Training-and-development培训与开发大学毕业论文英文文献翻译及原文

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Training and Development(培训和发展)

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

staff training and development

staff training and developmentStaff training and development is a crucial aspect of any organization as it ensures that employees are equipped with the necessary skills and knowledge to perform their duties effectively. At XYZ Company, we believe that investing in the training and development of our staff is essential for their personal growth as well as the overall success of the company.To ensure that our staff are well-trained, we have a comprehensive training program that covers a wide range of topics. The program includes orientation sessions for new employees, regular skill enhancement workshops, and leadership development programs for managers. We also provide online training courses and professional certifications to further enhance the skills of our employees.One of the unique aspects of our training program is the focus on practical application. We believe that the best way to learn is by doing, so we encourage our employees to apply what they have learned in their day-to-day work. This hands-on approach helps them to gain a better understanding of the concepts and allows them to identify areas where further improvement is needed.To support the training program, we have a dedicated team of trainers who are experts in their field. They are responsible fordeveloping and delivering the training content, and they provide individualized feedback and guidance to employees. The trainers also serve as mentors, offering advice and support as employees apply their new skills to solve real-world problems.In addition to the training program, we also offer opportunities for career development. We recognize that employees have different career goals and aspirations, so we encourage them to explore different areas of the company and take on new challenges. We provide opportunities for internal promotion, cross-functional rotations, and project leadership roles to help employees gain valuable experience and build their resume.To measure the success of our training and development efforts, we track key performance indicators (KPIs) and collect feedback from employees. We monitor the improvement in employee skills and knowledge, as well as the impact on organizational performance. We also conduct surveys to assess employee satisfaction with the training program and identify areas where improvements can be made.By investing in the training and development of our staff, XYZ Company is creating a strong foundation for our future growth and success. Our comprehensive training program supports the personal and professional development of our employees, ensuring that they have the skills and knowledge they need to perform at their best. With a dedicated team of trainers and opportunities for career advancement,we are building a motivated and well-prepared workforce that is ready to meet the challenges of tomorrow.。

学业水平英语作文模板及范文

学业水平英语作文模板及范文英文回答：1. Introduction。

The global education landscape has undergonesignificant transformations in recent decades, with the emergence of various educational paradigms and pedagogical approaches. Amidst this evolving educational landscape, the concept of academic achievement has taken center stage, becoming a pivotal measure of students' success and a benchmark for educational systems worldwide. This essay aims to delve into the multifaceted nature of academic achievement, exploring its definition, key determinants, and the implications for education policy and practice.2. Definition of Academic Achievement。

Academic achievement encompasses the cumulative knowledge, skills, and abilities acquired by studentsthrough formal education. It is typically measured through standardized testing, assessments, and evaluations that assess students' proficiency in specific academic disciplines. Academic achievement is often closely aligned with students' grades, but it extends beyond mere numerical representations to encompass a broader understanding of students' cognitive development and academic progress.3. Determinants of Academic Achievement。

员工培训与开发技巧

员工培训与开发技巧一、培训与开发的涵义培训(Training)与开发(Development)两个术语有时可以混用。

实际上两者是有差异的。

员工培训是指企业有计划地实施有助于员工学习与工作相关能力的活动。

这些能力包括知识、技能和对工作绩效起关键作用的行为。

培训是指员工在自己现在或未来工作岗位上的工作表现达到组织的要求而进行的培养及训练。

员工开发是指为员工未来发展而开展的正规教育、在职实践、人际互动以及个性和能力的测评等活动。

开发活动以未来为导向，要求员工学习与当前从事的工作不直接相关的内容。

在传统意义上，培训侧重于近期目标，重心放在提高员工当前工作的绩效从而开发员工的技术性技巧，以使他们掌握基本的工作知识、方法、步骤和过程；开发则侧重于培养提高管理人员的有关素质(如创造性、综合性、抽象推理、个人发展等)，帮助员工为企业的其他职位作准备，提高其面向未来职业的能力，同时帮助员工更好地适应由新技术、工作设计、顾客或产品市场带来的变化。

