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Designing Effective HRD Programs


Phase One: Needs Assessment
Should be completed before you start Phase Two You 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 objectives Selecting the trainer or vendor Developing lesson plans Selecting methods and techniques Preparing materials Scheduling 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 ..

g.. … using standard conditioning equipment … using a screwdriver and hammer … at a full run under man-to-man coverage … without cheating or outside help .Conditions Conditions under which performance is done – e.

Criteria The level of acceptable performance – e. … 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 .g..

“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 training You can’t afford the time or money to build all of your own training programs Implication: Much training is purchased. rather than self-produced .

Factors to Consider Before Purchasing an HRD Program Level of expertise available/required Timeliness Number of trainees Subject matter Cost Size of HRD organization “X” Factor (other conditions) .

Other Factors to Consider Vendor credentials Vendor background Vendor experience Philosophical match (between vendor and organization) Delivery method .

Other Factors to Consider – 2 Content Actual product Results Support Request for proposal (RFP) .

Selecting the Trainer Training competency   How well can he/she train? If they can’t train. why are they employed? How well is the material understood? Subject Matter Expertise  .

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 covered Activity sequencing Selection/design of media Selection of trainee activities Timing and phasing of activities Method(s) of instruction Evaluation methods to be used .

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 announcements Program outlines Training manuals and textbooks Training aids. etc. consumables. .

Scheduling Training Must be done in conjunction with: Production schedulers Shift supervisors Work supervisors/managers Trainees .

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? .

when. and where does one register? Who is responsible for logistics?     Travel Lodging Meals Etc. How do one cancel/reschedule? .Registration and Enrollment Issues How.

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 .