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Designing Effective HRD Programs

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Information about Designing Effective HRD Programs
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Published on October 4, 2012

Author: madhav2015

Source: authorstream.com

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Designing Effective HRD Programs: Designing Effective HRD Programs Designing Effective HRD Programs: Designing Effective HRD Programs The purpose of this chapter is to discuss the second phase of the HRD process: designing training and HRD intervention. Once TNA has been done, an HRD professional faces a number of important questions, such as: 1. Whether the issue should be addressed by training and HRD intervention. 2. How the results of TNA could be translated into a specific training program or HRD intervention. Designing Effective HRD Programs: Designing Effective HRD Programs 3. If training is necessary the decision whether to “make or buy” training program. 4. Who will be effective trainer? 5. What is the best way to organize the training program or intervention? Defining the objectives of the HRD Intervention: After completion of TNA, one of the first things that an HRD professional should do is to define the training objectives. Defining the objectives of the HRD Intervention: : Defining the objectives of the HRD Intervention: Robert Mager defines an objective as a “description of a performance you want learners to be able to exhibit before you consider them competent” e.g.; Recent study measured the impact of training on company performance among a sample of Chinese manufacturing organizations. Training effectiveness was measured in the terms of perceived achievement of training objectives, as well as by comparing training expenditures to company productivity. Defining the objectives of the HRD Intervention:: Defining the objectives of the HRD Intervention: TNA is very useful in defining program objectives because they identify the gaps or challenges to be addressed. e.g TNA observed that in brokerage house, many brokers were insensitive to client’s fear and concerns about the future. The training program should be designed to promote the sensitivity of brokers and to support their clients. Defining the objectives of the HRD Intervention:: Defining the objectives of the HRD Intervention: Qualities of Useful Objectives: Mager states that useful objectives include three critical aspects: Performance: The performance that the trainee should be able to do. (e.g.; Write a product profile for a proposed new product” Conditions: Conditions under which trainee will perform (e.g; giving all available engineering data regarding proposed project, trainee will write a product profile” Criteria: An objective identifies the criteria of acceptable performance. (e.g.; the product profile must describe all the commercial characteristics of the product that are appropriate for its introduction to the market” Defining the objectives of the HRD Intervention:: Defining the objectives of the HRD Intervention: Example of program objective (Using the information found on a completed loan application). Writing Objectives for behavior that is directly observable & unobservable. It is very easy as to write objectives for behavior that can be easily observed as compare to behavior that cannot be directly observed. e.g. Giving injection to a patient e.g. Observe whether the painting is of high quality Defining the objectives of the HRD Intervention:: Defining the objectives of the HRD Intervention: Questions to be Ask when Writing the Objectives: 1. What is your main intent (what do you want the trainee to do?). 2. Have you defined all the conditions that will influence the trainee performance?. 3. Have you defined how well the trainee must perform for his or her performance to be considered acceptable?. Make Versus Buy Decision: Creating or Purchasing HRD Programs: Make Versus Buy Decision: Creating or Purchasing HRD Programs After identification of program objectives the next important step is whether to make or buy decision. Factors to consider before purchasing an HRD program: 1. Expertise (Level of KSAOs that organization have) 2. Timelines. 3. Number of Trainees. (Greater number of trainees it is more likely to design own program) 4. Cost 5. Size of HRD. 6. “X” Factor. (e.g nature of business) Make Versus Buy Decision: Creating or Purchasing HRD Programs: Make Versus Buy Decision: Creating or Purchasing HRD Programs Other Factors that influence organization's decisions include: 1. Personal Contact/Past experiences. 2. Geographical Proximity. (like twin cities) 3. Local Economic Conditions. 4. Presence of Govt. incentives to conduct training. Selecting the Trainer: Selecting the Trainer Once decision has made to design or purchased the training program, the next stage is to select the trainer. Trainer selection cab be fairly easy when organization has a training staff with: Training Competence. (knowledge and skills needed to design training program) Subject Matter Expert (SME). (mastery of subject matter/person who is an expert in a particular area) e.g. SECP, Pakistan Selecting the Trainer: Selecting the Trainer Many experts like college professor make poor trainers. SME should be able to train others. Individuals who lack the ability to design and implement effective training programs heavily rely on single method of instructions. e.g. lectures Selecting the Trainer: Selecting the Trainer An ASTD study found that training was most effective when trainers possessed an advanced level of expertise as instructors and facilitators. Train-The-Trainer Programs (TTPs) The purpose is to provide the SME with necessary instructional knowledge and skills to design and implement a training program. TTP are available through the local professional associations, colleges, and consultants. Selecting the Trainer: Selecting the Trainer When organizations design their own TTP, these should be focus on: 1. Developing trainee objectives and lesson plans 2. Selecting and preparing training materials 3. Selecting and using training aids (e.g. MS office, presentation slides, videos etc) 4. Selecting and using different training methods and techniques. Preparing A Lesson Plan: Preparing A Lesson Plan A lesson plan is a trainer’s guide for the actual delivery of the training content. To translate program objectives into an executable training session, the development of a lesson plan is recommended. Gilley and Eggland suggest that a lesson plan should specify: 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. Selecting Training Methods and Media: Selecting Training Methods and Media Training Methods: Following list of few training methods: (Table 5.4) Classroom programs 91% Self-study, Web based 44% Job-based Performance Support 44% Public Seminars 42% Case Studies 40% Role Players 35% Simulations 25% Virtual Reality Programs 03% A 2003 survey conducted by Training magazine revealed that, contrary to popular belief, classroom programs were still the most popular instructional method. Selecting Training Methods and Media: Selecting Training Methods and Media Media: Workshops/Manuals Internet/Intranet/Extranet DVD/CD-ROM Videotapes Videoconferencing Broad Categories of training approaches: On the Job methods (learning by doing) Class room methods Selecting Training Methods and Media: Selecting Training Methods and Media Factors to be considered while selecting Training Methods and Media: 1. The objectives of the program (Objective is to improve the interpersonal skills then more active approaches such as videoconferencing, role-playing rather than lecture of CBT. 2. Time and Money available. 3. Availability of other Resources (e.g. specialized equipments and facilities to be delivered effectively). 4. Trainee characteristics and preferences (Literacy rate of employees)

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