1 / 26

Designing Effective HRD Programs

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.

Albert_Lan
Download Presentation

Designing Effective HRD Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Designing Effective HRD Programs

  2. 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

  3. Phase Two: Design

  4. 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

  5. Objectives • Three parts: • Performance • Conditions • Criteria

  6. Performance What is to be done – e.g., • Increase upper body strength • Assemble a chair • Catch a football pass • Graduate from college

  7. 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

  8. 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

  9. 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.

  10. 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.

  11. “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

  12. 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)

  13. Other Factors to Consider • Vendor credentials • Vendor background • Vendor experience • Philosophical match (between vendor and organization) • Delivery method

  14. Other Factors to Consider – 2 • Content • Actual product • Results • Support • Request for proposal (RFP)

  15. 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?

  16. 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

  17. 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

  18. Methods Percent 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 Media Workbooks/Manuals 79 Internet/Intranet/Extranet 63 CD-ROM/DVD/Diskettes 55 Videotapes 52 Teleconferencing 24 Videoconferencing 23 Satellite/Broadcast TV 12 Audiocassettes 4 Training Methods SOURCE: From 2003 Industry Report (2003). Training, 40(9), 21–38.

  19.  Types of Training

  20. Selecting Training Methods Consider the following: • Program objectives • Time and money available • Resources availability • Trainee characteristics and preferences

  21. Training Materials • Program announcements • Program outlines • Training manuals and textbooks • Training aids, consumables, etc.

  22. Scheduling Training Must be done in conjunction with: • Production schedulers • Shift supervisors • Work supervisors/managers • Trainees

  23. Training During Normal Working Hours Issues to consider: • Day of week preferred • Time of day • Peak work hours • Staff meeting times • Required travel

  24. Training After Working Hours • Are workers/trainees getting paid? If so, by whom? • What about personal commitments? • What do you do for shift workers?

  25. 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?

  26. 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

More Related