Implementing hrd

CH-4 BY: Azhar ali (Азхар) 1
Implementing HRD Programs
Chapter 4

Learning Objectives – 1
• 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

Are These True or False? – 1
• The best way to learn any new skill is to learn it on the
job.
• The lecture method is a very poor method to use for
training purpose.
• It is relatively easy to come up with questions to
stimulate useful group discussion.
• Generally, the more “bells and whistles” that you can put
in a computer slide presentation, the better.

Implementing Training and HRD
• Effective delivery of HRD programs requires
considerable preparation, as well as creativity
and flexibility
• Both assessment and design issues should
have been addressed by this point
• Proper delivery or implementation assumes that
– an important need for training has been identified
– that program objectives have been spelled out

Training and HRD Process Model
Fig. 6-1

Training Delivery Methods
• Training is intended to increase the
expertise of trainees in a particular area
• It is useful to consider the current level of
expertise that trainees possess

A Learning Pyramid
• Novice learner may easily get confused or
anxious
– novice trainees generally require more guided or
instruction-centered training methods
• As existing level of expertise increases, learners
become more creative and confident
– Training methods also shift more toward exploratory
or experiential methods
Note: Middle arrow depicts the point at which individual trainees are
ready to shift to more exploratory learning approaches

A Learning Pyramid to Guide in the
Selection of Appropriate Training Methods
Fig. 6-2
Expert
Novice
More
Exploratory,
Creative,
Focused,
Confident.
More
Guided,
Factual,
Confused,
Anxious.
(Memory Association)
(Cognitive Flexibility)
(Learning Prerequisites)
SOURCE: From Yin, L. R. (2007). Learning pyramid. Accessed June 25, 2007, from http://facstaff.uww.edu/yinl/
Learning-Pyramid-Explained.htm. Used by permission.

Experiential versus Instruction-Centered
Approaches
• Experiential methods generally require
more time to complete than instruction-
centered approaches
– They are not as commonly used to reach
large numbers of individuals
• Individual must first learn what to do
(declarative knowledge) before he or she
can learn how to do it (procedural
knowledge)

An Effective HRD or Training Program
• Should first identify where trainees are in
terms of this pyramid
• Provide assistance for all trainees to
“move up” toward an expert level of
performance
• Combined approach is valuable
– use of lecture, discussion, case studies,
behavior modeling, role playing, and games
or simulations

Basic Training Method Classification
• On-the-Job (OJT)
• Classroom approaches
• Self-paced or individualized approach

Training Methods and Techniques – 1
Method Techniques
On-the-job
training (OJT)
•Job instruction training
•Job rotation
•Coaching
•Mentoring
Table 6-1

Method Techniques
Classroom Lecture
Conference/Discussion
Audiovisual static media (e.g.,
handouts, books) dynamic media
(e.g., DVD, video, film)
Telecommunication (e.g.,
satellite transmission, Internet)
Table 6-1

Method Techniques
Classroom
(Con’d)
Experiential techniques
•case study
•business games
•role play
•behavioral modeling
•computer-based training (classroom-
based)
•networked computer labs/classrooms
Table 6-1

Method Techniques
Self-Paced Paper-based training workbooks
(e.g., programmed instruction)
Computer-based training (non-
classroom-based) computer-aided
instruction (e.g., multimedia CD-
ROM), Internet/intranet intelligent
computer-aided instruction
Table 6-1

On-the-Job Training (OJT)
• Conducting training at a trainee’s regular
workstation
• Most employees receive at least some
training and coaching on the job
• Much on-the-job training is conducted
informally
– without formal structure, planning, or careful
thought

Structured OJT
• Generally conducted by an assigned
trainer who is
– Recognized
– Rewarded
– Trained to provide appropriate instructional
techniques

OJT Practices
• Supervisors, coworkers, and to a lesser
degree, HRD staff members conducted
most of the structured OJT programs
• A majority of organizations provided train-
the-trainer programs for these assigned
OJT trainers
• Top management generally expressed
support for structured OJT programs

Advantages of Formal OJT
• OJT facilitates the transfer of learning to
the job because the trainee has an
immediate opportunity to practice the work
tasks on the job.
– Transfer of learning is enhanced because the
learning environment is the same as the
performance environment
• OJT reduces training costs because no
training facilities are needed

