How to Design Effective HRD

Programs
Chapter 5

CH-5 © 2012 South-Western, a part of Cengage Learning 1

 Learning Objectives
1. Write training objectives for a specific program
2. Identify several sources where HRD programs
could be obtained
3. Compare the relative merits of developing in-
house versus an outside source
4. List the activities involved in employer designed
HRD programs
5. Compare various types of training materials
6. Point out some of the constraints to scheduling
HRD programs
CH-5 © 2012 South-Western, a part of Cengage Learning 2
 Questions After Needs Assessment – 1

• Is this an issue that can and should be

addressed by a training or HRD
intervention?
• How do I translate the results of the needs
assessment into a specific training
intervention?
• If training is necessary, how do we handle
the “make” or “buy” decision?
CH-5 © 2012 South-Western, a part of Cengage Learning 3
 Questions After Needs Assessment – 2

• Who will be an effective trainer (or trainers) for

this particular project?
• What is the best way to organize the program or
intervention?
• How should training methods and materials be
selected or prepared?
• What is the most effective use of technology
• Are there particular scheduling issues that
should be considered in preparing for training?
CH-5 © 2012 South-Western, a part of Cengage Learning 4
 Basic Design Decisions

• After the needs assessment is completed,

data is on hand to decide:
– where the training or HRD program is needed
– what kind of training or HRD program is
needed
– who needs to be trained
– the conditions under which training will occur
• Needs will have been prioritized as well

CH-5 © 2012 South-Western, a part of Cengage Learning 5

 Key Activities in HRD Design
1. Setting objectives
2. Selecting the trainer or vendor
3. Developing a lesson plan
4. Selecting program methods and
techniques (including the appropriate use
of technology)
5. Preparing materials
6. Scheduling the program
CH-5 © 2012 South-Western, a part of Cengage Learning 6
 Training and HRD Process Model
Fig. 5-1
Assessment Design Implementation Evaluation

Assess needs

Prioritize Define Select

needs objectives evaluation
criteria

Develop
lesson plan Determine
evaluation
design
Develop/acquire
materials
Conduct
Deliver the
evaluation
Select HRD program
trainer/leader of program
or intervention
or intervention

Select methods
and techniques Interpret
results

Schedule the
program/intervention

CH-5 © 2012 South-Western, a part of Cengage Learning 7

 Seven Overarching HRD Professional
Responsibilities – 1
1. Identify the kinds and levels of KSAOs
that employees need to attain high levels
of performance and to achieve
organizational results
2. Develop and maintain organizational
structures, conditions, and climates that
are conducive to learning
SOURCE: From Sim, R. R. (1998). Reinventing Training and Development. Westport, CT: Quorum Books. Reproduced
with permission of Greenwood Publishing Groups, Inc., Westport, CT.

CH-5 © 2012 South-Western, a part of Cengage Learning 8

 Seven Overarching HRD Professional
Responsibilities – 2
3. Generate and provide the necessary
resources to conduct a program design
4. Identify and provide access to off-the-job
as well as on-the-job learning resources
5. Provide individual assistance and
feedback on various dimensions of
individual performance

SOURCE: From Sim, R. R. (1998). Reinventing Training and Development. Westport, CT: Quorum Books. Reproduced
with permission of Greenwood Publishing Groups, Inc., Westport, CT.

CH-5 © 2012 South-Western, a part of Cengage Learning 9

 Seven Overarching HRD Professional
Responsibilities – 3
6. Serve as role models and mentors to
trainees and the organization in the pursuit
of mastery of “pivotal” KSAOs
7. Develop efficient learning processes that
take into account individual learning styles,
abilities, and work and life circumstances

SOURCE: From Sim, R. R. (1998). Reinventing Training and Development. Westport, CT: Quorum Books. Reproduced
with permission of Greenwood Publishing Groups, Inc., Westport, CT.

