Implementing HRD

Programs
Chapter 6

Werner & DeSimone (2006) 1

The
Implementat
ion Stage

Werner & DeSimone (2006) 2

Werner & DeSimone (2006)

Learning objectives

Describe three Describe five

Describe the
broad approaches primary categories
advantages and
to training of classroom
disadvantages of
delivery and the training and the
self-paced training
advantages and advantages and
approaches to
disadvantages of disadvantages of
training delivery.
each approach.
Determine when each one.several
Describe
various training ways that
techniques are technology is
more or less being used to
effective in provide and
different improve HRD
situations. programs.

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Werner & DeSimone (2006)

Points to Ponder…

THE BEST WAY TO LECTURES ARE IT’S EASY TO CASE STUDIES

LEARN ANY NEW NOT A GOOD COME UP WITH ARE USED FOR
SKILL IS TO LEARN METHOD FOR STIMULATING TIME FILLERS.
IT ON THE JOB. TRAINING. DISCUSSION
QUESTIONS.

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Werner & DeSimone (2006)

By Permission: Yin
(2004)

The
Learning
Pyramid

5
Training Delivery Methods

Three basic categories:

On-the-Job Training

Classroom Training

Self-Paced Training
Werner & DeSimone (2006) 6
On-the-Job Training (OJT)
JOB INSTRUCTION TRAINING
(JIT)
JOB ROTATION

COACHING

MENTORING
Werner & DeSimone (2006) 7
Characteristics of OJT
Training at one’s regular workstation
Most common form of training
Strengths:
• Realism
• Applicability

Weaknesses:
• No formal structure
• Can perpetuate mistakes
Werner & DeSimone (2006) 8
Werner & DeSimone (2006)

More on OJT

Reduced Noise and

Facilitates training production Quality and
training costs, since needs may safety may
transfer to classroom is reduce training be impacted
the job not needed effectiveness

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Werner & DeSimone (2006)

Job Instruction Training (JIT)

Prepare the Present the Practice Follow-up

worker task the task

10
JIT Process

Brainstorm
Observe work Analyze
improvement
processes options
s

Evaluate
Implement
results and
improvement
make
s
adjustments
Werner & DeSimone (2006) 11
 • Train on different
tasks/positions
Job • Often used to train entry-
Rotation level managers
• Also used to provide back-
up in production positions

Werner & DeSimone (2006) 12

Coaching and Mentoring
• Coaching – between worker and supervisor
• Can provide specific performance improvement and
correction
• Mentoring – senior employee paired with a junior employee
(“protégé”)
• Helps to learn the ropes
• Prepares protégé for future advancement
Werner & DeSimone (2006) 13
Classroom Training Approaches
Five basic types:
Audiovisual
Lecture Discussion
Media

Self-Paced or
Experimenta Computer-
l Methods Based
Training
Werner & DeSimone (2006) 14
Werner & DeSimone (2006)

Lecture

Remains a Good to
Oral Interesting
very popular supplement
presentation lectures can
training with other
of material work well
method materials
Some Transfers
visual aids lots of
can be informatio
added n quickly

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Werner & DeSimone (2006)

Problems with Lecture Method

ONE-WAY FORM TRAINEES MUST OFTEN LACKS PEOPLE DON’T

OF BE MOTIVATED TO IDEA SHARING ALWAYS LIKE
COMMUNICATION LISTEN LISTENING TO
LECTURES

16
 Discussion Method

• Two-way communication
• Use questions to control
lesson
• Direct: produce narrow
responses
• Reflective: mirror what was
said
• Open-Ended: challenge
learners – to increase
understanding
Werner & DeSimone (2006) 17
Challenges of Using the Discussion
Method

MAINTAINING NEEDS A SKILLED NEEDS MORE TRAINEES MUST

CONTROL IN FACILITATOR TIME THAN PREPARE FOR THE
LARGER CLASSES LECTURE LESSON BY
READING
ASSIGNMENTS,
ETC.
Werner & DeSimone (2006) 18
Audiovisual
Media
• Brings visual senses
(seeing) into play, along
with audio senses
(hearing)
• Types:
• Static Media
• Dynamic Media
• Telecommunications

Werner & DeSimone (2006) 19

Static Media

Printed materials Slides – e.g.,

PowerPoint
Lecture notes
Work aids
Handouts

Werner & DeSimone (2006) 20

Dynamic Media
AUDIO CDS FILM
CASSETTES

VIDEOTAP VIDEO DISC

E

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Telecommunications

Instructional TV Teleconferencing Videoconferencin

g

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Experiential
Training

• Case studies
• Business game
simulations
• Role Playing
• Behavior Modeling
• Outdoor training

