Chapter 6 Part 1 Implementating HRD Programs Part 1

Werner
HUMAN RESOURCE
DEVELOPMENT, 7E
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Implementing HRD Programs
Chapter 6
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain
product or service or otherwise on a password-protected website for classroom use.
Learning Objectives
 Describe three broad approaches to training
delivery and the advantages and disadvantages
of each approach
 Describe five primary categories of classroom
training and the advantages and disadvantages of
each one
 Describe the advantages and disadvantages of
self-paced training approaches to training
delivery
 Determine when various training techniques
are more or less effective in different situations
Learning Objectives (cont.)
 Develop expertise as a facilitator of a training
topic or module
 Describe ways that technology is being used to
provide and improve HRD programs
 Develop greater expertise in effectively using
technology to deliver training content
 Understand and explain the activities involved in
implementing an HRD program
Implementing Training and HRD
 Effective delivery of HRD programs requires
considerable preparation, as well as creativity
and flexibility
 Both assessment and design issues should have
been addressed by this point
 Proper delivery or implementation assumes
that:
• An important need for training has been identified
• Program objectives have been spelled out
Figure 6-1:
Training and HRD Process Model
Training Delivery Methods
 Training is intended to increase the
expertise of trainees in a particular area
 It is useful to consider the current level of
expertise that trainees possess
Figure 6-2: Learning Pyramid to
Guide the Selection of Methods
Note: The middle arrow depicts the
Expert
point at which individual trainees are
ready to shift to more exploratory
More learning approaches
Exploratory,
Creative,
Focused,
Confident.
(Memory Association)
(Cognitive Flexibility)
More
Guided,
Factual,
Confused,
Anxious.
Novice
(Learning Prerequisites)
SOURCE: From Yin, L. R. (2007). Learning pyramid. Accessed June 25, 2007, from http://facstaff.uww.edu/yinl/
Learning-Pyramid-Explained.htm. Used by permission.
A Learning Pyramid
 Novice learner may easily get confused or
anxious
Novice trainees generally require more guided or
instruction-centered training methods
 As existing level of expertise increases, learners
become more creative and confident
Training methods also shift more toward exploratory
or experiential methods
An Effective HRD or Training
Program
 Should first identify where trainees are in
terms of this pyramid
 Provide assistance for all trainees to
“move up” toward an expert level of
performance
 Combined approach is valuable: use of
lecture, discussion, case studies, behavior
modeling, role playing, and games or
simulations
Basic Training Method
Classification
 On-the-Job (OJT)
 Classroom approaches
 Self-paced or individualized approach
Table 6-1: Training Methods and
Techniques—OJT
Method Techniques
On-the-job • Job instruction training

