Designing Effective HRD Programs

1. Designing Effective HRD Programs

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

3. Phase Two: Design

4. 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

5. Objectives • Three parts: • Performance • Conditions • Criteria

6. Performance What is to be done – e.g., • Increase upper body strength • Assemble a chair • Catch a football pass • Graduate from university

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

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

9. 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.

10. Sample Objectives – 2 • After training, be able to identify the four basic stages involved in HRD within five minutes. • Your examples??

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

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)

13. Other Factors to Consider • Vendor credentials • Vendor background • Vendor experience • Philosophical match (between vendor and organization) • Delivery method

14. Other Factors to Consider – 2 • Content • Actual product • Results • Support • Request for proposal (RFP)

15. 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?

16. 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

17. 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

18. 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.

19.  Types of Training

20. Selecting Training Methods Consider the following: • Program objectives • Time and money available • Resources availability • Trainee characteristics and preferences

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

22. Scheduling Training Must be done in conjunction with: • Production schedulers • Shift supervisors • Work supervisors/managers • Trainees

23. Training During Normal Working Hours Issues to consider: • Day of week preferred • Time of day • Peak work hours • Staff meeting times • Required travel

24. Training After Working Hours • Are workers/trainees getting paid? If so, by whom? • What about personal commitments? • What do you do for shift workers?

25. 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?

26. 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