1. Implementing HRD Programs
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Implementing HRD Programs
Copyright 2008 Werner, et al
Chapter 6

2. Learning Objectives – 1
Describe three broad approaches to training delivery and the advantages and disadvantages of each approach
Describe five primary categories of classroom training and the advantages and disadvantages of each one
Describe the advantages and disadvantages of self-paced training approaches to training delivery
Determine when various training techniques are more or less effective in different situations
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3. Learning Objectives – 2
Develop expertise as a facilitator of a training topic or module
Describe ways that technology is being used to provide and improve HRD programs
Develop greater expertise in effectively using technology to deliver training content
Understand and explain the activities involved in implementing an HRD program
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4. Implementing Training and HRD
Effective delivery of HRD programs requires considerable preparation, as well as creativity and flexibility
Both assessment and design issues should have been addressed by this point
Proper delivery or implementation assumes that
an important need for training has been identified
that program objectives have been spelled out
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5. Training and HRD Process Model
Fig. 6-1
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6. Training Delivery Methods
Training is intended to increase the expertise of trainees in a particular area
It is useful to consider the current level of expertise that trainees possess
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7. Experiential versus Instruction-Centered Approaches
Experiential methods generally require more time to complete than instruction-centered approaches
They are not as commonly used to reach large numbers of individuals
Individual must first learn what to do (declarative knowledge) before he or she can learn how to do it (procedural knowledge)
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8. An Effective HRD or Training Program
Should first identify where trainees are in terms of this pyramid
Provide assistance for all trainees to “move up” toward an expert level of performance
Combined approach is valuable
use of lecture, discussion, case studies, behavior modeling, role playing, and games or simulations
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9. Basic Training Method Classification
On-the-Job (OJT)
Classroom approaches
Self-paced or individualized approach
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10. Training Methods and Techniques – 1
Table 6-1
Method
Techniques
On-the-job training (OJT)
Job instruction training
Job rotation
Coaching
Mentoring
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11. Training Methods and Techniques – 2
Table 6-1
Method
Techniques
Classroom
Lecture
Conference/Discussion
Audiovisual static media (e.g., handouts, books) dynamic media (e.g., DVD, video, film)
Telecommunication (e.g., satellite transmission, Internet)
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12. Training Methods and Techniques – 3
Table 6-1
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Method
Techniques
Classroom (Con’d)
Experiential techniques
case study
business games
role play
behavioral modeling
computer-based training (classroom-
based)
networked computer labs/classrooms
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13. Training Methods and Techniques – 4
Table 6-1
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Method
Techniques
Self-Paced
Paper-based training workbooks (e.g., programmed instruction)
Computer-based training (non-classroom-based) computer-aided instruction (e.g., multimedia CD-ROM), Internet/intranet intelligent computer-aided instruction
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14. On-the-Job Training (OJT)
Conducting training at a trainee’s regular workstation
Most employees receive at least some training and coaching on the job
Much on-the-job training is conducted informally
without formal structure, planning, or careful thought
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15. Structured OJT Generally conducted by an assigned trainer who is
Recognized
Rewarded
Trained to provide appropriate instructional techniques
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16. OJT Practices
Supervisors, coworkers, and to a lesser degree, HRD staff members conducted most of the structured OJT programs
A majority of organizations provided train-the-trainer programs for these assigned OJT trainers
Top management generally expressed support for structured OJT programs
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17. Advantages of Formal OJT
OJT facilitates the transfer of learning to the job because the trainee has an immediate opportunity to practice the work tasks on the job.
Transfer of learning is enhanced because the learning environment is the same as the performance environment
OJT reduces training costs because no training facilities are needed
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18. Limitations of OJT
Job site may have physical constraints, noise, and other distractions
Using expensive equipment for training could result in costly damage or disruption of the production schedule
Using OJT while customers are present may inconvenience them and temporarily reduce the quality of service
OJT involving heavy equipment or chemicals may threaten the safety of others who are working in close proximity
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19. Four OJT Techniques Job Instruction Training (JIT) Job Rotation
Coaching
Mentoring
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20. Job Instruction Training (JIT)
Defined as a sequence of instructional procedures used by the trainer to train employees while they work in their assigned job
Involves four steps:
Prepare the worker
Present the task
Practice
Follow-up
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21. Job Instruction Training – 1
Table 6-2
Step 1: Prepare the Worker
Put trainee at ease.
Find out what trainee knows.
Motivate.
Set up the task.
Preparing the workers is important because they need to know what to expect.
SOURCE: From Wexley, K. N., & Latham, G. P. (2002). Developing and training human resources in organizations, 3e. Reprinted with permission of Pearson Education, Inc., Upper Saddle River, NJ.
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22. Job Instruction Training – 2
Table 6-2
Step 2: Present the Task
Tell
Show
Explain
Demonstrate
Presenting the task should be carried out in such a way that the trainee understands and can replicate the task
SOURCE: From Wexley, K. N., & Latham, G. P. (2002). Developing and training human resources in organizations, 3e. Reprinted with permission of Pearson Education, Inc., Upper Saddle River, NJ.
