Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

Script for
Chapter 11-MAKE OR BUY HRD PROGRAMMES & SELECTING THE
TRAINER (Part 2)

In continuation of Part 1 of the same ‘Make or Buy HRD Decisions and Selecting the trainer’
let us understand the objectives of the session

OBJECTIVES

● Understanding how a trainer is selected

● To know about ‘train the trainer’ programs
● To prepare a lesson plan
● To learn how to prepare training materials
● To understand the right time to announce programs, and sharing the Program outlines.
● Discuss how to Identify the Training Methods and Media
● Discuss how to Evaluate Training Materials
● Understand HRD Programs Schedules
● Last, to learn about scheduling HRD Programs.

INTRODUCTION

Once the program has been either made(make) or bought(buy) (as discussed in the last
session), the next step is to train the trainers, if a company decides to make the program in-
house, and then also plan the lesson which is beneficial to both the learner and the
organisation as a whole. Be it, in-house program or bought it externally from a vendor, we
should arrange for training materials, manuals and/or textbooks, invite/announce the program
details well in advance by scheduling the program which is convenient for both participants
and the trainers, as the goal must be effective learning both ways.

Selecting the Trainer

Once the organization has made a decision to design its own training program, or has
purchased a program that it will run, a trainer must be selected. Selecting a trainer can be
fairly easy when an organization has a large, multifaceted training staff with the

HRD : Systems & Strategies /MOOC-2021/B.K School of Professional and Management Studies/
Gujarat University
 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

competencies and subject matter expertise to train in high demand areas. Training
competency involves the knowledge and varied skills needed to design and implement a
training program. Effective trainers must be able to communicate their knowledge clearly,
use various instructional techniques, have good interpersonal skills, and have the ability to
motivate others to learn.

Alternatively, trainers who lack subject matter expertise either rely too heavily on books or
other training materials and might not be able to explain important concepts and/or how these
are applied to the job.

In addition to contracting with an outside vendor, less qualified trainers can be aided through:

I. Teaming skilled trainers with in-house subject matter experts to form an instructional
team
II. Using a training technique that does not require a human trainer, such as computer-
aided or online instruction programs.
III. Train the trainer programs which involves identifying in-house content experts who
lack training skills and training them to become effective trainers.

Train-the-trainer programs

The purpose of train-the-trainer programs is to provide subject matter experts (SMEs) with
the necessary instructional knowledge and skills to design and implement a training program.
Train-the-trainer programs are available through local professional associations, colleges, and
consultants. These programs range from instruction in a single training technique (e.g.,
behavior modeling) to a comprehensive program on how to design a training program. The
latter would present several training methods and techniques with an emphasis on how each
can be used to maximize learning in different situations. Some training providers, such as
Development Dimensions International (DDI), conduct train-the- trainer programs in which
their client’s employees become certified by the consulting firm to present their programs to
the organization.

Some organizations design their own train-the-trainer programs, which can be desirable when
there is a constant demand for skilled or technical trainers, or when employers want to

HRD : Systems & Strategies /MOOC-2021/B.K School of Professional and Management Studies/
Gujarat University
 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

emphasize a particular training technique. These programs should focus on many of the
issues including:

1. Developing trainee objectives and lesson plans

2. Selecting and preparing training materials
3. Selecting and using training aids (e.g., Microsoft® PowerPoint® slides, videos,
overhead projectors)
4. Selecting and using different training methods and techniques

When it is not possible to design a train-the-trainer program, some organizations have

developed training manuals that include these various components of the design and
implementation process. Manuals can be valuable when there are insufficient numbers of
SMEs to warrant a train-the-training program or when the potential trainers are in different
geographical areas. Overall, the selection of the trainer is an important decision for any HRD
effort. Obviously, even a competently designed program that has the potential to address a
significant organizational need can be a failure if an incompetent, unmotivated, or
disinterested trainer delivers it. An ideal trainer would be someone with the requisite
competencies as a trainer, as well as peer recognition for his or her subject matter expertise. If
the trainer does not have the necessary subject matter expertise, then it is imperative that this
individual should work together with a subject matter expert in the design phase, so that an
effective matching of training content with training design and delivery can take place.
Recent efforts have developed train-the-trainer programs to train peers or coworkers to
conduct health and safety training (McClellan, P. & Pater, R. 2004).

