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Implementing HRD Programs

Implementing HRD Programs. Chapter 6. The Implementation Stage. Learning objectives. Describe three broad approaches to training delivery and the advantages and disadvantages of each approach.

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Implementing HRD Programs

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  1. Implementing HRD Programs Chapter 6 Werner & DeSimone (2006)

  2. The Implementation Stage Werner & DeSimone (2006)

  3. 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. • Describe several ways that technology is being used to provide and improve HRD programs. Werner & DeSimone (2006)

  4. Points to Ponder… • The best way to learn any new skill is to learn it on the job. • Lectures are not a good method for training. • It’s easy to come up with stimulating discussion questions. • Case studies are used for time fillers. Werner & DeSimone (2006)

  5. The Learning Pyramid By Permission: Yin (2004) Werner & DeSimone (2006)

  6. Training Delivery Methods Three basic categories: • On-the-Job Training • Classroom Training • Self-Paced Training Note: Computer-based training can be in a classroom, or individual/self-paced. Werner & DeSimone (2006)

  7. On-the-Job Training (OJT) • Job instruction training (JIT) • Job rotation • Coaching • Mentoring Werner & DeSimone (2006)

  8. Characteristics of OJT • Training at one’s regular workstation • Most common form of training • Strengths: • Realism • Applicability • Weaknesses: • No formal structure • Can perpetuate mistakes Werner & DeSimone (2006)

  9. More on OJT • Facilitates training transfer to the job • Reduced training costs, since classroom is not needed • Noise and production needs may reduce training effectiveness • Quality and safety may be impacted Werner & DeSimone (2006)

  10. Job Instruction Training (JIT) • Prepare the worker • Present the task • Practice the task • Follow-up Werner & DeSimone (2006)

  11. JIT Process • Observe work processes • Brainstorm improvements • Analyze options • Implement improvements • Evaluate results and make adjustments Werner & DeSimone (2006)

  12. Job Rotation • Train on different tasks/positions • Often used to train entry-level managers • Also used to provide back-up in production positions Werner & DeSimone (2006)

  13. Coaching and Mentoring • Coaching – between worker and supervisor • Can provide specific performance improvement and correction • Mentoring – senior employee paired with a junior employee (“protégé”) • Helps to learn the ropes • Prepares protégé for future advancement Werner & DeSimone (2006)

  14. Classroom Training Approaches Five basic types: • Lecture • Discussion • Audiovisual Media • Experimental Methods • Self-Paced or Computer-Based Training Werner & DeSimone (2006)

  15. Lecture • Oral presentation of material • Some visual aids can be added • Remains a very popular training method • Transfers lots of information quickly • Interesting lectures can work well • Good to supplement with other materials Werner & DeSimone (2006)

  16. Problems with Lecture Method • One-way form of communication • Trainees must be motivated to listen • Often lacks idea sharing • People don’t always like listening to lectures Werner & DeSimone (2006)

  17. Discussion Method • Two-way communication • Use questions to control lesson • Direct: produce narrow responses • Reflective: mirror what was said • Open-Ended: challenge learners – to increase understanding Werner & DeSimone (2006)

  18. Challenges of Using the Discussion Method • Maintaining control in larger classes • Needs a skilled facilitator • Needs more time than lecture • Trainees must prepare for the lesson by reading assignments, etc. Werner & DeSimone (2006)

  19. Audiovisual Media • Brings visual senses (seeing) into play, along with audio senses (hearing) • Types: • Static Media • Dynamic Media • Telecommunications Werner & DeSimone (2006)

  20. Static Media • Printed materials • Lecture notes • Work aids • Handouts • Slides – e.g., PowerPoint • Overhead transparencies Werner & DeSimone (2006)

  21. Dynamic Media • Audio cassettes • CDs • Film • Videotape • Video disc Werner & DeSimone (2006)

  22. Telecommunications • Instructional TV • Teleconferencing • Videoconferencing Werner & DeSimone (2006)

  23. Experiential Training • Case studies • Business game simulations • Role Playing • Behavior Modeling • Outdoor training Werner & DeSimone (2006)