CH-5 © 2012 South-Western, a part of Cengage Learning 10

 Defining the Objectives

• Objective
– “…description of a performance you want
learners to be able to exhibit before you
consider them competent.” (Robert Mager)
• Training program objectives describe the
intent and the desired result of the HRD
program
• The basis for determining which methods
should be used

CH-5 © 2012 South-Western, a part of Cengage Learning 11

 Three Critical Aspects of Objectives

• They should describe:

– The performance the learners (trainees)
should be able to do
– The conditions under which they must do it
– The criteria (how well they must do it) used in
judging its success

CH-5 © 2012 South-Western, a part of Cengage Learning 12

 Qualities of Useful Objectives – 1
Table 5-1

• Performance
– An objective always says what a learner is
expected to be able to do and/or produce to
be considered competent; the objective
sometimes describes the product or result of
the doing.
• Example:
– “Write a product profile for a proposed new product.”

SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for
Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com
800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in
any manner without the express written consent from The Center for Effective Performance, Inc.

CH-5 © 2012 South-Western, a part of Cengage Learning 13

 Qualities of Useful Objectives – 2
Table 5-1

• Conditions
– An objective describes the important
conditions (if any) under which the
performance is to occur
• Example:
– “Given all available engineering data regarding a
proposed product, trainee will write a product profile.”

SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for
Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com
800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in
any manner without the express written consent from The Center for Effective Performance, Inc.

CH-5 © 2012 South-Western, a part of Cengage Learning 14

 Qualities of Useful Objectives – 1
Table 5-1

• 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.
• Example: “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 at least three major product uses.”
SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for
Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com
800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in
any manner without the express written consent from The Center for Effective Performance, Inc.

CH-5 © 2012 South-Western, a part of Cengage Learning 15

 Ask Yourself
• Is your main intent stated (concerning
what you want the trainee to do)?
• Have you described all of the conditions
that will influence trainee performance?
• Have you described how well the trainee
must perform for his or her performance to
be considered acceptable?

CH-5 © 2012 South-Western, a part of Cengage Learning 16

 Guidelines for Developing Objectives – 1
Table 5-2

• 1. An objective is a collection of words, symbols, pictures

and/or diagrams describing what you intend for trainees
to achieve
• 2. An objective will communicate
– your intent to the degree that you describe: what the
learner will be doing when demonstrating
achievement or mastery of the objective
– the important conditions of the doing
– and the criteria by which achievement will be judged
SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for
Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com
800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in
any manner without the express written consent from The Center for Effective Performance, Inc.

CH-5 © 2012 South-Western, a part of Cengage Learning 17

 Guidelines for Developing Objectives – 2
Table 5-2

• 3. To prepare a useful objective, continue to

modify a draft until these questions are
answered:
– What do I want trainees to be able to do?
– What are the important conditions or constraints
under which I want them to perform?
– How well must trainees perform for me to be
satisfied?
• 4. Write a separate statement for each important
outcome or intent; write as many as you need to
communicate your intents.
SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for
Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com
800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in
any manner without the express written consent from The Center for Effective Performance, Inc.

CH-5 © 2012 South-Western, a part of Cengage Learning 18

 Guidelines for Developing Objectives – 3
Table 5-2

• 5. If you give your written objectives to

your trainees, you may not have to do
much else.
– Why? Because often employees are already
able to do what you are asking them to do
and will be happy to demonstrate their ability,
now that they know what is expected of them
SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for
Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com
800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in
any manner without the express written consent from The Center for Effective Performance, Inc.

CH-5 © 2012 South-Western, a part of Cengage Learning 19

 Which Objective is Better?
1. In at least two computer languages, be
able to write and test a program to
calculate arithmetic means
2. Discuss and illustrate principles and
techniques of computer programming

CH-5 © 2012 South-Western, a part of Cengage Learning 20

 Behavioral Objectives
• Focus squarely on what the trainee is
expected to do at the completion of
training
• Insistence of lengthy and detailed
behavioral objectives has been criticized
• Objectives are linked to many important
design and evaluation decisions

CH-5 © 2012 South-Western, a part of Cengage Learning 21

 Issues to be Considered
• Inputs
• Process
• Outputs
• Consequences
• Conditions
• Feedback