培训通常侧重于提高员工当前工作绩效，故员工培训具有一定的强制性；而开发活动只是对认定具有管理潜能的员工才要求其参加，其他员工要有参与开发的积极性。

传统观念认为培训的对象就是员工与技术人员，而开发的对象主要是对管理人员。

然而，随着培训的战略地位的凸现，员工培训将越来越重要，培训与开发的界限已日益模糊。

现在，两者都注重员工与企业当前和未来发展的需要，而且员工、经营者都必须接受培训与开发。

据专家预测，在21世纪，员工要胜任工作应具备综合运用知识的能力。

这要求员工必须学会分享知识，创造性地运用知识来改造产品或向顾客提供服务，并能更好地理解服务或产品开发系统。

因此，许多企业建立了对员工进行与企业经营的战略目标和宗旨联系在一起的高层次培训的观念。

在企业中营造鼓励持续学习的工作环境，构建学习型组织，使企业的员工总是不断地学习新的东西，并直接运用到产品或者服务质量的改善方面。

在学习型组织中，培训被看做是所设计的智力资本构建系统的一部分。

Training-and-development培训与开发大学毕业论文英文文献翻译及原文

培训与开发专业术语中英文对照

1.现代培训与开发建立共同愿景building shared vision团队学习team learning改变心智模式improve mental models自我超越personal mastery系统思考system thinking智力资本intellectual capital人力资本human capital胜任力competency关键事件技术critical incident technique行为事件访谈法behavior event interview准时培训just in time2.战略性培训与开发愿景vision战略性培训I strategic training领导胜任力模型competence model评价中心assessment center发展中心development centre管理技能开发management skills development人本主义范式humanist paradigm胜任力中心competence centre自我提升意识self-awareness for advance培训培训者train the trainer战略性员工strategic training of employees model 培训模型3.培训中的基本学习原理建构主义constructivision成败归因attribution of success and failure体验式学习experiential learning干中学learning by doing行动学习action learning在线学习e-learning体验式学习experiential learning4.培训需求分析胜任力compentence职位概描position profiling个人概描personal profiling5.新员工导向培训新员工导向培训employee orientation 组织社会化organizational socialization工作室workshop6.在职培训与脱产培训在职培训on the job training师带徒apprenticeship导师制mentoring导师mentor工作轮换job rotation行动学习action learning演讲法presentation methods讲课lecture案例研究法case study情景模拟法simulation training 管理游戏法management games 商业游戏法business games角色扮演法role plays行为示范法behavior modeling一揽子公文in-basket 处理法7.应用新技术进行培训准备性readiness任务情境phenomenaria信息库information banks建构工具箱construction kits网络培训network training任务管理者task managers课堂社区class community电信技术培训technology based training多媒体远程培训multimedia distance learning计算机辅助培训computer-assisted training技术辅助远程培训technology-assisted distance learning 媒体辅助远程培训media-assisted distance learning直接提供正确结论beyond the informance given不直接提供正确结论without the information given8 .管理开发培训双环学习理论 double-loop learning领导-成员交换 leader-member exchange敏感性训练 sensitive training相互作用分析 transactional analysis9 .培训有效性评估培训有效性 training effectiveness资源需要模型 resource requirement model过程评估formative evaluation 综合评估summative evaluation 睡眠效应sleeper effect 方差分析analysis of value 成本有效性cost-effectiveness 成本-收益cost-benefit 投资回报 return on investment10 .领导力开发socialization reinforcement insight self reflection mental imagery collaborative assessment人际互动强化顿悟自我反省心象合作性评价11 .高科技企业管理人员管理技能的培训与开发technical skill team building human skill conception skill decision making negotiation skill专业技能团队建设人文技能概念技能决策谈判技能。

