Designing Effective HRD Programs

Phase One: Needs Assessment

Should be completed before you start Phase
Two
You know:
Where training is needed
What kinds of training are needed
Who needs to be trained
Conditions for training

Phase Two: Design

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

Objectives
Three parts:
Performance
Conditions
Criteria

Performance
What is to be done e.g.,
Increase upper body strength
Assemble a chair
Catch a football pass
Graduate from college

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

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

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.

Sample Objectives 2
After training, be able to identify the four basic
stages involved in HRD within five minutes.
Completely assemble one childs bicycle within
one hour using common hand tools and
instructions provided on December 24 without
cursing.

Make or Buy Decisions

You cannot be an expert on everything
You cant afford to maintain a full-time staff for
once-a-year training
You cant afford the time or money to build all of
your own training programs
Implication: Much training is purchased, rather
than self-produced

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)

Other Factors to Consider

Vendor credentials
Vendor background
Vendor experience
Philosophical match (between vendor and
organization)
Delivery method

Other Factors to Consider 2

Content
Actual product
Results
Support
Request for proposal (RFP)

Selecting the Trainer

Training competency
How well can he/she train?
If they cant train, why are they employed?

Subject Matter Expertise

How well is the material understood?

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

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

Training Methods
Methods
Instructor-led Classroom Programs
Self-Study, Web-based
Job-based Performance Support
Public Seminars
Case Studies
Role Plays
Games or Simulations, Non-computer-based
Self-Study, Non-computer-based
Virtual Classroom, with Instructor
Games or Simulations, Computer-based
Experiential Programs
Virtual Reality Programs
Media
Workbooks/Manuals
Internet/Intranet/Extranet
CD-ROM/DVD/Diskettes
Videotapes
Teleconferencing
Videoconferencing
Satellite/Broadcast TV
Audiocassettes

SOURCE: From 2003 Industry Report (2003). Training, 40(9), 2138.

Percent
91
44
44
42
40
35
25
23
21
10
6
3
79
63
55
52
24
23
12
4

Types of
of Training
Training
Types
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

Training Materials

Program announcements
Program outlines
Training manuals and textbooks
Training aids, consumables, etc.

Scheduling Training
Must be done in conjunction with:

Production schedulers
Shift supervisors
Work supervisors/managers
Trainees

Training During Normal Working Hours

Issues to consider:

Day of week preferred

Time of day
Peak work hours
Staff meeting times
Required travel

Training After Working Hours

Are workers/trainees getting paid? If so, by
whom?
What about personal commitments?
What do you do for shift workers?

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?

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