HRM
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Ch05TrainingDesign1.pptxChapter 5 Designing Effective HRD Programs
Werner
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Learning Objectives
Write training objectives for a specific program
Identify several sources where HRD programs could be obtained
List the activities involved in employer designed HRD programs
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Basic Design Decisions
After the needs assessment is completed, data is on hand to decide:
Where the training or HRD program is needed
What kind of training
Who needs to be trained
The conditions under which training will occur
Needs will have been prioritized as well
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Importance of Program Design
Program design refers to the organization and coordination of training
Program design directly influences knowledge and skill acquisition
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Programs must be carefully designed to ensure maximum learning
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Key Activities in HRD Design
Setting objectives
Selecting the trainer or vendor
Developing a lesson plan
Selecting program methods and techniques
Preparing materials
Scheduling the program
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Key Activities in HRD Design
Selecting program methods and techniques (including the appropriate use of technology)
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Training and HRD Process Model
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Defining the Objectives
Objective
“…description of a performance you want learners to be able to exhibit before you consider them competent.” (Robert Mager)
Describe the intent and the desired result of the HRD program
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Objectives are based on the goals articulated for the training program. They break the goals down into specific task activities related to what skills must be learned by the trainees and how those new skills will be demonstrated and evaluated at the end of training.
Continuing the same example from the previous slide, an appropriate training objective may be: “At the completion of the training, supervisors will conduct performance appraisals that reflect the cultural differences found in employees who are dispersed geographically across the globe.”
SHRM Learning System. (2008). Human Resource Development, 3-86 – 3-87.
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Three Critical Aspects of Objectives
They should describe:
The performance the learners (trainees) should be able to do
The conditions under which they must do it
The criteria (how well they must do it) used in judging its success
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Training objectives must describe conditions that can actually be observed. Objectives that use phrases like “the employee will understand” are not appropriate because “to understand” is not observable. Good objectives are clear about what the trainee is expected to do and should contain standards for performance that can be measured. They should also identify the conditions under which performance is expected.
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Which Objective is Better?
In at least two computer languages, be able to write and test a program to calculate arithmetic means
Discuss and illustrate principles and techniques of computer programming
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Qualities of Useful Objectives—Performance
What a learner is expected to be able to do to be considered competent
The objective describes the product or result of the doing
Example:
“Write a product profile for a proposed new product.”
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com 800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in any manner without the express written consent from The Center for Effective Performance, Inc.
Qualities of Useful Objectives—Conditions
Describes the important conditions (if any) under which the performance is to occur
Example:
“Given all available engineering data regarding a proposed product, trainee will write a product profile.”
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com 800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in any manner without the express written consent from The Center for Effective Performance, Inc.
Qualities of Useful Objectives—Criteria
Identify the criteria of acceptable performance by describing how well the learner must perform in order to be considered acceptable.
Example:
“The product profile must describe all of the commercial characteristics of the product that are appropriate for its introduction to the market, including descriptions of at least three major product uses.”
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
SOURCE: From Mager, R. F. (1997). Preparing Instructional Objectives (3rd ed., pp. 46–47, 55). The Center for Effective Performance, Inc., 1100 Johnson Ferry Road, Suite 150, Atlanta, GA 30342. http://www.cepworldwide.com 800-558-4237. Reprinted with permission. All rights reserved. No portion of these materials may be reproduced in any manner without the express written consent from The Center for Effective Performance, Inc.
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ABCDs of Writing Objectives
Easy as A, B, C, D
Audience: Who?
Behavior: What do “they” do?
Condition: What is the setting and method of evaluation?
Degree: Measurement to be met.
Audience: The group of learners the objective is written f nn or (“the learner” or “the student”).
Behavior: The action or observable verb which describes what the learner will be able to do after completing the instruction (“Describe”, “Compare/contrast”, “Demonstrate”).
Condition: The tools and resources the students will be able to use and where to find them (in a lab, in the actual work setting).
Degree: The standard or degree of accuracy to be considered proficient.
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Example Verbs
Verbs to Use:
Discuss
Explain
Demonstrate
Identify
List
Perform
Compare/Contrast
Score (on an assessment)
Verbs to Avoid
Understand
Comprehend
Know
Do
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Exercise
Individually, practice writing objectives in ABCD format.
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The “Make Versus Buy” Decision
Typical services available
Conducting needs assessment
Providing supplemental training materials
Conducting a train-the-trainer program
Designing a program
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Photo by: Ben Chams
Best use of available resources
Assisting with conducting needs assessment
Guiding internal staff to design or implement a program
Designing a program specifically for the organization
Providing supplemental training materials (exercises, workbooks, computer software, videos)
Presenting a previously designed program
Conducting a train-the-trainer program
Typical Sources
Consulting firms
Educational institutions
Professional societies
Trade unions
Publishing houses
Governmental agencies
Nonprofit community-based organizations
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Discussion
What are the advantages of designing an HRD program in-house versus purchasing programs from vendors?
