Designing Effective HRD Programs

1. Designing Effective HRD Programs Chapter 5 Werner & DeSimone (2006)

2. 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)

3. 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)

4. Phase Two: Design Werner & DeSimone (2006)

5. 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)

6. Objectives • Three parts: • Performance • Conditions • Criteria Source: R. F. Mager (1997). Werner & DeSimone (2006)

7. 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)

8. 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)

9. 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)

10. 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. Werner & DeSimone (2006)

11. “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)

12. 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)

13. 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? Werner & DeSimone (2006)

14. 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)

15. 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)

16. Methods Percent Instructor-led Classroom Programs 91 Self-Study, Web-based 44 Job-based Performance Support 44 Public Seminars 42 Case Studies 40 Role Plays 35 Games or Simulations, Non-computer-based 25 Self-Study, Non-computer-based 23 Virtual Classroom, with Instructor 21 Games or Simulations, Computer-based 10 Experiential Programs 6 Virtual Reality Programs 3 Media Workbooks/Manuals 79 Internet/Intranet/Extranet 63 CD-ROM/DVD/Diskettes 55 Videotapes 52 Teleconferencing 24 Videoconferencing 23 Satellite/Broadcast TV 12 Audiocassettes 4 Training Methods SOURCE: From 2003 Industry Report (2003). Training, 40(9), 21–38. Werner & DeSimone (2006)

17. Types of Training Werner & DeSimone (2006)

18. 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)

19. Training Materials • Program announcements • Program outlines • Training manuals and textbooks • Training aids, consumables, etc. Werner & DeSimone (2006)

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

21. 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)

22. Training After Working Hours • Are workers/trainees getting paid? If so, by whom? • What about personal commitments? • What do you do for shift workers? Werner & DeSimone (2006)

23. 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? Werner & DeSimone (2006)

24. 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)