CH-4BY: Azhar ali (Азхар)1 Implementing HRD Programs Chapter 4

CH-4 BY: Azhar ali (Азхар) 1

Implementing HRD Programs

Chapter 4


Learning Objectives – 1

• Describe three broad approaches to training delivery and the advantages and disadvantages of each approach

• Describe five primary categories of classroom training and the advantages and disadvantages of each one

• Describe the advantages and disadvantages of self-paced training approaches to training delivery

• Determine when various training techniques are more or less effective in different situations


Are These True or False? – 1

• The best way to learn any new skill is to learn it on the job.

• The lecture method is a very poor method to use for training purpose.

• It is relatively easy to come up with questions to stimulate useful group discussion.

• Generally, the more “bells and whistles” that you can put in a computer slide presentation, the better.


Implementing Training and HRD

• Effective delivery of HRD programs requires considerable preparation, as well as creativity and flexibility

• Both assessment and design issues should have been addressed by this point

• Proper delivery or implementation assumes that – an important need for training has been identified – that program objectives have been spelled out


Training and HRD Process Model

Fig. 6-1


Training Delivery Methods

• Training is intended to increase the expertise of trainees in a particular area

• It is useful to consider the current level of expertise that trainees possess


A Learning Pyramid

• Novice learner may easily get confused or anxious– novice trainees generally require more guided or

instruction-centered training methods

• As existing level of expertise increases, learners become more creative and confident– Training methods also shift more toward exploratory

or experiential methods

Note: Middle arrow depicts the point at which individual trainees are ready to shift to more exploratory learning approaches


A Learning Pyramid to Guide in the Selection of Appropriate Training Methods

Fig. 6-2Expert

Novice

More Exploratory,

Creative, Focused,

Confident.

More Guided, Factual,

Confused, Anxious.

(Memory Association)

(Cognitive Flexibility)

(Learning Prerequisites)

SOURCE: From Yin, L. R. (2007). Learning pyramid. Accessed June 25, 2007, from http://facstaff.uww.edu/yinl/Learning-Pyramid-Explained.htm. Used by permission.


Experiential versus Instruction-Centered Approaches

• Experiential methods generally require more time to complete than instruction-centered approaches– They are not as commonly used to reach

large numbers of individuals

• Individual must first learn what to do (declarative knowledge) before he or she can learn how to do it (procedural knowledge)


An Effective HRD or Training Program

• Should first identify where trainees are in terms of this pyramid

• Provide assistance for all trainees to “move up” toward an expert level of performance

• Combined approach is valuable– use of lecture, discussion, case studies,

behavior modeling, role playing, and games or simulations


Basic Training Method Classification

• On-the-Job (OJT)

• Classroom approaches

• Self-paced or individualized approach


Training Methods and Techniques – 1

Method Techniques

On-the-job training (OJT)

•Job instruction training•Job rotation•Coaching•Mentoring

Table 6-1



Method Techniques

Classroom Lecture

Conference/Discussion

Audiovisual static media (e.g., handouts, books) dynamic media (e.g., DVD, video, film)

Telecommunication (e.g., satellite transmission, Internet)

Table 6-1



Method Techniques

Classroom (Con’d)

Experiential techniques•case study•business games•role play•behavioral modeling•computer-based training (classroom-

based)•networked computer labs/classrooms

Table 6-1



Method Techniques

Self-Paced Paper-based training workbooks (e.g., programmed instruction)

Computer-based training (non-classroom-based) computer-aided instruction (e.g., multimedia CD-ROM), Internet/intranet intelligent computer-aided instruction

Table 6-1


On-the-Job Training (OJT)

• Conducting training at a trainee’s regular workstation

• Most employees receive at least some training and coaching on the job

• Much on-the-job training is conducted informally– without formal structure, planning, or careful

thought


Structured OJT

• Generally conducted by an assigned trainer who is– Recognized – Rewarded– Trained to provide appropriate instructional

techniques


OJT Practices

• Supervisors, coworkers, and to a lesser degree, HRD staff members conducted most of the structured OJT programs

• A majority of organizations provided train-the-trainer programs for these assigned OJT trainers