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23. Job Instruction Training – 3
Table 6-2
Step 3: Practice
Have trainee perform the task(s)
Have trainee explain the steps Give feedback on performance
Reinforce correct behavior
Practice time is important for the trainee to master a particular set of skills
SOURCE: From Wexley, K. N., & Latham, G. P. (2002). Developing and training human resources in organizations, 3e. Reprinted with permission of Pearson Education, Inc., Upper Saddle River, NJ.
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24. Job Instruction Training – 4
Table 6-2
Step 4: Follow-up
Have trainee perform on his or her own
Encourage questioning
Check performance periodically
Gradually taper off training
Trainer needs to conduct a follow-up as a way of ensuring that the trainee is making progress
SOURCE: From Wexley, K. N., & Latham, G. P. (2002). Developing and training human resources in organizations, 3e. Reprinted with permission of Pearson Education, Inc., Upper Saddle River, NJ.
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25. Just-Do-It-Training - Example
Cummins Engine Company’s approach combine JIT with the Japanese brain storming approach (Kaizen):
(1) observe work processes in action and
identify problems
(2) brainstorm possible improvements
(3) analyze each improvement option
(4) implement improvements
(5) analyze results and make adjustments
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26. Job Rotation
Trainee is generally expected to learn more by observing and doing than by receiving instruction
Involves a series of assignments to different positions or departments for a specified period
Often used for first-level management training
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27. Coaching Between an employee and a supervisor
Focuses on examining employee performance and taking actions to:
maintain effective performance
correct performance problems
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28. Mentoring
Senior manager is paired with a more junior employee for the purpose of
giving support
helping the employee learn the ropes
preparing the employee for increasing responsibility
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29. Classroom Training Conducted outside of the normal work setting
Advantages over OJT:
Use of a variety of training techniques
Minimize distractions and create a learning climate
Can accommodate larger numbers of trainees
Disadvantages
Increased costs
Dissimilarity to the job setting
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30. Five Primary Categories of Classroom Training
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Lecture
Discussion
Audiovisual media
Experiential methods
Computer-based training (classroom-based)
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31. Types of Questions for Discussions
Direct questions used to illustrate or produce a very narrow response
Reflective questions used to make sure the message was received as intended
Open-ended questions used to challenge the trainees to increase their understanding of a specific topic
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32. Limitations to Discussion Method
Skilled facilitator is needed
Sufficient time must be available
Trainees need to have a common reference point
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33. Audiovisual Methods
Use of various media to illustrate or demonstrate the training material
Static media typically involve fixed illustrations that use both words and images
Printed materials
Slides
Overheads
Computer-generated slides, e.g. PowerPoint©
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34. Dynamic Media Techniques that present dynamic sequences of events
CDs, DVDs, diskettes, videotape, film, etc.
Easily distributed to remote sites
Effective dynamic media takes advantage of the capabilities of the medium rather than simply reproducing a printed or static presentation
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35. Guidelines for Visual Materials
Table 6-3
Preparation: make sure your slides are well designed
Presentation:
Have a clear outline,
Maintain eye-contact,
Emphasize important information,
control the pace.
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36. Telecommunications
Transmission of training programs to different locations via satellite, cable, and fiber-optic networks
Instructional Television (ITV), or interactive television
Linking several locations for instructional and conference purposes
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37. Teleconferencing
Conferences or training programs conducted between remote locations
reduces trainer, travel, and facility costs
increases the availability of training to remote locations
Teleconferencing costs more for curriculum and materials development
Classroom training costs more for trainer, travel, and delivery
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38. Media Selection
Identify the media attributes required by each instructional objective
Identify student characteristics that suggest or preclude particular media
Identify characteristics of the learning environment that favor or preclude particular media
Identify practical considerations that may determine which media are feasible
Identify economic or organizational factors
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39. Experiential Methods
Effective learning is an active experience that challenges the skills, knowledge, and beliefs of participants
Several types of experiential learning:
Case Study
Business Games and Simulations
Role Playing
Behavior Modeling
Outdoor Education
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40. Behavior Modeling
Trainees observe a model performing a target behavior correctly
What follows:
Discussion of the key components of the behavior
Practicing the target behavior through role playing
Receiving feedback and reinforcement for the behavior they demonstrate
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41. Outdoor Education
Work teams being involved with outdoor games, orienteering, rafting, rope courses, etc.
