1. Implementing HRD Programs Chapter 6 Human Resource Development

2. On-the-job Methods Advantages –No special space or equipment –Minimize transfer problems/practice what will be doing –Earn/produce while learning –Relevant reinforcements –Learning environment same as working environment

3. On-the-job Methods Disadvantages –Tie up expensive equipment –Waste may be high –Customer problems –“Trainer” may not be skilled –Pressure of job demands

4. On-the-job Methods Job instruction training Job rotation Coaching Mentoring Internship Apprenticeship

5. JIT Instruction/Learning Sequence – Part 1 of 3 BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED 1 PREPARE Break down the job. Prepare an instruction plan. Put the learner at ease. Attention and motivation PRESENT Tell. Show. Demonstrate. Explain. Symbolic Coding Cognitive Organization

6. JIT Instruction/Learning Sequence – Part 2 of 3 BASICS OF INSTRUCTION AREAS OF LEARNING AFFECTED 1 TRY OUT Have the learner “talk through” the job. Have the learner instruct the supervisor on how the job is done. Let the learner do the job. Provide feedback, both positive and negative. Let the learner practice Symbolic Rehearsal Behavioral Reproduction

7. JIT Instruction/Learning Sequence – Part 3 of 3 BASICS OF INSTRUCTIONAREAS OF LEARNING AFFECTED 1 FOLLOW UP Check progress frequently at first. Tell the learner whom to go to for help. Gradually taper off progress checks. Behavioral Reproduction

8. Off-the-job Methods Advantages –Variety of training techniques –Learning climate –Economy – number of trainees –Don’t tie up expensive equipment/waste Disadvantages –Increased costs – equipment/space –Transfer issues

9. Lecture Advantages –Economical – large amounts of information to large numbers of trainees –Can be organized/structured/time efficient Criticisms –One-way flow –Best for cognitive principles, facts rather than skills –Stress on verbal and symbolic understanding –Ignores individual differences

10. Discussion Advantages –Two-way communication allows feedback, clarification, sharing views Limitations –Needs skilled discussion leader –Time –Trainees need common reference point –Size of group

11. Audiovisual Methods Static and dynamic media. telecommunication Portray dynamic and complex events –Illustration of principles –Stop action, slow motion –Exposure to events not easily found live –Organization wide distribution

12. Case Study Illustrations of concepts to be learned, communication skills, analytical skills, integrate information Critics-lack of realistic complexity, caught up in details, groupthink, limits teaching role of trainer

13. Business Games and Simulations Real life, active, assume roles, make decisions that have impact on game/simulation, can be motivating/involving May lack complexity/realism, difficulty in model reflecting all aspects of reality

14. Role Playing Act out situation and specific events, develop insights in own and other’s behaviors, develop interpersonal relationship, empathy Problems with over dramatization, intimidation, realism, transfer

15. In-Basket Technique Simulation of management decision-making In-basket includes various memos, messages, etc. Evaluation based on prioritizing, organizing, types of responses

16. Behavior Modeling Observe complex behavior, discuss, practice through role playing and feedback Best if can identify with role models Research support

17. Things to Consider for Implementing Behavior Modeling – Part 1 of 2 Carefully select the trainer/program administrator who will set up and conduct the sessions. He or she must be skilled and experienced with this technique. Consider if this technique will meet your needs within constraints of time and money. Identify real skill deficiencies in advance of training and involve the potential trainees and their bosses in this process. Break the skills into small behaviors. Build a module around each small behavior. Do not emphasize more than seven learning points during any one training module. Models used to demonstrate the correct way of behaving/handling a certain situation should have sufficient status to be credible yet easy for the trainees to identify with. Using a videotape of a model performing the correct behavior ensures that all groups of trainees will see a positive example and may reduce costs since it is reusable.

18. Things to Consider for Implementing Behavior Modeling – Part 2 of 2 Before trainees actually practice the desired behavior, have them verbalize the behavioral cues demonstrated and then have them visualize their performance. A supportive climate that encourages experimentation must be established for the practice sessions. Emphasis on positive reinforcement rather than criticism increases self-confidence and learning. After each session, some behavior modeling experts provide a wallet-sized card that outlines the key learning points and critical steps. This acts as a security blanket. Conduct a review session after several modules have been completed in order to reinforce the learning points and to demonstrate the progress that has been attained. Manage the consequences of attempting the newly trained behaviors in the actual job situation.

19. Names and Descriptions used for Computer Based Training Approaches – Part 1 of 5 PIProgrammed instruction (PI) is used in computer-based programs consisting of text, graphics and perhaps multimedia enhancements. Material to be learned is grouped into chunks of closely related information. Typically, the trainees are presented with the information in the chunk and then tested on their retention of the information. If they have not retained the material, they are referred back to the original information. If they retained the information they are referred to the next chunk of information to be learned. PI may be computer-based but is also found in printed material and interactive videos.

