DESIGNING EFFECTIVE HRD PROGRAMSDESIGNING EFFECTIVE HRD PROGRAMS

Jayendra RimalJayendra Rimal

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Training Training Recollection - Recollection - Are we aware?Are we aware?

10 % of what is read10 % of what is read

20% of what is heard20% of what is heard

30% of what is seen30% of what is seen

50% what is heard and seen50% what is heard and seen

70% of what is said and written70% of what is said and written

90% of what is said as it is done90% of what is said as it is done(Dale in Educational Media)(Dale in Educational Media)

I hear I forgetI hear I forget

I see I rememberI see I remember

I do I understandI do I understand(Chinese Proverb)(Chinese Proverb)

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Training and HRD Process ModelTraining and HRD Process Model

Assessment Design Implementation

Evaluation

Assess needs

Prioritize needs

Define objectives

Develop lesson plans

Develop/acquire materials

Select methods and techniques

Schedule the program

Deliver the HRD programme or intervention

Select evaluation criteria

Determine evaluation design

Conduct evaluation of programme or intervention

Interpret results

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Key ActivitiesKey Activities

o Setting objectives

o Selecting the trainer

o Developing a lesson plan

o Selecting program methods and techniques

o Preparing materials

o Scheduling the program

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HRD Program ObjectivesHRD Program Objectives

o Description of a performance that learners need to exhibit before they are considered competent

o Tells where the program is going and know when the target is reached.

o S. M. A. R. T. : Specific Measurable Achievable Realistic Timebound

o Performance, conditions and criteria

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HRD Program Objectives contd…HRD Program Objectives contd…

o Aim: Broad statement or goal of the program(Impart knowledge about the importance of HRD)

o General objectives: General statement of the learning outcome and expected behavioral change(Recall the fundamentals and application of HRD)

o Specific objectives: Precise statements of the performance change as a result of the program(Identify areas where HRD can be implemented)

o Use demonstrative action verbs• E.g. Check; Iron; Record; Drive; Identify;

Recall; Separate; Operate; Write; List etc 6

Selecting the trainerSelecting the trainer

Some of the basis for selecting the trainers:

•Training competencies – knowledge and skills required to design and implement a training program. Other skills would be ability to communicate well, use different instructional techniques, good interpersonal skills and able to motivate others to learn.•Subject matter expertise – Mastery of the subject matter with the ability to train others

An ideal trainer would be someone with both these competencies. Sometimes it maybe necessary to team up two trainers for effective results

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Session/Lesson PlanSession/Lesson Plan

o It is a trainer’s guide to the actual delivery.

o Some salient features:

• Content to be covered

• Sequencing of activities

• Selection of training media

• Timing and planning of each activity

• Selection of method of instruction8

Session/Lesson Plan contd…Session/Lesson Plan contd…

1. Program Title:2. Objectives:3. Physical environment:4. Equipment and materials:5. Instructor/Trainer:

Major topics Time Instructor Trainee Instructional strategies activity activity

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Selecting Training MethodsSelecting Training Methods

The most popular instructional method has been classrooms programs for training. Selecting proper method would depend on the degree of activity expected. Lectures are least active while experiential methods like role playing, games, simulations and outdoor training are the most active. Some factors that need to be considered are:

– The objectives of the program– Time and resources (financial) available– Availability of other resources– Trainee characteristics and preferences

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Preparing Materials &Preparing Materials & Scheduling the Scheduling the ProgramProgram

Preparing materials would depend on whether training has been outsourced or designed by the organization. Some pertinent issues that need to be considered are:– Program announcement– Program outlines– Training manuals and textbooks

Since organizations are busy, hectic and unpredictable hence goal would be to schedule it so that trainers and trainees are both available and focused on learning. Two types of schedules are normally used:

– During work hours– After work hours

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Thank you !