培训中英文翻译

The originalFunctions and principles of trainingThe role of training and developmentEmployee training, as the ability to directly raise the level of managers and staff skills, providing new ideas, knowledge, information, skills, competence and professional growth of employees, the fundamental spirit of innovation and an excellent way to approach is the most important human resources development, investment in physical capital than the more important investment in human capital. With China's accession to the WTO and the world economic integration, business has never been as great importance to training. In this paper, some personal views on the training to the training of innovative enterprises.1. Training - business to take offEffective training, in fact, is to enhance the competitiveness of our business process. In fact, the effect of training does not depend on the individual trainees, but the contrary, the business organization as a state of organisms, plays a crucial role. Good-to-business benefits of training four points:(1), training to improve staff-to-business sense of responsibility sense of belonging and ownership. On businesses of employee training more fully, more attractive to employees, human resources can play a more high-value-added, so as to create more effective business. Data showed that Pepsi-Cola Company of Shenzhen's 270 employees 100 to conduct a survey, almost all of these people participated in the training. Of which 80% of the staff for their work expressed their satisfaction with 87% of employees are willing to remain in the company. Training not only improved the skills of workers and trade unions to raise awareness of their own values, goals for a better understanding.(2), training to promote the business and employees, management and staff level of two-way communication, enhance cohesion and cohesiveness, excellent shape corporate culture. Many enterprises have taken training and commissioned their own training methods. Training to do so easily into the corporate culture, because culture is the soul, it is a core value for all employees of the education enterprise micro-cultural system. Enterprise management and staff agree that corporate culture will not only take the initiative to study scientific and technological knowledge and skills to master, but also would enhance a sense of ownership, quality awareness, sense ofinnovation. So as to nurture their professionalism, innovation and social responsibility to develop all levels of scientific and technological knowledge self-consciously to create a favorable atmosphere for the invention, enterprise IT professionals will grow, enterprise technology development capacity will be increased. More papers in business management "Maoshan under the" Find.(3), training can improve the overall quality of employees, increase productivity and service levels, establish a good image of enterprises, and enhance the profitability of the business. U.S. authorities monitoring, training return on investment of around 33% generally. The United States in the analysis of large-scale manufacturing companies, the company obtained from the training rate of return of up to about 20% -30%. Motorola annually to all employees with at least 40 hours of training. Survey: 1 U.S. dollars per Motorola training fees can be in 3 years to achieve the production efficiency of 40 U.S. dollars. Motorola believes that the quality of good corporate employees have been through technical innovation and economical operation of the company has created four billion U.S. dollars of wealth. Training Motorola's huge investment in training revenue shows the importance of the enterprise.(4), to adapt to market changes, enhance the competitive edge of the reserve forces training enterprises, enterprises operating Yong-Ji vitality. To put it bluntly the competitiveness of enterprises is a competition of talents. Growing wise entrepreneurs realize that training can not be ignored is the development of the "people investment" is to enhance the "hematopoietic" a fundamental way. A study by the United States show that technological innovation is the best investment ratio 5:5, that is, "people investment" and 50% of hardware investment. People-oriented soft-technology investments, the role of the machinery and equipment investment in the hardware technology, doubled