人力资源管理师2级培训与开发new
沈阳东新药业有限公司人力资源管理问题研究
辽宁省高等教育毕业论文沈阳大学论文题目: 沈阳东新药业有限公司人力资源管理问题研究学生姓名: 王军建准考证号: 010*********指导教师：张以鹏完成日期：2016 02沈阳东新药业有限公司人力资源管理问题研究内容摘要医药行业作为一个多学科先进技术和手段高度融合的高科技产业群，涉及国民健康、社会稳定和经济发展。
而医药商业是医药行业中与医药工业相对应和并存的一大子行业。
随着我国市场经济的不断完善，医药流通领域市场竞争环境日趋激烈，促进了医药流通体制的机构调整和经营方式的现代化进程，加速了医药流通领域向规模化、集约化发展，提高了市场占有率、控制力和经济效率。
人力资源作为医药制造企业竞争力的核心要素，是医药制造企业化解外部压力、抓住入世机会走向世界的决定因素。
然而，由于体制等原因，沈阳东新药业有限公司沿用传统的人事管理体系，难以满足企业应对竞争、谋求发展的需要，所以研究沈阳东新药业有限公司的人力资源管理具有重要的现实意义。
本文基于上述背景，结合作者自身的工作经验，主要针对沈阳东新药业有限公司人力资源管理现状中的实际情况，制定出人力资源管理规划，那就是基于可行性的人力资源管理计划与开发(包括建立有效的培训评估体系、绩效管理体系及薪酬福利管理系统)和探索网络信息化的人力资源管理系统。
沈阳东新药业有限公司只有改进、完善和建立新的人才激励机制，才能选好人、留住人、育好人、用好人、做好人、从而保证企业持续、健康发展。
关键词：人力资源管理；薪酬体系；激励机制；绩效考评AbstractThe pharmaceutical industry as a multi-disciplinary integration of highly advanced technology and high-tech means of industrial clusters, involving national health, social stability and economic development. The pharmaceutical business is the pharmaceutical industry and the pharmaceutical industry and corresponds to the coexistence of a major sub-sectors. As China's market economy continues to improve, medicine circulation increasingly fierce market competition environment, promote the pharmaceutical distribution system restructuring and modernization of the mode of operation, the field of medicine circulation to accelerate the large-scale, intensive development, improve market share rate control and economic efficiency.Human resources as a core element of the pharmaceutical manufacturing competitiveness of enterprises, pharmaceutical manufacturing enterprises to solve the external pressure, the WTO seize the opportunity to determine the factors of the world. However, due to institutional and other reasons, Shenyang East New Pharmaceutical Co., Ltd. using the traditional personnel management system, to meet the enterprises to cope with competition and seeking development needs, the study of human resource management Shenyang East New Pharmaceutical Co., Ltd. has important practical significance . Based on the above background, combined with the author's own experience, mainly for Shenyang East New Pharmaceutical Co., Ltd. Human Resource Management in the actual situation, to develop human resource management planning, human resource management that is based on planning and development feasibility ( including the establishment of effective training evaluation system, performance management and compensation and benefits management system) and network information to explore the human resource management system. Shenyang East New Pharmaceutical Co., Ltd. only improve, improve and build new talent incentive mechanism to choose the right people, retain people, good people, with good people, good people, and thus ensure sustained and healthy development.Keywords: human resource management; compensation system; incentives; performance appraisal目录一. 沈阳东新药业有限公司简介 (1)（一）沈阳东新药业有限公司基本概况 (1)（二）沈阳东新药业有限公司企业文化和人才理念 (1)二. 沈阳东新药业有限公司人力资源管理的现状 (3)（一）沈阳东新药业有限公司人力资源现状 (3)（二）沈阳东新药业有限公司人力资源管理的现状 (5)三.沈阳东新药业有限公司人力资源管理存在的问题 (6)（一）管理者素质低，管理理念滞后 (6)（二）人力资源招聘使用配置不合理 (6)（三）绩效考评机制不健全 (7)（四）企业缺乏培训体系和职业生涯规划 (8)（五）薪酬体系和激励机制不完善 (8)（六）人力资源管理信息化、网络化程度低 (9)四.优化沈阳东新药业有限公司人力资源管理的对策措施 (9)（一）提高管理者素质，树立正确人力资源管理理念 (9)（二）建立科学的用人机制，合理配置人力资源 (9)（三）健全公司绩效考评机制 (10)（四）构建科学的员工培训体系，制定职业生涯规划 (11)（五）优化薪酬体系，强化激励机制 (11)（六）推进网络化人力资源管理系统的建立 (12)结论 (14)致谢 (15)参考文献 (16)沈阳东新药业有限公司人力资源管理问题研究前言在人力资源已经成为企业的战略资源的时代，人力资源管理也逐步由传统的人事管理上升到战略管理的高度。
职位英语翻译
职位英文翻译Accounting Assistant会计助理Accounting Clerk记帐员Accounting Manager会计部经理Accounting Stall会计部职员Accounting Supervisor会计主管Administration Manager行政经理Administration Staff行政人员Administrative Assistant行政助理Administrative Clerk行政办事员Advertising Staff广告工作人员Airlines Sales Representative航空公司定座员Airlines Staff航空公司职员Application Engineer应用工程师Assistant Manager副经理Bond Analyst证券分析员Bond Trader证券交易员Business Controller业务主任Business Manager业务经理Buyer采购员Cashier出纳员Chemical Engineer化学工程师Civil Engineer土木工程师Clerk/Receptionist职员／接待员Clerk Typist& Secretary文书打字兼秘书Computer Data Input Operator计算机资料输入员Computer Engineer计算机工程师Computer Processing Operator计算机处理操作员Computer System Manager计算机系统部经理Copywriter广告文字撰稿人Deputy General Manager副总经理Economic Research Assistant经济研究助理Electrical Engineer电气工程师Engineering Technician工程技术员English Instructor/Teacher英语教师Export Sales Manager外销部经理Export Sales Staff外销部职员Financial Controller财务主任Financial Reporter财务报告人F.X.(Foreign Exchange)Clerk外汇部职员F.X. Settlement Clerk外汇部核算员Fund Manager财务经理General Auditor审计长General Manager/President总经理General Manager Assistant总经理助理General Manager‘s Secretary总经理秘书Hardware Engineer（计算机）硬件工程师Import Liaison Staff进口联络员Import Manager进口部经理Insurance Actuary保险公司理赔员International Sales Staff国际销售员Interpreter口语翻译Legal Adviser法律顾问Line Supervisor生产线主管Maintenance Engineer维修工程师Management Consultant管理顾问Manager经理Manager for Public Relations公关部经理Manufacturing Engineer制造工程师Manufacturing Worker生产员工Market Analyst市场分析员Market Development Manager市场开发部经理Marketing Manager市场销售部经理Marketing Staff市场销售员Marketing Assistant销售助理Marketing Executive销售主管Marketing Representative销售代表Marketing Representative Manager市场调研部经理Mechanical Engineer机械工程师Mining Engineer采矿工程师Music Teacher音乐教师Naval Architect造船工程师Office Assistant办公室助理Office Clerk职员Operational Manager业务经理Package Designer包装设计师Passenger Reservation Staff乘客票位预订员Personnel Clerk人事部职员Personnel Manager人事部经理Plant/Factory Manager厂长Postal Clerk邮政人员Private Secretary私人秘书Product Manager生产部经理Production Engineer产品工程师Professional Staff专业人员Programmer电脑程序设计师Project Staff（项目）策划人员Promotional Manager推销部经理Proof-reader校对员Purchasing Agent采购（进货）员Quality Control Engineer质量管理工程师Real Estate Staff房地产职员Recruitment Coordinator招聘协调人Regional Manger地区经理Research& Development Engineer研究开发工程师Restaurant Manager饭店经理Sale sand Planning Staff销售计划员Sales Assistant销售助理Sales Clerk店员、售货员Sales Coordinator销售协调人Sales Engineer销售工程师Sales Executive销售主管Sales Manager销售部经理Salesperson销售员Seller Representative销售代表Sales Supervisor销售监管School Registrar学校注册主任Secretarial Assistant秘书助理Secretary秘书Securities Custody Clerk保安人员Security Officer安全人员Senior Accountant高级会计Senior Consultant/Adviser高级顾问Senior Employee高级雇员Senior Secretary高级秘书Service Manager服务部经理Simultaneous Interpreter同声传译员Software Engineer（计算机）软件工程师Supervisor监管员Systems Adviser系统顾问Systems Engineer系统工程师Systems Operator系统操作员Technical Editor技术编辑Technical Translator技术翻译Technical Worker技术工人Telecommunication Executive电讯（电信）员Telephonist/Operator电话接线员、话务员Tourist Guide导游Trade Finance Executive贸易财务主管Trainee Manager培训部经理Translation Checker翻译核对员Translator翻译员Trust Banking Executive银行高级职员Typist打字员Word Processing Operator文字处理操作员人力资源部门：1.