Designing Effective
HRD
Programs
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
success
Performance Objectives
• Objective
• Understand how to
read X-rays
• Knowledge of loans
• Ability to read
diagrams
Indicator
Discriminate between
normal and abnormal
X-rays
Recall procedure for
making a loan
Identify transistors
on a schematic diagram
False Objectives
• Show an appreciation for loan
procedures
• Be able to think critically and
analytically
• Have a deep awareness and thorough
humanizing grasp of interpersonal
relations
Conditions for
Performance
• 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
Performance
• 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
Objectives:
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
Objectives:
4. Organizational
Outcome
Objectives:
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
occurred
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
achieved
Learning Objectives Improved –
Part 1 of 2
Before
Upon completion of training the
trainee:
Will be able to apply theories of
motivation to different situations
After
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
Before
Upon completion of training the
trainee:
After
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
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Expertise
Timeliness
Number of trainees
Subject matter – proprietary
Cost
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
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Content to be covered
Sequencing of activities
Selection of training media
Selection of exercises
Timing and planning of each activity
Selecting Appropriate
Training Methods
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Objectives of programs
Time and money available
Availability of resources
Trainer and trainee characteristics
and preferences