Description
Describing on methods to implement HRD programs in an organization.
Implementing HRD Programs
1
The Implementation Stage
2
Points to Ponder…
• The best way to learn any new skill is to learn it on the job. • Lectures are not a good method for training. • It’s easy to come up with stimulating discussion questions. • Case studies are used for time fillers.
3
The Learning Pyramid
By Permission: Yin (2004) 4
Training Delivery Methods
Three basic categories:
• On-the-Job Training
• Classroom Training
• Self-Paced Training
Note: Computer-based training can be in a classroom, or individual/self-paced.
5
On-the-Job Training (OJT)
• • • • Job instruction training (JIT) Job rotation Coaching Mentoring
6
Characteristics of OJT
• Training at one’s regular workstation • Most common form of training • Strengths:
– Realism – Applicability
• Weaknesses:
– No formal structure – Can perpetuate mistakes
7
More on OJT
• Facilitates training transfer to the job • Reduced training costs, since classroom is not needed
• Noise and production needs may reduce training effectiveness
• Quality and safety may be impacted
8
Job Instruction Training (JIT)
• • • • Prepare the worker Present the task Practice the task Follow-up
9
JIT Process
• • • • • Observe work processes Brainstorm improvements Analyze options Implement improvements Evaluate results and make adjustments
10
Job Rotation
• Train on different tasks/positions • Often used to train entry-level managers • Also used to provide back-up in production positions
11
Coaching and Mentoring
• Coaching – between worker and supervisor
– Can provide specific performance improvement and correction
• Mentoring – senior employee paired with a junior employee (“protégé”)
– Helps to learn the ropes – Prepares protégé for future advancement
12
Classroom Training Approaches
Five basic types:
• Lecture
• Discussion
• Audiovisual Media
• Experimental Methods
• Self-Paced or Computer-Based Training
13
Lecture
• Oral presentation of material
– Some visual aids can be added
• Remains a very popular training method
– Transfers lots of information quickly
• Interesting lectures can work well • Good to supplement with other materials
14
Problems with Lecture Method
• One-way form of communication • Trainees must be motivated to listen • Often lacks idea sharing • People don’t always like listening to lectures
15
Discussion Method
• • • • • Two-way communication Use questions to control lesson Direct: produce narrow responses Reflective: mirror what was said Open-Ended: challenge learners – to increase understanding
16
Challenges of Using the Discussion Method
• Maintaining control in larger classes • Needs a skilled facilitator • Needs more time than lecture
• Trainees must prepare for the lesson by reading assignments, etc.
17
Audiovisual Media
• Brings visual senses (seeing) into play, along with audio senses (hearing) • Types:
– Static Media – Dynamic Media – Telecommunications
18
Static Media
• Printed materials
– Lecture notes – Work aids – Handouts
• Slides – e.g., PowerPoint • Overhead transparencies
19
Dynamic Media
• Audio cassettes • CDs • Film
• Videotape
• Video disc
20
Telecommunications
• Instructional TV • Teleconferencing • Videoconferencing
21
Experiential Training
• Case studies • Business game simulations • Role Playing
• Behavior Modeling
• Outdoor training
22
Case Study Considerations
• • • • • • • Specific instructional objectives Case approach objectives Attributes of particular case Learner characteristics Instructional timing Training environment Facilitator’s characteristics
23
Business Game Simulations
• Computerized versus manual
– Operational – Financial – Resource bound
• In-basket exercise
– Setting priorities – Time-driven decision making
24
Role Plays
• Self discovery; use of interpersonal skills a plus • Some trainees are better actors • Transfer to job can be difficult
25
Behavior Modeling
• Used mainly for interpersonal skills training • Practice target behavior • Get immediate feedback (video, among other media)
26
Outdoor Education
• Ropes courses, etc. • Can facilitate teamwork • Focus on group problem identification, problem solving • Often good for team building • Fun – but is it effective training?
