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Chapter 5

SHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING

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14 views25 pages

Chapter 5

SHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING MILLSHUJABAD WEAVING

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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.
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
Phase Two: Designing
After need Assessment, the HRD professional must
then translate that need into a set of objectives.
Then they make a decision about whether to design
the program internally or purchase the program or
its key parts, that is, contract a consultant to serve
as a trainer, buy program materials, and so on,
before establishing objectives. However, the chances
of success are far greater if the organization
identifies the HRD objectives first, before deciding
whether to design or purchase the program.

6
Objectives
Defining the objectives for the training or HRD
program is one of the first things an HRD
professional should do—after completing the needs
assessment. Objective is a “description of a
performance you want learners to be able to exhibit
before you consider them competent.”
Mager states that useful objectives include three
critical aspects or qualities, that is, they should
describe
 Performance

 Conditions

 Criteria

7
Performance
An objective always says what a learner
is expected to be able to do and/or
produce to be considered competent;
the objective sometimes describes the
product or result of the doing.
Example: “Write a product profile for a
proposed new product.”

8
Conditions

An objective describes the important


conditions (if any) under which the
performance is to occur.
Example: “Given all available
engineering data regarding a
proposed product, trainee will write a
product profile.”

9
Criteria
Wherever possible, an objective identifies the
criteria of acceptable performance by
describing how well the learner must perform
in order to be considered acceptable.
Example: “The product profile must describe
all of the commercial characteristics of the
product that are appropriate for its
introduction to the market, including
descriptions of at least three major product
uses.”

10
“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

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)
12
13
Criteria for outsider vendor:
Cost: price relative to program content and quality
Credentials: including certificates, degrees, and other documentation of the
vendor’s expertise
Background: number of years in business and experience in the particular
content area
Experience: vendor’s prior clients, success with those clients, references
Philosophy: comparison of the vendor’s philosophy to that of the
organization
Delivery method: training methods and techniques used
Content: topics included in program or materials
Actual product: including appearance, samples, or whether a pilot program
is available
Results: expected outcomes
Support: especially in terms of implementation and follow-up
Request for proposal (RFP): the match between a vendor’s offer and the
requirement spelled out in the organization’s request for a proposal
14
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) 15


If No Subject-Matter Experts
(SMEs) are Available…
Use a team to train
Use programmed instruction
Train your trainers…
 You are training subject matter experts to
be trainers

Werner & DeSimone (2006) 16


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) 17
Training Methods
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
18
Types of Training
Computer Applications 96 Computer Programming 76
New Hire Orientation 96 Personal Growth 76
Non-Executive Management 91 Managing Change 75
Tech. Training 90 Problem Solving/Decision Making 75
Communications Skills 89 Time Management 74
Sexual Harassment 88 Train-the-Trainer 74
Supervisory Skills 88 Diversity/Cultural Awareness 72
Leadership 85 Hiring/Interviewing 71
New Equipment Operation 85 Strategic Planning 69
Performance Management/Appraisal 85 Customer Education 68
Team Building 82 Quality/Process Improvement 65
Customer Service 81 Public Speaking/Presentation Skills 62
Product Knowledge 79 Basic Life/Work Skills 62
Executive Development 78 Ethics 61
Safety 77 Sales 55
Wellness 54
Werner & DeSimone (2006) 19
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) 20


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

Werner & DeSimone (2006) 21


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

Werner & DeSimone (2006) 22


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) 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) 25

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