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

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)

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)

Phase Two: Design Werner & DeSimone (2006)

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)

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

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)

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)

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)

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)

“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)

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)

Selecting the Trainer Training competency Subject Matter Expertise 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)

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)

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)

Training Methods Werner & DeSimone (2006) Instructor-led Classroom Programs 91 Self-Study, Web-based 44 Job-based Performance Support 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   Workbooks/Manuals 79 Internet/Intranet/Extranet 63 CD-ROM/DVD/Diskettes 55 Videotapes 52 Teleconferencing 24 Videoconferencing Satellite/Broadcast TV 12 Audiocassettes 4 Methods Percent Media   SOURCE: From 2003 Industry Report (2003). Training, 40(9), 21–38. Werner & DeSimone (2006)

Types of Training Computer Applications 96 Computer Programming 76 New Hire Orientation Personal Growth Non-Executive Management 91 Managing Change 75 Tech. Training 90 Problem Solving/Decision Making Communications Skills 89 Time Management 74 Sexual Harassment 88 Train-the-Trainer Supervisory Skills Diversity/Cultural Awareness 72 Leadership 85 Hiring/Interviewing 71 New Equipment Operation Strategic Planning 69 Performance Management/Appraisal 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 Executive Development 78 Ethics 61 Safety 77 Sales 55 Wellness 54 Werner & DeSimone (2006)

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)

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

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

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)

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)

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)

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)