主管类：VP of human resources 人力总监human resources manager 人力资源经理HR assistant 人事助理executive recruiter 主管人员staffing manager 人力经理HR director 人力主管personnel supervisor 人事主任director of recruiting 招聘主管human resource specialist人力资源专家HR benefits analyst 人员价值分析HRIS analyst 人力资源系统分析员2.职责分类：薪资福利：payroll supervisor 工资管理人payroll and benefits administration工资福利管理wage and salary administration工资薪水管理benefits coordinator 员工福利协调员compensation analyst 薪酬分析员variable compensation 可变薪酬招聘及评估：recruiter 人力资源招聘人员recruitment and selection 招聘和甄选training and development培训与发展performance evaluation and review绩效评估和回顾employee orientation 雇员上岗引导career development 职业生涯发展job description design 工作描述设计管理及政策：human resources administration人力资源管理HR policies and procedures人力政策和程序HRIS 人力资源系统employment law 雇佣法labor relations 劳动关系labor laws 劳动法legal compliance 法律顾问disciplinary and grievance procedures雇员投诉及维持纪律之程序industrial safety programs产业安全保障human resources coordinator人力协调员personnel representative 员工代表employee relations 员工关系personnel administration 员工管理organizational development组织开发process reengineering 业务流程重组财务部门（Finance Professionals）：1.主管级别：VP of finance=CFO 财务总监international controller 国际监管assistant controller 监管助理portfolio manager 组合基金经理finance manager 财政经理payroll manager 工资经理financial assistant 财务助理director of investor relations投资者关系经理purchasing manager 采购经理2.职责分类：主要人员：staff accountant 人员会计师cost accountant 成本会计师CPA 注册会计师CFA 特许金融分析师MBA 工商管理硕士financial reporting analyst财政分析报告员financial analyst 财政分析员financial planner 财政预算员accounts payable clerk 应付帐款文员accounts receivable clerk应收帐款文员collections specialist 收款专员mutual fund analyst 共同基金分析员credit analyst 信用分析员payroll clerk 工资员工bookkeeper 档案管理员procurement specialist 采购专员general ledger 总帐会计管理及法规：GAAP公认会计准则benefits administration 利益管理portfolio management 投资组合管理P&L management 损益管理budget management 预算管理cash-flow management 现金流管理treasurer 资金调拨operating and working capital营运和流动资本fixed asset accounting 固定资产清算financial projections 财政支出business process re-engineering企业流程再造value-added analysis 附加价值分析risk management 风险处理auditing and compliance审记mergers and acquisitions购并与整合business valuations 商业评估trial balance 试算表financial statements 财务报表expense analysis 费用分析tax reporting 税报告tax planning 税计划payroll 薪资账册Bank reconciliations 银行调和cross-functional team leadership跨团队领导financial and strategic planning财务战略规划Hyperion 财务系统data warehouse reporting 数据库报告MS Excel 微软Excel软件SAP德国SAP软件公司spreadsheets 电子数据表行政部门（Administration/Support）：1.管理级别：office manager 办公室经理service manager 服务部经理administrative assistant 行政助理office assistant 办公室助理executive secretary 执行秘书secretary 秘书2.职责分类：主要员工：customer service representative客户服务代表data entry clerk 数据录入员general office clerk 办公室文员front desk receptionist 柜台接待人员switchboard operator 接线员mail room clerk 邮件收发员returns clerk 信息反馈员processing clerk 事件处理员executive assistant 执行售货员管理及职责分类：office support, 办公室支持customer support 客户支持event planning 活动策划meeting planning 会议策划scheduling 行程安排word processing 文档处理benefits administration 财务利益管理accounts payable 可付帐户accounts receivable 可接受帐户office management 办公室管理document preparation 文件准备inventory control 库存管理project management 计划管理shipping and distribution 运送和分配purchasing 购买facilities maintenance 设备维护vendor/contractor relations厂商/承包商关系presentations 自我介绍spreadsheets 电子数据表database management 数据库管理multiline phones 多线电话switchboards 电话接线Windows NT/98/95 微软Windows操作系统 NT/98/95MS Office (Word, Excel, PowerPoint, Access) 微软Office软件(Word, Excel, PowerPoint, Access) 销售部门：1.主管级别：VP of sales 销售总监sales executive 销售经理sales engineer 销售工程师sales support manager 销售支持经理territory manager 地域经理district sales manager 地区销售经理regional sales manager 区域销售经理e-business sales manager电子商务经理channel sales manager 渠道销售经理director of sales 销售主管2.职责分类：主要人员：sales representative 销售代表sales professional 专业营销account manager 客户经理account executive 客户主任customer service 客户服务customer relations 客户关系client relations 客户关系territory sales representative地域销售代表investment representative投资代表manufacturer representative厂商代表medical sales representative医疗销售代表主要职责：outside sales 外部销售inside sales 内部销售technical sales 技术销售relationship selling 关系销售relationship sales 关系销售consultative sales 咨询式销售channel sales 渠道销售pharmaceutical sales 医药销售IT sales 信息销售territory expansion 地域扩展sales expansion 销售扩展solution selling 解决方案销售meeting and exceeding sales quotas满足和超过销售配额B2B/B2C 商家对商家/客户对客户relationship building 人际创建product marketing 产品市场negotiating and closing 谈判和完成交易lead generation 潜在顾客开发流程communication skills 交际技巧interpersonal skills 人际交往技巧new business development新业务拓展sales presentations 销售简报PowerPoint 微软办公软件-幻灯片技术质量专业用语QCC Quality Control Circle品質圈計劃執行檢查總結DCC delivery control center 交貨管制中心3C ：Computer 電腦類產品Consumer electronics 消費性電子產品Communication 通訊類產品3T STRATEGY：Time to market 及時切入生產Time to volume 及時大量生產Time to money 及時大量交貨FOUR CONTROL YSTEM 四大管制系統Engineering control system 工程管制系統Quality control system品質管制系統Manufacturing control system生產管制系統Management control system經營管制系統7S：Classification整理(sorting, organization)-seiriRegulation整頓(arrangement, tidiness)-seitonCleanliness清掃(sweeping, purity)-seisoConservation清洁(cleaning, cleanliness)-seiktsuCulture教養(discipline)-shitsuke在中国可能碰到的一些职位简称：1. GMD〈General Managing Director〉——总经理。
邮储银行相关资格证书名词解释
邮储银行从业资格证书邮储银行职业资格证书名词解释福建省分行人力资源部中国邮政储蓄银行从业资格证书名词解释编号：A1中国银行业从业人员资格认证考试（ Certification of China Banking Professional）该考试由中国银行业协会组织。
作为国内银行业资格考试的资格考试，该考试共分为公共基础、风险管理、个人理财、公司信贷、个人贷款五个科目，通过公共基础和专业资格考试后即可申请专业资格证书。
该资格证书是我行风险管理岗位新员工入职的基本标准。
（该考试具体参见：中国银行业协会官方网站）编号：A2反假币上岗资格证书编号：A3保险代理从业人员资格考试中国人身保险从业人员资格考试项目(CICE)由中国保险监督管理委员会(以下简称“中国保监会”)倡导、参与、推动与认可，并授权中国保险行业协会颁发资格证书，广州信平市场策划顾问有限公司(以下简称“广州信平”)作为承办单位负责考务等具体执行工作，是中国自己建立的人身保险行业标准化资格认证体系，是唯一由监管部门和行业共建的资格考试认证和专业知识学习平台，其目的是通过中国保险行业知识体系标准化、系统化及现代化的建设和普及，培养公司核心竞争力与从业人员专业价值，推动中国保险事业持续、健康、快速发展。
CICE包含教材平台、考试平台、资格认证平台及后续教育与培训平台等四大平台，现有中国寿险管理师、中国寿险理财规划师及中国员工福利规划师三类职业资格认证。
