Compare and contrast the training options of contract versus onsite instructor.

MHR 6551, Training and Development 1

UNIT III STUDY GUIDE

Design of the HRD Program

Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to:

1. Describe the phases in the training processes model, and examine how training relates to HRD and strategic process planning. 1.1 Report on the experiences of an OD professional, including

successes, obstacles, and description of his or her role in the organization.

4. Outline the importance of creating learning objectives for the trainee, as

well as the training unit, and describe how learning objectives impact training design. 4.1 Establish the overall goal and objectives of the program. 4.2 Identify the performance gap – the difference between current and

desired performance. 4.3 Classify the type of training the development requires, anticipating

any challenges as related to participant behavior and geographical location.

5. Describe traditional training methods, computer-based training methods,

and e-learning, and highlight the appropriate usage for each. 5.1 Analyze and assess training methods, media, and materials. 5.2 Compare the training options of contract vs. onsite instructor. 5.3 Compare and contrast remote delivery methods. 5.4 Rationalize choices of training methods.

Unit Lesson The lesson in this unit is based on Chapter 5, “Designing Effective HRD Programs,” and Chapter 6, “Implementing HRD Programs.” Designing and implementing HRD programs is the foundation of success for improved performance in the HRD needs targeted in previous course lessons. What is the difference between an effective and non-effective HRD program? The effective HRD program is rooted in sound objectives that are well defined and follow a process model such as the one illustrated in the course text (page 142, Figure 5-1). Effective HRD programs maintain a consistent format over multiple implementations to create a comfortable level of acceptance and buy-in with stakeholders. With a routine, yet flexible, process that can handle interruptions with ease, effective HRD programs are committed to achieving the objective for which they are intended: improved organizational success. One of the key decisions for the HRD professional is a customized train program versus purchasing a “shelf model.” Criteria used to evaluate the pros and cons of this decision are listed on page 148 of the course text. Consider areas such as costs, credentials, background, and experience. There are many shelf model training programs available on the market today. Shelf model training programs are standardized and produced in bulk, thereby making them affordable. With

Reading Assignment Chapter 5: Designing Effective HRD programs Chapter 6: Implementing HRD Programs

Suggested Reading See information below.

Key Terms 1. Audiovisual methods 2. Behavior modeling 3. Blended learning 4. Case study method 5. Computer-aided

instruction (CAI) 6. Computer-based

training (CBT) 7. Dynamic media 8. E-learning 9. In-basket exercise

10. Intelligent computer- assisted instruction (ICAI)

11. Intranet-based training (IBT)

12. Job instruction training (JIT)

13. Static media 14. Subject matter expert

(SME) 15. Training competency

MHR 6551, Training and Development 2

little modification, many of the objectives of a training program are achieved with a shelf model. Customized training programs are another option but can be expensive. However, the advantages of customized training programs include the unique intricacies of the organization itself. When you evaluate a trainer or facilitator to implement either a shelf model or a customized training program, he or she will need to be comfortable with delivering programs, assessing needs of learners (as we have learned earlier in the course), and preparing lesson plans (such as the example listed on page 154, Figure 5-3). Keep in mind that participants feel comfortable with knowing what is ahead. Having a lesson plan and agenda available for the trainer, from which to develop an agenda, is very helpful in meeting the objectives and keeping everyone on schedule. When you purchase outside training material, all of this is done for you. Once you have determined the type of training, then you can select the proper trainer to deliver the program. The trainer or facilitator may not always be the same person and is often not the same person who actually created the training program (refer to the “Roles and Competencies of an HRD Professional” section in Chapter 1, on page 16). When it is time to implement the program, the focus should be on the training delivery method. In Unit I, we looked at behavior styles and learning styles of participants. The facilitator should be prepared to offer a variety of training delivery methods, contingent on various components, such as the experience and knowledge level of the participants, the facilities that are available, and the best method to transfer knowledge. Page 170 in the text begins a discussion of the various training methods (e.g., on-the-job training (OJT), job instruction, job rotation, and classroom lecture). A key consideration, especially today, is the geographic locations of those involved in the training program. For example, in this course you are participating in an online academic program. Much of the facilitation is asynchronous, which utilizes an audio/visual component, a variety of learning activities, and a textbook, which aids in the delivery of the information that you are learning. Therefore, you definitely want to select the proper training method based on factors such as whether it is a live training session, a remote training session, and the number of people in your audience. For example, if you are training a group of 100 personnel in supervisory skills, you may or may not use role-playing if this is for a live audience. You may not be able to use role-playing one at a time, but you might be able to use group role–play in which you divide the audience up into pairs. However, this would not work well in a remote situation. The goal is to keep participants engaged, keep the material lively and interesting, and provide some hands-on activities (which is fairly easy to incorporate in any type of environment). Again, though, it all goes back to the objectives of the training program, which of course are to improve performance and ensure that the overall goals of the organization are achieved.

Suggested Reading Gupta, K., Sleezer, K., & Russ, D. (2007). A practical guide to needs

assessment (2nd ed.). San Francisco, CA: Pfeiffer.