Human resources essay ( 450 words )
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Chapter05.pptxCHAPTER 5
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Program design
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Objectives (1)
Choose and prepare a training site based on how trainees will be involved and interact with the content and each other in the course
Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map
Explain how trainees’ age, generational differences, and personality might influence how programs are designed
Prepare a request for proposal (RFP) and a list of questions to evaluate training consultants and suppliers
Objectives (2)
Explain the program design elements that should be included to ensure near and far transfer of training
Develop a self-management module for a training program
Design application assignments and action plans to enhance learning and transfer of training
Make recommendations about what managers can do before, during, and after training to facilitate learning and transfer
Identify different ways to manage knowledge and the conditions necessary for employees to share knowledge
The importance of training design
Program design refers to the organization and coordination of training
Program design is the heart of effective training because it directly influences knowledge and skill acquisition
Programs must be carefully designed to ensure maximum learning
Jump to THE PROGRAM DESIGN PROCESS Long Description
The program design process
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The training site
Comfortable and accessible
Quiet, private, and free from interruptions
Sufficient space for trainees to move around easily
Enough room for trainees to have adequate work space
Good visibility
The training room
Create an environment conducive to learning—there are a number of details to consider
Jump to THE TRAINING ROOM Long Description
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Fan-type Seating
Trainees can easily switch from listening to practicing in groups
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Classroom-type seating
Appropriate when lecture and audiovisual presentations are the primary methods
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Conference-type seating
Appropriate for total group discussions
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Horseshoe-type seating
Appropriate for both presentation and total group instruction
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Choosing trainers
Trainers need to be both skilled in the subject matter at hand and in program facilitation
Given that trainers are central to learning experience, great care should be taken when selecting outside vendors
Preparation of materials
Know content very well
Use mental and physical rehearsal to build your confidence and assess your strengths and areas for improvement
Observe master trainers to get new ideas
Design the training from the audience’s perspective—ask “So what?”
How should you adapt training for different generational cohorts?
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Myers-Briggs Type Indicator
Identifies 16 personality types based on preferences for:
introversion (I) or extraversion (E)
sensing (S) or intuition (N)
thinking (T) or feeling (F)
judging (J) or perceiving (P)
Each personality type has implications for work habits and interpersonal relationships
Consider language and cultural differences
Training content should include language, familiar names, and examples that the audience can relate to
Determine the trainees’ level of fluency in English (or other languages)
Consider cultural norms that might affect activities and interactions
Pre-training motivation
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
Provide an overview
Give the big picture, including objectives, timeline, and activities, and assignments
A concept map can be used for organizing and presenting knowledge
Includes concepts shown in boxes, with relationships between concepts indicated by connecting lines
Jump to EXAMPLE CONCEPT MAP Long Description
Example Concept Map
This concept map is for a course on conducting effective performance reviews.
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Help trainees retain and recall content
Chunk learning topics into short sessions of no longer than 20 minutes
Incorporate mnemonics and metaphors
Novelty helps commit learning to memory
Incorporate application assignments
Utilize microlearning
Characteristics of effective Microlearning
Engages trainees by including activities that get the trainee involved such as games and reflection
Uses videos, checklists, diagrams, or visuals to provide trainees with new and meaningful content
Trainees practice using scenarios or other activities
Trainees can access and reference content back on the job
Trainees can choose when and what to learn
Quizzes are used to measure what trainees have learned
Classroom management
Monitor the room for extra chairs, overflowing trash cans, and materials left from previous sessions
Why is doing this important? Why might trainers fail to do this?
INTERACTING WITH TRAINEES
Communicate topics to be covered, the learning approach, and expectations
Be cognizant of the self-fulling prophecy
Be dramatic to emphasize key points
To create intimacy in large rooms, move toward trainees
Facilitate discussions from different parts of the room
GETTING TRAINEES INVOLVED
Involvement is key to engaging trainees and facilitating learning
Prepare questions to be discussed in breakout groups
Use creative activities and games
Use assessments for trainees to learn about themselves and others
Incorporate roleplaying
DISCUSSIONS
Discussions can be an effective means to engage trainees, but need to be planned
Discussions can be used to brainstorm ideas and solutions, debrief activities, apply knowledge, and evaluate experiences
Use open-ended questions, different opening questions, follow-up questions, and discussion prompts
DISRUPTIVE TRAINEES
Disruptions should be managed, not ignored
Address disruptions tactfully
For trainees who disrupt, sleep, or interrupt, consider using activities to engage them
Ask disruptive trainees to leave as a last resort
MANAGING GROUP DYNAMICS
To ensure an even distribution of expertise, ask trainees to indicate whether they consider themselves novice, experienced, or expert
Arrange groups with individuals of different expertise
Group dynamics can be altered by changing learners’ positions in the room
Curriculum, Course, AND Lesson Design
A curriculum refers to an organized program of study designed to meet a complex learning objective
A course or program covers more specific learning objectives and addresses a more limited number of competencies
Curriculum Road Map (1)
A curriculum road map refers to a figure that shows:
all of the courses in a curriculum
paths that learners can take through it
sequences in which courses have to be completed
Curriculum Road Map (2)
Design document
outlines scope of project, delivery methods, and objectives
used to guide development and explain training to stakeholders
Lesson plan
translates content and activities into a guide to help deliver training
includes the sequence of activities that will be conducted
SELECTING AN OUTSIDE VENDOR OR CONSULTANT
A request for proposal (RFP) is a document that outlines for potential vendors:
type of service the company is seeking
type of references needed
number of employees to be trained
funding for the project
follow-up process to determine level of satisfaction and service
expected date of project completion
NEAR OR FAR TRANSFER?
