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Implementing HRD Programs

The Implementation Stage

The Learning Pyramid

By Permission: Yin (2004)

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.

On-the-Job Training (OJT)

• Job instruction training (JIT)

• Job rotation

• Coaching

• Mentoring

Characteristics of OJT

• Training at one’s regular workstation

• Most common form of training

• Strengths: – Realism

– Applicability

• Weaknesses: – No formal structure

– Can perpetuate mistakes

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

Job Instruction Training (JIT)

• Prepare the worker

• Present the task

• Practice the task

• Follow-up

JIT Process

• Observe work processes

• Brainstorm improvements

• Analyze options

• Implement improvements

• Evaluate results and make adjustments

Job Rotation

• Train on different tasks/positions

• Often used to train entry-level managers

• Also used to provide back-up in production positions

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

Classroom Training

Approaches

Five basic types:

• Lecture

• Discussion

• Audiovisual Media

• Experimental Methods

• Self-Paced or Computer-Based Training

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

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

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

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.

Audiovisual Media

• Brings visual senses (seeing) into play, along with audio

senses (hearing)

• Types:

– Static Media

– Dynamic Media

– Telecommunications

Static Media

• Printed materials

– Lecture notes

– Work aids

– Handouts

• Slides – e.g., PowerPoint

• Overhead transparencies

Dynamic Media

• Audio cassettes

• CDs

• Film

• Videotape

• Video disc

Telecommunications

• Instructional TV

• Teleconferencing

• Videoconferencing

Experiential Training

• Case studies

• Business game simulations

• Role Playing

• Behavior Modeling

• Outdoor training

Case Study Considerations

• Specific instructional objectives

• Case approach objectives

• Attributes of particular case

• Learner characteristics

• Instructional timing

• Training environment

• Facilitator’s characteristics

Business Game Simulations

• Computerized versus manual

– Operational

– Financial

– Resource bound

• In-basket exercise

– Setting priorities

– Time-driven decision making

Role Plays

• Self discovery; use of interpersonal skills a plus

• Some trainees are better actors

• Transfer to job can be difficult

Behavior Modeling

• Used mainly for interpersonal skills training

• Practice target behavior

• Get immediate feedback (video, among other media)

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?

Self-Paced Training

• Hard-copy

– Correspondence courses

– Programmed instruction

• Computer-Based Training (CBT)

– Computer-aided instruction

– Internet/intranet training

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

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

Types of CBT

• Computer-Aided Instruction

• Internet & Intranet-Based Training (e-learning)

• Intelligent Computer-Assisted Instruction

Computer-Based Training

(Classroom-Based)

• Group-based

• Instructor is present and facilitates computer-based learning

• Trainees are collocated and can help each other

• Requires computer, etc., for each trainee

Computer-Aided Instruction

(CAI)

• Drill-and-practice approach

• Read-only presentation of a “classic” training program

• Multimedia courses

• Interactive multimedia training

• Simulations

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…

E-learning

• Intranet – Internal to site/organization

• Internet – General communications

– Online reference

– Needs assessment, administration, testing

– Distribution of CBT

– Delivery of multimedia

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

Implementing Training

• Depends on:

– Objectives

– Resources

– Trainee characteristics