human resource 420

HRM 420 Chapter 5:Program Design

Importance of Program 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

Three Phases of Design Phase 1: Pre-Training: Involves preparing and motivating trainees to attend training

Phase 2: The Learning Event: Involves preparing instruction and the physical environment Phase 3: Post-Training: Designing strategies to facilitate transfer

The Training Site • Comfortable and accessible

• Quiet, private, and free from interruptions

• Sufficient space for trainees to move around easily, offers enough room for trainees to have adequate work space, and has good visibility

The Training Room Create an environment conducive to learning—there are a number of details to consider

noise colors room

structure lighting

wall & floor covering

chairs

glare ceiling electrical outlets

acoustics technology

Seating Arrangements

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

When does each work?

• Conference-type seating • appropriate for total groups discussions (with no small group interaction)

• Horseshoe type-seating • appropriate for both presentation and total group instruction

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

Create a Learning Setting

When choosing a training room, determine the extent to which trainees decide when, where, and how they will learn, and whether learning will occur by interaction with others

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?”

Adapt to Generational Differences

• Traditionalists prefer a standard training room, an orderly environment, and do not like being put on the spot

• Baby Boomers prefer classroom learning, interactive activities, and materials that provide an overview and means to access more detailed information

Adapt to Generational Differences

• Generation Xers prefer a self-directed learning environment that includes technology-delivered methods

• Millennials like to learn by working alone and helping others to learn; they prefer blended learning

Adapt to Generational Differences

• Nexters prefer entertaining training activities; they respond well to training that is interactive and creative

• Because most groups include a mix of generations, provide a learning environment that can benefit all learners

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

Example Concept Map

Help Trainees Retain & Recall Content

• Chunk learning topics into short sessions of no longer than 20 minutes

• Incorporate mnemonics and metaphors

• Have trainees consider how they can use what they are learning

• Incorporate application assignments

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

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, & 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 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

• Design document • outlines scope of project, delivery methods, and objectives • used to guide development and explain training to relevant stakeholders

• Lesson plan • translates content and activities into a guide to help deliver training • includes the sequence of activities that will be conducted

Example Curriculum Road Map

Example Lesson Plan

Request for Proposal 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

In Summary:

Watch these brief videos to understand Training Design Process in a nutshell:

https://www.youtube.com/watch?v=ND80uZ5jDG4

https://www.youtube.com/watch?v=u3SXxd4XzQ4

Class Timings Course/Section Instructor Class Timings

HRM 420 – U1 Dr. Mujtaba M. Momin 10.30 AM – 11.50 AM : Sunday & Thursday

Office Hours

Course/Section Instructor Office Hours

HRM 420 – U1 Dr. Mujtaba M. Momin Wednesday: 11 AM – 12.30 PM Thursday: 12 PM – 12.30 PM

PS: This unprecedented situation provides us an opportunity to prepare for a future where e-learning will play a much more significant role.

Let us all make the best use of this opportunity and prepare for the future.

I remain committed to improving your online and offline learning experience.

All the Best!