Designing Effective HRD Programs

Designing Effective
Chapter 5
Human Resource Development
Program Objectives
• Mager: “Description of a
performance you want learners to be
able to exhibit before you consider
them competent”
• Specify what learners should be able
to do, conditions under which they
must do it, and criteria in judging
Performance Objectives
• Objective
• Understand how to
read X-rays
• Knowledge of loans
• Ability to read
Discriminate between
normal and abnormal
Recall procedure for
making a loan
Identify transistors
on a schematic diagram
False Objectives
• Show an appreciation for loan
• Be able to think critically and
• Have a deep awareness and thorough
humanizing grasp of interpersonal
Conditions for
• Relevant and important conditions
under which performance is expected
to occur
• “Repair a motor with two minor
defects using a standard set of tools
and diagrams”
Criterion for
• How well trainees should be able to
perform in order to be acceptable
• Includes speed, accuracy and quality
• Examples: finish in 20 minutes, no
more that 2 errors, within a
tolerance of .1 inch
Types of Training Objectives –
Part 1 of 2 (Kirkpatrick)
1. Trainee Reaction
Describes the desired trainee attitudinal
and subjective evaluations of training
2. Learning Objectives:
Describes the type of behavior that will
demonstrate the learning, the
conditions under which the behavior
must occur, and the criteria that will
signify that a sufficient level of
learning has occurred
Types of Training Objectives –
Part 2 of 2
3. Transfer of Training
4. Organizational
Describes job behaviors that will be
affected by training, the conditions
under which those behaviors must
occur, and the criteria that will
signify that a sufficient transfer of
learning from training to the job has
Describes the organizational outcomes
that will be affected by the transfer of
learning to the job and the criteria
that will signify that organizational
outcome objectives have been
Learning Objectives Improved –
Part 1 of 2
Upon completion of training the
Will be able to apply theories of
motivation to different situations
Upon completion of training the trainee:
After reading a scenario of an
unmotivated student, and without the
use of any outside material, identify
orally to the class what you would do
to motivate the student, and explain
which theory you used and why.
Trainee must identify at least 3
motivators and tie to correct theory.
Must be correct on 4 of the 5 scenarios
Learning Objectives Improved –
Part 2 of 2
Upon completion of training the
Upon completion of training the trainee:
When asked, correctly identify to the
Will understand what is needed
trainer 5 things that are necessary to
to have an effective team
have an effective team.
Will have knowledge of three
types of active listening, and
be able to use the
appropriate one in a
particular situation
In a role play, appropriately respond to
an angry comment using one of the
active listening types, then correctly
explain to the class which was used
and why.
Purchasing HRD Programs
Number of trainees
Subject matter – proprietary
Size of HRD
Selecting the Trainer
• Training competency
• Subject-matter expertise
– Contract outside vendor
– Team skilled trainers with subjectmatter experts
– Techniques not requiring trainer
– Train-the-trainer programs
Preparing Lesson Plan
Content to be covered
Sequencing of activities
Selection of training media
Selection of exercises
Timing and planning of each activity
Selecting Appropriate
Training Methods
Objectives of programs
Time and money available
Availability of resources
Trainer and trainee characteristics
and preferences

similar documents