the effectiveness of output. Equipment in the same conditions, the increase in "people" to invest up to 1 vote in the middle of the input-output ratio of 8. Promote technological innovation in developed countries not only pay attention to the introduction of machinery and equipment upgrading of the hardware inputs and so on, and pay more attention to improve people's quality as a major objective in the soft technology. Facts have proved that talent is the primary resource, with first-rate talent, we can develop a first-class products, to create first-class performance, enterprises can be competitive in the market in an invincible position.The principles of training and developmentIn order to ensure the direction of training and development will not deviate from the target organizations & companies need to develop basic principles and be guided by them. Specifically include the following:1. Strategic principlesEnterprises must be staff training and development on a strategic level to understand. Bring immediate relief and some staff training, staff will soon be reflected in performance on; some may be obvious after a number of years in order to receive the results, especially for training managers. Therefore, many companies see training as an input but not output to "lose money" transactions, the current emphasis is often placed on the interests of the arrangements, "No admittance except on business" to attend training, and in genuine need of trained personnel due to the heavy task and can not leave. The results on the knowledge there will not use or do not have the "training of specialized households" to make the training a real input into not only the output of the "loss" transactions. So & business strategy must establish the concept of & in accordance with the objectives and strategies for enterprise development the development of training plans, training and development and business in close connection with the long-term development.2. Theory with practice and apply what they have learned the principles ofStaff training should be targeted clear, from the practical & the needs of closely integrated with the job characteristics, and training targeted at their age, knowledge structure, the capacity of the structure, thinking the situation closely with the aim of training staff with the necessary skills to to complete the work, and ultimately to increase the economic benefits of services. Only in this way in order to receive effective training in order to improve efficiency.3. Knowledge and skills training and corporate culture principle of trainingThe content of training and development, in addition to cultural knowledge, expertise, professional skills training should include the ideals, beliefs, values, moral values, such as the contents of such training. While the latter also with business goals, corporate culture, enterprise system, enterprises such as the fine tradition of combining so that employees in all respects to comply with the requirements of enterprises.4. Full training and focus on the principle of combiningFull training is planned, step-by-step on-the-job training of all staff, which is to improve the quality of the only way for all staff. In order to improve the rate of return on investment of training,training must focus on enterprises that have a significant impact on the rise and fall of management and technical backbone, especially in senior management, is also promising the echelon personnel, should be training in a planned way and development.5. The effect of feedback training and strengthening the principles ofThe effect of feedback and training is indispensable to strengthen the important link. Training effect of feedback refers to the training staff after the inspection, its role is to consolidate the skills of their staff in the use, in time to correct errors and deviations feedback more timely, accurate & training the better. Refers to as a result of enhanced feedback and training personnel on the incentives or penalties. Its purpose is to reward the one hand, to receive training and obtain the performance of staff, on the other hand, is to strengthen the training of other staff awareness training has been further enhanced the effect.译文：培训的作用与原则员工培训的作用企业员工培训，作为直接提高经营管理者能力水平和员工技能，为企业提供新的工作思路、知识、信息、技能，增长员工才干和敬业、创新精神的根本途径和极好方式，是最为重要的人力资源开发，是比物质资本投资更重要的人力资本投资。