Limitations of OJT – 1
• Job site may have physical constraints,
noise, and other distractions that could
inhibit learning
• Using expensive equipment for training
could result in costly damage or disruption
of the production schedule

Limitations of OJT – 2
• Using OJT while customers are present
may inconvenience them and temporarily
reduce the quality of service
• OJT involving heavy equipment or
chemicals may threaten the safety of
others who are working in close proximity

Four OJT Techniques
• Job Instruction Training (JIT)
• Job Rotation
• Coaching
• Mentoring

Job Instruction Training (JIT)
• Defined as a sequence of instructional
procedures used by the trainer to train
employees while they work in their
assigned job

JIT: A Four Step Process
• Prepare the worker
• Present the task
• Practice
• Follow-up

Job Instruction Training – 1
• Step 1: Prepare the Worker
– Put trainee at ease.
– Find out what trainee knows.
– Motivate.
– Set up the task.
• Preparing the workers is important because they
need to know what to expect.
Table 6-2

• Step 2: Present the Task
– Tell
– Show
– Explain
– Demonstrate
• Presenting the task should be carried out in
such a way that the trainee understands and can
replicate the task
Table 6-2

• Step 3: Practice
– Have trainee perform the task(s)
– Have trainee explain the steps Give feedback on
performance
– Reinforce correct behavior
• Practice time is important for the trainee to
master a particular set of skills
Table 6-2

• Step 4: Follow-up
• Have trainee perform on his or her own
• Encourage questioning
• Check performance periodically
• Gradually taper off training
• Trainer needs to conduct a follow-up as a way of
ensuring that the trainee is making progress
Table 6-2

Just-Do-It-Training
• Cummins Engine Company’s approach
(Kaizen)
(1) observe work processes in action and
identify problems
(2) brainstorm possible improvements
(3) analyze each improvement option
(4) implement improvements
(5) analyze results and make adjustments

Job Rotation
• Trainee is generally expected to learn
more by observing and doing than by
receiving instruction
• Involves a series of assignments to
different positions or departments for a
specified period
• Often used for first-level management
training

Coaching
• Between employee and supervisor
– Focuses on examining employee
performance and taking actions to
• maintain effective performance
• correct performance problems

Mentoring
• Senior manager is paired with a more
junior employee for the purpose of
– giving support
– helping the employee learn the ropes
– preparing the employee for increasing
responsibility

Classroom Training
• Conducted outside of the normal work setting
• Advantages over OJT:
– Use of a variety of training techniques
– Minimize distractions and create a learning climate
– Can accommodate larger numbers of trainees
• Disadvantages
– Increased costs
– Dissimilarity to the job setting

Five Primary Categories
• Lecture
• Discussion
• Audiovisual media
• Experiential methods
• Computer-based training (classroom-
based)

The Lecture Approach
• Oral presentation of information by a
subject matter expert to a group of
listeners
• Advantage
– efficient way of transmitting factual
information to a large audience
• Disadvantages
– Lack of sharing info between learners
– One-way communication

Discussion Method
• Trainer has two-way communication with
trainees
• Trainees are in communication with each
other

Types of Questions for Discussions
• Direct questions used to illustrate or
produce a very narrow response
• Reflective questions used to make
sure the message was received as
intended
• Open-ended questions used to challenge
the trainees to increase their
understanding of a specific topic

Limitations to Discussion Method
• Skilled facilitator is needed
• Sufficient time must be available
• Trainees need to have a common
reference point

Audiovisual Methods
• Use of various media to illustrate or
demonstrate the training material
• Static media typically involve fixed
illustrations that use both words and
images
– Printed materials
– Slides
– Overheads
– Computer-generated slides, e.g. PowerPoint©

Guidelines for Visual Materials – 1
Table 6-3
Preparation
1. Present one major idea or concept on each slide or
transparency.
2. Use a limited number of key words or phrases (e.g.,
fewer than six words per line and six lines per slide).
3. Make sure letters and graphics are large and legible
(can they read it in the back of the room?).
4. Are your slides well designed?

