Designing Effective HRD
Programs
Learning Objectives
1. Write training objectives for a specific program
2. Identify several sources where HRD programs could be obtained
3. Compare the relative merits of developing in-house versus an
outside source
4. Compare various types of training materials
5. Identify some of the constraints to scheduling HRD programs
Basic Design Decisions
• After the needs assessment is completed, data is on hand to decide:
• where the training or HRD program is needed
• what kind of training or HRD program is needed
• who needs to be trained
• the conditions under which training will occur
• Needs identified would have been prioritized so that senior management and
the HRD staff know which programs or issues require attention and resources.
Program Design
• Program design refers to the organization and coordination of training
• It is the process of preparing and planning events to facilitate learning.
• Program design is the heart of effective training because it directly influences
knowledge and skill acquisition
• Programs must be carefully designed to ensure maximum learning
Key Activities in HRD Design
1. Setting objectives
2. Selecting the trainer or vendor
3. Developing a lesson plan
4. Selecting program methods and techniques (including
the appropriate use of technology)
5. Preparing materials
6. Scheduling the program
Training and HRD Process Model
Assessment Design Implementation Evaluation
Assess needs
Prioritize Define Select
needs objectives evaluation
criteria
Develop
lesson plan Determine
evaluation
design
Develop/acquire
materials
Conduct
Deliver the
Select evaluation
HRD program
trainer/leader of program
or intervention
or intervention
Select methods
and techniques Interpret
results
Schedule the
program/intervention
Defining the Objectives
• Objective
• “…description of a performance you want learners to be able to exhibit before you consider
them competent.” (Robert Mager)
• Training program objectives describe the intent and the desired result of the HRD
program
• Objectives are used as the basis for determining which methods should be used
to achieve the specified outcome.
• Basis for selecting the program content and methods
• Objectives are used by the organization to evaluate the program’s success, and
also helps participants to focus their own attention and efforts during the program.
Three Critical Aspects of Objectives
• Mager states that useful objectives include three critical aspects or qualities, that
is, they should describe:
• The performance the learners (trainees) should be able to do
• The conditions under which they must do it
• The criteria (how well they must do it) used in judging its success
Qualities of Useful Objectives
• Performance
• An objective always says what a learner is expected to be able to do and/or produce to be
considered competent; the objective sometimes describes the product or result of the doing.
• Example:
• “Write a product profile for a proposed new product.”
• Conditions
• An objective describes the important conditions (if any) under which the performance is to occur
• Example:
• “Given all available engineering data regarding a proposed product, trainee will write a product profile.”
• Criteria
• Wherever possible, an objective identifies the criteria of acceptable performance by describing how
well the learner must perform in order to be considered acceptable.
• Example: “The product profile must describe all of the commercial characteristics of the product that are
appropriate for its introduction to the market, including descriptions of at least three major product uses.”
2. Selecting the Trainer or Vendor
• After identifying the program objectives, a decision must be made
regarding the development and delivery of the program.
• One of those decisions is whether to design the program internally
(made/create), purchase (buy) it (or portions of it) from an outside
vendor, or use some combination of the two.
Major Reasons to Contract Out
• The firm does not have the expertise to design the program in-house.
• Management would not likely have the time to design the program.
• Firm doesn’t have an HRD department or full-time HRD professional.
• Organizations are likely to purchase training programs that do not
require organization-specific content and are of a more generic nature
e.g. sexual harassment training.
Factors to Consider before Purchasing an HRD Program
• Expertise: When an organization lacks specialized KSAOs needed to design and
implement an HRD program
• Timeliness: When it is timelier to hire an outside agency to facilitate the process
• Number of Trainees: Generally, the larger the number of trainees the greater the
likelihood the organization will be willing to design the program itself; for just a few
trainees, the HRD department will likely send them to an outside training agency.
• Subject Matter: If the subject matter is sensitive or proprietary, the HRD department
conducts the program in-house using employees as trainers
• Cost: The HRD department always considers cost, but only in concert with other factors
• Size of HRD: The size of an HRD department is important for assessing the capacity to
design, conduct, and/or implement skills training (as opposed to using an outside
agency)
• Personal contacts or past experience with an outside vendor
• Geographical proximity to a vendor
Selecting the Trainer
• Training Competency
• knowledge and varied skills needed to design and implement a training program
• Subject matter expertise
• mastery of the subject matter
• Training is most effective when trainers possess an advanced level of expertise as
instructors and facilitators
• Effective trainers must be experts on the subject matter, must be able to
communicate their knowledge clearly, use various instructional techniques, have
good interpersonal skills, and the ability to motivate others to learn.
