Designing Effective HRD Programs

(Chapter 3)
Phase One: Needs Assessment
• Should be completed before you start Phase Two
• You know:
• Where training is needed
• What kinds of training are needed
• Who needs to be trained
• Conditions for training

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Phase Two: Design

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Phase Two: Designing the Training or HRD
Intervention

Key activities include:

• Setting objectives
• Selecting the trainer or vendor
• Developing lesson plans
• Selecting methods and techniques
• Preparing materials
• Scheduling training

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Objectives
Three parts:
Performance
Conditions
Criteria

Performance

What is to be done – e.g.,

• Increase upper body strength
• Assemble a chair
• Catch a football pass
• Graduate from college
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Conditions

Conditions under which performance is done – e.g.,

• … using standard conditioning equipment
• … using a screwdriver and hammer
• … at a full run under man-to-man coverage
• … without cheating or outside help

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Criteria

The level of acceptable performance – e.g.,

• … by 25 percent within one year
• … within one hour without mistakes
• … at least 80% of the time without penalties
• … within 5 years and with a “B” average

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Sample Objectives

• After training, be able to identify the four basic

stages involved in HRD within five minutes.
• Completely assemble one child’s bicycle within
one hour using common hand tools and
instructions provided on December 24 without
cursing.

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“Make or Buy” Decisions

• You cannot be an expert on everything

• You can’t afford to maintain a full-time staff for once-a-
year training
• You can’t afford the time or money to build all of your own
training programs
• Implication: Much training is purchased, rather than self-
produced

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Factors to Consider Before Purchasing an
HRD Program
• Level of expertise available/required
• Timeliness
• Number of trainees
• Subject matter
• Cost
• Size of HRD organization
• “X” Factor (other conditions)

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Selecting the Trainer

• Training competency
• How well can he/she train?
• If they can’t train, why are they employed?

• Subject Matter Expertise

• How well is the material understood?

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If No Subject-Matter Experts (SMEs) are
Available…

• Use a team to train

• Use programmed instruction or CBT
• Train your trainers…
• You are training subject matter experts to be trainers
• You are not training trainers to be SMEs

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Preparing Lesson Plans

• Content to be covered
• Activity sequencing
• Selection/design of media
• Selection of trainee activities
• Timing and phasing of activities
• Method(s) of instruction
• Evaluation methods to be used

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 Training Methods
Methods Percent

Instructor-led Classroom Programs 91

Self-Study, Web-based 44

Job-based Performance Support 44

Public Seminars 42

Case Studies 40

Role Plays 35

Games or Simulations, Non-computer-based 25

Self-Study, Non-computer-based 23

Virtual Classroom, with Instructor 21

Games or Simulations, Computer-based 10

Experiential Programs 6

Virtual Reality Programs 3

Media  
Workbooks/Manuals 79

Internet/Intranet/Extranet 63

CD-ROM/DVD/Diskettes 55

Videotapes 52

Teleconferencing 24

Videoconferencing 23

Satellite/Broadcast TV 12

Audiocassettes 4
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Types of Training
Computer Applications 96 Computer Programming 76
New Hire Orientation 96 Personal Growth 76
Non-Executive Management 91 Managing Change 75
Tech. Training 90 Problem Solving/Decision Making 75
Communications Skills 89 Time Management 74
Sexual Harassment 88 Train-the-Trainer 74
Supervisory Skills 88 Diversity/Cultural Awareness 72
Leadership 85 Hiring/Interviewing 71
New Equipment Operation 85 Strategic Planning 69
Performance Management/Appraisal 85 Customer Education 68
Team Building 82 Quality/Process Improvement 65
Customer Service 81 Public Speaking/Presentation Skills 62
Product Knowledge 79 Basic Life/Work Skills 62
Executive Development 78 Ethics 61
Safety 77 Sales 55
Wellness 54

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Selecting Training Methods

Consider the following:

• Program objectives
• Time and money available
• Resources availability
• Trainee characteristics and preferences

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Training Materials
• Program announcements
• Program outlines
• Training manuals and textbooks
• Training aids, consumables, etc.

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Scheduling Training

Must be done in conjunction with:

• Production schedulers
• Shift supervisors
• Work supervisors/managers
• Trainees

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Training During Normal Working Hours

Issues to consider:
• Day of week preferred
• Time of day
• Peak work hours
• Staff meeting times
• Required travel

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Registration and Enrollment Issues

• How, when, and where does one register?

• Who is responsible for logistics?
• Travel
• Lodging
• Meals
• Etc.
• How do one cancel/reschedule?

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