Designing Effective HRD Programs. Phase One: Needs Assessment Should be completed before you start...
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Transcript of Designing Effective HRD Programs. Phase One: Needs Assessment Should be completed before you start...
![Page 1: Designing Effective HRD Programs. Phase One: Needs Assessment Should be completed before you start Phase Two You know: – Where training is needed – What.](https://reader035.fdocuments.in/reader035/viewer/2022062407/56649da25503460f94a8f60b/html5/thumbnails/1.jpg)
Designing Effective HRD Programs
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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
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Phase Two: Design
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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
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Objectives
• Three parts:– Performance– Conditions– Criteria
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Performance
What is to be done – e.g.,
• Increase upper body strength
• Assemble a chair
• Catch a football pass
• Graduate from college
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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
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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
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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.
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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.
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“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
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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)
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Other Factors to Consider
• Vendor credentials • Vendor background• Vendor experience• Philosophical match (between vendor and
organization)• Delivery method
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Other Factors to Consider – 2
• Content• Actual product• Results• Support• Request for proposal (RFP)
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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?
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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
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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
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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), 21–38.
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Types of Training Types of TrainingComputer Applications 96 Computer Programming 76
New Hire Orientation 96 Personal Growth 76
Non-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
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Selecting Training Methods
Consider the following:
• Program objectives
• Time and money available
• Resources availability
• Trainee characteristics and preferences
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Training Materials
• Program announcements• Program outlines• Training manuals and textbooks• Training aids, consumables, etc.
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Scheduling Training
Must be done in conjunction with:
• Production schedulers• Shift supervisors• Work supervisors/managers• Trainees
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Training During Normal Working Hours
Issues to consider:
– Day of week preferred– Time of day– Peak work hours– Staff meeting times– Required travel
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Training After Working Hours
• Are workers/trainees getting paid? If so, by
whom?
• What about personal commitments?
• What do you do for shift workers?
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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?
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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