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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