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Designing Effective HRD Programs



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



Phase Two: Design



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



Objectives

Three parts:

± Performance

± Conditions ± Criteria



Performance

What is to be done ² e.g.,

Increase upper body strength

Assemble a chair

Catch a football pass

Graduate from college



Conditions

Conditions under which performance is done ²

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



Criteria

The level of acceptable performance ² 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 ´Bµ average



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.



Sample Objectives ² 2

After training, be able to identify the four basic

stages involved in HRD within five minutes.

Completely assemble one child·s bicycle withinone hour using common hand tools and

instructions provided on December 24 without

cursing.



´Make or Buyµ 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



Factors to Consider Before Purchasing an

HRD Program

Level of expertise available/required

Timeliness

Number of trainees Subject matter

Cost

Size of HRD organization ´Xµ Factor (other conditions)



Other Factors to Consider

Vendor credentials

Vendor background

Vendor experience Philosophical match (between vendor and

organization)

Delivery method



Other Factors to Consider ² 2

Content

Actual product

Results Support

Request for proposal (RFP)



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?



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



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



Training Methods

Instructor-led Classroom Programs 91

Self-Study, Web-based 44

Job-based Performance Support 44

Public Seminars 42

Case Studies 40

Role Plays 35

Games or Simulations, Non-computer-based 25

Self-Study, Non-computer-based 23

Virtual Classroom, with Instructor 21

Games or Simulations, Computer-based 10

Experiential Programs 6

Virtual Reality Programs 3

Workbooks/Manuals 79

Internet/Intranet/Extranet 63

CD-ROM/DVD/Diskettes 55

Videotapes 52

Teleconferencing 24

Videoconferencing 23

Satellite/Broadcast TV 12

Audiocassettes 4

Methods Percent

Media

SOURCE: From 2003 Industry Report (2003). Training, 40(9), 2138.



Types of TrainingTypes of TrainingComputer Applications 96 Computer Programming 76

New Hire Orientation 96 Personal Growth 76Non-Executive Management 91 Managing Change 75

Tech. Training 90 Problem Solving/Decision Making 75

Communications Skills 89 Time Management 74

Sexual Harassment 88 Train-the-Trainer 74

Supervisory Skills 88 Diversity/Cultural Awareness 72

Leadership 85 Hiring/Interviewing 71

New Equipment Operation 85 Strategic Planning 69

Performance Management/Appraisal 85 Customer Education 68

Team Building 82 Quality/Process Improvement 65

Customer Service 81 Public Speaking/Presentation Skills 62

Product Knowledge 79 Basic Life/Work Skills 62

Executive Development 78 Ethics 61

Safety 77 Sales 55

Wellness 54



Selecting Training Methods

Consider the following:

Program objectives

Time and money available

Resources availability

Trainee characteristics and preferences



Training Materials

Program announcements

Program outlines

Training manuals and textbooks Training aids, consumables, etc.



Scheduling Training

Must be done in conjunction with:

Production schedulers

Shift supervisors Work supervisors/managers

Trainees



Training During Normal Working Hours

Issues to consider:

± Day of week preferred

± Time of day

± Peak work hours

± Staff meeting times

± Required travel



Training After Working Hours

Are workers/trainees getting paid? If so, by

whom?

What about personal commitments?

What do you do for shift workers?



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?



Summary

As in building a house, design issues must beaddressed bef or e training:

± Objectives

± Who will conduct the training

± Lesson plan

± Appropriate methods/techniques to use

± Materials needed ± Scheduling issues

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