Training and Development(培训和发展)
合集下载
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
3. Determine behaviors needed to perform work and performance standards
4. Develop behavior objectives to be accomplished through development programs
Work Analysis
13 - 22
Goal Setting: Key Steps (1 of 2)
1. Diagnosis 2. Preparing the employees for goal setting by
increased interpersonal interaction, communication, training, and action plans 3. Emphasizing the attributes of goals that should be understood by a manager and subordinates
Training – helps employees do their current work
Development – prepares individuals for the future
Focuses on learning and personal development
13 - 3
Goals of Orientation
2. The most significant part of orientation is the human side
3. New employees should be “sponsored” or directed in the immediate environment by an experienced worker or supervisor
13 - 8
Goals of Training (2 of 2)
Intraorganizational validity
Is the job performance of a new group of trainees in the same organization that developed the program comparable to the job performance of the original training groups?
Interorganizational validity
Can a training program that has been validated in one organization be used successfully in another firm?
13 - 9
Learning Theory and Training (1 of 2)
climate
On-the-Job Training
13 - 16
Case Method
Training and Development Instructional
Methods
Role Playing
In-Basket Technique
Outdoor-Oriented Programs
Behavior Modeling
Management Games
13 - 17
Approaches to Training and Development
Humanist Cognitivist
Behaviorist
13 - 18
On-the-Job Training for Managers
Coaching and counseling
13 - 20
Diagnostic Steps in Development Programs
1. Determine short- and longterm goals of the organization
Organizational Analysis
2. Examine work requirements, specifications, and changes in work
of others Transferring knowledge quickly and efficiently
throughout the organization
13 - 12
Managing the Training Program
1. Determining needs and objectives 2. Choosing trainers and trainees 3. Selecting training content and methods to be
13 - 23
Goal Setting: Key Steps (2 of 2)
4. Conducting immediate reviews to make necessary adjustments in established goals
5. Performing a final review to check the goals set, modified, and accomplished
13 - 6
Training
The systematic process of altering the behavior of employees in a direction that will achieve organization goals
Training is related to present job skills and abilities
1. Observe employees 2. Listen to employees 3. Ask supervisors about employees’ needs 4. Examine the problems employees have
13 - 15
Steps to a Performance Analysis
13 - 10
Learning Theory and Training (2 of 2)
The material presented must be meaningful
The material must be communicated effectively
The material taught must transfer to the job
13 - 24
Criticisms of Goal Setting
Goal setting is complex and difficult to sustain Goal setting works well for simple jobs but not for
complete jobs Goal setting encourages game playing Goal setting is used as another check on
Transitory anticipatory experiences
Transfers and rotation
13 - 19
Off-the-Job Training
Lecture-discussion approach Computer-assisted instruction (CAI)
Internet Intranets Multimedia-based training (MBT) Virtual reality (VR) Distance learning
Did the trainees learn skills or acquire knowledge or abilities during the training?
Transfer validity
Did the knowledge, skills, and abilities learned in training lead to improved performance on the job?
Human Resource Analysis
Objectives to be used in evaluation of success of program
13 - 21
Development: Individual Techniques
Goal Setting
Behavior Modification
To reduce anxiety
To develop realistic
expectations
To reduce turnover
To save time
13 - 4
How Orientation Works (1 of 2)
1. Orientation should begin with the most relevant and immediate kinds of information
used 4. Developing evaluation criteria 5. Evaluating the training
13 - 13
Needs Assessment
Organizational Aalysis
Four Ways to Determine Employees’ 13-14 Needs for Training:
Training has a current orientation Helps employees master specific skills and
abilities needed to be successful
13 - 7
Goals of Training (1 of 2)
Training validity
chapter
13 - 1
13
Training and Development
13 - 2
Introduction
Orientation – orients, directs, and guides employees to understand work, firm, colleagues, and mission (socialization)
The trainee must be motivated to learn The trainee must be able to learn The learning must be reinforced The training must provide for practice of
the material
13 - 11
Learning Organizations
Organizations that are proficient in:
A systematic approach to problem solving Experimentation with new approaches Learning from their own experience and history Learning from the experiences and best practices
1. Behavioral discrepancy
2. Cost-value analysis 3. Is it a “cant do” or
“won’t do” situation? 4. Set standards 5. Remove obstacles
6. Practice 7. Training 8. Change the job 9. Transfer or terminate 10. Create a motivational
13 - 5
How Orientation Works (2 of 2)
4. New employees should be gradually introduced to the people with whom they will work
5. New employees should be allowed sufficient time to get their feet on the ground before job demands on them are increased
4. Develop behavior objectives to be accomplished through development programs
Work Analysis
13 - 22
Goal Setting: Key Steps (1 of 2)
1. Diagnosis 2. Preparing the employees for goal setting by
increased interpersonal interaction, communication, training, and action plans 3. Emphasizing the attributes of goals that should be understood by a manager and subordinates
Training – helps employees do their current work
Development – prepares individuals for the future
Focuses on learning and personal development
13 - 3
Goals of Orientation
2. The most significant part of orientation is the human side
3. New employees should be “sponsored” or directed in the immediate environment by an experienced worker or supervisor
13 - 8
Goals of Training (2 of 2)
Intraorganizational validity
Is the job performance of a new group of trainees in the same organization that developed the program comparable to the job performance of the original training groups?