Training and development 培训与发展chapter

Triggering Event = AOP<EOP
Analysis Phase
In a TNA, both training and non training needs are identified. An effective training system begins with the identification of the organization’s training needs. These need will create a performance gap (AOP is less than EOP). Performance gap can be current or future oriented. Things such as profitability shortfalls, low level of customer satisfaction or excessive scrap are all examples of current performance gap. Another type of performance gap is future oriented. Here, the company is seen as likely to perform poorly in the future unless changes are made. Once a performance gap exists, the cause must then be determined.
Training as an open system
A business must interact with its environment and thus it is an open system. Open systems have dynamic relationship with their environment, but closed system do not interact with their environment. Inputs from the environment keeps the system active. The environmental inputs are transformed into outputs by the system’s processes.

人力资源英文论文Training and development of human resources at work

Training and development of human resources at work:Is the state of our science strong?Gilad Chen a,⁎,Richard J.Klimoski ba Management and Organization Department,Robert H.Smith School of Business,University of Maryland,College Park,MD 20742-1815,USAb George Mason University,Fairfax,VA 22030,USAAbstractThe purpose of this article is to discuss progress and gaps in the scientific training and development literature.In particular,we first delineate three criteria against which scientific progress in Human Resource Management fields can be evaluated.We then review examples from the training and development literature that illustrate progress toward meeting each scientific criterion.Finally,we identify several gaps in the literature that require further theory development and empirical research.Although our general assessment of scientific progress in the training and development literature is positive,we also argue that more multilevel research is needed to better understand how learning is influenced by factors residing at multiple levels of analysis,as well as how learning generalizes to influence practically meaningful outcomes at higher organizational levels.©2007Elsevier Inc.All rights reserved.Keywords:Training;Multilevel;Scientific adequacyTo meet the challenges inherent in 21st-century work careers and organizations,employees are required to continuously update their knowledge,skills,and work habits,and organizations to invest highly in the development of their human capital (Ilgen &Pulakos,1999).Despite a steady increase in the amount of organizational research on training and development over the past two decades (Kraiger,2003;Salas &Cannon-Bowers,2001),it is unclear whether the scientific rigor of this research has been ck of scientific rigor in research can preclude valid knowledge creation and the accumulation of knowledge,and thus lead to inefficient dispersion of precious human and financial resources,failure to meet employee developmental goals,and loss of advantage in an ever-competitive marketplace and economy.Worse still,inferior or faulty models,theories or training interventions may actually do harm to workers and the organizations that employ them.Thus,strong theoretical understanding and empirical support for factors contributing to effective employee learning are critical levers for ensuring the effectiveness of training and development programs.Accordingly,in this article we consider the current status of the training and development literature relative to its claims to theoretical adequacy.First,we briefly discuss both classic scientific criteria (e.g.,Bacharach,1989;Sutton &Staw,1995;Whetten,1989)and the emerging scientific paradigm of multilevel theory (e.g.,Kozlowski &Klein,2000).This allows us to delineate benchmarks against which the training and development literature could be evaluated.Second,we selectively review recent summaries of research findings in the area to document the extentto Human Resource Management Review xx (2007)xxx –xxx+MODELHUMRES-00244;No of Pages /bam/humres⁎Corresponding author.E-mail address:giladchen@ (G.Chen).1053-4822/$-see front matter ©2007Elsevier Inc.All rights reserved.doi:10.1016/j.hrmr.2007.03.0042G.Chen,R.J.Klimoski/Human Resource Management Review xx(2007)xxx–xxxwhich the field meets the key criteria that we have identified.Note that it is not our intent to argue for or against thescientific adequacy of the totality of the incredibly large and diverse literature associated with training anddevelopment.Rather,our goal is more modest.We wish to document specific and positive exemplars that will be usedto support the premise that the field is in reasonably good shape.Yet we want to hold out the promise that with effortand with guidance from our analysis,major gains in the near future can be had in increasing the validity and usefulnessof theory and research in the training and development area.Toward this end,our paper builds on two recent andcomprehensive reviews of the literature(Kraiger,2003;Salas&Cannon-Bowers,2001),and our own readings ofrecent training and development research in key journals(e.g.,Academy of Management Journal,Journal of AppliedPsychology,Journal of Management,Personnel Psychology,Organizational Behavior and Human DecisionProcesses)and other relevant outlets.As such our analysis will inevitably be conditioned by the fact that we are lookingat the status of theory as reflected in the most carefully vetted or“leading edge”sources of the literature.But as implied,if we cannot find high quality thought leadership here,it is not likely to be available.Finally,we close by identifyinggaps in the scientific training and literature and then go on to