What are the major reasons to contract out?
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The firm does not have the expertise to design the program in-house
Management would not likely have the time to design the program
Firm doesn’t have an HRD department or full-time HRD professional
Expertise: When an organization lacks specialized KSAOs
Timeliness: When it is timelier
Number of Trainees: For just a few trainees use an outside training agency
Subject Matter: If the subject matter is sensitive or proprietary the HRD conduct the program in-house
Cost: Always considers cost
Size of HRD: The size of the HRD department
SOURCE: From Carnevale, P., Gainer, L. J., Villet, J., & Holland, S. L. (1990). Training Partnerships: Linking Employers and Providers (p. 6). Alexandria, VA: American Society for Training and Development .
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How to Choose a Vendor?
Cost
Credentials
Background
Experience
Philosophy
Delivery Method
Content
Actual Product
Results
Support: especially in terms of implementation and follow-up
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The larger the number of trainees the greater the likelihood to design the program itself; For just a few trainees use an outside training agency
Cost: price relative to program content and quality
Credentials: including certificates, degrees, and other documentation of the vendor’s expertise
Background: number of years in business and experience in the particular content area
Experience: vendor’s prior clients, success with those clients, references
Philosophy: comparison of the vendor’s philosophy to that of the organization
Delivery Method: training methods and techniques used
Content: topics included in program or materials
Actual Product: including appearance, samples, or whether a pilot program is available
Results: expected outcomes
Support: especially in terms of implementation and follow-up
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Request for Proposal (RFP)
A request for proposal (RFP) is a document that outlines for potential vendors:
service the company is seeking
number of employees to be trained
funding
expected date of project completion
follow-up process to determine level of satisfaction and service
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
type of references needed
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Selecting the Trainer
Training competency
Subject matter expertise
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Training Competency
Knowledge and varied skills needed to design and implement a training program
Subject matter expertise
Mastery of the subject matter
Training is most effective when trainers possess an advanced level of expertise as instructors and facilitators
Helping Less Qualified Trainers
Teaming skilled trainers with in-house subject matter experts to form an instructional team
Using a training technique that does not require a human trainer, such as computer-aided or online instruction programs
Train-the-trainer programs, which involve identifying in-house content experts who lack training skills and training them to become effective trainers
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Preparing a Lesson Plan
Lesson plan:
Content to be covered
Sequencing of activities
Timing and planning of each activity
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Content to be covered
Sequencing of activities
Selection or design of training media
Selection or development of experiential exercises, or both
Timing and planning of each activity
Selection of the method of instruction to be used
Number and type of evaluation items to be used
Translates program objectives into an executable training session
Trainer’s guide for the actual delivery of the training content
Determines in advance what is to be covered and how much time is devoted to each part of the session
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Example Lesson Plan
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Preparing Training Materials
Materials include
Program Announcements
Program Outlines or Syllabi
Training Manuals
Textbooks
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Preparing Training Materials
Inform target audience about training program
Purpose of program
When and where to be held
How to participate in program
Give sufficient lead time for trainee to schedule
Communicate the content, goals and expectations of the program
Include:
Course objectives
Topical areas
Materials or tools needed
Requirements of each trainee
Tentative schedule
Training Manuals and Textbooks
Textbooks
Generally provide a broad treatment of subject
Training Manuals
Brief and hands-on
Buy or Develop?
Generally less expensive to purchase
Cengage “Text Choice” custom manuals
Copyright Laws
Get permission and give attribution
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Scheduling the HRD Program
During or after the working hours
Day of the Week
Avoid Mondays and Fridays
Avoid holiday weeks
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Too early
Tardy or tired participants
Over lunch hour
When do they eat
Mid-afternoon
Sluggish circadian rhythms
Late in day
Distractions and need to leave early
Considerations
Peak work hours
Staff meeting times
Travel requirements
Training shift workers
Consult with managers and supervisors before scheduling
Do it well in advance of scheduling
Avoids organizational complaints
Other problems
Family obligations
Moonlighters
Tired trainees
Reluctance to give up free time
Inducements
Overtime pay
Comp time
Promotion
Holding at resort with leisure activities
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The Training Site
Comfortable and accessible
Quiet, private, and free from interruptions
Sufficient space for trainees to move around easily
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Sufficient space for trainees to move around easily, offers enough room for trainees to have adequate work space, and has good visibility
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Seating Arrangements
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When Does Each Work?