• A Subject Matter Expert (SME) must have the ability to train others.
Helping Less Qualified Trainers
Less qualified trainers can be aided by:
• Teaming skilled trainers with in-house subject matter experts to form an
instructional team.
• Using a training technique that does not require a human trainer, such as
computer-aided or online instruction programs.
• Train-the-trainer programs, which involve identifying in-house content experts
who lack training skills and training them to become effective trainers.
3. Preparing a Lesson Plan
• Lesson Plan:
• translates program objectives into an executable training session
• trainer’s guide for the actual delivery of the training content.
• determines in advance what is to be covered and how much time
is devoted to each part of the session
Lesson Plan Contents
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
General Lesson Plan Template
Example Lesson Plan
4. Selecting Training Methods and Media
Training approaches can be grouped into two broad categories.
• On-the-job methods: Occur in the employee’s normal work setting (learning by
doing method) Eg: Coaching, Rotation, Apprenticeship
• Off-the –job (classroom methods): take place away from the job (such as in a
conference room or lecture hall). Eg: Role play, Class room lectures, Simulation,
Case studies.
• Computer-based training (CBT), can be implemented using a computer at an
employee’s desk or workstation, in a company classroom, or even at an
employee’s home.
Factors to Consider when Selecting a training Method
The objectives of the program: Some approaches are more appropriate for
achieving particular objectives than others.
Time and money available: Competing needs may force HRD professionals to
select certain approaches because of their cost.
Availability of other resources: Some methods require highly-trained trainers and
specialized equipment or facilities to be delivered effectively.
Trainee characteristics and preferences.: Focuses on both trainee readiness and
the diversity of the target population. Because individuals have different learning
styles, some training methods may be more appropriate than others.
5. Preparing Training Materials
• If a training program is purchased from an outside vendor, training materials such
as books, handouts, and videos will usually be part of the package.
• Programs designed in-house will require the preparation of materials. If the
program is similar to past training programs, those materials may simply need to
be modified to fit the current program.
Many kinds of training materials are used, but we will focus our discussion here on:
• Program Announcements
• Program Outlines or Syllabi
• Training Manuals
• Textbooks
Program Announcements
• Inform target audience about training program
• Purpose of program
• When and where to be held
• How to participate in program
• Give sufficient lead time for trainee to schedule
Transmission of Program Announcements
• Supervisory channels
• Union stewards
• Company newsletters
• Intranet
• Mail
• Electronic bulletin boards
• E-mail
• HRD Bulletins
Program Outlines
• Communicate the content, goals and expectations of the program
• Include
• Course objectives
• Topical areas
• Materials or tools needed
• Requirements of each trainee
• Tentative schedule
Training Manuals and Textbooks
• Textbooks
• Generally provide a broad treatment of subject
• Training Manuals
• Brief and hands-on
• Buy or Develop?
• Generally less expensive to purchase
• Copyright Laws
• Get permission and give attribution
6. Scheduling the HRD Program
• During working hours:
• Avoids outside conflicts
• Sends message that learning/training is supported by management
• Day of the Week: If possible,
• Avoid Mondays and Fridays
• Avoid holiday weeks
Time of Day Issues
• Too early
• Tardy or tired participants
• Over lunch hour
• When do they eat
• Mid-afternoon
• Sluggish circadian rhythms
• Late in day
• Distractions and need to leave early
Other Working Hour Constraints
• Considerations
• Peak work hours
• Staff meeting times
• Travel requirements
• Training shift workers
• Consult with managers and supervisors before scheduling
• Do it well in advance of scheduling
Scheduling After Working Hours
• Avoids organizational complaints
• Other problems
• Family obligations
• Moonlighters
• Tired trainees
• Reluctance to give up free time
• Inducements
• Overtime pay, promotion, holding at resort with leisure activities
Registration and Enrollment
• It must be clear on
• How one should register
• Who is responsible for logistics
• Travel arrangements
• Lodging
• Meals
• How to cancel or reschedule
• If available, use computerized system for registration