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    HRM4008 Class 4 With Voice

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    Manayir
    The document discusses various aspects of training design including prioritizing needs, writing learning objectives, selecting appropriate training methods, facilitating transfer of learning, and deciding whether to design training in-house or purchase an external program. It provides guidance on performing a needs analysis, developing learning objectives, comparing training methods, addressing organizational constraints, and maximizing transfer of training back to the job.

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    HRM4008 Class 4 With Voice

    Uploaded by

    Manayir
    35 views29 pages
    The document discusses various aspects of training design including prioritizing needs, writing learning objectives, selecting appropriate training methods, facilitating transfer of learning, and deciding whether to design training in-house or purchase an external program. It provides guidance on performing a needs analysis, developing learning objectives, comparing training methods, addressing organizational constraints, and maximizing transfer of training back to the job.

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    The document discusses various aspects of training design including prioritizing needs, writing learning objectives, selecting appropriate training methods, facilitating transfer of learning, and deciding whether to design training in-house or purchase an external program. It provides guidance on performing a needs analysis, developing learning objectives, comparing training methods, addressing organizational constraints, and maximizing transfer of training back to the job.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    35 views29 pages

    HRM4008 Class 4 With Voice

    Uploaded by

    Manayir
    The document discusses various aspects of training design including prioritizing needs, writing learning objectives, selecting appropriate training methods, facilitating transfer of learning, and deciding whether to design training in-house or purchase an external program. It provides guidance on performing a needs analysis, developing learning objectives, comparing training methods, addressing organizational constraints, and maximizing transfer of training back to the job.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 29

    Training Design

    Prioritizing Needs
    Preparing Learning Objectives
    Dealing with Organizational Constraints
    Facilitating Transfer
    Design or Purchase?
    The ISD Process

    Concern

    Needs Design / Delivery/


    Analysis Evaluation
    Develop Imp’n
    Needs Analysis Outcomes

     Clarity re performance gaps


     Evidence that training or development will improve
    performance
     High level training outcomes
     Identification of jobs and individual employees who
    will benefit from the specific training
     Broad criteria (measures) for training evaluation
    Prioritizing Training Needs
     Always multiple needs and limited resources
     Always alternative solutions
     Allocation decisions often involve estimates of
    Return On Investment of options
    Prioritizing Training Needs
     Regularly review org’s strategic plan, annual reports,
    executive presentations & division level business plans

     Create structures (e.g., training advisory council) and roles


    (training group liaison) to access & stay close to internal
    customers

     Interview executives; conduct focus groups with managers

     Communicate internally with employees & stakeholders

     Benchmark training against other organization’s training


    Design/Development Phase
    Design Phase Activities:
     Prepare specific objectives of program
     Select the most appropriate method for the training
    (on the job, classroom, computer based?)
     Prepare a budget for the program
     Develop “lesson” plans for the program
     Develop or acquire material for participants
     Determine who will deliver the program
     Schedule the program
     +++
    Outputs of Design Phase
    Program Development Plan
     Program method
     Size and composition of trainee groups
     Training schedules & locations
     Lesson/ module/training plans
     Trainer & participant materials
     Additional resources
     Budget
    Good Design…
     Is specific to org culture and climate
     Has clear outcomes
     Leverages motivation and learning theory to
    improve performance
     Incorporates techniques to facilitate learning
    and transfer of KSA on job
    Learning Objectives
    A learning objective specifies what the employee will be
    able to do after training, how well they will be able to do
    it and the circumstances that it will be done in.

    A learning objective contains the following:


     Who will be learning
     The behaviour (or performance) expected
     The standards of acceptable performance
     Conditions under which the performance is to occur
    Learning Objectives
    After training, the servers will be able to
    describe 6 featured wines to customers in the
    dining room during dinner service using
    professional wine terminology without
    referring to the wine list or wine labels.
    Learning Objectives
    Examples:
    After training, the trainee will draw 10 cc of blood from a
    patient’s arm, using standard hospital equipment, in not
    more than two attempts.