27
Self-Paced Training
• Hard-copy
– Correspondence courses – Programmed instruction
• Computer-Based Training (CBT)
– Computer-aided instruction – Internet/intranet training
28
Hard-Copy Self-Paced (i.e., Self-Paced Computer-Based Training)
• • • • • Good for remote locations without Internet access Individual follows text at own pace Correct/incorrect answers determine progress Trainee works alone without instructor interface Still used, but increasingly being replaced by CBT
29
Computer-Based Training (CBT)
• • • • Interactive with user Training when and where user wants it Trainee has greater control over progress CBT can provide progress reports and be tailored to specific instructional objectives • Trainee works on own with minimal facilitation by instructor who is elsewhere
30
Types of CBT
• Computer-Aided Instruction • Internet & Intranet-Based Training (e-learning) • Intelligent Computer-Assisted Instruction
31
Computer-Based Training (Classroom-Based)
• Group-based • Instructor is present and facilitates computerbased learning • Trainees are collocated and can help each other • Requires computer, etc., for each trainee
32
Computer-Aided Instruction (CAI)
• Drill-and-practice approach • Read-only presentation of a “classic” training program • Multimedia courses • Interactive multimedia training • Simulations
33
Advantages of CAI
• Interactive with each student • Student is self-paced • Logistics –
– Increasingly available over the Internet (or via an organization’s intranet) – Updates are easily distributed
• Instructional Management & Reporting • CAN be cost-effective…
34
E-learning
• Intranet
– Internal to site/organization
• Internet
– General communications – Online reference – Needs assessment, administration, testing – Distribution of CBT – Delivery of multimedia
35
Intelligent CAI
• Uses computer’s capabilities to provide tailored instruction • Can use expert systems, fuzzy logic, and other rubrics • Can provide real-time simulation and stimulation
36
Implementing Training
• Depends on: – Objectives – Resources – Trainee characteristics
37
Other Considerations Concerning Implementation
• Physical environment:
– Seating
– Comfort level
– Physical distractions
38
P7
• • • • • • • Proper Prior Planning Precludes Particularly Poor Performance
39
Planning
• Does NOT prevent failure… • … But makes it easier to avoid failure. • Planning your HRD implementation before you actually do it greatly increases the likelihood of successful implementation.
40
Training Provides Many Things
• • • • • Networking Knowledge Social acceptance Improved interpersonal skills Team building
41
Summary
• Good training:
– Improves performance – Improves productivity – Improves chances for promotion – Improves the bottom line
• Therefore, the right training methods need to be used in the right way to ensure successful HRD implementation.
42
doc_209276495.pptx
Describing on methods to implement HRD programs in an organization.
Implementing HRD Programs
1
The Implementation Stage
2
Points to Ponder…
• The best way to learn any new skill is to learn it on the job. • Lectures are not a good method for training. • It’s easy to come up with stimulating discussion questions. • Case studies are used for time fillers.
3
The Learning Pyramid
By Permission: Yin (2004) 4
Training Delivery Methods
Three basic categories:
• On-the-Job Training
• Classroom Training
• Self-Paced Training
Note: Computer-based training can be in a classroom, or individual/self-paced.
5
On-the-Job Training (OJT)
• • • • Job instruction training (JIT) Job rotation Coaching Mentoring
6
Characteristics of OJT
• Training at one’s regular workstation • Most common form of training • Strengths:
– Realism – Applicability
• Weaknesses:
– No formal structure – Can perpetuate mistakes
7
More on OJT
• Facilitates training transfer to the job • Reduced training costs, since classroom is not needed
• Noise and production needs may reduce training effectiveness
• Quality and safety may be impacted
8
Job Instruction Training (JIT)
• • • • Prepare the worker Present the task Practice the task Follow-up
9
JIT Process
• • • • • Observe work processes Brainstorm improvements Analyze options Implement improvements Evaluate results and make adjustments
10
Job Rotation
• Train on different tasks/positions • Often used to train entry-level managers • Also used to provide back-up in production positions
11
Coaching and Mentoring
• Coaching – between worker and supervisor
– Can provide specific performance improvement and correction
• Mentoring – senior employee paired with a junior employee (“protégé”)
– Helps to learn the ropes – Prepares protégé for future advancement
12
Classroom Training Approaches
Five basic types:
• Lecture
• Discussion
• Audiovisual Media
• Experimental Methods
• Self-Paced or Computer-Based Training
13
Lecture
• Oral presentation of material
– Some visual aids can be added
• Remains a very popular training method
– Transfers lots of information quickly
• Interesting lectures can work well • Good to supplement with other materials
14
Problems with Lecture Method
• One-way form of communication • Trainees must be motivated to listen • Often lacks idea sharing • People don’t always like listening to lectures
15
Discussion Method
• • • • • Two-way communication Use questions to control lesson Direct: produce narrow responses Reflective: mirror what was said Open-Ended: challenge learners – to increase understanding
16
Challenges of Using the Discussion Method
• Maintaining control in larger classes • Needs a skilled facilitator • Needs more time than lecture
• Trainees must prepare for the lesson by reading assignments, etc.