（该考试具体参见：考试吧/zige/baoxian/zhinan/201201/224 7033.html）编号：A4证券从业人员资格考试证券从业人员资格考试是由中国证券业协会负责组织的全国统一考试，证券资格是进入证券行业的必备证书，是进入银行或非银行金融机构、上市公司、投资公司、大型企业集团、财经媒体、政府经济部门的重要参考。
考试科目分为基础科目和专业科目，基础科目为证券基础知识，专业科目包括：证券交易、证券发行与承销、证券投资分析、证券投资基金。
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3月22-23日
人力资源管理整理
1人力资源管理：包括哪些用来提供和协调组织中的人力资源的活动。
HRM: Encompasses those activities designed to provide for and coordinate the human resources of an organization.2人力资源职能：是指在各种规模的组织中用于提供和协调人力资源的任务和责任。
Human resource functions: Refer to those tasks and duties performed in both large and small organizations to provide for and coordinate human resources.3人力资源管理的主要职能：1，人力资源规划，招募和选择( Human resource planning, recruitment ,and selection ) 2，人力资源开发(human resource development ) 3，薪酬和福利(compensation and benefits) 4，劳资关系(employee and labor relations) 5，人力资源研究(human resource research) 6, 安全与健康（safety and health）4谁来履行人力资源职能(who performs the human resource functions) 在小型组织中，绝大多数人力资源职能都是有业主或运营经理来履行的。
In small organizations, most human resource functions are performed by the owner or by operating managers. 许多中型甚至一些大型组织都是用人力资源专员。
Many medium-size and even some large organizations use human resource generalists. 大型组织通常具有负责行使人力资源职能的人力资源部门。
人力资源自考-培训与开发复习题(含答案).doc
《培训与开发》复习大纲一、单选题1.( )主要适合显性知识(Explicit Knowledge)的学习。
A,知识管理B,非正式学习C.正式培训及雇员开发D.人力资本学习2.( )是通过设计和运用工具、流程、平台、系统、结构或文化来改进知识的创造、共享和使用，从而提高公司绩效的过程。
A.信息管理B,知识管理C,培训管理D,学习管理3.知识经济(Knowledge Economy),是指拥有、分配、生产和着重使用知识的新经济模式，知识经济也被称为( )A.新经济B,互联网经济 C. AI时代D,市场经济4.( )存在于人的身上，表现为知识、技能、体力(健康状况)价值的总和。
A.人力资源B.人力资本C.人的素质D.人的价值5.行为主义学习理论认为，( )是学习成功的关键，它是该理论信奉的圭臬。
A.认知B.线索C,强化 D.思维6.认知主义学习理论认为，个体是根据自己的内部( )加以选择的，学习不是S-R 的直接联结，而是S-Q-R (stimulus-organism-response)。
A.大脑回路B.信念C.价值观D.心理结构7.( )的思路是：企业经营面临的环境和技术日新月异，知识、技术和理念不再局限于从金字塔的顶端向下传播，也会从底部向上渗透，因此，有必要向年轻人学习。
A.全方位学习B.逆向导师制C.全员导师制D. 360度导师制8.手工(职业)技能学校阶段发生在( )，它的标志性事件是：戴维特•克林顿A.工业革命后工业革命中期D,中世纪在纽约建立了第一所公认的私人职业学校，这是一所手工技能培训学校。
C. 工业革命初期9. 1956年，（）成立了克罗顿维尔培训中心，它的对象是公司的中高级管理人员，克罗顿维尔培训中心的成立是培训史上的一个标志性事件，它拉开了企业管理培训 的序幕。
A.惠普 B.通用汽车 C.摩托罗拉 D.通用电气10. （）将“企业大学”这一培训理念和模式引入到了中国，很多企业看到企业大学对企业战略的实现有很大的作用和价值，于是也纷纷办大学，热情高涨。
人力资源管理师二级报考科目
人力资源管理师二级报考科目人力资源管理师是国家职业资格的一种，是对从事人力资源管理工作人员的一种职业能力的认证。
人力资源管理师考试分为一级和二级，其中二级考试主要包括管理与法律、人力资源开发与培训、薪酬与绩效管理、劳动关系与员工关系四个科目。
一、管理与法律管理与法律是人力资源管理师二级考试的必考科目之一。
该科目主要测试考生对企业管理和劳动法律法规的理解和应用能力。
在管理方面，考生需要掌握企业组织架构、决策理论、领导与沟通、团队与协作等管理知识。
在法律方面，考生需要了解劳动合同法、劳动争议处理法等劳动法律法规，熟悉用人单位与劳动者的权益保护等内容。
二、人力资源开发与培训人力资源开发与培训是人力资源管理师二级考试的另一门科目。
该科目主要考察考生对企业人力资源开发和培训管理的理解和应用能力。
在人力资源开发方面，考生需要了解企业招聘、职业规划、绩效评估等内容，掌握人力资源规划和战略管理等知识。
在培训方面，考生需要了解培训需求分析、培训计划设计、培训评估等内容，掌握培训方法和工具的使用。
三、薪酬与绩效管理薪酬与绩效管理是人力资源管理师二级考试的第三门科目。
该科目主要考察考生对企业薪酬和绩效管理的理解和应用能力。
在薪酬管理方面，考生需要了解薪酬制度设计、薪酬测算和调整等内容，掌握薪酬福利政策的制定和执行。
在绩效管理方面，考生需要了解绩效评估和考核方法、绩效激励和奖惩制度等内容，掌握绩效管理的原理和实施。
四、劳动关系与员工关系劳动关系与员工关系是人力资源管理师二级考试的最后一门科目。
该科目主要考察考生对企业劳动关系和员工关系的理解和应用能力。
在劳动关系方面，考生需要了解劳动法律法规、劳动合同管理、劳动争议处理等内容，掌握用人单位与劳动者之间的关系。
在员工关系方面，考生需要了解员工参与和沟通、员工满意度和离职管理等内容，掌握建立良好的员工关系和企业文化。
人力资源管理师二级报考科目包括管理与法律、人力资源开发与培训、薪酬与绩效管理、劳动关系与员工关系四个科目。
公共管理学院公共组织与人力资源专业
公共管理学院公共组织与人力资源专业一、专业简况1、概况：本学科具有公共管理一级学科中的公共组织与人力资源专业的博士学位和硕士学位授与权.重点培养人力资源管理、组织理论与管理、领导科学三个方向的博士和硕士研究生。
2、主要研究方向：本专业的研究方向为：人力资源开发与管理;战略性人力资源管理；公共部分人力资源管理；人力资源管理理论与技术；公共部分人力资源管理；组织理论与组织行为;领导科学与艺术等等。
3、研究内容:人力资源战略；职位分析;人力资源规划；招募与甄选；培训开发；绩效考核与管理；薪酬管理；组织文化与员工关系；公共部分绩效管理等等。
4、专业培养目标：本专业的培养目标是,把握系统的人力资源开发与管理基础理论和系统的专门知识，具有从事人力资源开发与管理相干领域科学研究或独立担当人力资源开发与管理领域专门工作能力，毕业后可以在组织人事部分、劳动和社会保障等部分及其他经济部分或企事业单位从事实际工作，或在高校和科研机构从事人力资源开发与管理及相干领域的教学与科研工作的高层次专业人才。
5、本专业师资气力：本专业有着在很强的师资气力,共有教授4人，副教授1人，讲师2人,其中6人有博士学位,2人是海外回国博士，其他教师也大都有国外长时间进修经历。
本专业教师在组织和人力资源领域有着大量的论文和着述，同时与政府机构和事业单位和企业有着广泛的接触，在学术界和实践领域都有相当大的影响力. 6、对外学术交换：本专业的对外交换活动非常活跃，与美国、英国、韩国、日本等国家和香港、台湾、澳门地区多所大学、科研机构和人力资源专业机构都有正式的交往和联系，每学期都会举行屡次学术交换活动，其中包括“组织行为与人力资源管理华人名家讲坛”、“人事人才名家讲坛”与“组织部长系列论坛"。
本专业学生有充分的机会与本领域中的国际专家、学者和学生展开交换活动，学生有资格申请以交换学生的身份到国外往学习一段时间,本专业有一些学生在硕士毕业后和直接出国攻读博士学位. 7、开设的主要专业课程：组织行为学、人力资源管理经济学、人力资源战略与规划、组织设计与职位管理、培训开发、绩效管理、薪酬管理、领导科学与艺术、团队建设、管理沟通、公务员管理等。
IBM培训体系介绍PPT课件
IBM培训体系介绍
技能开发系统（Skill Development System）： 每个岗位都有能力要求，员工可以在网上评估自己的技能，针对差别选择培训课程； 相对于岗位能力要求，对应各种课程，分布在北京、上海、香港等地，员工在线报名，由人力资源部和直接经理审批； 每人每年有固定的培训费用，每次课程发生的费用从个人预算中扣除。
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IBM培训体系介绍
特点： 提供系统程序（Program）：网上自学→上课 →应用 →评估→下阶段学习； 2%的营业额用于培训； 设置师傅（Mentor）和培训经理两个角色； 为每位员工画出学习蓝图（Learning Roadmap）； 强调准确、细致，学以致用。
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IBM培训体系介绍
职业发展： Professional，专业发展道路 会计 工程师 …… …… Management，管理发展道路。 Line Manager，一线经理（部门经理） Second Manager，负责整个中国的业务 Function Manager，负责大中华区某个业务单元
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Cisco大学
为经销商、系统集成商和大客户免费提供的员工了解网络新趋势、新动向、世界热门技术等培训。 在美国、欧洲、拉丁美洲、亚洲、澳洲全球各地 进行授课。 有美国总部进行统一设计 由中国区的培训工作负责人，以原始教材为基础，结合中国的特殊环境，对内容进行整合，即本土化处理， 然后，再交给代理商。
IBM培训体系介绍
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IBM培训体系介绍
IBM的网上培训（e-Learning）： CD-Rom，将很多常用的课程打包在光盘中，分发到全国各地的学员学习； Web-base，通过全公司内部的Intranet，将课程进阶学习计划编成了学习道路图（Learning roadmap），可以学习知识和经验； Global Campus，有2000多种课程： Download and Play: 下载后学习。 Interactive: 互动学习。 Collaborative Learning: 协作学习，不同人可以在一个虚拟课堂一起学习，相互可以交流。
CMMISPP各阶段的流程图
CMMI SPP各阶段流程图：•立项管理流程•结项管理流程•项目规划流程•项目监控流程•风险管理流程•需求管理流程•需求开发流程•技术预研流程•系统设计流程•实现与测试流程•系统测试流程•Beta测试流程•客户验收流程•技术评审流程•配置管理流程•质量保证流程•外包与采购管理流程•培训管理流程•服务与维护流程CRM系统培训讲座提纲：•CRM产生的背景•CRM的概念•CRM的组成部分•CRM的作用•CRM的主要功能模块•CRM的现状和前景•CRM的战略•呼叫中心与CRM•如何实施CRM•CRM 产生背景1990年前后，许多美国企业为了满足日益竞争的市场需要，开始开发销售力量自动化系统(SFA)，随后又着力发展客户服务系统(CSS)。
1996年后一些公司开始把SFA和CSS两个系统合并起来，再加上营销策划(Marketing)、现场服务(Field service)，在此基础上再集成CTI（计算机电话集成技术）形成集销售(Sales)和服务(Service)于一体的呼叫中心(CallCenter)。
这样就逐步形成了我们今天熟知的CRM。
特别是Gartner Group正式提出CRM（Customer Relationship Management）的概念，也加速了CRM的产生和发展。
狭义来讲，CRM客户关系管理的技术载体就是Call Center,1998年以后随着电子商务的兴起，CRM向eBRM/eCRM方向发展。
二、CRM的概念什么是客户关系管理（CRM）？简单定义，CRM是一个获取、保持和增加可获利客户的过程。
CRM是首先是一套先进的管理思想及技术手段，它通过将人力资源、业务流程与专业技术进行有效的整合，最终为企业涉及到客户或消费者的各个领域提供了完美的集成，使得企业可以更低成本、更高效率地满足客户的需求，并与客户建立起基于学习型关系基础上的一对一营销模式，从而让企业可以最大程度的提高客户满意度及忠诚度，挽回失去的客户，保留现有的客户，不断发展新的客户，发掘并牢牢地把握住能给企业带来最大价值的客户群。
Cics开发培训
TERMINATION (NORMAL OR ABEND)
CICS ISC Functions
Transaction Routing TR
Remote Transaction Execution
Function Shipping FS
Remote File Access
Distributed Program Link DPL
etc.） ）
数据交换机制 锁存机制 队列机制 程序控制机制 安全机制 扩展机制（ 扩展机制（User Exit） 编程接口 ......
