Description
This is a presentation explaining on various phases for defining effective HRD programs.
Designing Effective HRD Programs
1
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
2
Phase Two: Design
3
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
4
Objectives
• Three parts: –Performance –Conditions –Criteria
Source: R. F. Mager (1997).
5
Performance
What is to be done – e.g.,
• Increase upper body strength
• Assemble a chair
• Catch a football pass
• Graduate from college
6
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
• • • •
7
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
8
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.
9
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.
10
“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
11
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)
12
Other Factors to Consider
• • • • Vendor credentials Vendor background Vendor experience Philosophical match (between vendor and organization) • Delivery method
13
Other Factors to Consider – 2
• • • • • Content Actual product Results Support Request for proposal (RFP)
14
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?
15
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
16
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
17
Training Methods
Methods Instructor-led Classroom Programs Self-Study, Web-based Job-based Performance Support Public Seminars Case Studies Role Plays Games or Simulations, Non-computer-based Self-Study, Non-computer-based Virtual Classroom, with Instructor Games or Simulations, Computer-based Experiential Programs Virtual Reality Programs Media Workbooks/Manuals Internet/Intranet/Extranet CD-ROM/DVD/Diskettes Videotapes Teleconferencing Videoconferencing Satellite/Broadcast TV Audiocassettes Percent 91 44 44 42 40 35 25 23 21 10 6 3 79 63 55 52 24 23 12 4
SOURCE: From 2003 Industry Report (2003). Training, 40(9), 21–38.
18
Types of Training
Computer Applications New Hire Orientation Non-Executive Management Tech. Training Communications Skills Sexual Harassment Supervisory Skills Leadership New Equipment Operation Performance Management/Appraisal Team Building Customer Service Product Knowledge Executive Development Safety 96 96 91 90 89 88 88 85 85 85 82 81 79 78 77 Computer Programming Personal Growth Managing Change Problem Solving/Decision Making Time Management Train-the-Trainer Diversity/Cultural Awareness Hiring/Interviewing Strategic Planning Customer Education Quality/Process Improvement Public Speaking/Presentation Skills Basic Life/Work Skills Ethics Sales Wellness 76 76 75 75 74 74 72 71 69 68 65 62 62 61 55 54
19
Selecting Training Methods
Consider the following: • Program objectives • Time and money available
• Resources availability
• Trainee characteristics and preferences
20
Training Materials
• • • • Program announcements Program outlines Training manuals and textbooks Training aids, consumables, etc.
21
Scheduling Training
Must be done in conjunction with:
• Production schedulers
• Shift supervisors • Work supervisors/managers • Trainees
22
Training During Normal Working Hours
Issues to consider:
– Day of week preferred
– Time of day – Peak work hours – Staff meeting times – Required travel
23
Training After Working Hours
• Are workers/trainees getting paid? If so, by whom? • What about personal commitments?
• What do you do for shift workers?
24
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?
25
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
26
doc_765803983.pptx
This is a presentation explaining on various phases for defining effective HRD programs.
Designing Effective HRD Programs
1
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
2
Phase Two: Design
3
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
4
Objectives
• Three parts: –Performance –Conditions –Criteria
Source: R. F. Mager (1997).
5
Performance
What is to be done – e.g.,
• Increase upper body strength
• Assemble a chair
• Catch a football pass
• Graduate from college
6
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
• • • •
7
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
8
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.
9
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.
10
“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
11
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)
12
Other Factors to Consider
• • • • Vendor credentials Vendor background Vendor experience Philosophical match (between vendor and organization) • Delivery method
13
Other Factors to Consider – 2
• • • • • Content Actual product Results Support Request for proposal (RFP)
14
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?
15
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
16
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
17
Training Methods
Methods Instructor-led Classroom Programs Self-Study, Web-based Job-based Performance Support Public Seminars Case Studies Role Plays Games or Simulations, Non-computer-based Self-Study, Non-computer-based Virtual Classroom, with Instructor Games or Simulations, Computer-based Experiential Programs Virtual Reality Programs Media Workbooks/Manuals Internet/Intranet/Extranet CD-ROM/DVD/Diskettes Videotapes Teleconferencing Videoconferencing Satellite/Broadcast TV Audiocassettes Percent 91 44 44 42 40 35 25 23 21 10 6 3 79 63 55 52 24 23 12 4
SOURCE: From 2003 Industry Report (2003). Training, 40(9), 21–38.
18
Types of Training
Computer Applications New Hire Orientation Non-Executive Management Tech. Training Communications Skills Sexual Harassment Supervisory Skills Leadership New Equipment Operation Performance Management/Appraisal Team Building Customer Service Product Knowledge Executive Development Safety 96 96 91 90 89 88 88 85 85 85 82 81 79 78 77 Computer Programming Personal Growth Managing Change Problem Solving/Decision Making Time Management Train-the-Trainer Diversity/Cultural Awareness Hiring/Interviewing Strategic Planning Customer Education Quality/Process Improvement Public Speaking/Presentation Skills Basic Life/Work Skills Ethics Sales Wellness 76 76 75 75 74 74 72 71 69 68 65 62 62 61 55 54
19
Selecting Training Methods
Consider the following: • Program objectives • Time and money available
• Resources availability
• Trainee characteristics and preferences
20
Training Materials
• • • • Program announcements Program outlines Training manuals and textbooks Training aids, consumables, etc.
21
Scheduling Training
Must be done in conjunction with:
• Production schedulers
• Shift supervisors • Work supervisors/managers • Trainees
22
Training During Normal Working Hours
Issues to consider:
– Day of week preferred
– Time of day – Peak work hours – Staff meeting times – Required travel
23
Training After Working Hours
• Are workers/trainees getting paid? If so, by whom? • What about personal commitments?
• What do you do for shift workers?
24
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?
25
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
26
doc_765803983.pptx