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)