CH-5 © 2012 South-Western, a part of Cengage Learning 22

 The “Make Versus Buy” Decision
• Best use of available resources
• Typical services available
– assisting with conducting needs assessment
– guiding internal staff to design or implement a
program
– designing a program specifically for the organization
– providing supplemental training materials (exercises,
workbooks, computer software, videos)
– presenting a previously designed program
– conducting a train-the-trainer program

CH-5 © 2012 South-Western, a part of Cengage Learning 23

 Typical Sources
• Consulting firms
• Educational institutions
• Professional societies
• Trade unions
• Publishing houses
• Governmental agencies
• Nonprofit community-based organizations

CH-5 © 2012 South-Western, a part of Cengage Learning 24

 Major Reasons to Contract Out
• The firm does not have the expertise to
design the program in-house
• Management would not likely have the
time to design the program
• Firm doesn’t have an HRD department or
full-time HRD professional

CH-5 © 2012 South-Western, a part of Cengage Learning 25

 Decision Criteria
• Cost • Content
• Credentials • Actual Product
• Background • Results
• Experience • Support
• Philosophy • RFP
• Delivery Method – Match between
request and promises

CH-5 © 2012 South-Western, a part of Cengage Learning 26

 Factors to Consider – 1
Table 5-3

Expertise When an organization lacks

specialized KSAOs needed to
design and implement an HRD
program.
Timeliness When it is timelier to hire an
outside agency to facilitate the
process.

SOURCE: From Carnevale, P., Gainer, L. J., Villet, J., & Holland, S. L. (1990). Training Partnerships: Linking Employers
and Providers (p. 6). Alexandria, VA: American Society for Training and Development .

CH-5 © 2012 South-Western, a part of Cengage Learning 27

 Factors to Consider – 2
Table 5-3

Number of The larger the number of trainees

Trainees the greater the likelihood to design
the program itself. For just a few
trainees use an outside training
agency.
Subject If the subject matter is sensitive or
Matter proprietary the HRD conduct the
program in-house
SOURCE: From Carnevale, P., Gainer, L. J., Villet, J., & Holland, S. L. (1990). Training Partnerships: Linking Employers
and Providers (p. 6). Alexandria, VA: American Society for Training and Development .

CH-5 © 2012 South-Western, a part of Cengage Learning 28

 Factors to Consider – 3
Table 5-3

Cost Always considers cost, but only in

concert with other factors
Size of HRD The size of the HRD department is
important for assessing the
capacity to design, conduct, and/
or implement skills training as
opposed to using an outside
agency
SOURCE: From Carnevale, P., Gainer, L. J., Villet, J., & Holland, S. L. (1990). Training Partnerships: Linking Employers
and Providers (p. 6). Alexandria, VA: American Society for Training and Development .

CH-5 © 2012 South-Western, a part of Cengage Learning 29

 Factors to Consider – 4
Table 5-3

“X” Factor Some other extraneous conditions

that would make it
preferable that an outside agency
be used to conduct the skills
training.

SOURCE: From Carnevale, P., Gainer, L. J., Villet, J., & Holland, S. L. (1990). Training Partnerships: Linking Employers
and Providers (p. 6). Alexandria, VA: American Society for Training and Development .

CH-5 © 2012 South-Western, a part of Cengage Learning 30

 Other Factors

• Personal contacts or past experience with

an outside vendor
• Geographical proximity to the vendor
• Local economic conditions
• Presence of government incentives to
conduct training

CH-5 © 2012 South-Western, a part of Cengage Learning 31

 Choosing a Vendor – 1

• Cost: price relative to program content

and quality
• Credentials: including certificates,
degrees, and other documentation of the
vendor’s expertise
• Background: number of years in business
and experience in the particular content
area
CH-5 © 2012 South-Western, a part of Cengage Learning 32
 Choosing a Vendor – 2

• Experience: vendor’s prior clients,

success with those clients, references
• Philosophy: comparison of the vendor’s
philosophy to that of the organization
• Delivery Method: training methods and
techniques used
• Content: topics included in program or
materials
CH-5 © 2012 South-Western, a part of Cengage Learning 33
 Choosing a Vendor – 3