  24. Case Study Considerations • Specific instructional objectives • Case approach objectives • Attributes of particular case • Learner characteristics • Instructional timing • Training environment • Facilitator’s characteristics Werner & DeSimone (2006)

  25. Business Game Simulations • Computerized versus manual • Operational • Financial • Resource bound • In-basket exercise • Setting priorities • Time-driven decision making Werner & DeSimone (2006)

  26. Role Plays • Self discovery; use of interpersonal skills a plus • Some trainees are better actors • Transfer to job can be difficult Werner & DeSimone (2006)

  27. Behavior Modeling • Used mainly for interpersonal skills training • Practice target behavior • Get immediate feedback (video, among other media) Werner & DeSimone (2006)

  28. Outdoor Education • Ropes courses, etc. • Can facilitate teamwork • Focus on group problem identification, problem solving • Often good for team building • Fun – but is it effective training? Werner & DeSimone (2006)

  29. Self-Paced Training • Hard-copy • Correspondence courses • Programmed instruction • Computer-Based Training (CBT) • Computer-aided instruction • Internet/intranet training Werner & DeSimone (2006)

  30. Hard-Copy Self-Paced (i.e., Self-Paced Computer-Based Training) • Good for remote locations without Internet access • Individual follows text at own pace • Correct/incorrect answers determine progress • Trainee works alone without instructor interface • Still used, but increasingly being replaced by CBT Werner & DeSimone (2006)

  31. Computer-Based Training (CBT) • Interactive with user • Training when and where user wants it • Trainee has greater control over progress • CBT can provide progress reports and be tailored to specific instructional objectives • Trainee works on own with minimal facilitation by instructor who is elsewhere Werner & DeSimone (2006)

  32. Types of CBT • Computer-Aided Instruction • Internet & Intranet-Based Training (e-learning) • Intelligent Computer-Assisted Instruction Werner & DeSimone (2006)

  33. Computer-Based Training (Classroom-Based) • Group-based • Instructor is present and facilitates computer-based learning • Trainees are collocated and can help each other • Requires computer, etc., for each trainee Werner & DeSimone (2006)

  34. Computer-Aided Instruction (CAI) • Drill-and-practice approach • Read-only presentation of a “classic” training program • Multimedia courses • Interactive multimedia training • Simulations Werner & DeSimone (2006)

  35. Advantages of CAI • Interactive with each student • Student is self-paced • Logistics – • Increasingly available over the Internet (or via an organization’s intranet) • Updates are easily distributed • Instructional Management & Reporting • CAN be cost-effective… Werner & DeSimone (2006)

  36. E-learning • Intranet • Internal to site/organization • Internet • General communications • Online reference • Needs assessment, administration, testing • Distribution of CBT • Delivery of multimedia Werner & DeSimone (2006)

  37. Intelligent CAI • Uses computer’s capabilities to provide tailored instruction • Can use expert systems, fuzzy logic, and other rubrics • Can provide real-time simulation and stimulation Werner & DeSimone (2006)

  38. Implementing Training • Depends on: • Objectives • Resources • Trainee characteristics Werner & DeSimone (2006)

  39. Other Considerations Concerning Implementation • Physical environment: • Seating • Comfort level • Physical distractions Werner & DeSimone (2006)

  40. P7 • Proper • Prior • Planning • Precludes • Particularly • Poor • Performance Werner & DeSimone (2006)

  41. Planning • Does NOT prevent failure… • … But makes it easier to avoid failure. • Planning your HRD implementation before you actually do it greatly increases the likelihood of successful implementation. Werner & DeSimone (2006)

  42. Training Provides Many Things • Networking • Knowledge • Social acceptance • Improved interpersonal skills • Team building Werner & DeSimone (2006)

  43. Summary • Good training: • Improves performance • Improves productivity • Improves chances for promotion • Improves the bottom line • Therefore, the right training methods need to be used in the right way to ensure successful HRD implementation. Werner & DeSimone (2006)

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