Preparing a lesson plan

Program objectives are necessary for pinpointing desired outcomes of a training or HRD
program, but these statements alone are insufficient for determining the content of the
training program, as well as the training methods, techniques, and materials. To translate
program objectives into an executable training session, the development of a lesson plan is
recommended.

A lesson plan is a trainer’s guide for the actual delivery of the training content. Creating a
lesson plan requires the trainer to determine in advance what is to be covered and how much

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

time to devote to each part of the session. 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

Some organizations have program designers whose responsibilities may include defining
training objectives and developing lesson plans. Individuals with educational backgrounds in
instructional design (especially from colleges of education) are often hired for such positions.
The kind of assistance that program designers can provide is particularly important for
subject matter experts who have limited training skills. Some organizations include a section
on lesson planning in their train- the-trainer programs.

Selecting the trainer and then preparing the lesson plan is a logical sequence, particularly
when the trainer is also the one preparing the lesson plan. But sometimes the HRD
intervention (including the general lesson plans) is designed before the trainers are selected.
This would be most likely to occur in large organizations. Even here, though, the trainer
should modify or adapt the general lesson plan to fit each situation in which he or she is
asked to present the HRD program.

The designer of the training program needs to understand each of the methods and the
delivery system to determine the best method for meeting training objectives, given the
organizational constraints. Instructional methods differ in their ability to influence
knowledge, skills and attitudes, so the training designer must be able to evaluate a method’s
strengths and weaknesses to make good decisions about its use. Although the method’s
effectiveness in meeting the learning objective should be the major criterion for selection,
other consideration are costs, time needed to develop material, and the time allotted for
training session.

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

Selecting Training Methods and Media

A 2003 survey conducted by Raining magazine revealed that, contrary to popular belief,
classroom programs were still the most popular instructional method (see Table).

HRD : Systems & Strategies /MOOC-2021/B.K School of Professional and Management Studies/
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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

The survey indicated that 91 percent of organizations use the classroom format “always” or
“often” to deliver at least some of their training. There has been considerable recent growth in
web-based self-study programs and work-based performance support programs. More
general public seminars continue to remain popular as well. Data concerning training media
usage are reported in Table. Workbooks and manuals continue to be widely used, though
there has been a substantial recent increase in the use of the Internet/company intranets and
CD- ROM/DVDs for provide training. The types of training most frequently offered can be
seen in Table.

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

Computer applications, orientation, management development, technical training,

communication skills, and sexual harassment were the topics most frequently offered.

An ASTD survey revealed that, in 2002, organizations surveyed reported using instructor-led
classroom training for 72 percent of their training, with 19 percent of training being delivered

HRD : Systems & Strategies /MOOC-2021/B.K School of Professional and Management Studies/
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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

via learning technologies such as computer-based training, multimedia, CD-ROMs, and

company intranets. For organizations identified as training investment leaders, the figures for
delivery via classroom versus learning technologies were 62 percent and 29 percent,
respectively.

One way of classifying the training is by the degree of activity expected or required from the
trainees. On one end, the lecture method and videotapes are generally the least active (or
most passive) form of training. At the other extreme, highly experiential methods such as
outdoor training, role-playing exercises, games, and simulations demand the greatest amount
of activity or action from trainees. Other approaches such as computer-based instruction or
video conferencing fall somewhere in between.

Training approaches can also be grouped into two broad categories: on-the-job methods,
which typically occur in the employee’s normal work setting, and classroom methods, which
typically take place away from the job (such as in a conference room or lecture hall). This
categorization is not definitive, as some training methods have multiple applications.
Computer-based training (CBT), for example, can be implemented using a computer at an
employee’s desk or workstation, in a company classroom, or even at an employee’s home.

With such an array of training methods and media available (as seen in Table), how does a
HRD professional choose as to which approach is most appropriate for maximum learning?
Several factors should be considered:

1. The objectives of the program This factor is paramount. As will be clear, some
approaches are more appropriate for achieving particular objectives than others. For example,
if the objective is to improve interpersonal skills, then more active approaches such as
videotaping, role playing, or behavior modeling would be better choices than the lecture or
computer-based training methods.

