DESIGNING EFFECTIVE HRD PROGRAMS Jayendra Rimal 1 Training

DESIGNING EFFECTIVE HRD PROGRAMS Jayendra Rimal 1

Training Recollection - Are we aware? 10 % of what is read 20% of what is heard 30% of what is seen 50% what is heard and seen 70% of what is said and written 90% of what is said as it is done (Dale in Educational Media) I hear I forget I see I remember I do I understand (Chinese Proverb) 2

Training and HRD Process Model Assessment Design Implementation Evaluation Assess needs Prioritize needs Define objectives Develop lesson plans Develop/acquire materials Select methods and techniques Schedule the program Select evaluation criteria Determine evaluation design Deliver the HRD programme Conduct or intervention evaluation of programme or intervention Interpret results 3

Key Activities o Setting objectives o Selecting the trainer o Developing a lesson plan o Selecting program methods and techniques o Preparing materials o Scheduling the program 4

HRD Program Objectives o Description of a performance that learners need to exhibit before they are considered competent o Tells where the program is going and know when the target is reached. o S. M. A. R. T. : Specific Measurable Achievable Realistic Timebound o Performance, conditions and criteria 5

HRD Program Objectives contd… o Aim: Broad statement or goal of the program (Impart knowledge about the importance of HRD) o General objectives: General statement of the learning outcome and expected behavioral change (Recall the fundamentals and application of HRD) o Specific objectives: Precise statements of the performance change as a result of the program (Identify areas where HRD can be implemented) o Use demonstrative action verbs • E. g. Check; Iron; Record; Drive; Identify; Recall; Separate; Operate; Write; List etc 6

Selecting the trainer Some of the basis for selecting the trainers: • Training competencies – knowledge and skills required to design and implement a training program. Other skills would be ability to communicate well, use different instructional techniques, good interpersonal skills and able to motivate others to learn. • Subject matter expertise – Mastery of the subject matter with the ability to train others An ideal trainer would be someone with both these competencies. Sometimes it maybe necessary to team up two trainers for effective results 7

Session/Lesson Plan o It is a trainer’s guide to the actual delivery. o Some salient features: • Content to be covered • Sequencing of activities • Selection of training media • Timing and planning of each activity • Selection of method of instruction 8

Session/Lesson Plan contd… 1. Program Title: 2. Objectives: 3. Physical environment: 4. Equipment and materials: 5. Instructor/Trainer: Major topics Time Instructor activity Trainee activity Instructional strategies 9

Selecting Training Methods The most popular instructional method has been classrooms programs for training. Selecting proper method would depend on the degree of activity expected. Lectures are least active while experiential methods like role playing, games, simulations and outdoor training are the most active. Some factors that need to be considered are: – – The objectives of the program Time and resources (financial) available Availability of other resources Trainee characteristics and preferences 10

Preparing Materials & Scheduling the Program Preparing materials would depend on whether training has been outsourced or designed by the organization. Some pertinent issues that need to be considered are: – Program announcement – Program outlines – Training manuals and textbooks Since organizations are busy, hectic and unpredictable hence goal would be to schedule it so that trainers and trainees are both available and focused on learning. Two types of schedules are normally used: – During work hours – After work hours 11

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