Table 6-3
Preparation (Continued)
5. Are your slides interesting and appropriate for the
subject? Use color, different type styles, graphics, and
pictures (especially for visual learners).
6. Do your slides add to the presentation?
7. Do your presentation and slides together effectively
communicate your key points to the audience? Avoid
information overload, especially with your slides

Table 6-3
Preparation (Continued)
8. Is current technology being appropriately utilized when
making and using the slides?
9. If using Microsoft® PowerPoint® (or similar software),
do the extras (sound, music, clip art, video clips, special
graphics) add or detract from the presentation?
10. Ensure that the audiovisual or computer equipment
is set up and used appropriately

Table 6-3
Presentation
11. Have a clear outline
12. Look at the audience
13. Ensure all can see both the presenter and the
screen.
14. Emphasize information by pointing;
• do not point at the screen—
– point on the transparency
– use a mouse pointer on computer slides

Table 6-3
Presentation (Continued)
15. Script what you plan to say
• avoid reading bullet points
16. Control the pace by progressive disclosure
17. Cover the projection (or make it blank) to emphasize
an important verbal point.

Table 6-3
Presentation (Continued)
18. Use two projectors for increased effect (e.g., when
using multiple media)
19. Obtain group involvement by writing on a white
board, blank transparency, or flip chart

Telecommunications
• Transmission of training programs to
different locations via satellite, cable, and
fiber-optic networks
• Instructional Television (ITV), or
interactive television
– Linking several locations for instructional and
conference purposes

Teleconferencing
• Conferences or training programs
conducted between remote locations
– reduces trainer, travel, and facility costs
– increases the availability of training to remote
locations
• Teleconferencing costs more for
curriculum and materials development
• Classroom training costs more for trainer,
travel, and delivery

Media Selection – 1
• Identify the media attributes required by each
instructional objective
• Identify student characteristics that suggest or
preclude particular media
• Identify characteristics of the learning
environment that favor or preclude particular
media
• Identify practical considerations that may
determine which media are feasible
• Identify economic or organizational factors that
may determine which media are feasible

Media Selection – 2
• How much time is available to plan and
test instruction?
• What equipment is available to use in
designing or delivering instruction?
• For what media can instructional
designers prepare instruction?
• How much is an organization willing to
spend on the design and development of
instruction?

Experiential Methods
• Effective learning is an active experience
that challenges the skills, knowledge, and
beliefs of participants

Types of Experiential Methods
• Case Study
• Business Games and Simulations
• Role Playing
• Behavior Modeling
• Outdoor Education

The Case Study Method
• Rational problem-solving process that
includes:
– Identifying and restating important facts
– Drawing inferences from the facts
– Stating the problem or problems
– Developing alternative solutions and then
stating the consequences of each
– Determining and supporting a course of action

Business Games and Simulations
• Intended to develop or refine problem-
solving and decision-making skills
• focus primarily on business management
decisions
• “In-Basket” Exercise
– Assesses ability to establish priorities, plan,
gather relevant information, and make
decisions in allotted time

Role Playing
• In the role-playing technique, trainees are
– Presented with an organizational situation
– Assigned a role or character in the situation
– Asked to act out the role with one or more
other trainees

Behavior Modeling
• Trainees observe a model performing a
target behavior correctly
• The follows
– Discussion of the key components of the
behavior
– Practicing the target behavior through role
playing
– Receiving feedback and reinforcement for the
behavior they demonstrate

Outdoor Education
• Work teams being involved with outdoor
games, orienteering, rafting, rope courses,
etc.
• Strong focus on group problem solving
and team building

Computer-Based Training
• Conducted using either a classroom or an
individual, self-paced format
• Can be almost limitless interplay between
instructor-led and individual-based
computer training

Self-Paced CBT
• Primary advantage CBT has over other
methods of training is its interactivity
– Mirrors the one-on-one relationship between
student and tutor
– Provides for immediate feedback
• Three approaches
– Computer-Aided Instruction (CAI)
– Intranet training
– Intelligent CAI

Computer-Aided Instruction
• Range from
– Electronic Workbooks
• Drill and practice
– CD-ROM presentations of complete programs
• Teach basic skills
– Math
– Reading
• Teach highly technical skills

CAI and Applications
• Many programs include interactive
tutorials
– Microsoft® Office programs
– SolidWorks®
• Multimedia programs provide more
appealing visual and audio content
• Many companies have replaced instructor-
led courses with CD-ROMs

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