Interorganizational validity
Can a training program that has been validated in one organization be used successfully in another firm?
13 - 9
Learning Theory and Training (1 of 2)
climate
On-the-Job Training
13 - 16
Case Method
Training and Development Instructional
Methods
Role Playing
In-Basket Technique
Outdoor-Oriented Programs
Behavior Modeling
Management Games
13 - 17
Approaches to Training and Development
Humanist Cognitivist
Behaviorist
13 - 18
On-the-Job Training for Managers
Coaching and counseling
13 - 20
Diagnostic Steps in Development Programs
1. Determine short- and longterm goals of the organization
Organizational Analysis
2. Examine work requirements, specifications, and changes in work
of others Transferring knowledge quickly and efficiently
throughout the organization
13 - 12
Managing the Training Program
1. Determining needs and objectives 2. Choosing trainers and trainees 3. Selecting training content and methods to be
13 - 23
Goal Setting: Key Steps (2 of 2)
4. Conducting immediate reviews to make necessary adjustments in established goals
5. Performing a final review to check the goals set, modified, and accomplished
13 - 6
Training
The systematic process of altering the behavior of employees in a direction that will achieve organization goals
Training is related to present job skills and abilities
1. Observe employees 2. Listen to employees 3. Ask supervisors about employees’ needs 4. Examine the problems employees have
13 - 15
Steps to a Performance Analysis
13 - 10
Learning Theory and Training (2 of 2)
The material presented must be meaningful
The material must be communicated effectively
The material taught must transfer to the job
13 - 24
Criticisms of Goal Setting
Goal setting is complex and difficult to sustain Goal setting works well for simple jobs but not for
complete jobs Goal setting encourages game playing Goal setting is used as another check on
Transitory anticipatory experiences
Transfers and rotation
13 - 19
Off-the-Job Training
Lecture-discussion approach Computer-assisted instruction (CAI)
Internet Intranets Multimedia-based training (MBT) Virtual reality (VR) Distance learning
Did the trainees learn skills or acquire knowledge or abilities during the training?
Transfer validity
Did the knowledge, skills, and abilities learned in training lead to improved performance on the job?
Human Resource Analysis
Objectives to be used in evaluation of success of program
13 - 21
Development: Individual Techniques
Goal Setting
Behavior Modification
To reduce anxiety
To develop realistic
expectations
To reduce turnover
To save time
13 - 4
How Orientation Works (1 of 2)
1. Orientation should begin with the most relevant and immediate kinds of information
used 4. Developing evaluation criteria 5. Evaluating the training
13 - 13
Needs Assessment
Organizational Aalysis
Four Ways to Determine Employees’ 13-14 Needs for Training:
Training has a current orientation Helps employees master specific skills and
abilities needed to be successful
13 - 7
Goals of Training (1 of 2)
Training validity
chapter
13 - 1
13
Training and Development
13 - 2
Introduction
Orientation – orients, directs, and guides employees to understand work, firm, colleagues, and mission (socialization)
The trainee must be motivated to learn The trainee must be able to learn The learning must be reinforced The training must provide for practice of
the material
13 - 11
Learning Organizations
Organizations that are proficient in:
A systematic approach to problem solving Experimentation with new approaches Learning from their own experience and history Learning from the experiences and best practices
1. Behavioral discrepancy
2. Cost-value analysis 3. Is it a “cant do” or
“won’t do” situation? 4. Set standards 5. Remove obstacles
6. Practice 7. Training 8. Change the job 9. Transfer or terminate 10. Create a motivational
13 - 5
How Orientation Works (2 of 2)
4. New employees should be gradually introduced to the people with whom they will work
5. New employees should be allowed sufficient time to get their feet on the ground before job demands on them are increased