Implementing HRD Programs Chapter 6 Werner De Simone

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

The Implementation Stage Werner & De. Simone (2006) 2

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 selfpaced 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 & De. Simone (2006) 3

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 & De. Simone (2006) 4

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

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 & De. Simone (2006) 6

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

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

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 & De. Simone (2006) 9

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

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

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

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

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

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

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 & De. Simone (2006) 16

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 & De. Simone (2006) 17

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 & De. Simone (2006) 18

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

Static Media Printed materials n n n Lecture notes Work aids Handouts Slides – e. g. , Power. Point Overhead transparencies Werner & De. Simone (2006) 20

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

Telecommunications Instructional TV Teleconferencing Videoconferencing Werner & De. Simone (2006) 22

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

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

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

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

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

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 & De. Simone (2006) 28

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

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 & De. Simone (2006) 30

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 & De. Simone (2006) 31

Types of CBT Computer-Aided Instruction Internet & Intranet-Based Training (elearning) Intelligent Computer-Assisted Instruction Werner & De. Simone (2006) 32

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 & De. Simone (2006) 33

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

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

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

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 & De. Simone (2006) 37

Implementing Training Depends on: Objectives n Resources n Trainee characteristics n Werner & De. Simone (2006) 38

Other Considerations Concerning Implementation Physical environment: n Seating n Comfort level n Physical distractions Werner & De. Simone (2006) 39

P 7 Proper Prior Planning Precludes Particularly Poor Performance Werner & De. Simone (2006) 40

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 & De. Simone (2006) 41

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

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