitments?

What do you do for shift workers?

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Registration and Enrollment Issues

How, when, and where does one register?

Who is responsible for logistics?

 Travel    Lodging Meals Etc.

How do one cancel/reschedule?

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Summary

As in building a house, design issues must be addressed before training:  Objectives      Who will conduct the training Lesson plan Appropriate methods/techniques to use Materials needed Scheduling issues Werner & DeSimone (2006) 24