chapterTrainingHumanResources人力资源培训PPT课件

1、Chapter 9 Training Human Resources 孙志婕孙志婕第1页/共34页Content The Nature of Training 培训的本质 Strategic Training 战略性培训 Training Needs Assessment 培训需求评估 Training Design 培训设计 Training Delivery 培训实施 Evaluation of Training 培训评估第2页/共34页The Nature of Trainingu Training: It is a process whereby people acquire capa

2、bilities to aid in the achievement of organizatioanl goals. u The Context of Training: (1) Training as organizational competitiveness (2) Training as a revenue source (3) Training must be integrated with job performance and learningu Training and Performance Consultingu Integrating Training Responsi

3、bilitiesu Chief Learing Officers(CLO) or Chief Konewledge Officer(CKO)第3页/共34页Training and Performance Consulting Performance consulting(绩效咨询): it is a process in which a trainer and the organizational client work together to boost workplace performance in support of business goals.(培训人员和员工共同工作，通过提升

4、工作绩效来完成组织目标） Approaches of performance consulting: （1）Focusing on identifying and addressing root causes of performance problems. (强调识别和处理绩效问题的根本原因) （2）Recognizing that the interaction of individual and organizational factors influences employee performance.(认识到个人和组织因素的相互作用对员工绩效造成影响) （3）Documenting

5、the actions and accomplishments of high performers and comparing them with actions of more typical performers.(记录高绩效员工的行为和成就，并将其与普通员工的行为进行对比) 第4页/共34页Integrating Training Responsibilities HR staff members and trainers work as partners with operating managers to integrate training that bolsters both

6、individual employee and organizational performance. The HR unit serves as a source of expert training assistance and coordination. Managers are likely to be the best source of technical information used in skills training. 第5页/共34页Typical Division of HR Responsibilities: TrainHR Unit Prepares skill-

7、training materials Coordinates training efforts Conducts or arranges for off-the-job training Coordinates career plans and employee development efforts Provides input and expertise for organizational development Managers Provide technical information Monitor training needs Conduct and monitor contin

8、uing on-the-job training Continually discuss employees growth and future potential Participate in organizational change efforts第6页/共34页Chief Learning Officers (CLO)Chief Learning Officer (CLO) functions as a strategic leader who links learning and knowledge throughtraining for individual employees a

9、nd the organization to strategic business capabilities needed throughout theorganization.(CLO作为战略性领导，其职能是通过为员工个人和组织提供培训，把学习、知识与企业所需的战略经营能力结合起来)第7页/共34页Strategic Training Strategic training focuses on efforts that develop competencies, value, and competitive advantages for the organization. Linking B

10、usiness and Training StrategiesBusiness StrategiesTraining Strategies and Activities Strategic TrainingDevelops employee capabilitiesEncourages changePromotes continuous learningCreatesshares new knowledgeFacilitates communication第8页/共34页Strategic TrainingDeveloping a strategic training plan contain

11、s four majorstages: Strategize(制定战略制定战略): HR and training managers determine how training will link strategically to the strategic business plan, with employee an organizational performance improvement. Plan（计划）（计划）: to deliver training that will provide positive results for the organization and its

12、 employee. Organize（组织）（组织）: the training must be organized by deciding how training will occur, obtaining the resources needed, and developing the training interventions. Justify（论证）（论证）: measuring and evaluating the extent to which training meets the objectives set will legitimize training efforts

13、.第9页/共34页Benefits of strategic training Enables HR and training professionals to get intimately involved with the business, partner with operating managers to help solve their problems, and make significant contributions to organizational results. Prevent HR professionals and trainers from chasing f

14、ads or the hottest of latest type of training gimmick. Reduces the likelihood of thinking that training can solve most employee or organizational problems.第10页/共34页Training Process Assessment Analyze training needs Identify training objectives and criteria EvaluationMeasure training outcomesCompare

15、outcomes to objectivescriteria DesignPretest traineesSelect training methods Plan training content DeliverySchedule trainingConduct trainingMonitor training第11页/共34页Training Needs Assessment Training is designed to help the organization accomplish its objectives. Assessing organizational training ne

16、eds represents the diagnostic phase of setting training objectives. (企业培训需求评估就是设立培训目标的诊断阶段)第12页/共34页Source of Training Needs AssessmentOrganizational-wide sources(organizational analyses)Grievances Observations Accidents ComplaintsWasteScrap Exit interviewsTraining observationsEquipment useJob-based

17、 sources(jobtask analyses)Employee KSAsJob specificationsIndividual employee sources(individual analyses)Tests QuestionnairesRecords Attitude surveysAssessment centersPerformance appraisals第13页/共34页Training DesignThree primary considerations of training design Determining learning readiness Understa

18、nding different learning styles Designing training for transfer第14页/共34页Training Design Learner Readiness（学前准备）（学前准备）: Ability to Learn（学习能力） Motivation to Learn（学习动机） Self-Efficacy（自我效能感） Learning Styles（学习方式）（学习方式）: Adult Learning（员工学习） Behavior Modeling（行为模拟） Reinforcement and Immediate Confirmat

