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Implementing HRD Programs

This document discusses different methods for implementing training programs, including on-the-job training, classroom training, and self-paced training. It provides details on various approaches within each method such as job instruction training, coaching, mentoring, lectures, discussions, simulations, and computer-based training. The key training delivery methods are on-the-job training, classroom training, and self-paced training, with each method having its own strengths and weaknesses for developing employee skills.

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570 views

Implementing HRD Programs

This document discusses different methods for implementing training programs, including on-the-job training, classroom training, and self-paced training. It provides details on various approaches within each method such as job instruction training, coaching, mentoring, lectures, discussions, simulations, and computer-based training. The key training delivery methods are on-the-job training, classroom training, and self-paced training, with each method having its own strengths and weaknesses for developing employee skills.

Uploaded by

suganyababumba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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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 ones regular workstation
Most common form of training
Strengths:
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
Coaching between worker and supervisor
Can provide specific performance improvement and correction
Mentoring senior employee paired with a junior employee
(protg)
Helps to learn the ropes
Prepares protg for future advancement
Classroom Training
Approaches
Five basic types:
Lecture
Discussion
Audiovisual Media
Experimental Methods
Self-Paced 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 dont 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 game simulations
Role Playing
Behavior Modeling
Outdoor training
Case Study Considerations
Specific instructional objectives
Case approach objectives
Attributes of particular case
Learner characteristics
Instructional timing
Training environment
Facilitators characteristics
Business Game Simulations
Computerized versus manual
Operational
Financial
Resource bound
In-basket 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., Self-Paced
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 (e-learning)
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 organizations
intranet)
Updates are easily distributed
Instructional Management & Reporting
CAN be cost-effective
E-learning
Intranet
Internal to site/organization
Internet
General communications
Online reference
Needs assessment, administration, testing
Distribution of CBT
Delivery of multimedia
Intelligent CAI
Uses computers 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

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