    After training, the employee will identify and describe all


    major points in the organization’s diversity policy,
    accurately, without referring to the policy document.
    Learning Objectives
    Do these contains all required components?
     Given a packing list, the trainee will correctly identify
    (by circling) all items on the list that have not been
    included in the shipment.

     Using the information on a completed loan


    application, identify (in writing) whether a client
    meets the bank’s criteria for an acceptable car loan
    candidate.
    Benefits of Learning Objectives

     Trainee or learner
     Trainer
     Sponsor or trainee’s manager
     Training designer
    Learning Objectives

    Guidelines for developing useful objectives:

    1. Write separate statements for each important


    outcome or intent; write as many as you need to
    communicate your intents

    2. Continue to modify drafts until others understand


    what the trainees will be able to do, the conditions or
    constraints they’ll perform under, and how well the
    trainees must perform
    Training Methods
     On the job
     “Classroom”
     Computer-based
     Blended
    Training Methods Comparison
    Advantages Disadvantages
    On the Job

    “Classroom”

    Computer-based
    Training Content
    Use the following processes to decide on the
    training content:

     Research the objectives & topics


     Use SMEs - subject matter experts
     Review content from public training
     Ask trainers from other organizations
    Training Constraints
    Constraints: limitations that affect the way training
    is design and delivered

    Types of Constraints:
    1. Organizational/Environmental
    2. Employee characteristics

    Identify constraints during design phase so that you


    can mitigate!
    Training Constraints
    Organizational/Environmental Employee Characteristics
    Training Constraints & Solutions
    Constraint Possible Solution
    Employee
    - Wide variety in ability of employees Use training modules – able to start
    training at different points; able to repeat
    modules

    Organizational/Environmental
    - Shiftwork used Offer training during different shifts
    Training Transfer
    Definition:
    The generalization of knowledge and skills learned in training
    on the job and the maintenance of these over time on the job

     Employees must learn and retain new material and APPLY


    IT ON THE JOB
     Refers to quantity and quality
     Positive, zero & negative transfer
    Training Transfer Model

    Training Inputs Training Outputs Conditions


    Of Transfer

    Trainee
    Characteristics

    Learning Generalization
    Training & &
    Design Retention Maintenance

    Work
    Environment

    Baldwin, T. & Ford, J. (1988)


    Training Design - Maximize Transfer
    1. Build in opportunities for active practice

    2. Identical elements – the more similar the training &


    performance situation are, the more likely it is that transfer
    will occur

    3. General principles – learning fundamental elements of task


    will help with transfer

    4. Stimulus variability – use multiple examples, vary situations

    5. Support in work environment – supervisor & organizational


    level, opportunity, climate
    Training Design: Active Practice
    1. Massed vs. distributed practice
    2. Whole vs. part learning
    3. Overlearning
    4. Task sequencing
    5. Feedback or knowledge of results
    Training Design: Trainee Error
     Error training: Training that explicitly allows trainees
    to make errors while learning to perform a task

     Error avoidant training: Training that explicitly avoids


    or minimizes trainee errors while learning to perform
    a task

     Error management instructions: statements that


    emphasize the positive function of errors.
    Training Design: Make or Buy?

    Factors to consider:

     Cost
     Time & expertise to design a program?
     Time ( i.e. how soon?)
     Who needs training?
    Training Design: Make or Buy?
    Purchased Training In-House Training
     Immediate delivery  Security & confidentiality
     Ancillary services  Custom – org strategy, culture,
     Benefit from others’ values
    experience  Showcase internal expertise
     Extensive testing - sometimes  Understand participants
     Cost ?  Pride & credibility
     Much easier for HR  Cost
    department
    Purchasing Training

     Work with your organization’s purchasing professionals!!


     Make a schedule for all steps in purchasing process
     Outline your selection criteria
     Identify potential vendors
     Prepare a Request for Proposals (if necessary) and distribute
     Receive and review proposals against your selection criteria
     Select successful vendor and contract for training services
     Etc.
    Assignments & Next Class
     Check topical outline (schedule) for
    assignments this week
     Next week:
     Designing “classroom” training
     Considerations in delivering “classroom” training

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