• Top management generally expressed support for structured OJT programs


Advantages of Formal OJT

• OJT facilitates the transfer of learning to the job because the trainee has an immediate opportunity to practice the work tasks on the job. – Transfer of learning is enhanced because the

learning environment is the same as the performance environment

• OJT reduces training costs because no training facilities are needed


Limitations of OJT – 1

• Job site may have physical constraints, noise, and other distractions that could inhibit learning

• Using expensive equipment for training could result in costly damage or disruption of the production schedule


Limitations of OJT – 2

• Using OJT while customers are present may inconvenience them and temporarily reduce the quality of service

• OJT involving heavy equipment or chemicals may threaten the safety of others who are working in close proximity


Four OJT Techniques

• Job Instruction Training (JIT)

• Job Rotation

• Coaching

• Mentoring


Job Instruction Training (JIT)

• Defined as a sequence of instructional procedures used by the trainer to train employees while they work in their assigned job


JIT: A Four Step Process

• Prepare the worker

• Present the task

• Practice

• Follow-up


Job Instruction Training – 1

• Step 1: Prepare the Worker– Put trainee at ease.– Find out what trainee knows.– Motivate.– Set up the task.

• Preparing the workers is important because they need to know what to expect.

Table 6-2



• Step 2: Present the Task– Tell– Show– Explain– Demonstrate

• Presenting the task should be carried out in such a way that the trainee understands and can replicate the task

Table 6-2



• Step 3: Practice– Have trainee perform the task(s)– Have trainee explain the steps Give feedback on

performance– Reinforce correct behavior

• Practice time is important for the trainee to master a particular set of skills

Table 6-2



• Step 4: Follow-up• Have trainee perform on his or her own• Encourage questioning• Check performance periodically• Gradually taper off training

• Trainer needs to conduct a follow-up as a way of ensuring that the trainee is making progress

Table 6-2


Just-Do-It-Training

• Cummins Engine Company’s approach (Kaizen)

(1) observe work processes in action and

identify problems

(2) brainstorm possible improvements

(3) analyze each improvement option

(4) implement improvements

(5) analyze results and make adjustments


Job Rotation

• Trainee is generally expected to learn more by observing and doing than by receiving instruction

• Involves a series of assignments to different positions or departments for a specified period

• Often used for first-level management training


Coaching

• Between employee and supervisor– Focuses on examining employee

performance and taking actions to • maintain effective performance• correct performance problems


Mentoring

• Senior manager is paired with a more junior employee for the purpose of– giving support – helping the employee learn the ropes– preparing the employee for increasing

responsibility


Classroom Training

• Conducted outside of the normal work setting• Advantages over OJT:

– Use of a variety of training techniques– Minimize distractions and create a learning climate – Can accommodate larger numbers of trainees

• Disadvantages– Increased costs– Dissimilarity to the job setting


Five Primary Categories

• Lecture

• Discussion

• Audiovisual media

• Experiential methods

• Computer-based training (classroom-based)


The Lecture Approach

• Oral presentation of information by a subject matter expert to a group of listeners

• Advantage– efficient way of transmitting factual

information to a large audience

• Disadvantages– Lack of sharing info between learners– One-way communication


Discussion Method

• Trainer has two-way communication with trainees

• Trainees are in communication with each other


Types of Questions for Discussions

• Direct questions used to illustrate or produce a very narrow response

• Reflective questions used to make

sure the message was received as intended

• Open-ended questions used to challenge the trainees to increase their understanding of a specific topic


Limitations to Discussion Method

• Skilled facilitator is needed

• Sufficient time must be available

• Trainees need to have a common reference point


Audiovisual Methods

• Use of various media to illustrate or demonstrate the training material

• Static media typically involve fixed illustrations that use both words and images– Printed materials– Slides– Overheads– Computer-generated slides, e.g. PowerPoint©


Guidelines for Visual Materials – 1Table 6-3

Preparation

1. Present one major idea or concept on each slide or transparency.

2. Use a limited number of key words or phrases (e.g., fewer than six words per line and six lines per slide).

3. Make sure letters and graphics are large and legible (can they read it in the back of the room?).

4. Are your slides well designed?


Guidelines for Visual Materials – 2

Table 6-3

Preparation (Continued)5. Are your slides interesting and appropriate for the subject? Use color, different type styles, graphics, and pictures (especially for visual learners).