2. Time and money available In an ideal world, we would have all the time and money
needed to accomplish our goals. Unfortunately, in many organizations, managers often ask
the HRD department to design and implement programs quickly, while spending as little
money as possible. Competing needs may also force HRD professionals to select certain
approaches because of its low cost. For example, when designing a program to train
mechanics to repair a complicated mechanical system, an interactive, computer- based
program may be appropriate, but because of its cost, the HRD professional may have to

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

accept for a combination of traditional classes (using lecture, discussion, and reference
books) and on-the- job training.

3. Availability of other resources Some methods require highly trained trainers and
specialized equipment and facilities to be delivered effectively. Again, trade-offs are likely to
be made by choosing alternative approaches with less cost resources.

4. Trainee characteristics and preferences The issues here are on both the trainee’s
readiness and the diversity of the target population. Methods such as computer-based training
require a fairly high level of literacy. If literacy or fluency is a problem, either a less reading-
and writing-intensive method (such as videotape) may be used, or literacy training must be
done first. Similarly, because individuals have different learning styles, some training
methods may be more appropriate than others. For example, Ronald Sims states that, in
designing any program, trainers must pay particular attention to the principles of learning,
and in particular to the learning styles described by David Kolb.

In the end, the selection of training methods and media requires that program designers have
the knowledge of different HRD techniques, and then use sound judgment in their decision
making. HRD professionals should investigate all available methods, and when in doubt,
consult experienced colleagues, instructional designers, and consultants.

Preparing Training Materials

After the training methods have been selected, the next logical step is to prepare or purchase
the training materials, depending upon whether the program is purchased or designed by the
organization. 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 our discussion here is on program
announcements, syllabi or program outlines, training manuals, and textbooks.

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

Program Announcements

Program announcements inform the target audience about the training program. The
announcement should indicate the purpose of the program, when and where it will be held,
and how the employee can qualify to participate in the program. Sufficient lead time should
be given to employees so that they can adjust their schedules and process the necessary
request forms. Typically, announcements are sent through supervisory channels, union
stewards, company newsletters, an organization’s intranet, or mailed individually to
employees. Some organizations designate a bulletin board for announcing training
opportunities or make use of electronic mail systems. Some organizations publish periodic
bulletins to provide this information.

Program Outlines

Program outlines (or course syllabi) are documents that communicate the content, goals, and
expectations for the program. Typically provided at the beginning of the program, these
include such things as course objectives, topical areas to be covered, materials or tools
needed requirements of each trainee, and a tentative schedule of events. The program outline
can be used to establish behavioral expectations including punctuality, attendance, work
habits, class participation, and courtesy toward other trainees. Such expectations should be
clearly explained. For example, it is important for the trainees to be present at all sessions if
training content is sequenced. The attendance policy should reflect this requirement and
explain that any trainee who is absent may be required to begin a new program from the start.

Training Manuals or Textbooks

Most trainers rely on a training manual or textbook for the basic instructional material,
readings, exercises, and self-tests. Some documents are organized into modules that make it
easy to organize the training program into sessions. Textbooks provide a broad treatment of
the subject, whereas training manuals are better known for their brevity and hands-on
approach. Trainers who decide to use a textbook would normally contact the publisher and
determine whether individual modules can be purchased separately, how useful other trainers

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

find the item, and how easily the item can be customized to the needs of the organization. In
addition to these factors, the purchase price should be compared with the cost of producing a
comparable training manual. For example, Thomson/South-Western has an active custom
publishing operation (called Text Choice) that allows educators and trainers to select portions
of their content as well as add original materials to create a customized textbook.

Training manuals can be readily produced by an organization, particularly given the

availability of desktop publishing software. The production cost would include staff time for
curriculum design and writing, cost of equipment, and printing. The availability of desktop
publishing software and laser printers makes it much easier to produce a high quality training
manual in-house, but still there is a large demand for the manual, as it is usually less
expensive in the long run to purchase a commercially produced manual.

