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 self-
paced 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 computer-
assisted 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 self-
pacing 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.
