Implementing HRD Programs The Implementation Stage The Learning

Implementing HRD Programs

The Implementation Stage

The Learning Pyramid By Permission: Yin (2004)

Training Delivery Methods Three basic categories: Ø On-the-Job Training Ø Classroom Training Ø Self-Paced Training Note: Computer-based training can be in a classroom, or individual/self-paced.

On-the-Job Training (OJT) Ø Job instruction training (JIT) Ø Job rotation Ø Coaching Ø Mentoring

Characteristics of OJT Ø Training at one’s regular workstation Ø Most common form of training Ø Strengths: l l Realism Applicability Ø Weaknesses: l l No formal structure Can perpetuate mistakes

More on OJT Ø Facilitates training transfer to the job Ø Reduced training costs, since classroom is not needed Ø Noise and production needs may reduce training effectiveness Ø Quality and safety may be impacted

Job Instruction Training (JIT) Ø Prepare the worker Ø Present the task Ø Practice the task Ø Follow-up

JIT Process Ø Observe work processes Ø Brainstorm improvements Ø Analyze options Ø Implement improvements Ø Evaluate results and make adjustments

Job Rotation Ø Train on different tasks/positions Ø Often used to train entry-level managers Ø Also used to provide back-up in production positions

Coaching and Mentoring Ø Coaching – between worker and supervisor l Can provide specific performance improvement and correction Ø Mentoring – senior employee paired with a junior employee (“protégé”) l l Helps to learn the ropes Prepares protégé for future advancement

Classroom Training Approaches Five basic types: Ø Lecture Ø Discussion Ø Audiovisual Media Ø Experimental Methods Ø Self-Paced or Computer-Based Training

Lecture Ø Oral presentation of material l Some visual aids can be added Ø Remains a very popular training method l Transfers lots of information quickly Ø Interesting lectures can work well Ø Good to supplement with other materials

Problems with Lecture Method Ø One-way form of communication Ø Trainees must be motivated to listen Ø Often lacks idea sharing Ø People don’t always like listening to lectures

Discussion Method Ø Two-way communication Ø Use questions to control lesson Ø Direct: produce narrow responses Ø Reflective: mirror what was said Ø Open-Ended: challenge learners – to increase understanding

Challenges of Using the Discussion Method Ø Maintaining control in larger classes Ø Needs a skilled facilitator Ø Needs more time than lecture Ø Trainees must prepare for the lesson by reading assignments, etc.

Audiovisual Media Ø Brings visual senses (seeing) into play, along with audio senses (hearing) Ø Types: l Static Media l Dynamic Media l Telecommunications

Static Media Ø Printed materials l l l Lecture notes Work aids Handouts Ø Slides – e. g. , Power. Point Ø Overhead transparencies

Dynamic Media Ø Audio cassettes Ø CDs Ø Film Ø Videotape Ø Video disc

Telecommunications Ø Instructional TV Ø Teleconferencing Ø Videoconferencing

Experiential Training Ø Case studies Ø Business game simulations Ø Role Playing Ø Behavior Modeling Ø Outdoor training

Case Study Considerations Ø Specific instructional objectives Ø Case approach objectives Ø Attributes of particular case Ø Learner characteristics Ø Instructional timing Ø Training environment Ø Facilitator’s characteristics

Business Game Simulations Ø Computerized versus manual l Operational Financial Resource bound Ø In-basket exercise l l Setting priorities Time-driven decision making

Role Plays Ø Self discovery; use of interpersonal skills a plus Ø Some trainees are better actors Ø Transfer to job can be difficult

Behavior Modeling Ø Used mainly for interpersonal skills training Ø Practice target behavior Ø Get immediate feedback (video, among other media)

Outdoor Education Ø Ropes courses, etc. Ø Can facilitate teamwork Ø Focus on group problem identification, problem solving Ø Often good for team building Ø Fun – but is it effective training?

Self-Paced Training Ø Hard-copy l Correspondence courses l Programmed instruction Ø Computer-Based Training (CBT) l Computer-aided instruction l Internet/intranet training

Hard-Copy Self-Paced (i. e. , Self. Paced Computer-Based Training) Good for remote locations without Internet access Ø Individual follows text at own pace Ø Correct/incorrect answers determine progress Ø Trainee works alone without instructor interface Ø Still used, but increasingly being replaced by CBT Ø

Computer-Based Training (CBT) Interactive with user Ø Training when and where user wants it Ø Trainee has greater control over progress Ø CBT can provide progress reports and be tailored to specific instructional objectives Ø Trainee works on own with minimal facilitation by instructor who is elsewhere Ø

Types of CBT Ø Computer-Aided Instruction Ø Internet & Intranet-Based Training (e- learning) Ø Intelligent Computer-Assisted Instruction

Computer-Based Training (Classroom-Based) Ø Group-based Ø Instructor is present and facilitates computer-based learning Ø Trainees are collocated and can help each other Ø Requires computer, etc. , for each trainee

Computer-Aided Instruction (CAI) Ø Drill-and-practice approach Ø Read-only presentation of a “classic” training program Ø Multimedia courses Ø Interactive multimedia training Ø Simulations

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

E-learning Ø Intranet l Internal to site/organization Ø Internet l l l General communications Online reference Needs assessment, administration, testing Distribution of CBT Delivery of multimedia

Intelligent CAI Ø Uses computer’s capabilities to provide tailored instruction Ø Can use expert systems, fuzzy logic, and other rubrics Ø Can provide real-time simulation and stimulation

Implementing Training Ø Depends on: Objectives l Resources l Trainee characteristics l

Other Considerations Concerning Implementation Ø Physical environment: l Seating l Comfort level l Physical distractions

P 7 Ø Proper Ø Prior Ø Planning Ø Precludes Ø Particularly Ø Poor Ø Performance

Planning Ø Does NOT prevent failure… Ø … But makes it easier to avoid failure. Ø Planning your HRD implementation before you actually do it greatly increases the likelihood of successful implementation.

Training Provides Many Things Ø Networking Ø Knowledge Ø Social acceptance Ø Improved interpersonal skills Ø Team building

Summary Ø Good training: l l Improves performance Improves productivity Improves chances for promotion Improves the bottom line Ø Therefore, the right training methods need to be used in the right way to ensure successful HRD implementation.