Werner & DeSimone (2006) 23

 Case Study
Consideration
s
• Specific instructional
objectives
• Case approach objectives
• Attributes of particular
case
• Learner characteristics
• Instructional timing
• Training environment
• Facilitator’s characteristics
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Werner & DeSimone (2006)

Business Game Simulations

Computerize In-basket
d versus exercise
manual
Operational Setting priorities
Financial Time-driven
Resource bound decision making

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Werner & DeSimone (2006)

Role Plays

SELF DISCOVERY; SOME TRAINEES ARE TRANSFER TO JOB

USE OF BETTER ACTORS CAN BE DIFFICULT
INTERPERSONAL
SKILLS A PLUS
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Werner & DeSimone (2006)

Behavior Modeling

Used mainly Get immediate

for Practice target feedback
interpersonal behavior (video, among
skills training other media)

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Werner & DeSimone (2006)

Outdoor Education

Ropes Can Focus on Often good Fun – but is

courses, facilitate group for team it effective
etc. teamwork problem building training?
identification,
problem
solving
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Werner & DeSimone (2006)

Self-Paced Training

Hard-copy Computer-Based
Training (CBT)
Correspondence courses Computer-aided instruction
Programmed instruction Internet/intranet training

29
Hard-Copy Self-Paced (i.e., Self-
Paced Computer-Based Training)
Good for remote
locations without
Internet access
Individual follows text at
own pace
Correct/incorrect
answers determine
progress
Trainee works alone
without instructor
interface
Still used, but
increasingly being
replaced by CBT
Werner & DeSimone (2006) 30
Computer-Based Training (CBT)
Interactive Training when and
with user where user wants it

CBT can provide

Trainee has
progress reports and
greater control
be tailored to specific
over progress
instructional objectives
Trainee works on own
with minimal
facilitation by
instructor who is
elsewhere Werner & DeSimone (2006) 31
Types of CBT

Internet &
Intelligent
Computer- Intranet-
Computer-
Aided Based
Assisted
Instruction Training (e-
Instruction
learning)

Werner & DeSimone (2006) 32

Computer-Based Training
(Classroom-Based)

Group-based Instructor is Trainees are Requires

present and collocated and computer, etc.,
facilitates can help each for each
computer- other trainee
based learning

Werner & DeSimone (2006) 33

Computer-Aided Instruction (CAI)

Read-only
Drill-and- presentation of Interactive
Multimedia
practice a “classic” multimedia Simulations
courses
approach training training
program

Werner & DeSimone (2006) 34

Advantages of CAI
Interactive with each student
Student is self-paced
Logistics –
• Increasingly available over the Internet (or via
an organization’s intranet)
• Updates are easily distributed
Instructional Management &
Reporting
CAN be cost-effective…
Werner & DeSimone (2006) 35
E-learning

Internet
Intranet General communications
Internal to Online reference
site/organization Needs assessment, administration, testing
Distribution of CBT
Delivery of multimedia
Werner & DeSimone (2006) 36
Intelligent CAI

Uses computer’s Can use expert Can provide real-

capabilities to systems, fuzzy time simulation
provide tailored logic, and other and stimulation
instruction rubrics

Werner & DeSimone (2006) 37

 Implementing Training
Depends on:
• Objectives
• Resources
• Trainee characteristics

Werner & DeSimone (2006) 38

 Other Considerations Concerning
Implementation
• Physical environment:
• Seating
• Comfort level
• Physical distractions

Werner & DeSimone (2006) 39

P7
Proper
Prior
Planning
Precludes
Particularly
Poor
Performance
Werner & DeSimone (2006) 40
Planning

Planning your HRD

implementation
before you actually do
Does NOT prevent … But makes it easier
it greatly increases
failure… to avoid failure.
the likelihood of
successful
implementation.

Werner & DeSimone (2006) 41

Training • Networking
• Knowledge

Provides • Social
acceptance

Many
• Improved
interpersonal
skills

Things • Team building

Werner & DeSimone (2006) 42

 • Good training:
• Improves
performance

Summar
• Improves productivity
• Improves chances for
promotion
• Improves the bottom

y line
• Therefore, the right
training methods need
to be used in the right
way to ensure successful
HRD implementation.

Werner & DeSimone (2006) 43