IBM TXSeries(CICS) Overview
TXSeries(CICS) Server层次结构 Server层次结构
应用程序
Transaction Monitors Administration Authorization Performance Optimization Transaction Scheduling Exception Handling Time Control
Storage Management
CICS on Open Systems Uses Multiple Processes (read/write)
Task Private Pool EIB, TWA, Stack, Heap, Working Storage getmain user storage
Presentation logic Presentation edits
Business edits (inter-field relationships, address verification, ID number generation) Business logic
二级人力资源管理师考试科目
二级人力资源管理师考试科目1. 考试科目概述二级人力资源管理师考试是人力资源管理专业的重要考试之一，这个职业资格考试主要考查考生对人力资源管理知识的理解和应用能力。
二级人力资源管理师考试科目分为以下几个方面：•组织与人力资源管理•薪酬与福利管理•员工关系与劳动法律•培训与发展管理•人力资源综合实务下面将对每个考试科目进行详细的介绍。
2. 组织与人力资源管理在二级人力资源管理师考试的组织与人力资源管理科目中，主要考查考生对组织结构、组织文化、招聘与录用、绩效管理等方面的理解和运用能力。
考生需要了解企业组织的各个层级和岗位的职责，了解如何有效进行招聘和录用，并学会制定绩效管理策略来提高员工的工作绩效。
3. 薪酬与福利管理薪酬与福利管理是二级人力资源管理师考试的另一个重要科目。
在这个科目中，考生将学习到薪酬管理的原则和方法，了解不同类型的薪酬体系，并学会如何根据企业目标和绩效激励员工。
此外，考生还需要了解福利管理的相关知识，包括社会保险、职工福利等内容。
4. 员工关系与劳动法律员工关系与劳动法律是二级人力资源管理师考试中的另一个重要科目。
在这个科目中，考生将学习到员工关系的基本概念和管理策略，了解劳动法律的基本原则和劳动合同的签订和解除程序。
考生需要对劳动法律有一定的了解，并能够根据法律的规定解决员工关系中的问题。
5. 培训与发展管理培训与发展管理是二级人力资源管理师考试的一个重要科目。
在这个科目中，考生将学习到培训与发展的基本原理和方法，了解如何进行员工培训和发展规划，以满足企业的发展需求。
考生需要掌握培训计划的制定和培训效果评估的方法，以提高员工的工作能力和素质。
6. 人力资源综合实务人力资源综合实务是二级人力资源管理师考试的最后一个科目。
在这个科目中，考生将接触到人力资源管理的实际应用案例，了解如何在实际工作中运用所学知识解决问题。
考生需要运用自己掌握的知识，从人力资源规划、人力资源信息管理、绩效管理等方面分析和解决实际问题。
员工培训与开发 (英语)-教学大纲
《员工培训与开发(英语)》教学大纲课程编号：052372B课程类型：□通识教育必修课□通识教育选修课专业必修课□专业选修课□学科基础课总学时：32 讲课学时：实验（上机）学时：学分：2适用对象：人力资源管理先修课程：人力资源管理导论一、教学目标《员工培训与开发（英文）》是人力资源管理相关专业的核心专业课程之一，对于落实本科人才培养方案以及使学生掌握人力资源管理的核心技能具有非常重要的作用。
通过本课程的学习，学生应达到如下目标：目标1：深刻理解员工培训与开发对于组织的生存和发展的重要意义；目标2：全面了解并掌握培训与开发的理论基础和框架体系；目标3：准确把握培训与开发与HRM其它环节的有机联系；目标4：积极探索员工培训与开发机制的构建。
二、教学内容及其与毕业要求的对应关系（一）教学内容讲授上的要求本课程应系统地介绍员工培训与开发的理论基础和框架体系，并精选优秀企业在员工培训与开发实践中的经典案例，突出传统理论与最新技术及手段相结合的特点。
具体教学内容参考课时分配表，授课时可根据学生实际接受情况适当调整。
（二）教学方法和手段上的要求本课程的教学既要体现理论的深度、广度和前沿性，又要反映培训与开发管理的现实和实践，体现实用性和可操作性。
因此，在教学中要综合运用讲授、案例和情境分析、角色扮演、行动学习、录像、游戏等方法，激发学生的兴趣，鼓励他们积极参与本课程的教学，并真正投入到自觉学习和自我提高的学习活动中。
（三）学习要求在学习本课程之前，学生应具备人力资源管理的基本知识，了解人力资源管理的主要环节和各个环节之间的相互联系。
本课程的课后作业均以小组为单位提交，旨在培养学生沟通、协调、分工、合作的能力和团队精神。
学生在小组活动中应充分发挥自己的主观能动性，相互取长补短，积极为本组做出最大贡献。
本课程为英语课程，对学生的英文水平和自学能力的要求较高。
建议学生在上课之前先简单浏览课件内容，上课时记录讲授要点，课后再结合书本和笔记进行复习。
Raymond MHP版雇员培训与开发(英文版·第6版)习题答案IMChap003
CHAPTER 3NEEDS ASSESSMENTThis chapter covers the needs assessment process, the various levels, approaches, and issues. It discusses the process used to determine whether training is necessary. Needs assessment includes analyzing the organization, people, and tasks involved. The participants of needs assessment, and what each player contributes is also discussed. The chapter thoroughly describes organizational level analysis, person analysis and task analysis and what each entails. The section on person analysis is broken down into the factors that influence individual performance and motivation, including basic skills, abilities and self-efficacy of the individual; inputs; outputs; consequences or rewards; and feedback. The section on task analysis also goes into detail regarding tasks and the knowledge, skills and abilities required to perform tasks, as well as describing the steps of a task analysis. Further, the various methods of needs assessment are described, as are their strengths and weaknesses, giving the reader the information needed to choose an appropriate method to gather information. Finally, the competency models and the scope of needs assessment are discussed. Overall, this chapter provides the information needed to develop a general understanding of the needs assessment process and the factors to consider in collecting appropriate information and choosing appropriate methods to collect it.Objectives1. Discuss the role of organization analysis, person analysis, and task analysis in needsassessment.2. Identify different methods used in needs assessment and identify the advantages anddisadvantages of each method.3. Discuss the concerns of upper- and mid-level managers and trainers in needs assessment.4. Explain how person characteristics, input, output, consequences, and feedback influenceperformance and learning.5. Create conditions to ensure that employees are receptive to training.6. Discuss the steps involved in conducting a task analysis.7. Analyze task analysis data to determine the tasks in which people need to be trained.8. Explain competency models and the process used to develop them.I. IntroductionNeeds assessment refers to the process of determining learning needs and opportunities and whether training is necessary. Needs assessment typically involves organizational analysis, person analysis, and task analysis.II. Why is Needs Assessment Necessary?A. If needs assessment, which is the first step in the instructional design process, is notproperly conducted, any one or more of the following situations could occur:1. Training may be incorrectly used as a solution to a performance problem.2. Training programs may have the wrong content, objectives, or methods.3. Trainees may be sent to training programs for which they do not have the basic skills,prerequisite skills, or confidence needed to learn.4. Training will not deliver the expected learning, behavior change, or financial resultsthat the company expects.5. Money will be spent on training programs that are unnecessary because they areunrelated to the company’s business strategy.B. The needs assessment process produces information related to who needs training; whatthey need to learn (i.e., what tasks and knowledge, skills, and behaviors to emphasize); and what the climate is in the company.C. Pressure points suggest that training is necessary; pressure points include: legislation, lackof basic skills, poor performance, new technology, customer requests, changes in customer preference, job redesign, new products, higher performance standards, and new jobs.D. Outcomes of the needs assessment process include: what trainees need to learn, whoreceives training, the type of training needed, frequency of training, buy versus buildtraining decision, other options instead of training such as selection or job redesign.III. Who Should Participate in Needs Assessment?A. Managers, employees, and trainers should be involved in the needs assessment process.B. Subject matter experts (SMEs) are employees, academics, managers, technical experts,trainers, customers, or suppliers who are knowledgeable with regard to1. Training issues including the tasks to be performed.2. Knowledge, skills, and abilities required to perform tasks effectively.3. The necessary equipment.4. Conditions under which tasks will have to be performed.C. It is also important to get a sample of job incumbents, employees currently performing thejob, involved in the process because they tend to be most knowledgeable about the job and can be a great hindrance to the training process if they do not feel they have had input into the needs assessment.IV. Methods Used in Needs AssessmentA. Various methods may be used to collect information as no one method of conducting needsassessment is superior to the others.B. Focus groups are a type of SME interview that involves a face-to-face meeting with groupsof SMEs in which the questions that are asked relate to specific training needs.C. Benchmarking is often used by companies to determine best practices. This information issummarized and shared with participating companies.V. The Needs Assessment ProcessCompanies need to consider the information from organizational, person, and task analysis before the decision is made to devote time and money to training.A. Organizational AnalysisOrganizational Analysis focuses on three factors to examine when determining if training is the appropriate intervention:1. The company’s strategic direction influences training to the extent that, in companie swhere training plays a significant strategic role, more money is invested in training andthe frequency of training will likely be higher than in companies in which training isdone haphazardly or with no strategic intent in mind. The training function is morelikely to be structured as a virtual training organization or a corporate university.2. Support of Managers and Peers for Training Activities is critical.a. A key factor is a positive attitude among peers and managers about participation intraining.b. Another key factor is managers’ and peers’ willingness to provide information totrainees about how they can more effectively use knowledge, skill, or behaviorslearned in training on the job and to help create opportunities to use