17
Audiovisual Media
• Brings visual senses (seeing) into play, along with audio senses (hearing) • Types:
– Static Media – Dynamic Media – Telecommunications
18
Static Media
• Printed materials
– Lecture notes – Work aids – Handouts
• Slides – e.g., PowerPoint • Overhead transparencies
19
Dynamic Media
• Audio cassettes • CDs • Film
• Videotape
• Video disc
20
Telecommunications
• Instructional TV • Teleconferencing • Videoconferencing
21
Experiential Training
• Case studies • Business game simulations • Role Playing
• Behavior Modeling
• Outdoor training
22
Case Study Considerations
• • • • • • • Specific instructional objectives Case approach objectives Attributes of particular case Learner characteristics Instructional timing Training environment Facilitator’s characteristics
23
Business Game Simulations
• Computerized versus manual
– Operational – Financial – Resource bound
• In-basket exercise
– Setting priorities – Time-driven decision making
24
Role Plays
• Self discovery; use of interpersonal skills a plus • Some trainees are better actors • Transfer to job can be difficult
25
Behavior Modeling
• Used mainly for interpersonal skills training • Practice target behavior • Get immediate feedback (video, among other media)
26
Outdoor Education
• Ropes courses, etc. • Can facilitate teamwork • Focus on group problem identification, problem solving • Often good for team building • Fun – but is it effective training?
27
Self-Paced Training
• Hard-copy
– Correspondence courses – Programmed instruction
• Computer-Based Training (CBT)
– Computer-aided instruction – Internet/intranet training
28
Hard-Copy Self-Paced (i.e., Self-Paced Computer-Based Training)
• • • • • Good for remote locations without Internet access Individual follows text at own pace Correct/incorrect answers determine progress Trainee works alone without instructor interface Still used, but increasingly being replaced by CBT
29
Computer-Based Training (CBT)
• • • • Interactive with user Training when and where user wants it Trainee has greater control over progress CBT can provide progress reports and be tailored to specific instructional objectives • Trainee works on own with minimal facilitation by instructor who is elsewhere
30
Types of CBT
• Computer-Aided Instruction • Internet & Intranet-Based Training (e-learning) • Intelligent Computer-Assisted Instruction
31
Computer-Based Training (Classroom-Based)
• Group-based • Instructor is present and facilitates computerbased learning • Trainees are collocated and can help each other • Requires computer, etc., for each trainee
32
Computer-Aided Instruction (CAI)
• Drill-and-practice approach • Read-only presentation of a “classic” training program • Multimedia courses • Interactive multimedia training • Simulations
33
Advantages of CAI
• Interactive with each student • Student is self-paced • Logistics –
– Increasingly available over the Internet (or via an organization’s intranet) – Updates are easily distributed
• Instructional Management & Reporting • CAN be cost-effective…
34
E-learning
• Intranet
– Internal to site/organization
• Internet
– General communications – Online reference – Needs assessment, administration, testing – Distribution of CBT – Delivery of multimedia
35
Intelligent CAI
• Uses computer’s capabilities to provide tailored instruction • Can use expert systems, fuzzy logic, and other rubrics • Can provide real-time simulation and stimulation
36
Implementing Training
• Depends on: – Objectives – Resources – Trainee characteristics
37
Other Considerations Concerning Implementation
• Physical environment:
– Seating
– Comfort level
– Physical distractions
38
P7
• • • • • • • Proper Prior Planning Precludes Particularly Poor Performance
39
Planning
• Does NOT prevent failure… • … But makes it easier to avoid failure. • Planning your HRD implementation before you actually do it greatly increases the likelihood of successful implementation.
40
Training Provides Many Things
• • • • • Networking Knowledge Social acceptance Improved interpersonal skills Team building
41
Summary
• Good training:
– Improves performance – Improves productivity – Improves chances for promotion – Improves the bottom line
• Therefore, the right training methods need to be used in the right way to ensure successful HRD implementation.
42
doc_209276495.pptx