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

2. CH-4BY: Azhar ali (Азхар)2 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

3. CH-4BY: Azhar ali (Азхар)3 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.

4. CH-4BY: Azhar ali (Азхар)4 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

5. CH-4BY: Azhar ali (Азхар)5 Training and HRD Process Model Fig. 6-1

6. CH-4BY: Azhar ali (Азхар)6 Training Delivery Methods T raining 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

7. CH-4 BY: Azhar ali (Азхар) 7 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

8. CH-4BY: Azhar ali (Азхар)8 A Learning Pyramid to Guide in the Selection of Appropriate Training Methods Fig. 6-2 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.

9. CH-4BY: Azhar ali (Азхар)9 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)

10. CH-4BY: Azhar ali (Азхар)10 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

11. CH-4BY: Azhar ali (Азхар)11 Basic Training Method Classification On-the-Job (OJT) Classroom approaches Self-paced or individualized approach

12. CH-4BY: Azhar ali (Азхар)12 Training Methods and Techniques – 1 MethodTechniques On-the-job training (OJT) Job instruction training Job rotation Coaching Mentoring Table 6-1

13. CH-4BY: Azhar ali (Азхар)13 Training Methods and Techniques – 2 MethodTechniques ClassroomLecture 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

14. CH-4BY: Azhar ali (Азхар)14 Training Methods and Techniques – 3 MethodTechniques 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

15. CH-4BY: Azhar ali (Азхар)15 Training Methods and Techniques – 4 MethodTechniques Self-PacedPaper-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

16. CH-4BY: Azhar ali (Азхар)16 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

17. CH-4BY: Azhar ali (Азхар)17 Structured OJT Generally conducted by an assigned trainer who is –Recognized –Rewarded –Trained to provide appropriate instructional techniques

18. CH-4BY: Azhar ali (Азхар)18 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

19. CH-4BY: Azhar ali (Азхар)19 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

20. CH-4BY: Azhar ali (Азхар)20 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

21. CH-4BY: Azhar ali (Азхар)21 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

22. CH-4BY: Azhar ali (Азхар)22 Four OJT Techniques Job Instruction Training (JIT) Job Rotation Coaching Mentoring

23. CH-4BY: Azhar ali (Азхар)23 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

24. CH-4BY: Azhar ali (Азхар)24 JIT: A Four Step Process Prepare the worker Present the task Practice Follow-up

25. CH-4BY: Azhar ali (Азхар)25 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

26. CH-4BY: Azhar ali (Азхар)26 Job Instruction Training – 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

27. CH-4BY: Azhar ali (Азхар)27 Job Instruction Training – 3 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

28. CH-4BY: Azhar ali (Азхар)28 Job Instruction Training – 4 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

29. CH-4BY: Azhar ali (Азхар)29 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

30. CH-4BY: Azhar ali (Азхар)30 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

31. CH-4BY: Azhar ali (Азхар)31 Coaching Between employee and supervisor –Focuses on examining employee performance and taking actions to maintain effective performance correct performance problems

32. CH-4BY: Azhar ali (Азхар)32 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

33. CH-4BY: Azhar ali (Азхар)33 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

34. CH-4BY: Azhar ali (Азхар)34 Five Primary Categories Lecture Discussion Audiovisual media Experiential methods Computer-based training (classroom- based)

35. CH-4BY: Azhar ali (Азхар)35 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

36. CH-4BY: Azhar ali (Азхар)36 Discussion Method Trainer has two-way communication with trainees Trainees are in communication with each other

37. CH-4BY: Azhar ali (Азхар)37 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

38. CH-4BY: Azhar ali (Азхар)38 Limitations to Discussion Method Skilled facilitator is needed Sufficient time must be available Trainees need to have a common reference point

39. CH-4BY: Azhar ali (Азхар)39 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 ©

40. CH-4BY: Azhar ali (Азхар)40 Guidelines for Visual Materials – 1 Table 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?

41. CH-4BY: Azhar ali (Азхар)41 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

42. CH-4BY: Azhar ali (Азхар)42 Guidelines for Visual Materials – 3 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

43. CH-4BY: Azhar ali (Азхар)43 Guidelines for Visual Materials – 4 Table 6-3 Presentation 11. 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

44. CH-4BY: Azhar ali (Азхар)44 Guidelines for Visual Materials – 5 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.

45. CH-4BY: Azhar ali (Азхар)45 Guidelines for Visual Materials – 6 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

46. CH-4BY: Azhar ali (Азхар)46 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

47. CH-4BY: Azhar ali (Азхар)47 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

48. CH-4BY: Azhar ali (Азхар)48 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

49. CH-4BY: Azhar ali (Азхар)49 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?

50. CH-4BY: Azhar ali (Азхар)50 Experiential Methods Effective learning is an active experience that challenges the skills, knowledge, and beliefs of participants

51. CH-4BY: Azhar ali (Азхар)51 Types of Experiential Methods Case Study Business Games and Simulations Role Playing Behavior Modeling Outdoor Education

52. CH-4BY: Azhar ali (Азхар)52 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

53. CH-4BY: Azhar ali (Азхар)53 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

54. CH-4BY: Azhar ali (Азхар)54 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

55. CH-4BY: Azhar ali (Азхар)55 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

56. CH-4BY: Azhar ali (Азхар)56 Outdoor Education Work teams being involved with outdoor games, orienteering, rafting, rope courses, etc. Strong focus on group problem solving and team building

57. CH-4BY: Azhar ali (Азхар)57 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

58. CH-4BY: Azhar ali (Азхар)58 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

59. CH-4BY: Azhar ali (Азхар)59 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

60. CH-4BY: Azhar ali (Азхар)60 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