new skills,knowledge, and behaviors back on the job and to make trainees aware of those.3. Training resources, including money, time and expertise, need to be identified in theorganizational analysis phase.a. One way to identify training resources is for companies that have similar operationsor departments located across the country or the world to share practices.b. When choosing an external consultant, it is important to consider how customizedthe training will be to one’s company.B. Person AnalysisPerson Analysis helps to identify who needs training by examining whether current andexpected performance match.1. Employees’ readiness for training refers to whether:a. Employees have the ability, attitudes, beliefs, and motivation to learn programcontent and apply it on the job.b. The work environment will maximize learning and not interfere with performance.2. Performance improvement needs are indicated by customer complaints, lowperformance ratings, accidents, errors, and unsafe behavior.3. The process for analyzing the factors that influence employee performance and learningby way of motivation to learn:a. Person characteristics include knowledge, skill, abilities, attitudes and motivationb. Input, or the instructions and resources providedc. Output, referring to the job’s performance standardsd. Consequences, referring to the incentives employees receive for performing welle. Feedback or information employees receive while they are performing about theirperformance4. Person characteristics include basic skills, cognitive ability, language skills, and othertraits that employees need to perform their jobs or learn in training and development programs effectively.a. Basic skillsThey are those that are necessary for employees to perform successfully on the job as well as learn the content of training programs. A literacy audit can be used toindicate employees’ basis skill levels.b. Cognitive abilityIt is related to learning and job performance, includes three dimensions:1) Verbal comprehension, which is an individual’s capacity to understand and usewritten and spoken language2) Quantitative ability which relates to how fast and accurately one solvesmathematical problems3) Reasoning ability, which is the person’s capacity to create solutions to pro blemsc. Reading abilityIt is related to job performance and training success such that inadequate readingability impedes performance and learning. Training material should be presented at an appropriate reading level for the trainees.1) The difficulty of written materials is referred to as readability.2) Readability can easily be determined by analysis of sentence length and worddifficulty.3) If reading ability doesn’t match what is needed to comprehend trainingmaterials, it should be determined if on-the-job training or videotape could beused instead; employees’ reading skills could be assessed and those lacking thenecessary skill could be reassigned to more appropriate positions; or provideremedial training to those with reading deficiencies.d. Self-efficacyIt is the employee’s belief that he/she can successfully perform on the job or master the content of a training program. It can be increased by:1) Letting employees know that the purpose of the training is to improveperformance rather than reveal incompetencies.2) Providing as much information as possible about the training program and itspurpose prior to the training.3) Showing employees the training success of their peers.4) Making employees aware that learning is under their control and that they havethe ability as well as the responsibility to overcome learning obstacles theyexperience.e. Awareness of training needs, career interests, and goals helps employees bemotivated to learn. The link between training and areas where employees need toimprove should be emphasized.5. Age and Generationa. There is biological evidence that certain mental capacities decrease from age twentyto age seventy.b. With age comes experience, which can compensate for the loss of memory andmental quickness.c. At older ages, memory loss is much greater because mental resources are moredepleted than at earlier ages.d. Millenniums and Generation Y are optimistic, willing to work and learn, andtechnology-literate; they appreciate diversity.e. Gen Xers need feedback and flexibility; they dislike close supervision.f. Baby boomers are competitive, hardworking, and concerned that all employees befairly treated.g. Traditionalists are patriotic and loyal, and they have a great deal of knowledge ofthe history of organizations and work life.6. Inputa. Employees’ perceptions of the two characteristics of the workenvironment—situational constraints and social support—are determinants ofperformance and motivation to learn.b. Situational constraints include lacking the necessary tools and equipment, materialsand supplies, budgetary support, and time to perform.c. Social support is the managers’ and peers’ willingness to provide feedback andreinforcement and to provide opportunities.d. To ensure that t he work environment supports trainees’ motivation to learn:1) Provide materials, time, information, and work aids necessary for employees touse new skills before the training begins.2) Speak positively about the company’s training initiatives to employe es.3) Reinforcement employees’ using new skills, knowledge or behaviors.4) Provide feedback to encourage work-group members to support each other inusing new skills and behaviors.5) Provide the time and opportunities to practice and apply new skills andbehaviors.7. Outputa. Lack of awareness of performance standards may result in substandardperformance.b. Understanding the need to perform up to standards is important for learning tooccur.c. To ensure that trainees master training content at the appropriate level, trainees intraining programs need to understand the level of proficiency that is expected ofthem.8. Consequencesa. If employees don’t believe reward or incentives are adequate, they may not bemotivated to perform, even if they have the necessary knowledge, skills, andabilities.b. Trainees’ motivation to learn can be enhanced by communicating t o them thepotential job-related, personal and career-related benefits of learning.c. Unmet expectations about training programs will hinder motivation to learn.d. Work group norms, which are accepted standards of behavior for work-groupmembers, may encourage employees not to meet performance standards.9. Feedbacka. Employees need specific, detailed feedback regarding performance.b. Feedback also needs to be frequent to influence performance.10. Determining Whether Training Is the Best Solutiona. If employees lack the knowledge and skill to perform and other factors above are inplace, training is likely needed. To determine if training is the best solution, assesswhether:1) The performance problem is important and could potentially cost the companysignificant money or lost production2) Employees know how to perform effectively3) Employees can demonstrate the correct knowledge or behavior (i.e., an inputproblem)4) Performance expectations (input) are clear and there are no obstacles toperforming well5) Positive consequences are offered for good performance, and poor performanceis rewarded6) Employees are receiving timely, relevant, specific, constructive feedback abouttheir performance7) Other solutions, such as job redesign or transferring employees to other jobs,are feasible or are too expensiveb. If the critical job issue, process issue, and business issue are related, training shouldbe a top priority because it will have a greater effect on business outcomes andresults and will likely receive greater management support.C. Task AnalysisTask analysis results in a description of tasks performed on a job as well as the knowledge, skills and abilities required to perform those tasks.1. A job is a specific work position involving and requiring the completion of a defined setof related tasks.2. A task is a specific work activity that is a component of a job.3. Certain KSAOs (knowledge, skills, abilities and other considerations) are required toperform each task.a. Knowledge includes facts, figures, and procedures.b. Skill is the competency to perform a task.c. Ability refers to the physical and mental capacities required to perform a task.d. Other considerations include conditions under which tasks are performed, such asnecessary equipment and environmental features, time constraints, safetyconsiderations, or performance standards.4. There