19、ion（强化和及时肯定） Transfer of training（培训转移）（培训转移）第15页/共34页Adult LearningFive principles for designing training for adults: Have the need to know why they are learning something. Have a need to be self-directed. Bring more work-related experiences into the learning process. Enter into a learning experien

20、ce with a problem-centered approach to learning. Are motivated to learn by both extrinsic and intrinsic factors.第16页/共34页Adult Learning Active practice（主动练习）: the performance of job-related tasks and duties by trainees during training. Spaced practice（分段练习）: several practice sessions spaced over a p

21、eriod of hours or days. Massed practice（集中练习）: the performance of all of the practice at once.第17页/共34页Learning Styles Behavior modeling: copying someone elses behavior. It is used extensively as the primary means for training supervisors and managers in interpersonal skills.（行为模拟法是对主管和经理进行人际交往能力培训的

22、主要方法） Reinforcement: people tend to repeat responses that give them some type of positive reward and avoid actions associated with negative consequences.（人们倾向于重复表现有利于他们获得奖励的行为，避免做导致不利结果的事情） Immediate confirmation: the concept that people learn best if reinforcement and feedback is given after traini

23、ng.（在培训后进行强化和反馈，人们的学习效果最好）第18页/共34页Transfer of Training Two conditions for effective transfer of training: (1) The trainees can take the material learned in training and apply it to the job context in which they work (2) Employees maintain their use of the learned material over time. Methods of incr

24、easing the transfer of training: (1) Offering trainees an overview of the training content and process prior to the actual training seems to help with both short-term and longer-term training transfer. (2) Aiding transfer of training to job situations is to ensuring that the training mirrors the job

25、 context as much as possible.第19页/共34页Types of Training Required and regular training(必须培训及常规培训) Job/ technical training(工作/技术培训) Interpersonal and problem-solving training(人际关系和问题解决方面的培训) Developmental and innovative training(开发性和创造性培训)第20页/共34页Orientation: Training for New Employees Orientation: t

26、he planned introduction of new employees to their jobs, co-workers, and the organization. Effective orientation achieves several key purposes: (1) Established a favorable employee impression of the organization and the job (2) Provides organization and job information (3) Enhances interpersonal acce

27、ptance by co-workers (4) Accelerates socialization and integration of the new employee into organization (5) Ensures employee performance and productivity begin more quickly第21页/共34页Training Delivery Common variable considered: Nature of training Subject matter Number of trainees Individual vs. team

28、 Self-paced vs. guided Training resources Costs Geographic locations Time allotted Completion timeline第22页/共34页Internal Training Usually, skills-based, technical training is conducted inside organizations. Informal training：Training that occurs through interactions and feedback among employees. On-t

29、he-job Training: the most common type of training at all levels in an organization. Stages for on-the-job trainingPrepare the learnersPresent the informationDo follow-upTrainees practice第23页/共34页External Training External training for several reasons: It may be less expensive for an employer to have

30、 an outside trainer conduct training in areas where internal training resources are limited.(在企业内部培训资源有限的领域，由企业外部的培训者开展培训可以节约企业成本) The organization may have insufficient time to develop internal training materials.(企业可能没有足够的时间来筹备内部培训所需的材料) The HR stuff may not have the necessary level of expertise f

31、or the subject matter in which training is needed.(人力资源部的员工不是所需培训方面的专家，没有足够的专业水平开展培训) There are advantages to having employees interact with managers and peers in other companies in training programs held externally.(外部培训使员工有机会与其他企业的经理和同行接触)第24页/共34页External Training Outsourcing of Training: many em

32、ployers of all sizes outsource training to external training firms, consultants, and other entities. A poular route for some employers is to use vendors and suppliers to train employees. Government-supported Job Training: Federal, state, and local governments provide a wide range of external trainin

33、g assistance.第25页/共34页E-Learning: Training On-line E-learning: the use of the internet or an organizational intranet to conduct training on-line. Certain criteria to consider before adopting e-learning: Sufficient top management support and funding are committed to developing and implementing e-lear

34、ning. Managers and HR professionals must be “retained” accept the idea that training is being decentralized and individualized. Current training methods (compared to e-learning) are not adequately meeting organizational training needs. Potential learners are adequately computer literate and have rea

35、dy access to computers and the internet. Trainees attending pre-scheduled training programs are geographically separated, and travel time and costs are concerns. Sufficient numbers of trainees exist and many trainees are self-motivated enough to direct their own learning. 第26页/共34页Developing E-Learn

36、ingWeb-enable Course contentIdentify e-learning measurement meansModularize contentLink module content to training objectivesCustomize for “learner centric” use第27页/共34页Training Methods Cooperative training(合作培训) Instructor-led classroom and conference training（导师引导的课堂和会议培训） Distance traininglearnin

37、g（远程培训学习） Technology and training（技术和培训）第28页/共34页Evaluation of Training Evaluation of training： compares the post-training results to the objectives expected by managers, trainers, and trainees. Levels of Training EvaluationHigh Low Easy DifficultReactionLearningBehaviorResults第29页/共34页Evaluation of Training Reaction: evaluated by conducting interviews or by administering questionnaires to the trainees