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

2. 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)

3. 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)

4. Phase Two: Design
Werner & DeSimone (2006)

5. 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)

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

7. 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)

8. 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)

9. 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)

10. 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)

11. “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)

12. 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)

13. 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)

14. 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)

15. 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)

16. 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)

17. 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)

18. 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)

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

20. Scheduling Training Must be done in conjunction with:
Production schedulers
Shift supervisors
Work supervisors/managers
Trainees
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21. Training During Normal Working Hours
Issues to consider:
Day of week preferred
Time of day
Peak work hours
Staff meeting times
Required travel
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22. 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)

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)