• Actual Product: including appearance,

samples, or whether a pilot program is
available
• Results: expected outcomes
• Support: especially in terms of
implementation and follow-up

CH-5 © 2012 South-Western, a part of Cengage Learning 34

 Choosing a Vendor – 4

• Request for Proposal (RFP):

– the match between a vendor’s offer and the
requirement spelled out in the organization’s
request for a proposal

CH-5 © 2012 South-Western, a part of Cengage Learning 35

 Studies of Outsourcing

• Most Frequently Outsourced

– Management development (27%)
– Technical training (23%)
– Computer training (14%)
• Only 29% of firms saved money
• Provides expertise and enhances all design and
delivery of training

CH-5 © 2012 South-Western, a part of Cengage Learning 36

 Selecting the Trainer

• Training Competency
– knowledge and varied skills needed to design
and implement a training program
• Subject matter expertise
– mastery of the subject matter
• Training is most effective when trainers
possess an advanced level of expertise as
instructors and facilitators
CH-5 © 2012 South-Western, a part of Cengage Learning 37
 Helping Less Qualified Trainers
• Teaming skilled trainers with in-house subject
matter experts to form an instructional team
• Using a training technique that does not require
a human trainer, such as computer-aided or
online instruction programs
• Train-the-trainer programs, which involve
identifying in-house content experts who lack
training skills and training them to become
effective trainers

CH-5 © 2012 South-Western, a part of Cengage Learning 38

 Train-the-Trainer Programs
• Provide subject matter experts (SMEs)
with the necessary instructional knowledge
and skills to design and implement training
program
• Available through
– local professional associations
– colleges
– consultants

CH-5 © 2012 South-Western, a part of Cengage Learning 39

 Train-the-Trainer Programs
• Focus on
– Developing trainee objectives and lesson
plans
– Selecting and preparing training materials
– Selecting and using training aids (e.g.,
Microsoft® PowerPoint® slides, videos,
overhead projectors)
– Selecting and using different training methods
and techniques
CH-5 © 2012 South-Western, a part of Cengage Learning 40
 Importance of a Good Trainer
• A bad trainer can cancel out an excellent
training effort
• An excellent trainer can make a bad
training effort a lot better

CH-5 © 2012 South-Western, a part of Cengage Learning 41

 Preparing a Lesson Plan
• Lesson Plan
– translates program objectives into an
executable training session
– trainer’s guide for the actual delivery of the
training content.
– determines in advance what is to be covered
and how much time is devoted to each part of
the session

CH-5 © 2012 South-Western, a part of Cengage Learning 42

 Lesson Plan Contents
• Content to be covered
• Sequencing of activities
• Selection or design of training media
• Selection or development of experiential
exercises, or both
• Timing and planning of each activity
• Selection of the method of instruction to be used
• Number and type of evaluation items to be used

CH-5 © 2012 South-Western, a part of Cengage Learning 43

 General Lesson Plan Template
Fig. 5-2
Program titl e:

Objectives of this lesson:

Preparation requi red:

1. Physical environment

2. Equipment and materials

3. Instructor

4. Trainee(s)

Major Instructor Trainee Instructi onal Strategies

Time Topics Acti vity Activity Intended t o Be Achieved

SOURCE: From Nadler, L., & Nadler, Z. (1994). Designing training p rograms: The crit ical events model (2nd ed., p. 145).
Houston, TX: Gulf Publishing.

CH-5 © 2012 South-Western, a part of Cengage Learning 44

 Selecting Training
Methods and Media
Table 5-4

Type Percent
Instructor-led live programs 60.10
Instructor-led online programs 6.46
Instructor-led remote programs 3.81
Self-paced, online (networked) 21.03
Self-paced, non-networked (e.g., CD-ROM) 3.06
Self-paced, print 2.34
Non-computer technology (audiovisual, mobile devices) 1.89
Other methods 1.32

SOURCE: 2010 State of the industry Report. Alexandria, VA: ASTD, p. 19.
.

