This document outlines the key elements in designing an effective HRD training program, including: 1) Establishing clear learning objectives that address the performance gap between current and desired performance. 2) Choosing between customized and shelf model training programs while considering factors like costs, credentials, and experience. 3) Selecting appropriate training methods and facilitators based on factors like audience size, experience level, and whether training is live or remote. The overall goal is to engage participants and improve performance through a variety of interactive training methods tailored to objectives and environment.

1. MHR 6551, Training and Development 1
UNIT III STUDY GUIDE
Design of the HRD Program
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Describe the phases in the training processes model, and
examine how
training relates to HRD and strategic process planning.
1.1 Report on the experiences of an OD professional, including
successes, obstacles, and description of his or her role in the
organization.
4. Outline the importance of creating learning objectives for the
trainee, as
well as the training unit, and describe how learning objectives
impact
training design.
4.1 Establish the overall goal and objectives of the program.
4.2 Identify the performance gap – the difference between
current and
desired performance.

2. 4.3 Classify the type of training the development requires,
anticipating
any challenges as related to participant behavior and
geographical
location.
5. Describe traditional training methods, computer-based
training methods,
and e-learning, and highlight the appropriate usage for each.
5.1 Analyze and assess training methods, media, and materials.
5.2 Compare the training options of contract vs. onsite
instructor.
5.3 Compare and contrast remote delivery methods.
5.4 Rationalize choices of training methods.
Unit Lesson
The lesson in this unit is based on Chapter 5, “Designing
Effective HRD
Programs,” and Chapter 6, “Implementing HRD Programs.”
Designing and
implementing HRD programs is the foundation of success for
improved
performance in the HRD needs targeted in previous course
lessons.
What is the difference between an effective and non-effective
HRD program?
The effective HRD program is rooted in sound objectives that
are well defined
and follow a process model such as the one illustrated in the

3. course text (page
142, Figure 5-1). Effective HRD programs maintain a consistent
format over
multiple implementations to create a comfortable level of
acceptance and buy-in
with stakeholders. With a routine, yet flexible, process that can
handle
interruptions with ease, effective HRD programs are committed
to achieving the
objective for which they are intended: improved organizational
success.
One of the key decisions for the HRD professional is a
customized train program
versus purchasing a “shelf model.” Criteria used to evaluate the
pros and cons of
this decision are listed on page 148 of the course text. Consider
areas such as
costs, credentials, background, and experience. There are many
shelf model
training programs available on the market today. Shelf model
training programs
are standardized and produced in bulk, thereby making them
affordable. With
Reading
Assignment
Chapter 5:
Designing Effective HRD
programs
Chapter 6:
Implementing HRD
Programs

4. Suggested Reading
See information below.
Key Terms
1. Audiovisual methods
2. Behavior modeling
3. Blended learning
4. Case study method
5. Computer-aided
instruction (CAI)
6. Computer-based
training (CBT)
7. Dynamic media
8. E-learning
9. In-basket exercise
10. Intelligent computer-
assisted instruction
(ICAI)
11. Intranet-based training
(IBT)
12. Job instruction training
(JIT)
13. Static media
14. Subject matter expert

5. (SME)
15. Training competency
MHR 6551, Training and Development 2
little modification, many of the objectives of a training program
are achieved with
a shelf model. Customized training programs are another option
but can be
expensive. However, the advantages of customized training
programs include
the unique intricacies of the organization itself.
When you evaluate a trainer or facilitator to implement either a
shelf model or a
customized training program, he or she will need to be
comfortable with
delivering programs, assessing needs of learners (as we have
learned earlier in
the course), and preparing lesson plans (such as the example
listed on page
154, Figure 5-3). Keep in mind that participants feel
comfortable with knowing
what is ahead. Having a lesson plan and agenda available for
the trainer, from
which to develop an agenda, is very helpful in meeting the
objectives and
keeping everyone on schedule. When you purchase outside
training material, all
of this is done for you.

6. Once you have determined the type of training, then you can
select the proper
trainer to deliver the program. The trainer or facilitator may not
always be the
same person and is often not the same person who actually
created the training
program (refer to the “Roles and Competencies of an HRD
Professional” section
in Chapter 1, on page 16).
When it is time to implement the program, the focus should be
on the training
delivery method. In Unit I, we looked at behavior styles and
learning styles of
participants. The facilitator should be prepared to offer a
variety of training
delivery methods, contingent on various components, such as
the experience
and knowledge level of the participants, the facilities that are
available, and the
best method to transfer knowledge. Page 170 in the text begins
a discussion of
the various training methods (e.g., on-the-job training (OJT),
job instruction, job
rotation, and classroom lecture).
A key consideration, especially today, is the geographic
locations of those
involved in the training program. For example, in this course
you are
participating in an online academic program. Much of the
facilitation is
asynchronous, which utilizes an audio/visual component, a
variety of learning
activities, and a textbook, which aids in the delivery of the

7. information that you
are learning. Therefore, you definitely want to select the proper
training method
based on factors such as whether it is a live training session, a
remote training
session, and the number of people in your audience. For
example, if you are
training a group of 100 personnel in supervisory skills, you may
or may not use
role-playing if this is for a live audience. You may not be able
to use role-playing
one at a time, but you might be able to use group role–play in
which you divide
the audience up into pairs. However, this would not work well
in a remote
situation.
The goal is to keep participants engaged, keep the material
lively and
interesting, and provide some hands-on activities (which is
fairly easy to
incorporate in any type of environment). Again, though, it all
goes back to the
objectives of the training program, which of course are to
improve performance
and ensure that the overall goals of the organization are
achieved.
Suggested Reading
Gupta, K., Sleezer, K., & Russ, D. (2007). A practical guide to
needs
assessment (2nd ed.). San Francisco, CA: Pfeiffer.