20. Names and Descriptions used for Computer Based Training Approaches – Part 2 of 5 CBTTraining provided in part or whole through the use of a computer. Computer-based training is the term most often used in private industry or the government for training employees using computer assisted instruction. CMIComputer-managed instruction (CMI) uses a computer to manage the administrative functions of training such as registration, record keeping, scoring and grading.

21. Names and Descriptions used for Computer Based Training Approaches – Part 3 of 5 ICAIIntelligent Computer-assisted Instruction (ICAI) provides some of the primary characteristics of a human tutor. This is a more advanced form of PI. Expert systems are used to run the tutoring aspect of the training, monitoring trainee knowledge within a programmed knowledge model and providing adaptive tutoring based on trainee responses. ITSIntelligent tutoring systems (ITS) make use of artificial intelligence to provide tutoring that is more advanced than ICAI type tutoring. ITS “learns” through trainee responses the best methods of facilitating the trainee’s learning.

22. Names and Descriptions used for Computer Based Training Approaches – Part 4 of 5 SimulationsComputer simulations provide a representation of a real life situation and the tasks to be performed in the situation. The representation can range from identical (e.g., word processing training) to fairly abstract (e.g., conflict resolution). Trainees perform the tasks presented to them by the computer program and the program monitors their performance.

23. Names and Descriptions used for Computer Based Training Approaches – Part 5 of 5 Virtual Reality Virtual Reality is an advanced form of computer simulation, placing the trainee in a simulated environment that is “virtually” the same as the physical environment. This is accomplished by the trainee wearing special equipment such as head gear, gloves, etc. which control what the trainee is able to see, feel, etc. The trainee learns by interacting with objects in the electronic environment to achieve some goal.

24. PI Example 1. Metals expand when heated. Copper is a metal and will _____when heated. 2. When heated iron will ______less than copper. 3. Thus different metals will expand by ________ when heated. 4. The increase in the length is proportional to the ________in temperature. 5. A copper bar expands by 0.2 cm when the temperature rises by 100 degrees C. It will expand by _____ if the temperature is increased by 200 degrees C.

25. Programmed instruction for PI. - Part 1 of 4 Learning Stem 1.Many people think it is impossible to learn without making a large number of errors. Because trial and error learning is time consuming and creates frustration in the learner, most people don’t like this method. After making many errors, people begin to lose their desire to learn. Many trainers feel that if learning is carefully programmed to occur in a specific manner, people can learn without making a large number of errors. Questions 1.aLearning by making errors until the right response is discovered is called: 1.bWhat happens to people’s desire to learn when they must use the trial and error method? 1.cWhen leaning material is prepared so that people make few errors it is said to have been carefully: Instructions Compare your answers to these: 1.aTrial and error learning. 1.bIt decreases 1.cProgrammed If your answers match those above go on to section 2. If not, reread section 1, paying attention to the italicized concepts. Then answer the questions again.

26. Programmed instruction for PI. - Part 2 of 4 Learning Stem 2.Programmed instruction (PI) operates on the principle that if learning is programmed to occur in small steps, few errors will occur. Another principle of PI is that if trainees are given immediate feedback regarding the appropriateness of their response, they will learn more quickly and complete a greater amount of material. Questions 2.aIf the goal is to reduce the number of trainee errors before the material is learned, how should learning be programmed? 2.bTo increase the amount learned and the speed of learning, when should feedback be given? Instructions Compare your answers to those below: 2.aIn small steps. 2.bImmediately. If your answers match those above go on to section 3. If not, reread section 2, paying attention to the italicized concepts. Then answer the questions again.

27. Programmed instruction for PI. - Part 3 of 4 Learning Stem 3.Trainee learning is enhanced if the trainee is active in the learning process. PI asks trainees to respond to questions putting the trainee in an active learning mode. Because trainees learn at different rates, they learn best if they can move through the material at their own pace. PI allows people to learn at their own pace. Finally, frequent review of material helps trainees retain the material for longer periods of time. Questions 3.aProgramming questions into the material enhances learning because it places trainees into a(n) ________ mode of learning. 3.bAt what pace should trainees move through the material? 3.cFrequent review of material results in: Instructions Compare your answers to these: 3.aActive. 3.bTheir own pace. 3.cLonger retention of material. If your answers match those above go on to section 4. If not, re- read section 3, paying attention to the italicized concepts. Then answer the questions again.

28. Programmed instruction for PI. - Part 4 of 4 Learning Stem 4.In summary, PI allows trainees to learn more material, quicker, and retain it longer with less frustration by: a)programming small learning steps resulting in fewer response errors, b)requiring frequent active responses by the trainees, c)providing immediate feedback, d)allowing trainees to move through the material at their own pace and e)frequently reviewing the material. Questions 4.aWhat are five principles that PI uses to improve the ease, amount, speed and retention of learning? Instructions Compare your answers to these: 4.a1) Small learning steps, 2) frequent and active trainee response c) immediate feedback, d) self-paced learning and e) frequent review If your answers match those above you have completed the section on PI successfully. If not, review section 4 and answer questions.