One key consideration is whether the focus of training is on near or far transfer
Near transfer refers to applying learned capabilities exactly as taught in training
Far transfer refers to applying learned capabilities to a work environment that is not identical to training
PROMOTING NEAR TRANSFER
Use standardized procedures, processes, and checklists
Provide explanations for any differences between training and work tasks
Encourage trainees to focus only on important differences between training tasks and work tasks
Explain why the procedure should be performed exactly
PROMOTING FAR TRANSFER
Teach general concepts, broad principles, and key behaviors
Focus on general principles that apply to a number of situations
Provide a list of prompts and questions to help trigger self-reflection and questions
SELF-MANAGEMENT TRAINING
To prepare trainees for obstacles on the job, provide instruction in self-management
Discuss relapses
Set transfer and performance goals
Identify obstacles
Generate strategies to overcome obstacles
Self administer rewards for successful transfer
Levels of management support
Increasing levels of manager support, from low to high, include:
acceptance of training
encouragement of training
participating in training
reinforcement—discussing progress with trainees
practice—allowing trainees to practice their skills
teaching—serving as a trainer
PEER SUPPORT
Transfer can be enhanced by a support network among trainees
Peers can share successful experiences, discuss how they coped with challenges, and provide encouragement and feedback
OPPORTUNITIES TO USE
Opportunity to use learned capabilities is central to successful transfer
Opportunity is influenced by the work environment and trainee motivation
Opportunity can be measured by asking former trainees:
whether they perform a task
how many times they perform the task
the extent to which they perform difficult and challenging tasks
KNOWLEDGE MANAGEMENT
The process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge
KNOWLEDGE MANAGEMENT STRATEGIES (1)
Use technology, e-mail, and social networking sites to allow people to store and share
Publish directories of expertise
Develop informational maps that identify where specific knowledge is stored in the company
Create top management knowledge management positions
KNOWLEDGE MANAGEMENT STRATEGIES (2)
Require employees to give presentations
Allow employees to take time off to acquire new knowledge
Create an online library of learning resources
Design office space to facilitate interaction
Create communities of practice
Keys to Knowledge Management Success
The training and IT departments must collaborate
Technology must be easy to use and not cumbersome
There must be employee trust and a willingness to share
Appendix of Image Long Descriptions
The program design process Long Description
Program Design Process
This slide presents the three phases of the training program design process with boxes and arrows (from left to right):
Phase 1—Pre-Training
Involves preparing, motivating, energizing trainees to attend the learning event and ensuring that the work environment is supportive of learning and transfer
Phase 2—The Learning Event
Involves preparing instruction and the physical environment to facilitate learning
Phase 3—Post-Training
Refers to transfer of training, getting learners to apply what they have learned to their work
The training room Long Description
This slide presents different factors to consider in the training room (from left to right, top to bottom)
noise
colors
room structure
lighting
wall & floor covering
chairs
glare
ceiling
electrical outlets
acoustics
technology
Example Concept Map Long Description
This image depicts an example of a concept map. This map contains three ovals positioned vertically.
The first oval contains a question that reads why conduct performance reviews? There are four lines that arise from the right side of this structure. There is content against each of these lines. From the top to the bottom, these lines read pay, development, promotion, and training.
A downward-pointing arrow arises from the bottom of the first oval and points at the second oval that is labeled preparing for a performance review. There are four lines that arise from the right side of this structure. There is content against each of these lines. From the top to the bottom, these lines read anticipated reactions and response, list of questions, suggestions for improvement, and documented examples of good and poor performance. There are five lines that arise from the left side of this structure. There is content against each of these lines. From the top to the bottom, these lines read company goals, job decrepitation, evaluate form, previous appraisal, and current goals.
A downward-pointing arrow arises from the bottom of the second oval and points at the third oval that is labeled conduct the problem solving performance review. There are two lines that arise from the left side of this structure. They read summarizing and closing and targeting objectives. A line arises from the bottom of the oval structure and the content beneath this line reads using the feedback sandwich. There are two lines that arise from the right side of the oval structure. The content against these lines read upbeat opening and active listening.
