Training and Development.ppt
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1、Copyright 2008 by Nelson,a division of Thomson Canada Limited.All rights reserved.,Training andDevelopment,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,72,ObjectivesAfter studying this chapter,you should be able to:,Discuss the systems approach to training and development.Describe the
2、components of training-needs assessment.Identify the principles of learning and describe how they facilitate training.Identify the types of training methods used for managers and non-managers.Discuss the advantages and disadvantages of various evaluation criteria.Describe the special training progra
3、ms that are currently popular.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,73,Training and Development and Other HRM Functions,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,74,The Scope of Training,Training Effort initiated by an organization to foster learning among its
4、members.Tends to be narrowly focused and oriented toward short-term performance concerns.DevelopmentEffort that is oriented more toward broadening an individuals skills for the future responsibilities.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,75,The Systems Approach to Training and
5、 Development,Four PhasesNeeds assessmentProgram designImplementationEvaluation,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,76,Systems Model of Training,Figure 7.2,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,77,Phase 1:Conducting the Needs Assessment,Organization Analysi
6、sAn examination of the environment,strategies,and resources of the organization to determine where training emphasis should be placed.Task AnalysisThe process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job.Person An
7、alysisA determination of the specific individuals who need training.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,78,Needs Assessment for Training,Competency assessmentAnalysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs.,ORGANIZATIONAL
8、ANALYSIS TASK ANALYSIS PERSON ANALYSIS,of environment,strategies,and resources to determine where to emphasize training,of the activities to be performed in order to determine the KSAs needed.,of performance,knowledge,and skills in order to determine who needs training.,Figure 7.3,Copyright 2008 by
9、Nelson,a division of Thomson Canada Ltd.,79,Highlights in HRM,Notes on Rapid Needs AssessmentNOTE 1:Look at the problem scope.NOTE 2:Do organizational scanning.NOTE 3:Play“give and take.”NOTE 4:Check“lost and found.”NOTE 5:Use plain talk.NOTE 6:Use the Web.NOTE 7:Use rapid prototyping.NOTE 8:Seek ou
10、t exemplars.,Source:Condensed from Ron Zemke,“How to Do a Needs Assessment When You Think You Dont Have Time,”Training 35,no.3(March 1998):3844.Reprinted with permission from the March 1998 issue of Training Magazine.Copyright 1998.Bill Communications,Inc.,Minneapolis,MN.All rights reserved.Not for
11、resale.,Highlights 7.1,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,710,Phase 2:Designing the Training Program,Characteristics of successful trainers,Trainee readiness and motivation,Issues in training design,Instructional objectives,Principles of learning,Copyright 2008 by Nelson,a di
12、vision of Thomson Canada Ltd.,711,Phase 2:Designing the Training Program,Instructional ObjectivesRepresent the desired outcomes of a training program.Performance-centered objectivesProvide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction wi
13、ll be successful.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,712,Trainee Readiness and Motivation,Strategies for Creating a Motivated Training Environment:Use positive reinforcement.Eliminate threats and punishment.Be flexible.Have participants set personal goals.Design interesting i
14、nstruction.Break down physical and psychological obstacles to learning.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,713,Principles of Learning,Figure 7.4,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,714,Principles of Learning,Recognition of individual learning difference
15、s,Meaningfulness of presentation,Focus on learning and transfer,Goal setting-Whats the value?,Behavioural modelling,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,715,Principles of Learning(contd),Feedback and reinforcement,Whole versus-part learning,Focus on method and process,Active pr
16、actice and repetition,Massed-vs-distributed learning,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,716,A Typical Learning Curve,Figure 7.5,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,717,Feedback and Reinforcement,Behaviour ModificationThe technique that operates on the p
17、rinciple that behaviour that is rewarded,or positively reinforced,is repeated more frequently,whereas behaviour that is penalized or unrewarded will decrease in frequency.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,718,Characteristics of Successful Instructors,Knowledge of the subjec
18、tAdaptabilitySinceritySense of humourInterestClear instructionsIndividual assistanceEnthusiasm,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,719,Phase 3:Implementing the Training Program,Importance of training outcomes,Type of trainees,Choosing the instructional method,Nature of trainin
19、g,Organizational extent of training,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,720,Training Methods for Non-managerial Employees,On-the-Job Training(OJT)Apprenticeship TrainingCooperative Training,Internships,and Governmental TrainingClassroom InstructionProgrammed InstructionAudiovi
20、sual MethodsComputer-based Training and E-LearningSimulation Method,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,721,Training Methods for Nonmanagerial Employees(contd),On-the-job training(OJT)Method by which employees are given hands-on experience with instructions from their supervis
21、or or other trainer.DrawbacksThe lack of a well-structured training environment.Poor training skills of managers.The absence of well-defined job performance criteria.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,722,On-the-Job Training,Overcoming OJT training problemsDevelop realistic
22、goals and/or measures for each OJT area.Plan a specific training schedule for each trainee,including set periods for evaluation and feedback.Help managers establish a non-threatening atmosphere conducive to learning.Conduct periodic evaluations,after training is completed,to prevent regression.,Copy
23、right 2008 by Nelson,a division of Thomson Canada Ltd.,723,Highlights in HRM,The PROPER Way to Do On-the-Job Training,Source:Scott Snell,Cornell University.,Highlights 7.3,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,724,Training Methods for Non-managerial Employees(contd),Apprenticesh
24、ip trainingA system of training in which a worker entering the skilled trades is given thorough instruction and experience,both on and off the job,in the practical and theoretical aspects of the work.Cooperative TrainingA training program that combines practical on-the-job experience with formal edu
25、cational classes.,Copyright 2008 by Nelson,a division of Thomson Canada Ltd.,725,Training Methods for Non-managerial Employees(contd),Internship ProgramsAre jointly sponsored by colleges,universities,and other organizations that offer students the opportunity to gain real-life experience while allow
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