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Werner & DeSimone (2006) 1

Designing Effective HRD Programs

Chapter 5


Phase One: Needs Assessment

Should be completed before you start Phase TwoYou 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 objectivesSelecting the trainer or vendorDeveloping lesson plansSelecting methods and techniquesPreparing materialsScheduling training


Objectives

Three parts: Performance Conditions Criteria

Source: R. F. Mager (1997).


Performance

What is to be done – e.g.,

Increase upper body strength

Assemble a chair

Catch a football pass

Graduate from college


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


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


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

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.


“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 trainingYou can’t afford the time or money to build all of your own training programsImplication: Much training is purchased, rather than self-produced


Factors to Consider Before Purchasing an HRD Program

Level of expertise available/requiredTimelinessNumber of traineesSubject matterCostSize of HRD organization“X” Factor (other conditions)


Other Factors to Consider

Vendor credentials Vendor backgroundVendor experiencePhilosophical match (between vendor and organization)Delivery method


Other Factors to Consider – 2

ContentActual productResultsSupportRequest 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 coveredActivity sequencingSelection/design of mediaSelection of trainee activitiesTiming and phasing of activitiesMethod(s) of instructionEvaluation methods to be used


Training MethodsInstructor-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.


Types of Training

Computer 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


Selecting Training Methods

Consider the following:

Program objectives

Time and money available

Resources availability

Trainee characteristics and preferences

Note: Training methods are covered in Ch. 6.


Training Materials

Program announcementsProgram outlinesTraining manuals and textbooksTraining aids, consumables, etc.


Scheduling Training

Must be done in conjunction with:

Production schedulersShift supervisorsWork supervisors/managersTrainees


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 be addressed before training: Objectives Who will conduct the training Lesson plan Appropriate methods/techniques to use Materials needed Scheduling issues

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