Designing Effective HRD Programs

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

Phase Two: Design

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

Objectives Three parts: –Performance –Conditions –Criteria

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

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

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

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.

Sample Objectives – 2 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.

“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

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)

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

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

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?

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

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

Training Methods Instructor-led Classroom Programs 91 Self-Study, Web-based 44 Job-based Performance Support44 Public Seminars42 Case Studies40 Role Plays35 Games or Simulations, Non-computer-based25 Self-Study, Non-computer-based23 Virtual Classroom, with Instructor21 Games or Simulations, Computer-based10 Experiential Programs6 Virtual Reality Programs3 Workbooks/Manuals79 Internet/Intranet/Extranet63 CD-ROM/DVD/Diskettes55 Videotapes52 Teleconferencing24 Videoconferencing23 Satellite/Broadcast TV12 Audiocassettes4 MethodsPercent Media SOURCE: From 2003 Industry Report (2003). Training, 40(9), 21–38.

Types of Training Computer Applications96Computer Programming76 New Hire Orientation96Personal Growth76 Non-Executive Management91Managing Change75 Tech. Training90Problem Solving/Decision Making75 Communications Skills89Time Management74 Sexual Harassment88Train-the-Trainer74 Supervisory Skills88Diversity/Cultural Awareness72 Leadership85Hiring/Interviewing71 New Equipment Operation85Strategic Planning69 Performance Management/Appraisal85Customer Education68 Team Building82Quality/Process Improvement65 Customer Service81Public Speaking/Presentation Skills62 Product Knowledge79Basic Life/Work Skills62 Executive Development78Ethics61 Safety77Sales55 Wellness54

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

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

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

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

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

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?

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