Chapter 6 Implementing Hrd Programs

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CHAPTER 6: IMPLEMENTING HRD PROGRAMS

Training methods can be classified by whether they take place on the job versus away from the employee's normal work setting. We will first discuss on-the-job methods, and then discuss classroom approaches, which typically take place away from the job (such as in a conference room or classroom). Yet a third category of training methods includes those that use a selfpaced or individualized approach. ON-THE-JOB TRAINING (OJT) METHODS: On-the-job training (OJT) involves conducting training at a trainee's regular workstation (desk, machine, etc.). On-the-job training has been promoted as a means for organizations to deal with the shortage of applicants who possess the skills needed to perform many current jobs, and as a means for organizations to deal with accelerating market cycles. There are at least four identifiable OJT techniques, including job instruction training (JIT), job rotation, coaching, and mentoring. We will focus on JIT and job rotation now, and discuss coaching and mentoring in later chapters. JOB INSTRUCTION TRAINING (JIT): Job instruction training (JIT) is defined as a sequence of instructional procedures used by the trainer to train employees while they work in their assigned job. Table 6-2 details a simple four-step process that helps the trainer to prepare the worker, present the task, and allow practice time and follow-up. The role of the trainer in this approach is to guide the learners and help them to discover potential problems and find solutions on their own.

JOB ROTATION:

Job rotation involves a series of movements to different positions or departments for a specified period to learn how each department functions, including some key roles, policies, and procedures. At the end of the cycle, the accumulated evaluations will be used to determine the preparedness of the trainee and if and where the person will be permanently assigned. Job rotation is frequently used for first-level management training, particularly for new employees. Two other forms of on-the-job training, coaching and mentoring, also involve one-on-one instruction. Coaching typically occurs between an employee and that person's supervisor and focuses on examining employee performance and taking actions to maintain effective performance and correct performance problems. In mentoring, a senior manager is paired with a more junior employee for the purpose of giving support, helping the employee learn the ropes, and preparing the employee for increasing responsibility. CLASSROOM TRAINING APPROACHES: Classroom training approaches are conducted outside of the normal work setting. Conducting training away from the work setting has several advantages over on-the-job training. First, classroom settings permit the use of a variety of training techniques, such as video/DVD, lecture, discussion, role playing, and simulation. Second, the environment can be designed or controlled to minimize distractions and create a climate conducive to learning. Third, classroom settings can accommodate larger numbers of trainees than the typical on-the-job setting, allowing for more efficient delivery of training. On the other hand, two potential disadvantages of classroom methods, as a group, include increased costs (such as travel and the rental or purchase and maintenance of rooms and equipment) and dissimilarity to the job setting, making transfer of training more difficult.

Five primary categories of classroom training include: THE LECTURE APPROACH: The lecture method involves the oral presentation of information by a subject matter expert to a group of listeners. One of the reasons the lecture method is so popular is that it is an efficient way of transmitting factual information to a large audience in a relatively short amount of time. When used in conjunction with visual aids, such as slides, charts, maps, and handouts, the lecture can be an effective way to facilitate the transfer of theories, concepts, procedures, and other factual material. The lecture method has been widely criticized, particularly because it emphasizes one-way communication. the lecture has little value in facilitating attitudinal and behavioral changes. when it is used alone, the lecture method does not elicit audience responses . A related disadvantage of the lecture method is the lack of sharing of ideas among the trainees. THE DISCUSSION METHOD: The discussion method involves the trainer in two-way communication with trainees, and the trainees in communication with each other. The discussion method offers trainees an opportunity for feedback, clarification, and sharing points of view. However, the success of this method is dependent upon the ability of the trainer to initiate and manage class discussion. Managing discussion goes beyond questioning participants. The trainer must ensure that trainees are reinforced for their responses. The trainer must also act as a gatekeeper, giving everyone an opportunity to express their point of view and not letting the discussion be dominated by a few vocal participants.

There are several limitations of the discussion method. First, a skilled facilitator is needed to manage the discussion process. Second, sufficient time must be available for meaningful discussion to take place. Third, trainees need to have a common reference point for meaningful discussion to occur. AUDIOVISUAL MEDIA: we categorize audiovisual methods into three groups: static media, dynamic media, and telecommunications. STATIC Media. Static media typically involve fixed illustrations that use both words and images. This can include printed materials, slides, and overhead transparencies. DYNAMIC MEDIA. Techniques that present dynamic sequences of events are considered dynamic media and include compact discs (CDs), DVDs, diskettes, videotape, film, and audiocassettes. one potential limitation of this technique is that trainers may rely too much on the film or video, and focus too little on the training content. Such reliance can lead to complacency among trainees who view the films and videos as entertainment, rather than as opportunities to learn. This method is also used as a visual aid for behavior modeling training by recording role plays and then asking group members to critique their experience while they watch the video. This approach also provides an opportunity for the trainer to reinforce desired behaviors. One potential limitation of this technique is that trainees may feel intimidated by the camera and may even resent the process. TELECOMMUNICATIONS. Telecommunication technology also allows organizations to conduct conferences between remote locations. This technique, known as teleconferencing, or videoconferencing. Teleconferencing helps organizations to reduce trainer, travel, and facility costs, and it increases the availability of training to remote locations.