training (OJT) • Job rotation
• Coaching
• Mentoring
Techniques—Classroom
Method Techniques
Classroom • Lecture
• Conference/Discussion
• Audiovisual static media (e.g.,
handouts, books) dynamic
media (e.g., DVD, video, film)
• Telecommunication (e.g.,
satellite transmission,
Internet)
Techniques—Classroom (cont.)
Method Techniques
Classroom Experiential techniques
(cont.) • case study
• business games
• role play
• behavioral modeling
• computer-based training
(classroom-based)
• networked computer
labs/classrooms
Experiential versus Instruction-
Centered Approaches
 Experiential methods generally require
more time to complete than instruction-
centered approaches
 They are not as commonly used to reach
large numbers of individuals
 Individual must first learn what to do
(declarative knowledge) before he or she
can learn how to do it (procedural
knowledge)
Techniques—Self-Paced
Method Techniques
Self-Paced • Paper-based training workbooks
(e.g., programmed instruction)
• Computer-based training (non-
classroom-based) computer-
aided instruction (e.g.,
multimedia CD-ROM),
Internet/intranet intelligent
computer-aided instruction
On-the-Job Training (OJT)
 Conducting training at a trainee’s regular
workstation
 Most employees receive at least some
training and coaching on the job
 Much on-the-job training is conducted
informally (without formal structure,
planning, or careful thought)
Structured OJT
Generally conducted by an assigned trainer
who is:
• Recognized
• Rewarded
• Trained to provide appropriate instructional
techniques
OJT Practices
 Supervisors, coworkers, and to a lesser
degree, HRD staff members conducted
most of the structured OJT programs
 A majority of organizations provided
train-the-trainer programs for these
assigned OJT trainers
 Top management generally expressed
support for structured OJT programs
Advantages of Formal OJT
 OJT facilitates the transfer of learning to
the job because the trainee has an
immediate opportunity to practice
the work tasks on the job
 Transfer of learning is enhanced because
the learning environment is the
same as the performance environment
 OJT reduces training costs because no
training facilities are needed
Limitations of OJT
 Job site may have physical constraints,
noise, and other distractions that could
inhibit learning
 Using expensive equipment for
training could result in costly
damage or disruption of the production
schedule
Limitations of OJT (cont.)
 Using OJT while customers are present
may inconvenience them and temporarily
reduce the quality of service
 OJT involving heavy equipment or
chemicals may threaten the safety of
others who are working in close
proximity
Four OJT Techniques
 Job Instruction Training (JIT)
 Job Rotation
 Coaching
 Mentoring
Job Instruction Training (JIT)
Defined as a sequence of instructional
procedures used by the trainer to train
employees while they work in their
assigned job
JIT: A Four Step Process
1. Prepare the worker
2. Present the task
3. Practice
4. Follow-up
Table 6-2:
Job Instruction Training—Step 1
 Step 1: Prepare the Worker
• Put trainee at ease
• Find out what trainee knows
• Motivate
• Set up the task
 Preparing the workers is important because
they need to know what to expect
SOURCE: From Wexley, K. N., & Latham, G. P. (2002). Developing and training human resources in organizations, 3e. Reprinted with permission
of Pearson Education, Inc., Upper Saddle River, NJ.
Table 6-2:
 Step 2: Present the Task
• Tell
• Show
• Explain
• Demonstrate
 Presenting the task should be carried out in
such a way that the trainee understands and can
replicate the task
Table 6-2:
 Step 3: Practice
• Have trainee perform the task(s)
• Have trainee explain the steps Give feedback on
performance
• Reinforce correct behavior
 Practice time is important for the trainee to
master a particular set of skills
Table 6-2:
 Step 4: Follow-up
• Have trainee perform on his or her own
• Encourage questioning
• Check performance periodically
• Gradually taper off training
 Trainer needs to conduct a follow-up as a way
of ensuring that the trainee is making progress
Just-Do-It-Training
Cummins Engine Company’s approach
(Kaizen)
1) observe work processes in action and
identify problems
2) brainstorm possible improvements
3) analyze each improvement option
4) implement improvements
5) analyze results and make adjustments
Job Rotation
 Trainee is generally expected to learn
more by observing and doing than by
receiving instruction
 Involves a series of assignments to
different positions or departments for a
specified period
 Often used for first-level management
training
Eg: Management Trainee Programme
Coaching
 Between employee and supervisor
 Focuses on examining employee
performance and taking actions to:
• Maintain effective performance
• Correct performance problems
Mentoring
Senior manager is paired with a more
junior employee for the purpose of:
• Giving support
• Helping the employee learn the ropes
• Preparing the employee for increasing
responsibility
Classroom Training
 Conducted outside of the normal work
setting
 Advantages over OJT:
• Use of a variety of training techniques
• Minimize distractions and create a learning
climate
• Can accommodate larger numbers of trainees
 Disadvantages
• Increased costs
• Dissimilarity to the job setting
Five Primary Categories
 Lecture
 Discussion
 Audiovisual media
 Experiential methods
 Computer-based training (classroom-
based)
The Lecture Approach
 Oral presentation of information by a
subject matter expert to a group of
listeners
 Advantage
Efficient way of transmitting factual information
to a large audience
 Disadvantages
• Lack of sharing info between learners
• One-way communication
Discussion Method
 Trainer has two-way communication with
trainees
 Trainees are in communication with each
other
Eg: FGD
Types of Questions for Discussions
 Direct questions used to illustrate or
produce a very narrow response
 Reflective questions used to make
sure the message was received as
intended
 Open-ended questions used to challenge
the trainees to increase their
understanding of a specific topic
Limitations to Discussion Method
 Skilled facilitator is needed
 Sufficient time must be available
 Trainees need to have a common
reference point
Audiovisual Methods
 Use of various media to illustrate or
demonstrate the training material
 Static media typically involve fixed
illustrations that use both words and
images
• Printed materials
• Slides
• Computer-generated slides, e.g. , PowerPoint©
Dynamic Media
 Techniques that present dynamic
sequences of events: CDs, DVDs,
diskettes, videotape, film, etc.
 Easily distributed to remote sites
 Effective dynamic media takes advantage
of the capabilities of the medium rather
than simply reproducing a printed or
static presentation

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