23143197 designing-hrd-interventions
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23143197 designing-hrd-interventions 23143197 designing-hrd-interventions Presentation Transcript

  • Designing HRD Interventions
  • HRD INTERVENTIONS IN FOUR PHASES Werner & DeSimone (2006)
  • Phase One: Needs Assessment
    • Eg:
      • Where training is needed
      • What kinds of training are needed
      • Who needs to be trained
      • Conditions for training
    Werner & DeSimone (2006)
  • 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
    Werner & DeSimone (2006)
  • Objectives
    • Three parts:
      • Performance
      • Conditions
      • Criteria
      • Source: R. F. Mager (1997).
    Werner & DeSimone (2006)
  • Performance
    • What is to be done – e.g.,
    • Increase upper body strength
    • Assemble a chair
    • Catch a football pass
    • Graduate from college
    Werner & DeSimone (2006)
  • Conditions
    • Conditions under which performance is done – e.g.,
    • … using standard conditioning equipment
    • … using a screwdriver and hammer
    • … at a full run under man-to-man coverage
    • … without cheating or outside help
    Werner & DeSimone (2006)
  • Criteria
    • The level of acceptable performance – e.g.,
    • … 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
    Werner & DeSimone (2006)
  • Sample Objectives
    • Inventory 1,000 pieces of bulk merchandise an hour with an error rate of less than 1% using industry standard inventory tools.
    • Run 40 yards in less than five seconds on a dry, level field with winds less than 10 mph.
    Werner & DeSimone (2006)
  • Sample Objectives
    • After training, be able to identify the four basic stages involved in HRD within five minutes.
    • Completely assemble one child’s bicycle within one hour using common hand tools and instructions provided on December 24 without cursing.
    Werner & DeSimone (2006)
  • “ 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
    Werner & DeSimone (2006)
  • 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)
    Werner & DeSimone (2006)
  • Other Factors to Consider
    • Vendor credentials
    • Vendor background
    • Vendor experience
    • Philosophical match (between vendor and organization)
    • Delivery method
    Werner & DeSimone (2006)
  • Other Factors to Consider – 2
    • Content
    • Actual product
    • Results
    • Support
    • Request for proposal (RFP)
    Werner & DeSimone (2006)
  • HRD Interventions and their applications in organizations- Werner & DeSimone (2006)
  • Selecting the Trainer
    • Training competency
      • How well can he/she train?
      • If they can’t train, why are they employed?
    • Subject Matter Expertise
      • How well is the material understood?
    Werner & DeSimone (2006)
  • 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
    Werner & DeSimone (2006)
  • 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
    Werner & DeSimone (2006)
  • Training Methods Werner & DeSimone (2006)   SOURCE: From 2003 Industry Report (2003). Training , 40 (9), 21–38. Instructor-led Classroom Programs 91 Self-Study, Web-based 44 Job-based Performance Support 44 Public Seminars 42 Case Studies 40 Role Plays 35 Games or Simulations, Non-computer-based 25 Self-Study, Non-computer-based 23 Virtual Classroom, with Instructor 21 Games or Simulations, Computer-based 10 Experiential Programs 6 Virtual Reality Programs 3   Workbooks/Manuals 79 Internet/Intranet/Extranet 63 CD-ROM/DVD/Diskettes 55 Videotapes 52 Teleconferencing 24 Videoconferencing 23 Satellite/Broadcast TV 12 Audiocassettes 4 Methods Percent Media
  •   Types of Training Werner & DeSimone (2006) Computer Applications 96 Computer Programming 76 New Hire Orientation 96 Personal Growth 76 Non-Executive Management 91 Managing Change 75 Tech. Training 90 Problem Solving/Decision Making 75 Communications Skills 89 Time Management 74 Sexual Harassment 88 Train-the-Trainer 74 Supervisory Skills 88 Diversity/Cultural Awareness 72 Leadership 85 Hiring/Interviewing 71 New Equipment Operation 85 Strategic Planning 69 Performance Management/Appraisal 85 Customer Education 68 Team Building 82 Quality/Process Improvement 65 Customer Service 81 Public Speaking/Presentation Skills 62 Product Knowledge 79 Basic Life/Work Skills 62 Executive Development 78 Ethics 61 Safety 77 Sales 55 Wellness 54
  • 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.
    Werner & DeSimone (2006)
  • Training Materials
    • Program announcements
    • Program outlines
    • Training manuals and textbooks
    • Training aids, consumables, etc.
    Werner & DeSimone (2006)
  • Scheduling Training
    • Must be done in conjunction with:
    • Production schedulers
    • Shift supervisors
    • Work supervisors/managers
    • Trainees
    Werner & DeSimone (2006)
  • Training During Normal Working Hours
      • Issues to consider:
      • Day of week preferred
      • Time of day
      • Peak work hours
      • Staff meeting times
      • Required travel
    Werner & DeSimone (2006)
  • Training After Working Hours
    • Are workers/trainees getting paid? If so, by whom?
    • What about personal commitments?
    • What do you do for shift workers?
    Werner & DeSimone (2006)
  • Registration and Enrollment Issues
    • How, when, and where does one register?
    • Who is responsible for logistics?
      • Travel
      • Lodging
      • Meals
      • Etc.
    • How do one cancel/reschedule?
    Werner & DeSimone (2006)
  • 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
    Werner & DeSimone (2006)