Strong focus on group problem solving and team building
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42. Computer-Based Training
Conducted using either a classroom or an individual, self-paced format
Can be almost limitless interplay between instructor-led and individual-based computer training
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43. Self-Paced CBT
Primary advantage CBT has over other methods of training is its interactivity
Mirrors the one-on-one relationship between student and tutor
Provides for immediate feedback
Three approaches
Computer-Aided Instruction (CAI)
Intranet training
Intelligent CAI
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44. Computer-Aided Instruction
Range from
Electronic Workbooks
Drill and practice
CD-ROM presentations of complete programs
Teach basic skills
Math
Reading
Teach highly technical skills
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45. CAI and Applications Many programs include interactive tutorials
Tutorials of Microsoft® Office programs
SolidWorks®: A 3D mechanical design application
Multimedia programs provide more appealing visual and audio content
Many companies have replaced instructor-led courses with CD-ROMs
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46. Advantages of CAI
Based responses, presents various levels of material until trainee reaches mastery
Trainees to control the speed of instruction and makes them self-sufficient learners
More accessible to learners through variety means of distribution
Automated Instructional management and tracking
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47. Internet and Intranet Training
Internet- multi-organization, multi-location interconnections
Intranet – Single organization multi-location interconnections
Both use Internet and World Wide Web technology, software tools, and protocols
Used for finding, managing, creating, and distributing information
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48. E-Learning Materials Principles – 1
Table 6-4
Select a realistic or authentic problem/scenario
Generate questions for the scenario as close as possible to a real situation.
Use as many different physical senses as possible
Accommodate different learning styles, preferences, and patterns.
Provide the simplest possible initial instructions or address the scenario before moving to more sophisticated problems.
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SOURCE: Yin, L. R. (2007). Adapted from: Design principles for interactive E-learning/E-training materials. Accessed June 25, 2007, from See also for explanation of the instructional theories and concepts.

49. E-Learning Materials Principles – 2
Table 6-4
Encourage learners to accomplish a simple yet complete task in the shortest possible period.
Gradually increase the difficulty level
When designing instructions (e.g., on the web page), add related graphical icons and appropriate screen captures.
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SOURCE: Yin, L. R. (2007). Adapted from: Design principles for interactive E-learning/E-training materials. Accessed June 25, 2007, from See also for explanation of the instructional theories and concepts.

50. E-Learning Materials Principles – 3
Table 6-4
Identify where learners tend to have problems, and then design and position anticipatory feedback nearby
Lessons should be flexible for learners who like to try new steps
More structured lessons should be provided for those who do not like to explore new things
Both approaches should be coherently designed
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SOURCE: Yin, L. R. (2007). Adapted from: Design principles for interactive E-learning/E-training materials. Accessed June 25, 2007, from See also for explanation of the instructional theories and concepts.

51. Intranets for HRD Uses internal computer networks for training
HRD Professionals can:
communicate with learners
conduct needs assessment and other administrative tasks
transmit course materials, training documents, and multimedia programs
administer tests
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52. Intelligent Compute Aided Instruction (CAI)
Intelligent tutoring systems able to discern the learner’s capability from
the learner’s response patterns
by analyzing the learner’s errors
Based on “Artificial Intelligence”
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53. Issues in Program Implementation
Consider
objectives to be achieved
resources available
trainee characteristics and expertise
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54. Arranging the Physical Environment
Trainee must feel comfortable enough to concentrate and learn
OJT- Minimize
Noise
Phone calls
Production
Interruptions
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55. Classroom Characteristics
Seating: establishes a spatial relationship
Physical Comfort Level: Not too hot or cold
Physical Distractions:
Noise
Poor lighting and acoustics
Physical barriers
Types of desks and chairs
Windows and glare
Availability of power outlets and equipment
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56. Getting Started
Determine each trainee’s capacity and motivation to learn
Develop, distribute and use syllabus
Establish and enforce class norms
Vary presentation methods during each session
Mix lecture, workshop and discussion
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57. Use of “Icebreakers”
Helps trainer and trainee to know each other and establish rapport
Training provides
provides opportunity for participants to network and get to know their colleagues throughout organization
can become an impetus for teamwork and social acceptance for all participants
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58. Tips for Trainers – 1
Over-prepare—know your subject matter inside and out, as well as the plan, timing, and flow for your session
Your personal appearance (attire and grooming) should be professional and appropriate to audience
Get the trainees’ attention early (have a “grabber”)
Your message(s) should be concise and direct
Focus on the trainees’ concerns rather than yours
Ask some initial questions that the trainees can answer, and then continually work for interaction
Listen and acknowledge ideas
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59. Tips for Trainers – 2
Allow pauses, to encourage quieter trainees to enter into the discussions
Create positive behavior through reinforcement, for example, praise people as they learn
Direct questions back to people
Put people at ease
Ask for examples from the trainees’ experience
Share your experiences with the trainees
Don’t let your slides become your presentation
Admit to not knowing an answer—let trainees help you
Avoid disputes and making right and wrong judgments
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60. Tips for Trainers – 3 Show that you enjoy instructing people
Have fun!
Spend additional time with trainees when necessary
Express confidence in trainees
Make notes, and follow up on them
Use trainees’ words when writing on the flip chart or board
Summarize—provide learning points and closure to celebrate what trainees have learned
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