Scheduling the HRD Program

The task of scheduling training or an HRD program may seem relatively straightforward
when compared to other decisions made by the trainer, but this is definitely not the case.
Organizations can be busy, hectic, and unpredictable environments, may make the scheduling
HRD and other activities very difficult. The goal in scheduling an HRD program is to ensure
that the participants (both trainer and learners) are available and have their attention focused
on the learning task at hand. In this section, we will discuss some of the issues HRD
professionals should consider when scheduling programs. The discussion applies to
scheduling programs that require participants to be in attendance at the time the program is
delivered. In contrast, one of the main advantages of individually oriented delivery methods,
such as CD-ROM or self-paced instruction, is that such approaches can be done whenever the
participants have the time to do them.

Scheduling During Work Hours

One popular option for program scheduling is to run the program during normal working
hours. This timing both avoids outside conflicts (such as commuting, family, and personal
obligations) and sends a message to employees that learning is an important part of their job.

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

While scheduling a program during normal work hours, the HRD professionals should
consider factors such as the day of the week, time of day, peak work hours, staff meeting
times, and travel requirements. The day of the week becomes an issue because employees
often favor some days for time off, such as Monday, Friday, and the days surrounding a
holiday. Employees may wish to extend their weekends and holidays, so these days are often
avoided (if possible) when scheduling training.

Time of day is another factor. Programs scheduled for the start of the workday may face a
significant proportion of tardy or tired participants. Scheduling a program for the lunch hour
may require building in time for employees to eat during the program, providing lunch, or
requiring employees to eat before or after training. Mid afternoon programs coincide with the
time that many people’s circadian rhythms are at a low point, resulting in sluggishness and
shorter attention spans. To combat this, the program should include active participation,
break periods, or the availability of light snacks and beverages. In addition, employees
attending programs scheduled close to quitting time may be distracted or have to leave early
to attend to personal or family demands. Obviously, a program has to be scheduled sometime,
but the wise trainer will note these issues and take steps to deal with them as best as possible.

In addition to day of the week and time of day, other working- hour constraints may be
unique to particular organizational units or occupational groups. These include peak work
hours, staff meeting times, and travel requirements. Peak work hours are the times of the day,
week, month, or year that departments are the busiest and when scheduling training program
would cause a potential conflict. For example, scheduling a professional development
program for accountants and auditors during tax season would prevent most potential
participants from attending. Managers and supervisors should also be contacted before
scheduling programs to determine if participants have any staff meetings, travel
requirements, or any other special scheduling needs. This information will help the trainer to
select the best times and develop contingency plans for any potential conflicts.

Scheduling After Work Hours

Sometimes, HRD programs are scheduled after work or during the weekend to avoid some of
the organizational constraints previously discussed. This approach can create other problems.
Extending the workday and workweek can cause a hardship for some employees, particularly

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 Make Or Buy HRD Programmes & Selecting The Trainer (Part 2)

those who have family obligations or other personal commitments. Even when employees
know about a scheduled training program in advance, family problems could arise, causing
some trainees to miss important training sessions. Another problem is fatigue. Employees
may be physically tired from a day’s work and may not be mentally alert. Even when after-
work and weekend programs do not cause hardships, many employees are reluctant to give
up their leisure time. In these situations, some organizations provide inducements, including
overtime pay, compensatory time (equal time off), and training as a qualification for
promotion and leisure activities to coincide with the training session.

Let us now summarize the session into a nutshell,

SUMMARY

● Effective trainers must be able to communicate well, use various instructional

techniques, have good interpersonal skills, and have the ability to motivate others to
learn.
● A lesson plan is a trainer’s real guide for the actual delivery of the training content.
● The program announcement should indicate the purpose of the program, when, where
and the duration, and how the employee can qualify to participate in the program.
● The goal in scheduling a HRD program is to ensure that the participants (both trainer
and learners) are available and are attentive on the learning task at hand.
● Workbooks and manuals continue to be most widely used, though there has been a
substantial recent increase in the use of the Internet/company intranets and CD-
ROM/DVDs for provide training.
● Program announcements, syllabi or program outlines, training manuals, and textbooks
are kinds of training materials.

HRD : Systems & Strategies /MOOC-2021/B.K School of Professional and Management Studies/
Gujarat University