HUMAN RESOURCE DEVELOPMENT — Section 3-5 Training and Development Programs wy wae A ‘Training involves a process of providing knowledge, skills, and abilities (KSAs) With a solid introduction to the basics of adult learning principles and motivation theories, we now tum to the development of effective HRD programs, with a focus on training interventions. specific to a particular task or job, It is appropriate when skills and knowledge are missing and the individual has the willingness to lear. It provides skills that can be used immediately and is an excellent solution for solving short-term skill gaps. Example: A printing press operator is trained on how to use a printing press. Developmental activities, on the other hand, have a long-term focus on preperi ss on the other hand, have a long-term focus on preparing ‘or future responsibilities while inczeasing the capacities of employees to perform their current jobs. These activities are broader in scope than training activities. — Example: The printing press operator is identified as a potential leader in the depariment and is provided with additional learning opportunities to develop leadership capabilities. Icis imperative that employee learning objectives and programs closely align with and support organizational strategic goals. A systematic and complete process is used to determine needs, develop training, and evaluate outcomes. While various models are in use, the standard process is commonly called the ADDIE model. “B= Evaluation’ Bae Assessment ‘The first phase is assessment, in which data is collected to identify gaps between actual and desired organizational performance. If those gaps point toa lack of employee knowledge and skills, then specific training objectives are established to address the training needs.ation HUMAN RESOURCE DEVELOPMENT — Section 3-5 Next is the design phase, where decisions regarding course content, course goals and objectives, delivery methods, and implementation strategies are ‘made. The outcome of the design phase is a rough sketch of what the final program will look like. All major content components are included in the order and method in which they will be presented. A Development In the development phase, materials are created, purchased, and/or modified to meet the stated objectives. Many times, courses already exist that, with minor modifications, meet the identified needs. Other times courses must be developed. ae Implementation In the implementation phase, the program is delivered to the target audience. ‘This phase includes pilot programs, revisions to content, participant scheduling, and preparing the leaning environment. A multitude of considerations influences how the programs may be best implemented. Evaluation Evaluation consists of comparing the programn results to the established objectives to determine whether the original needs were met, Participants’ reactions, their learning, changes in behavior on the job, and changes in organizational performance indicators should all be considered when evaluating training results. Figure 21 shows how the phases of the ADDIE model are completed in a set sequence. The success of a subsequent phase is directly dependent on the time and resources dedicated to the previous phase. For example, if the needs assessment phase is skipped because there is “a pretty good idea of what the problem is,” then the program design might not contain content to meet the real needs. Assessment >} Design |-—»}_ Development Evaluation [<—} Implementation Figure 21. The ADDIE Modet 37