Fan-type seating
trainees can easily switch from listening to practicing in groups
Classroom-type seating
appropriate when lecture and audiovisual presentations are the primary methods
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When Does Each Work? (Cont.)
Conference-type seating
appropriate for total groups discussions (with no small group interaction)
Horseshoe type-seating
appropriate for both presentation and total group instruction
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How to Increase Pre-Training Motivation
Communicate to trainees the purpose of the course
Assign pre-work
Managers should set expectations for learning
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Communicate to trainees the purpose of the course, objectives, prerequisites, and who else will be attending
Assign pre-work to ensure trainees come to the program with a sense of focus and a basic understand of training content
Managers should encourage attendance and set expectations for learning
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Activity
Imagine you are the training manger of a hotel that will open next year. Your GM asks you to develop a training program that aims to boost the team spirit of the newly formed Executive Committee Members.
Your GM suggests you organize a two-day course in a resort location from 9 to 5 for both days.
Design a training program.
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Addressing the following questions in your program.
Objectives: What are the specific goals for training?
Content: What is being learned?
Activities: How are trainees learning?
Materials and resources: With what are trainees learning?
Grouping: With whom are trainees learning?
Location: Where are trainees learning?
Time: When are trainees learning?
Trainer role: How is the trainer facilitating/guiding learning?
The Training Budget
Management wants to know –
How much is this going to cost?
©SHRM 2009
How much is this going to cost?
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The Training Budget (Cont.)
Fixed costs:
Those costs that remain the same no matter how many individuals participate in the training.
Instructor’s salary.
Marketing/information distribution.
Variable costs:
Expenses that will vary depending on the number of participants in the training program.
Printed hand-outs.
Lunch for participants.
©SHRM 2009
The Training Budget (Cont.)
Direct costs
All of the expenses involved in putting together the training program:
Course development or purchase.
Printing.
Equipment rental.
Costs of needs assessment.
Evaluation of training.
©SHRM 2009
It is important to breakdown the training costs to identify all the expenses involved with the training. Direct costs are all the expenses involved in the actual putting together of the training program. Don’t forget the expenses of doing the needs assessment and the cost of evaluating the training upon completion.
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The Training Budget (Cont.)
Indirect costs:
Less obvious expenses, not directly related to the training:
Overhead.
Administrative and clerical salaries.
Employee fringe benefits (25 percent of salary).
Productivity loss.
©SHRM 2009
Indirect costs are not as evident and require some investigation. It is important to estimate these costs as well. Overhead costs include general organizational support such as administrative assistance, fringe benefits and the use of facilities.
Indirect costs for training include loss of productivity while trainees are off the job to attend training as well as other employee time spent that is related to training. It is estimated by a sales training firm that it takes a typical manager between six and eight hours to prepare for one hour of training. What about the cost of replacing the employee while he/she is attending the course? Do you need to hire a temporary employee to fill-in while the trainee is away?
If this is the first time you have done a training budget, you will have to think to come up with all of the indirect costs, but as you become more familiar with the budgeting process, the indirect costs will become more obvious.
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Are Employees Paid During Training?
FLSA: Nonexempt employees must be paid for training time unless all four of the following requirements are met:
Attendance is outside of the employee’s regular working hours.
Attendance is voluntary.
The training is not directly related to the employee’s current job title.
The employee does not perform any productive work during attendance at the training.
©SHRM 2009
Training Costs
Trainer’s salary.
Trainee’s salary or wage.
Materials and supplies for training.
Development costs.
Consultant’s or contractor’s service fees.
Travel and living expense for trainer and trainees.
Transportation.
Equipment costs: Audiovisual and computer.
Support costs: Hours spent by clerical staff and managers
Postage, misc.
Lost production (opportunity costs).
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Training is Expensive
$164.2 billion
According to an estimate from ASTD, in 2012, U.S. organizations spent $164.2 billion on employee learning.
©SHRM 2009
https://www.td.org/insights/1642-billion-spent-on-training-and-development-by-us-companies
The Association for Talent Development (ATD) is a professional membership organization supporting those who develop the knowledge and skills of employees in organizations around the world. The ATD Staff, along with a worldwide network of volunteers work to empower professionals to develop talent in the workplace.
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DesignImplementationEvaluation
Define
objectives
Select
evaluation
criteria
Develop
lesson plan
Develop/acquire
materials
Select
trainer/leader
Select methods
and techniques
Schedule the
program/intervention
Determine
evaluation
design
Conduct
evaluation
of program
or intervention
Deliver the
HRD program
or intervention
Interpret
results
Assessment
Assess needs
Prioritize
needs
