chapter 5 initializing of hrd programs designing.pptx

hrd design

1. Designing Effective H RD Programs

2. Phase One : Needs Ass e ssment Sho u l d be co m pl e ted be f ore yo u st a rt Phase Two Y ou k n ow: Whe r e tr a inin g i s n eeded What kind s of training ar e needed Who needs to be trained Conditio n s for training

3. Phase T wo : Design

4. Phase T wo : Designing the T raining or HRD Intervention Key activitie s includ e : Se t ti n g o b je c ti v es Se l e c ti n g the trai n e r or ve n d o r Dev e lo p in g le s so n pl a ns Se l e c ti n g m e th o ds a n d te c h n iq u es Pre p ari n g m a ter i als Sc h e d uling tra i ni n g

5. Objectives Thr e e parts: Performance An objective always says that what a learner is expected to be able to do and /or produce to be considered competent. The objective sometimes describes the product/result of the doing Ex : Write a product profile for a proposed new product. Conditions An objective describes the important conditions(if any) under which the performance is to occur . EX : Given all engineering data regarding a proposed product, trainee will write a product profile Criteria – Wherever possible ,an objective identifies the criteria of acceptable performance by describing how well the learner must perform in order to be considered acceptable. EX the product profile must describe all of the commercial characteristics of the product that are appropriate for its introduction to the market, including descriptions of atleast three major product uses.

6. Performa nce What i s to be done – e.g., Incre a s e upp e r body stren g th Asse m ble a c h air Catch a football pass Graduate from colle g e

7. Condit i ons Conditions under whic h performance i s done – e.g., … usi n g sta n dard cond itio n i ng equ i pm e nt … using a screwdrive r an d hamm e r … at a full run under man-to-man coverage … withou t che a ting or out s id e help

8. Crite r ia The leve l of acceptabl e performance – e.g., … b y 2 5 perce n t withi n o n e year … wit h i n o n e h o ur with o ut mi s tak e s … 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 h o ur wit h a n err o r r a te of le s s th a n 1 % usi n g in d u s try st a n d ar d in v e n tory to o ls. Run 4 yar d s i n le s s th a n fi v e se c on d s on a d r y , level field with winds less than 10 mph.

10. Sample Objective s – 2 Aft e r tr a in i ng, be ab l e to id e nt i fy the four ba s ic st a g e s in v ol v e d i n HRD wit h i n fi v e mi n ut e s. Completely assemble one child’s bicycle within one ho u r us i ng co m mon ha n d to o l s and in s tru c ti o ns pr o vi d e d on De c e m b e r 2 4 with o ut cursing.

11. “Mak e o r B uy” Decisions Y ou ca n not be a n ex p er t on ev e ryt h ing You can’t afford to maintain a full-time staff for onc e - a - yea r traini n g You can’t afford the time or money to build all of y o ur own tra i ni n g pr o gr a ms Implication: Much training is purchased, rather th a n se l f - produced

12. Factors to Consi d e r Before Purchasi n g an HRD Program Level of expertise available/required Timeliness Nu m b e r of tr a in e es Sub j ec t ma t ter Cost Si z e of HRD o rg a ni z ation “ X ” F a ct o r (o t h e r c o n d it i ons)

13. Factors to Consi d e r Before Purchasi n g an HRD Program

14. Othe r Factors to Consider 1. Cost: price relative to program content and quality 2. Credentials: including certificates, degrees, and other documentation of the vendor’s expertise 3. Background: number of years in business and experience in the particular content area 4. Experience: vendor’s prior clients, success with those clients, references 5. Philosophy: comparison of the vendor’s philosophy to that of the organization 6. Delivery method: training methods and techniques used

15. Othe r Factors to Consider – 2 7.Content: topics included in program or materials 8. Actual product: including appearance, samples, or whether a pilot program is available 9. Results: expected outcomes 10. Support: especially in terms of implementation and follow-up 11. Request for proposal (RFP): the match between a vendor’s offer and the requirement spelled out in the organization’s request for a proposal

16. Selecting t he T rainer T rai n in g co m pe t en c y : . Training competency involves the knowledge and varied skills needed to design and implement a training program. How w el l ca n he/she t ra i n? I f t h e y c an’ t train, wh y ar e t h e y employed? Su b je c t Mat t e r E x p ert i se : should have the ability to train others How w el l i s the material un d er s to o d?

17. 1. Teaming skilled trainers with in-house subject matter experts to form an instructional 2. Using a training technique that does not require a human trainer, such as computer aided or online instructional programs 3. Train-the-trainer programs, which involve identifying in-house content experts who lack training skills and training them to become effective trainer

18. Train-the-Trainer Programs Developing trainee objectives and lesson plans 2. Selecting and preparing training materials 3. Selecting and using training aids (e.g., Microsoft® PowerPoint® slides, videos, document cameras) 4. Selecting and using different training methods and techniques

19. Prep a ring Le s so n Plans Con t en t to be co v ered Ac t iv i ty s e q u e n cing Se l e c ti o n/design of m e dia Sel e ct i on of trai n e e ac t iv i ti e s T i m in g a n d p h a s in g of a c ti v it i es Met h o d (s) of i n str u ct i on Ev a lu a ti o n m e th o ds to be used

20. Training method:

21. Training approaches can also be grouped into two broad categories: on-the-job methods which typically take place away Computer-based training (CBT ), The objectives of the program . Time and money available. Availability of other resources . Trainee characteristics and preferences.

22. Scheduling T r a ining Mus t be do n e i n co n junctio n with: Produc t io n sch e dulers Shift sup e rvisors W ork sup e rvisors / ma n agers Trainees

23. T raini n g During Nor m a l W orking Hours Issue s to conside r: Day of wee k preferred T im e of day Peak wor k hours Staff meeti n g tim e s Required travel

24. T raini n g After W orking Hours Are wor k ers / tra i ne e s ge t ti n g pa i d? I f so , by whom? W h a t a b o u t p e rs o n a l c o m m it m e n ts? W h a t do y o u do for s h if t work e rs?

25. Registration and Enrollment Issues How, when, and where does one register? W h o i s re s p o n s ibl e for l o gi s tics? Travel Lodging Meals Etc. How do o n e c a n c el / re s c h edule?

26. Summary As i n bu i ldin g a hou s e , de s ig n is s ues mu s t be a d dr e s s e d bef o re traini n g: Objectives Who wil l conduc t the training Lesson plan Appro p ri a te metho ds/techniq u e s to use Materi a l s n eeded S c heduling is s ues