are four primary steps to a task analysis:a. A job or clusters of jobs are selected to be analyzed.b. A preliminary list of tasks performed on the job is developed by interviewing andobserving employees and managers as well as talking with others who haveperformed a task analysis.c. The preliminary list of tasks is validated or confirmed, typically by asking a groupof subject matter experts (SMEs) to indicate:1) How frequently the task is performed?2) How much time is spent performing the task?3) How important or critical the task is for successful job performance?4) How difficult the task is to master?5) Whether performance on the task is required of entry-level employees?d. The knowledge, skills and abilities required to successfully perform each task areidentified via interviews or questionnaires. Training content and prerequisites canthen be determined.VI. Competency ModelsA. A competency refers to areas of personal capability that enable employees to perform theirjobs successfully by achieving outcomes or completing tasks. It can be knowledge, skills, attitudes, values, or personal characteristics.B. A competency model identifies the competencies necessary for job performance and theunderlying knowledge, skills, behavior and personality characteristicsC. Ways to understand competency models:1. By comparing them to job analysis which is the process of developing a description ofthe job and the specifications that an employee must have to perform it2. By considering performance managementD. Competency models are useful for training and development in several ways:1. They identify behaviors needed for effective job performance.2. They provide a tool for determining what skills are necessary to meet today’s needs aswell as the company’s future skill needs.3. They help to determine what skills are needed at different career points.4. They provide a framework for ongoing coaching and feedback to develop employeesfor current and future roles.5. They create a “road map” for identifying and developing employees who may becandidates for managerial positions (succession planning).6. They provide a common set of criteria that are used for identifying appropriatedevelopment training and learning activities for employees, as well as for evaluatingand rewarding the m. This helps integrate and align the company’s HR systems andpractices.VII. Scope of Needs AssessmentA. Time constraints can limit the length and detail obtained from a needs assessment.B. A rapid needs assessment refers to a needs assessment that is done quickly and accurately,but without sacrificing the quality of the process or the outcomes; it can be conducted in several ways.C. Needs Assessment in PracticeThe example of Owens-Corning insulation business illustrates several aspects of the needs assessment process.Chapter SummaryThe chapter addressed the important needs assessment phase of the training and development process. A fundamental knowledge of assessing needs, the factors to consider, information to collect, and means of collecting it is essential. Methods of data collection for assessing needs were presented, along with the strengths and weaknesses of each. This chapter provided a sound and thorough discussion of the three levels of analysis, i.e., organizational, person, and task, and what each entails. It brought to light the various players in needs assessment and the role of each. Competency models and the steps to develop them were described. Finally, the concept of rapid needs assessment was discussed.Discussion Questions1. Which of the factors that influence performance and learning do you think is most important?Which is least important?Answer: Student answers would vary. Person characteristics, input, output, consequences, and feedback are the factors which influence performance and learning. These factors alsoinfluence motivation to learn. Motivation to learn is related to knowledge gained, behavior change, or skill acquisition resulting from training. The way a person feels about him or herself is strongly related to learning ability and performance. Hence all the factors are equallyimportant. (p. 124; Figure 3.3)2. If you had to conduct a needs assessment for a new job at a new plant, describe the method youwould use.Answer: To conduct a needs assessment for a new job at a new plant, the method would be: •Conducting an organization analysis, which would identify whether the new job supports the company’s strategic direction; whether managers, peers, and employees support thenew opening; and what training resources would be required for the new opening.•Conducting a personal analysis, which would help to identify whether an existing employee could fill in the new job opening or an existing employee can perform thefunction of the new job opening.•Conducting a task analysis, this results in a job description of the new opening.Whether time and money are devoted to the new job opening would be contingent on the results of organizational, person, and task analyses. Various techniques are available for conducting needs assessment; a few options being observations, interviews, and questionnaire among others. Considering the above scenario, the best option would be benchmarking. With the increasing emphasis on Total Quality Management (TQM), many companies are also using information about other companies’ training practices (a process known as benchmarking ) to help determine the appropriate type, level, and frequency of training.(p. 118-120)3. If you were going to use online technology to identify training needs for customer servicerepresentatives for a web-based clothing company. What steps would you take to ensure that the technology was not threatening to employees?Answer: Online technology is available to monitor and track employee performance. This information is useful for identifying training needs and providing employees with feedback regarding their skill strengths and weaknesses. The use of online technology in needsassessment is best suited for only a small number of jobs requiring interactions with customers through the use of a computer or telephone. Also, for online technology to be effective,managers need to ensure that the information is used to train and not to punish employees.Otherwise, employees will feel threatened, which will contribute to employee dissatisfaction and turnover. (p. 119-120)4. Needs assessment involves organization, person, and task analysis. Which one of theseanalyses do you believe is most important? Which is least important? Why?Answer: Student answers would vary. Organizational analysis involves identifying whether training supports the company’s strategic direction; whether managers, peers, and employees support training activity; and what training resources are available. Person analysis helps to identify employees wh o need training, that is, whether employees’ current performance or expected performance indicates a need for training. Task analysis results in a description of work activities, including tasks performed by the employee and the knowledge, skills, and abilities required to complete the tasks. Whether time and money are devoted to training is contingent on the results of organizational, person, and task analyses. While any one analysis can indicate the need for training, companies need to consider the information from all three types of analysis before the decision is made to devote time and money to training. For example, if an initial organizational analysis may suggest that a company does not want to spendfinancial resources on training. However, if person analysis reveals that a large number of employees lack a skill in an important area that is related to the company’s business objectives, upper-level managers may decide to reallocate financial resources for training. (p. 121)5. Why should upper level managers be included in the needs assessment process?Answer: Upper level managers are involved in the needs assessment process to identify the role of training in relation to other human resource practices in the company (e.g. selection,compensation). That is, upper-level managers help to determine if training is related to the company’s business strategy and if so, what type of training is required. Upper-level managers are also involved in identifying what business functions or units need training (person analysis) and in determining if the company has the knowledge, skills, and abilities in the work force that are necessary to meet its strategy and be