第八讲培训.ppt
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1、Employee Training,Staff Development Approaches, Skills and Issues,第6章 员工培训与开发,本章学习目的: 1理解培训开发对组织的作用 2了解培训开发程序和开发方法 3评估培训的方式 4了解提高培训效果的因素 5. 学习型组织,6.1 培训的目的与理论,6.1.1 什么是培训,培训是一个组织采取的促进内部成员学习的正式步骤,以更使 培训后的成员行为有助于组织目标的实现。 培训是一个过程,是培训专家和培训管理者依据培训政府的组织战略目标,制定培训政策,筹划培训项目,并付诸实施的过程。,Training,systematic proc
2、ess of altering the behavior of employees in a direction to increase organizational goals.,6.1.2 职工培训的目的,1. 培训可以支持组织目标 2. 培训是一种管理工具 3. 培训是为获得理想的行为 4. 培训为员工学习提供系统帮助,Organisational Expectations Barrow and Loughlin 1993,to enable new technology and empower ability to adapt and learn new skills, take re
3、sponsibility for own learning and keep up-to-date continuous quality improvement flexibility, multi-skilling and shift in management style departments with flatter, project/team structures. reduce supervision, set own objectives, monitor own performance, take corrective action manage interfaces and
4、delight customers - external and internal,Disappointment with Training,Talk, expenditure and effort is committed to training Many have initiated training/development for others, contributing to or running training events Evidence of gains from training, coaching, secondments, learning from experienc
5、e (success and failure) and from role models. Yet, T&D strategies have great capacity to disappoint. Why? What determines and influences training effectiveness? How do training needs become apparent? What factors hinder/help investment in T&D? Is training a strategic issue and whose purposes are ser
6、ved?,6.1.3 培训理论学习原理,1 实践分配原理 2 整体地学习对部 分学习 刺激强化理论 4 学习结果反馈理 论 5 促动因素原理 6 学习转化原理 实践原理 8 连惯学习,行为调整,组织行为调整(OBM) 正强化(positive reinforcement) 负强化(negative reinforcement) 惩罚(punishment) 消退(extinction),当积极有价值的结果(如,提升)随着对于激励的反应到来时,正强化发生了,当行为引起了不想要的因素被去除时(如,爱唠叨的老板),负强化发生了。当不想要的行为发生后紧跟的是令人不愉快的结果时(如工资的损失),惩罚发生
7、了。在惩罚中,通过收回一些积极的东西,行为被弱化了。,学习:由于经验而发生的相对持久的行为改变;学习包含着变化,这种变化应该是相对持久的,行为活动发生了变化。,Learning Theory(学习理论),学习理论,经典条件反射理论:当某事发生时,我们一某种特定的方式进行反应。 操作条件反射理论:行为是结果的函数。如果人们的行为得到了积极的强化,则可能重复这种令人满足的行为 社会学习理论:个体不仅通过直接经验进行学习,还通过观察或听取发生在他人身上的事情而学习。,Knowledge of Process The Learning Curve,Time,Learning,High,Low,Lear
8、ning,Plateau,学习理论在培训中的应用,实践的机会 榜样的示范 及时的反馈和强化,6.2 培训程序,I前期准备阶段 II 培训实施阶段 III评价培训阶段 1设计计划 1 确定标准 1 培训需要分析 目标 2 受训者先测 学习原则 3 培训控制 2 确立目标 组织制约 4 针对标准评 受训者特点 5 价培训结果 具体方法 6 工作效率 预算 变化评估 2 培训实施,6.2.1 培训需要分析,1组织需求分析 2职位需求分析 3个人需求分析 4不同人口的需求分析,Analysing training needs?,Comprehensive? Is it necessary? For w
9、hom? examine ALL job facets: skills, knowledge & attitudes for every task define objectives, frequency, difficulty, performance standards and measurements Selective? analyse key tasks, problems/difficulties. Is a training solution vital for performance? Identify nature/causes of each problem compete
10、ncies (KSA in performance) to handle it. learner involvement - “what type of training would you find most effective?”. individual and group needs best training media and methods Blanket training: Brief/train all according to level. New legislation, strategy/policy drive. Self-organised learning oppo
11、rtunities or cop-out?,sample question training needs survey(1),Please indicate in the blanks the extent to which you have a training need in each specific area. Use scale below. To what extent do you need training in the following areas? To no to a very extent 1 2 3 4 5 large extent,sample question
12、training needs survey(2),Basic Management Skills Setting goals and objectives Developing realistic time schedules to meet work Identifying and weighting alternative solutions Organizing work activities,sample question training needs survey(3),Interpersonal Skills Resolving interpersonal conflicts Cr
13、eating a development plan for employees Identifying and understanding individual employee needs Conducting performance appraisal reviews Conducting a discipline interview,sample question training needs survey(4),Administrative Skill Maintaining equipment, tools, and safety controls Understanding loc
14、al agreements and shop rules Preparing work flowcharts Developing department budgets,sample question training needs survey(5),Quality Control Analyzing and interpreting statistical data Constructing and analyzing charts, tables and graphs Using statistical software on the computer,The Training/Learn
15、ing Needs Gap,The Person knowledge, skills, orientation, motivation,The Job knowledge, skills, orientation, motivation,Individual Learner/trainee,What needs to be learnt? Changes in performance,Difficulties and preferences. Learning style?,Ability gap - job competence required minus present performa
16、nce competence,Selection/training - fit the person to the job,Job counselling, job re-design - fit the job to the person,6.2.2培训计划(5W1H),1.Why are someone trained 2.Who Participates in Training 3.Who Conducts the Training 4.What Types of Skills are to be Acquired 5.Where is the Training Conducted, a
17、nd How budget,Training policy & programmes,recruitment, redundancies redeployment,Mission,Staffing plan,Skills audit,Performance review,Development action,Demand for skills,Data for audit,Data to integrate individual & organisational needs,Know-how for competitive advantage and performance,Skill gap
18、s,Developt needs,Current performance,Improved capability, competence + motivation,Training, seminars, delegation, coaching, private study, day release, learning company,1. Business Strategy and Training,Sample: Company Statement for training,We face competitive world markets and rapidly changing tec
19、hnology. We need flexibility to innovate with products, open or close facilities and redeploy the workforce. Whilst tenure in any one job or even future employment for all is never certain, our aim is to ensure that everyone is fully employable and in demand for new jobs - here and elsewhere. We aim
20、 to,recruit people with potential for increased competence tap creativity and offer learning opportunities of all kinds provide challenging growth-oriented work assignments re-train to avoid obsolescence of skills and abilities recognise achievements and build reputations internally and externally p
21、rovide internships and sabbaticals find job opportunities in our customer-supplier network,2. Trainee Groups,young and older staff skilled, semiskilled, unskilled, manual and non-manual graduates, professionals, technologists and IT secretarial and clerical team supervisors, department and project m
22、anagers strategic and international managers women customers and suppliers minorities disabled,Whose purposes are served?,Training Sponsors Top managers (“lack of know-how is jeopardising performance”)? Line Managers? HRD specialists who speak for, develop/deliver T&D activity? Employer attitudes to
23、 training. Investors in People. Investment in team, group, culture. The individual Well placed (job demands + aspirations) to evaluate development needs (SWOT)? But is time & effort invested? Perception of“market” gaps, demands, relevance, support and learning opportunities? Market and institutional
24、 factors? Educational, life-style and cultural factors? Occupational competencies of UK workforce vs. international competition. Changing industrial structure. Univs, colleges, training firms, recruitment agencies, TU as training centre/providers?,Training Manager Planning, organising, directing & c
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