CH-5 © 2012 South-Western, a part of Cengage Learning 45

 Training Content – 1
Table 5-5

Type Percent
Profession or Industry Specific 17.24
Managerial and Supervisory 10.35
Quality, Product Knowledge 9.97
IT and Systems 9.26
Process, Procedures, Business Practices 9.24

SOURCE: 2010 State of the industry Report. Alexandria, VA: ASTD, p. 14.

CH-5 © 2012 South-Western, a part of 46

Cengage Learning
 Training Content – 2
Table 5-5

Type Percent
Mandatory and Compliance 7.78
Interpersonal Skills 6.81
Customer Service 6.77
New Employee Orientation 6.76
Sales 6.68
Basic Skills 4.77
Executive Development 4.39

SOURCE: 2010 State of the industry Report. Alexandria, VA: ASTD, p. 14.
.

CH-5 © 2012 South-Western, a part of Cengage Learning 47

 Factors to Consider in Selection
• Objectives of the Programs
• Time and Money Available
– Who pays trainees during training?
• Availability of Other Resources
• Trainee Characteristics and Preferences

CH-5 © 2012 South-Western, a part of Cengage Learning 48

 Preparing Training Materials
• Program Announcements
• Program Outlines or Syllabi
• Training Manuals
• Textbooks

CH-5 © 2012 South-Western, a part of Cengage Learning 49

 Program Announcements
• Inform target audience about training
program
– Purpose of program
– When and where to be held
– How to participate in program
• Give sufficient lead time for trainee to
schedule

CH-5 © 2012 South-Western, a part of Cengage Learning 50

 Transmission of Program
Announcements
• Sent through
– Supervisory channels
– Union stewards
– Company newsletters
– Intranet
– Mail
– Electronic bulletin boards
– E-mail
– HRD Bulletins
CH-5 © 2012 South-Western, a part of Cengage Learning 51
 Program Outlines
• Communicate the content, goals and
expectations of the program
• Include
– Course objectives
– Topical areas
– Materials or tools needed
– Requirements of each trainee
– Tentative schedule

CH-5 © 2012 South-Western, a part of Cengage Learning 52

 Training Manuals and Textbooks
• Textbooks
– Generally provide a broad treatment of subject
• Training Manuals
– Brief and hands-on
• Buy or Develop?
– Generally less expensive to purchase
• Cengage “Text Choice” custom manuals
• Copyright Laws
– Get permission and give attribution

CH-5 © 2012 South-Western, a part of Cengage Learning 53

 Scheduling the HRD Program
• During working hours:
– Avoids outside conflicts
– Sends message that learning/training is
supported by management
• Day of the Week:
– Avoid Mondays and Fridays
– Avoid holiday weeks

CH-5 © 2012 South-Western, a part of Cengage Learning 54

 Time of Day Issues
• Too early
– Tardy or tired participants
• Over lunch hour
– When do they eat
• Mid-afternoon
– Sluggish circadian rhythms
• Late in day
– Distractions and need to leave early
CH-5 © 2012 South-Western, a part of Cengage Learning 55
 Other Working Hour Constraints
• Considerations
– Peak work hours
– Staff meeting times
– Travel requirements
– Training shift workers
• Consult with managers and supervisors
before scheduling
– Do it well in advance of scheduling

CH-5 © 2012 South-Western, a part of Cengage Learning 56

 Scheduling After Working Hours
• Avoids organizational complaints
• Other problems
– Family obligations
– Moonlighters
– Tired trainees
– Reluctance to give up free time
• Inducements
– Overtime pay, comp time, promotion, holding
at resort with leisure activities
CH-5 © 2012 South-Western, a part of Cengage Learning 57
 Registration and Enrollment
• It must be clear on
– How one should register
– Who is responsible for logistics
• Travel arrangements
• Lodging
• Meals
– How to cancel or reschedule
• If available, use computerized system
such as RegOnline
CH-5 © 2012 South-Western, a part of Cengage Learning 58
 E-Learning
• Quicker and more widespread access to
training materials
• Once in place, cheaper than classroom
• Can be 24/7
• Allows trainee to control pace and training
process to fit personal needs and abilities

CH-5 © 2012 South-Western, a part of Cengage Learning 59