competitive in the marketplace. (p. 116; Table 3.1) 6. Explain how you would determine if employees had the reading level necessary to succeed in atraining program. How would you determine if employees had the necessary computer skills needed to use a Web-based training program?Answer: A literacy audit can be used to determine employees’ basic skill le vels. Employees without the necessary reading level could be identified through reading tests and reassigned to other positions more congruent with their skill levels. Remedial training can also be provided to them. To ensure that employees have the reading level necessary to succeed in a training program a basic skills assessment and training program can be conducted. In which first the employees’ basic skills are assessed. A test of reading and math skills is given to employees.People who score at or above a ninth-grade reading level are eligible to attend trainingprograms. Those with literacy levels below ninth grade can be counseled to attend basic skills training.To determine if employees have the necessary computer skills needed to use a Web-based training program the company can use tests and work samples. Surveys can be conducted, during which, employees need to answer the questions in the questionnaire, which are related to skills in using new technology. This helps in determining their training needs. Also, phone interviews can be conducted with a small sample of the employees to gather more detailed information regarding specific skill needs. (p. 126-127; Table 3.4)7. What conditions would suggest that a company should buy a training program from an outsidevendor? Which would suggest that the firm should develop the program itself?Answer: It is necessary to identify whether the company has the budget, time, and expertise for training. One of the questions that the company must answer is whether it has the resources (i.e., time, money, and expertise) to build or develop training programs itself or whether it should buy them from a vendor or consulting firm. This is known as the “buy versus build” decision. A company should buy a training program from an outside vendor if it lacks the time and the expertise but if it has a staff expertise and the budget it can use internal consultants to train all its employees. A firm would develop the program if it has the experts who can help develop the program content and understand the needs of the business as they develop the program. (p.122-123)8. Assume you have to prepare older employees with little computer experience to attend atraining course on how to use the World Wide Web. How will you ensure that they have high levels of readiness for training? How will you determine their readiness for training?Answer: To ensure that the employees have high levels of readiness for training, theirmotivation level and willingness to learn should be increased. Special care should be taken to see that the work environment facilitates learning and does not interfere with the employee performance. Explaining benefits of computer literacy may also be helpful. To determine their readiness for training, the person characteristics, input, output, consequences, and feedback could be evaluated. (p. 124)9. Review the accompanying sample tasks and task ratings for the electronic technician’s job.What tasks do you believe should be emphasized in the training program? Why?Answer: Repairs equipment should be emphasized in the training program followed by uses small tools, as amongst the tasks given these two tasks have greater importance and areperformed frequently. Also repairs equipment is one of the most difficult tasks listed in the above table and hence would require prior training. Interpretation of instrument reading also should be better emphasized as it is performed more often and has higher difficulty level relative to the task of replacing components. (p. 136; Table 3.7)10. Explain the process you would use to determine the cause of a performance problem. Draw apicture showing the process.Answer: Performance problems can result when employees do not receive feedback regarding the extent to which they are meeting performance standards. Training may not be the best solution to this type of problem if employees know what they are supposed to do (output) but do not understand how close their performance is to the standard. Employees need to be given specific, detailed feedback of effective and ineffective performance. For employees to perform to standard, feedback needs to be given frequently, not just during a yearly performanceevaluation. Managers and trainers need to be concerned about employees’ basic skill levels, attitudes, age and generation, and the work environment in determining if performanceproblems can be solved using training and how training should be designed. (p. 132-134, Figure 3.4)11. Why would we consider age and generational differences as part of needs assessment? Is thisimportant? Explain. Discuss the types of evidence that you would look for to determinewhether a needs analysis has been conducted improperly.。
HND员工培训与开发3
Individual ReportA6HC34 Training and Developing the workforceOutcome 3NAME:SCN:CLASS:ContentsIntroductory Preamble (3)a.Theories of Learning (4)b.The Learning Cycle (4)c.Learning Style (5)How to conduct a Selection Interview (5)a.Preparing for the interview (6)b.Conducting the interview (7)c.Advantages and disadvantages of the interview (8)d.Discrimination and how to avoid it (9)Training Session Plan (10)Costs of Preparing and Delivering for Course (10)Evaluation (12)Introductory PreambleThe report includes human resource managers to prepare for training activities, and the training time is 2 to 3 hours. The report includes the resources used by human resources managers in training and the content of the interview. The theme of the training is “How to conduct a selection interview”. The report first introduces the learning method, a good learning method can support the training. The methods of study include theories of learning the learning cycle and learning style. The second part introduces the process of the interview. The content and process of the interview include Preparing for the interview conducting the interview advantages and disadvantages of the interview and discrimination and how to avoid it. Training interview must follow the principle of equality and respect, so the place must be carefully chosen and make choice. Reflect the importance of business professionals, as much as possible to ease the pressure, to create an equal, warm and harmonious atmosphere. The report in the form reflects the training arrangements and resources used in the training, interview with what resources, training and training of the specific arrangements and resources used.The training program mainly consists of four parts:Preparing for the interviewConducting the interviewAdvantages and disadvantages of the interviewDiscrimination and how to avoid itTraining program is supported by three theories:Theories of learningThe learning cycleLearning style.Theories of learningLearning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve an increase in skills, knowledge or understanding, a deepening of values or the capacity to reflect. Effective learning will lead to change, development and a desire to learn more.The learning cycle:One theory of learning suggests that the process by which people learn is through the learning cycle. There are four main elements of the cycle and it is important to note that a learning process can begin at any point. It is also important for us to be aware that to complete the learning process learners need to work all the way around the cycle.Learning styleThere are four sessions in the learning style include activists, reflector, theorist ，pragmatists. Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorized. A common concept is that individuals differ in how they learn.Activists: Although these people do not have learning experience, their learning style is modest, take action and consider the future impact. They are active learning.Reflectors: Their learning style is to observe the situation from different angles. They like to collect data and think about any conclusions before.Theorists: They think the problem through step by step. They consider learning new knowledge through logical observation.Pragmatists:They acquire new knowledge by practice and practice. They take the initiative to acquire new ideas, theories and techniques. They positively search out new ideas and take the first opportunity to experiment with applications. They tend to be impatient with ruminating and open-ended discussions.Training Session PlanEvaluationEvaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.Level 1 Reaction: This level is assessed by the learner's perception of the training course. In the case, AG Bell Ltd.’s managers should observe how learners feel.This level can assess the course response to company representatives.Level 2 Learning: The degree to which the participants in the training program got the knowledge and skills. In the case, the trainer of AG Bell Ltd.’s can learn the skills of the trainees through the test.Level 3 Behavior: Training in the work of the training, the trainers with their training in what they have learned to carry out training.In this case, this level can assess AG Bell Ltd.'s goals, which can assess financial progress.Level 4 Results: As a result of the training to what extent the results reflect the established objectives. In this case, it can measure employee turnover and customer satisfaction. At the same time. The company can understand the company's advantages and disadvantages.Evaluation refers to the evaluation and demonstration of the program to determine whether or not to take. In the process of designing a training programmer, human resource managers should assess whether it is the goal of achieving the future.Costs of Preparing and Delivering for CourseEvaluationEvaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.Level 1 Reaction: This level is assessed by the learner's perception of the training course.Level 2 Learning: The degree to which the participants in the training program got the knowledge and skills.Level 3 Behavior: Training in the work of the training, the trainers with their training in what they have learned to carry out training.Level 4 Results: As a result of the training to what extent the results reflect the established objectives.Evaluation refers to the evaluation and demonstration of the program to determine whether or not to take. In the process of designing a training programmer, human resource managers should assess whether it is the goal of achieving the future.ReferenceHalli er, J. and Butts, S. (2000) ‘Attempts to advance the role of training: process and context’, Employee Relations, Vol. 22, No. 4, pp. 375-402.King, N. (1994), ‘The qualitative research interview’, in Cassell, G., Symon, G. (Eds), Qualitative Methods in Organisational Research, Sage Publications, London.。
员工培训与开发-外文翻译
Training and Developing EmployeesGary Dessler。
Human resource management （Ninth Edition) ［M].Tsinghua UniversityPress。
2005，187-189Training refers to the methods used to give new or present employees the skills they need to perform their jobs。
Training might mean showing a new Web designer the intricacies of your site, a new salesperson how to sal e your firm’s p roduct，or a new supervisor how to interview and evaluate employees。
Training is a hallmark of good management，and a tack manager overlook at their peril。
Having high—potential employees doesn't guarantee they’ll succeed. Instead。
they have to know what you want them to do and how you want then to do it。
If they don’t, they'll do the jobs their way，not yours。
Or they will improvise，or, worse, do nothing productive at all。
Good training is vital。
QPN培训---新零件质量开发计划
新零件质量开发计划 Qualification Programme New Parts
项目 启动 PM
项目 产品 前提 定义 PP PD
项目 确认 PF
方案 确认 KE (-33)
造型 决定 DE -27
造型 冻结 DF -23
B 认可 BF -18
批量 许可 LF -12
先期 试 零 批量 市场 批量 批量 批量 投产 投放 VFF PVS 0S SOP ME -8 -6 -3 0 3
新零件质量开发计划 Qualification Programme New Parts
Formel Q - 外协件质量协议
1
新零件质量开发计划 Qualification Programme New Parts
QPN 源于TS16949和VDA 6.3（质量管理系统）的要求
组织机构必须是一个由对用户保证生产过程的和产品认可的相关 流程熟知的，相关流程也要在供应商处应用。 对一个供应商的所有产品，如果是新产品或有改变的产品/过程 ，要进行预批量阶段的产品和过程的认可。
QPN
P5 供应商管理 P6 过程分析/生产 P7 客户关怀/客户满意度、服 务
* * *
3
P5-P6-P7 （补充了大众集团的要求） VA批量生产过程 （B部分）
新零件质量开发计划 Qualification Programme New Parts
FAW-VW 应用的其它质量管理系统
Pl@t - 国产化网站
生产过程描述将不被评价。
25
新零件质量开发计划 Qualification Programme New Parts
A阶段(项目信息和项目时间阶段)
A2 - 生产过程描述
公共部门人力资源管理
在考核结束后，主管与下属之间就评估所做的讨论叫〔〕• B. 评估面谈“金无足赤，人无完人”表达在人员甄选的原则上是( )• A. 用人所长原则绩效考核涉及的人员不包括〔〕• B. 外部客户美国著名职业指导专家约翰．霍兰德认为决定一个人选择职业的最重要因素是〔〕• D. 人格通过建立人力资源需求量及其影响因素之间的函数关系，根据影响因素的变化来推测人力资源需求量变化的方法是〔〕• A. 趋势分析法反映职工所在岗位或所具备技能的价值中较为固定价值的薪酬部分是〔〕• D. 基本工资属于外部激励的奖励方式是〔〕。
• A. 奖金某公司为专业技术人才购买汽车，这属于〔〕• B. 特殊福利属于外部激励的奖励方式是〔〕。
• A. 奖金职工获得的随其工作行为和业绩的变化而变化的那部分报酬称为〔〕• B. 绩效工资答案B在考核结束后，主管与下属之间就评估所做的讨论叫〔〕• B. 评估面谈“应聘人员的必须具备本地户口”这样的招聘用语违反了招聘原则中的〔〕。
• B. 公平公正原则一般说来，成就需要较高的人倾向于选择〔〕的风险。
• C. 适度我国现行的社会保障体系中，主要针对社会贫困者或生活在贫困线以下的人的是〔〕• C. 社会救济人力资源规划的主要工作是〔〕• A. 提高工作生活质量在培训中既要掌握企业培训的总原则，也要考虑到〔〕的培训特点。
• B. 因人施教为保证绩效反馈的有效性，最好的方式是〔〕。
• A. 进行“一对一”的反馈面谈绩效考核的最终目的是〔〕• A. 绩效改良通过启发诱导的方式，激发人的主动精神，使其工作热情建立在高度自觉的基础上，发挥出内在潜力。
这种激励形式称为( )• D. 外激励在企业人力资源变动预测中，马尔可夫分析方法的基本思想是( )• C. 找出企业过去人事变动规律，以此来推测未来的人事变动趋势答案C面试的方式有以下几种〔〕答案A,B,C,D公共部门人力资源的义务，是指国家法律对公共部门人力资源必须作出或不得作出一定行为的〔〕。
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受训者情感结果的评估
1 创造性 2 责任意识 3 学习成长 4 沟通协调能力
受训者技能结果的评估
将培训结果应用于实际工作中的情况进 行评估
受训者行为改善度的评估 受训者绩效增长度的评估
360度培训评价 对部门的工作绩效和整体工作水平在人 员受训后的增长度进行评估
谢
谢
七、管理继任者培训项目设计与实施
（三）接班人计划的实施流程 1 2 3 4 5 评估关键岗位，确认岗位继任需求 确定核心人才素质特征，构筑素质模型 选拔继任计划候选人 培养核心人才继任者 接班人培训计划实施与反馈
第四节 员工培训效果评估
四、培训效果评估的作用
（一）培训前的评估（284、288）
（一）管理技能培训开发的要求及职能组合 2 界定各层管理人员的职责与行为要求
高层管理人员 能力 中层管理人员 基层管理人员
获取信息、分析问题与决策的 计划与组织实施能力 专业知识和专业技术能力
六、管理技能培训开发的方法
在职管理人员 培训的主要方 法
1 职务轮换 2 设立副职 3 临时提升
一般方法
新方法
（七）预设培训评估项目和工具
（八）年度培训计划的确定方式
第二节 培训课程设计与资源开发
一、企业培训课程设计的特征
不同企业发展阶段采取不同的培训内容
创业初期
创业者
发展期
成熟期
员工
中层管理人员
•思维习惯 •管理风格/理 念 •行业认知 •管理技能
•市场营销
•销售公关 能力
企业文化建 设
•客户沟通 技巧
人力资源管理师二级教程
培训与开发
郭宇强 博士 yuqiang_guo@
本章内容
第一节 企业培训计划设计与实施
第二节 培训课程设计与资源开发
第三节 管理人员培训与开发 第四节 员工培训效果评估
第一节 企业培训计划设计与实施
二、企业员工培训规划的分类
战略规划 规划内容 管理规划 其他规划 长期规划 规划期限 中期规划 短期规划 管理人员 规划对象 技术人员 技能操作人员
作用 1.保证培训需求确认的科学 性 2.确保培训计划与实际需求 的合理衔接 评估内容 1.培训需求整体评估 2.培训对象知识、技能和 工作态度评估 3.培训对象工作成效及行
3.帮助实现资源的合理配置
4.保证培训效果测定的科学 性
为评估
4.培训计划评估
四、培训效果评估的作用
（二）培训中的评估（284、288）
1.选择范围大，可获取到高质量的培训教 1.企业与讲师间缺乏了解，加大风险
师
2.可带来许多全新理念 3.对学员有较大的吸引力
2.讲师与企业及学员缺乏了解，适用性
低 3.会出现“纸上谈兵”现象
4.提高培训档次，引起企业各方面的重视 4.外部聘请讲师成本较高
5.容易营造气氛，获得良好培训效果
外部培训资源的开发途径 高校、专职培训师、培训公司、专家学者、网 络
确定方案及测试工具
----
二、培训成果的四级评估体系
反映评估 对项目的主观感受和满意程度
结果评估 质量、数量、安全、成本、 利润、销售额、投资回报率
学习评估 知识、技能、态度和行为方式
行为评估 几周-几个月之后 行为方式的改变
培训成果评估的五项重要指标
成果分类
含义与内容
测量方法
认知成果 技能成果 情感成果 绩效成果
2 要求
3 流程
1 咨询客户、学员和专家 2 借鉴其他课程
课程信息 资料收集
二、培训课程体系的设计定位
首要任务是给课程进行定位（确定类别、层次定位）
类别
认知领域 情感领域
性质与 任务层次
知识培训-知识更新
技能培训-能力补充 思维培训-思维变革
编排
两类（内部与外部） 性质（生产、开发等） 内容（技术、人际、创新） 新员工、生产人员 新产品开发人员、管理人 员 其他业务人员
选择培训评估人员
内部：对项目运作流程和执行者的情况了解全面
外部：对技术难题有较容
新开发、新教员、新方式
反应层、学习层、行为层、结果层
培训前、培训中、培训后
选择评估内容和指 标
建立培训评估数据库
硬数据：如：产出、质量、成本、时间 软数据：如：工作习惯、氛围、满意度、主动性等
1 替补训练 2 敏感性训练 3 案例评点法 4 事件过程法 5 理论培训 6 专家演讲学习 班 7 大学管理学习 班 8 阅读训练
1 文件事务处理训练法 2 角色扮演法 3 管理游戏法 4 无领导小组讨论法
七、管理继任者培训项目设计与实施
（二）继任者胜任力维度分析 1 2 3 4 5 6 认同企业文化和发展战略 具备组织领导才能和成就动机 擅长人际协调和化解冲突 拥有核心知识技能和优秀业绩 持续的自我开发能力 保持高忠诚度和归属感
四、企业员工培训规划制定的要求
系统性 对象-需求-内容-方式-讲师-评估
统一和一致性
标准化
有效性 普遍性
要求培训的方方面面做到标准和规范
四个特点：可靠性、针对性、相关性、高效
性
满足不同工作任务、不同对象、不同需求
二、年度培训计划设计的主要步骤
（一）培训需求的诊断分析 （二）确定培训对象 （三）确定培训目标 （四）根据岗位特征确定培训项目和内容 （五）确定培训方式和方法 （六）做好培训经费预算与控制
作用 1.保证培训活动按照计划进行 2.培训执行情况的反馈和培训计 划的调整 3.改进不足，发现新需求 4.过程检测和评估有助于科学解 评估内容 1.参与状况检测 2.培训内容检测 3.进度与中间效果检测 4.环境检测 5.培训机构和培训人员检 测
释培训的实际效果
四、培训效果评估的作用
（二）培训后的评估（284、288）
目标评估法
关键人物评估法 比较评估法（事前事后、纵向对比、横向比较、达标评估） 动态评估法 访谈法（步骤） 座谈法
定量
评估 法 综合 评估 法
问卷调查评估法
收益评估法 6sigma评估法 硬指标与软指标结合的评估法 集体讨论评估法 绩效评估法
内省法、笔试法、操作性测验、行为观察法
二、受训者培训成果的评估
精神运动领域
观念培训-观念转变
心理培训-潜能开发
七、应用实例
员工《自我发展与管理团队》课程设计方案 第一部分 课程教学说明 一、课程任务 二、教学对象 三、教学要求 四、教学方法与教学形式
第二部分 媒体分配和教学过程设计
第三部分 教学内容和教学要求
二、培训教师的来源
（一）外部培训师
优点（5个） 缺点（4个）
第三节 管理人员培训与开发
五、管理技能培训开发项目设计与实施
（二）管理技能培训开发的要求及职能组合 1 明确不同层次管理人员的能力要求
概念技能 人 际 沟 通 高层管理人员 策能力 层次分析与决
中层管理人员 能力
基层管理人员 业务技能
计划与组织实施
专业技术能力
五、管理技能培训开发项目设计与实施
基本原理方法等的理解和掌握程度
笔试，口试
操作规范，技能等级，质量标准，定额标 现场观察，工作抽样 准 对培训的态度、动机以及行为等方面特征 问卷调查（反应成果） 流动率/事故发生率下降导致的成本降低 ，产品质量提高，服务水平改善 --
投资回报率
货币收益和培训成本的比较
--
培训评估方式方法的分类
1 非正式评估
二、培训课程设计的基本原则
根本任务 满足企业与学习者的需 求 体现成年人的认知规律
基本要求
主要依据
现代系统理论的基本原理：输入、输出、转换、 反馈 进行人力资源开发
本质目标
一、培训课程的需求度调查
1 层次
组织调查 任务调查 个体调查
企业和个人需求结合 长期需要与现实需求 定性分析与定量分析
确定 调查项目
二、培训教师的来源
（二）内部培训师
优点（4个） 缺点（4个）
1.培训针对性强
1.内部学员不易于在学员中树立威望
2.沟通顺畅
3.培训相对易于控制 4.内部开发讲师资源成本低
，可能影响学员在培训中的参与态度
。 2.内部选择范围小，不易开发出高质 量的讲师队伍 3.内部讲师看待问题受环境制约，不 易上升到新的高度。
作用 1.判断，是否达到原定目标和 要求 2.培训是否落地 3.费用的投入与产出是否合理 4.可以较客观的评价培训者的
评估内容 1.培训目标达成情况 2.培训效果收益综合 评估 3.培训工作者的工作 绩效评估
工作
5.可以为管理者决策提供所需
二、培训评估方案的设计
（三）设计员工培训评估方案
作用 评估内容
正式评估
主观判断
被高级管理者作为决策依据或者为说明培训效果时
采用
有评估方案、测量工具和评判标准 2 建设性评估 以改进而不是以是否保留为目的 非正式主观评估 总结性评估 3 定性评估 定量评估 正式的、客观的 适合于对不能量化的因素进行评估，国内多数企业
采用
硬性指标
一、培训评估的定性定量方法
定性
评估 法