EXPERIENTIAL METHODS: This method depend on active engagement on the part of the learner. Experiential training methods commonly used in organizations include case studies, games and simulations, role playing, and behavior modeling. THE CASE STUDY METHOD. The case study method helps trainees learn analytical and problem-solving skills by presenting a story (called a case) about people in an organization who are facing a problem or decision. Cases may be based on actual events involving real people in an organization, or they can be fictional. ADVANTAGES:  improves communication skills, and facilitates the linkage between theory and practice.  allow students to discuss, share, and debate the merits of different inferences, problems, and alternative courses of action.  help students to develop better analytical skills and improve their ability to integrate new information. Disadvantages:    

it can cause groupthink, focuses too much on the past. limits the teaching role of the trainer. reduces the learner's ability to draw generalizations. promotes the quantity of interaction among students at the expense of the quality of interaction.

BUSINESS GAMES AND SIMULATIONS. Like the case method, business games are intended to develop or refine problem-solving and decision-making skills. The game requires participants to role play decision makers in a fictitious glass

manufacturing company and use realistic organizational data to make a variety of decisions. The three-day Looking Glass training program includes one day each for performing the simulation (in which participants operate the company), giving feedback, and practicing the skills emphasized during the feedback sessions. One limitation of business games and simulations is that although they can be quite complex, these techniques often lack the realistic complexity and information present in real organizations. Factors such as organizational history and politics, social pressures, the risks and consequences of alternatives, and the organization's culture are difficult to replicate in a simulation. This may undermine the extent to which what is learned in the game or simulation will transfer back to the job. ROLE PLAYING. in the role-playing technique, trainees are presented with an organizational situation, assigned a role or character in the situation, and asked to act out the role with one or more other trainees. The role play should offer trainees an opportunity for self-discovery and learning. Although self-discovery and opportunity to practice interpersonal skills are outcomes of role playing, this method does have some limitations. First, as discussed earlier, some trainees may feel intimidated by having to act out a character (and possibly be videotaped doing so). A second limitation of the technique is the extent to which trainees are able to transfer this learning to their jobs. Some trainees may perceive role playing as artificial or as fun and games, but not as a legitimate learning tool. BEHAVIOR MODELING. In this technique, trainees observe a model performing a target behavior correctly (usually on a video or DVD). This is followed by a discussion of the key components of the behavior, practicing the target behavior through role playing, and receiving feedback and reinforcement

for the behavior they demonstrate. Behavior modeling is widely used for interpersonal skill training and is a common component of many management training programs. SELF-PACED/COMPUTER-BASED TRAINING MEDIA AND METHODS: Three approaches to CBT include computer-aided instruction (CAI), intranet training, and intelligent computerassisted instruction (ICAI). COMPUTER-AIDED INSTRUCTION. Computer-aided instruction (CAI) programs can range from electronic workbooks, using the drill-and-practice approach, to compact disc read-only memory (CD-ROM) presentations of a traditional training program. CAI software packages are available at relatively low cost for a wide range of material, from teaching basic skills such as reading and typing, to highly technical scientific, engineering, and machine maintenance topics. There are several advantages to CAI as compared to other training methods and techniques, especially considering the interactive nature of CAI. A second advantage is CAI's selfpacing feature that allows trainees to control the speed of instruction and makes them self-sufficient learners. A third advantage is the logistics of CAI that make it more accessible through an internal distribution system or downloaded from a central computer. Finally, CAI offers an instructional management and reporting system that automatically "tracks student progress and the allocation and use of instructional resources, including terminals, instructors, and classrooms. Disadvantages: loss of personal interaction between a human trainer and the learner, and suggest that reliance on CBT may restrain the development of interpersonal skills.

Intranet-based training (IBT) uses internal computer networks for training purposes."'7 Through their organization's intranet, HRD professionals can communicate with learners; conduct needs assessment and other administrative tasks; transmit course materials, training documents, and multimedia programs; and administer tests at any time and throughout the organization. IBT is an especially powerful delivery system for international organizations that are spread out across the globe. INTELLIGENT COMPUTER-ASSISTED INSTRUCTION. Intelligent computer-assisted instruction (ICAI) goes beyond CAI in terms of flexibility and the ability to qualitatively evaluate learner performance. Whereas a typical CAI program may allow the learner to select from among several levels of presentation (novice, intermediate, etc.), an ICAI program is able to discern the learner's capability from the learner's response patterns and by analyzing the learner's errors.

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