6. Do your slides add to the presentation?

7. Do your presentation and slides together effectively communicate your key points to the audience? Avoid information overload, especially with your slides



Table 6-3

Preparation (Continued)8. Is current technology being appropriately utilized when making and using the slides?

9. If using Microsoft® PowerPoint® (or similar software), do the extras (sound, music, clip art, video clips, special graphics) add or detract from the presentation?

10. Ensure that the audiovisual or computer equipment is set up and used appropriately



Table 6-3

Presentation11. Have a clear outline

12. Look at the audience

13. Ensure all can see both the presenter and the

screen.

14. Emphasize information by pointing; • do not point at the screen—

– point on the transparency– use a mouse pointer on computer slides



Table 6-3

Presentation (Continued)15. Script what you plan to say

• avoid reading bullet points

16. Control the pace by progressive disclosure

17. Cover the projection (or make it blank) to emphasize an important verbal point.



Table 6-3

Presentation (Continued)

18. Use two projectors for increased effect (e.g., when using multiple media)

19. Obtain group involvement by writing on a white board, blank transparency, or flip chart


Telecommunications

• Transmission of training programs to different locations via satellite, cable, and fiber-optic networks

• Instructional Television (ITV), or interactive television – Linking several locations for instructional and

conference purposes


Teleconferencing

• Conferences or training programs conducted between remote locations– reduces trainer, travel, and facility costs– increases the availability of training to remote

locations

• Teleconferencing costs more for curriculum and materials development

• Classroom training costs more for trainer, travel, and delivery


Media Selection – 1

• Identify the media attributes required by each instructional objective

• Identify student characteristics that suggest or preclude particular media

• Identify characteristics of the learning environment that favor or preclude particular media

• Identify practical considerations that may determine which media are feasible

• Identify economic or organizational factors that may determine which media are feasible


Media Selection – 2

• How much time is available to plan and test instruction?

• What equipment is available to use in designing or delivering instruction?

• For what media can instructional designers prepare instruction?

• How much is an organization willing to spend on the design and development of instruction?


Experiential Methods

• Effective learning is an active experience that challenges the skills, knowledge, and beliefs of participants


Types of Experiential Methods

• Case Study

• Business Games and Simulations

• Role Playing

• Behavior Modeling

• Outdoor Education


The Case Study Method

• Rational problem-solving process that includes:– Identifying and restating important facts– Drawing inferences from the facts– Stating the problem or problems– Developing alternative solutions and then

stating the consequences of each– Determining and supporting a course of action


Business Games and Simulations

• Intended to develop or refine problem-solving and decision-making skills

• focus primarily on business management decisions

• “In-Basket” Exercise– Assesses ability to establish priorities, plan,

gather relevant information, and make decisions in allotted time


Role Playing

• In the role-playing technique, trainees are – Presented with an organizational situation– Assigned a role or character in the situation – Asked to act out the role with one or more

other trainees


Behavior Modeling

• Trainees observe a model performing a target behavior correctly

• The follows– Discussion of the key components of the

behavior– Practicing the target behavior through role

playing– Receiving feedback and reinforcement for the

behavior they demonstrate


Outdoor Education

• Work teams being involved with outdoor games, orienteering, rafting, rope courses, etc.

• Strong focus on group problem solving and team building


Computer-Based Training

• Conducted using either a classroom or an individual, self-paced format

• Can be almost limitless interplay between instructor-led and individual-based computer training


Self-Paced CBT

• Primary advantage CBT has over other methods of training is its interactivity– Mirrors the one-on-one relationship between

student and tutor– Provides for immediate feedback

• Three approaches– Computer-Aided Instruction (CAI)– Intranet training– Intelligent CAI


Computer-Aided Instruction

• Range from– Electronic Workbooks

• Drill and practice

– CD-ROM presentations of complete programs

• Teach basic skills– Math– Reading

• Teach highly technical skills


CAI and Applications

• Many programs include interactive tutorials– Microsoft® Office programs– SolidWorks®

• Multimedia programs provide more appealing visual and audio content

• Many companies have replaced instructor-led courses with CD-ROMs

Documents

CH-4BY: Azhar ali (Азхар)1 Implementing HRD Programs Chapter 4