offer areas that appear fruitful for further theoryrefinement and future research.Thus,our objective is to identify the best that the field has to offer but remain open tothe gaps that remain.1.Theoretical principles and benchmarksThe question of what constitutes“good theory”has been debated in the social sciences for quite some time(e.g.,seeSutton&Staw,1995;Weick,1995).However,as cogently discussed by Whetten(1989),most social scientists canagree on four key elements necessary for any theory in the social sciences.First,theories should be clear with respect towhat construct or set of constructs constitute the phenomena of interest.Of particular interest is the extent to which theconstructs,as well as their measures,are clear,inclusive,comprehensive and parsimonious with respect to the targetedphenomena.Second,theories should clearly explicate how the various constituent factors involved in a formulation arerelated to each other,and elucidate the causal mechanisms linking the constructs so included.Third,theories shouldprovide a convincing rationale for why the particular constructs and relationships between them make sense and arejustified,building on strong empirical justification and/or clear and persuasive logic.Finally,theories need to beexplicit with respect to their boundaries,or who,where,and when they are most likely to be applicable.In this regardwe must be suspicious of any theory that makes claims for being valid for all people,all situations or for all timeperiods.Bacharach(1989)went further in suggesting that theories can be evaluated with respect to the falsifiability(i.e.,refutability),utility(i.e.,usefulness),and fit among the key components of theories,namely their constructs,variables,and relationships.Thus,“good”theories are those that explain what,how,why,and when certain phenomenaexist,and are useful and open to tests against potential alternatives.Beyond these classic scientific criteria,any work-related theory needs to also consider the complexities inherent inorganizations.In particular,the notion that organizations are composed of multiple nested social systems(Katz&Kahn,1978)has nontrivial implications to the extent to which work-related theories can adequately explain and predictwork behavior.Recently,Kozlowski and Klein(2000)have provided an excellent overview of the conceptual andmethodological challenges that organizational theorists face,in light of the multilevel and complex nature oforganizations.For instance,organizational scholars studying training and development need to consider proximaltrainee-and program-levels(e.g.,trainers'support and instructional methods),as well as more distal contextual factorsoutside the trainee-and training program-levels(e.g.,work-related climate,supervisor support),that can influencelearning processes and outcomes,as well as the likelihood of transfer of training(e.g.,see Kozlowski&Salas,1997).Moreover,the increased reliance on work teams requires that we gain better understanding of how individuals learn inteam contexts,as well as how learning principles and theories generalize to the team level(e.g.,Kozlowski,Gully,Nason,&Smith,1999).Finally,it is important recognize that training and development,like many other human resources managementtopics,is an applied science.This has several important implications to evaluate the quality of training anddevelopment-related theories.First,training and development theories are likely to borrow heavily from theoriesdeveloped in more basic sciences,such as cognitive psychology(e.g.,learning theories,such as ACT⁎,Anderson, 1983,1995).As such,good organizational training and development theories rely on theories and understanding ofmore basic phenomena(e.g.attentional or cognitive processes),but they also contribute to the application,general-ization or extension of such work to new settings(the workplace).Second,and related to the first point,training anddevelopment scholars are more likely to engage in theorizing ,as opposed to theory development (cf.Weick,1989,1995).That is,rather than developing new and comprehensive theories,scholars are more likely to focus on more modest and easier to test “mid-range ”theoretical models ,which,relative to theories,include narrower sets of constructs and justifiable relationships among them (cf.Naylor,Pritchard,&Ilgen,1980).Finally,given its applied focus,organizational training and development research needs to consider not only theoretical adequacy,but also implications and utility for organizational practices and success.Indeed,ideally,scientifically-sound training and development research would enable organizations to effectively develop their employees within the realities of business necessity.Thus,training and development is a “user-inspired science ”(Stokes,1989),in that it has to satisfy both scientific and applied criteria.Building on the discussion above,we propose that training and development research should meet three core scientific benchmarks,including:1.Clarity and justification regarding key constructs,measures,and relationships among them;2.Delineation of boundaries conditions and delimitations,including potential generalization and influences that cross settings,populations,and levels of analysis;3.Demonstration of practical and applied utility.2.Scientific adequacy of training and development researchIn this section,we provide exemplars from the training and development literature,to help illustrate the three scientific criteria delineated above.Although thoroughly evaluating the training and development field against these criteria goes beyond the scope of the present article,we hope to provide some initial support for the extent to which the literature on training and development has met each criterion.By reviewing positive exemplars of each scientific benchmark,and by identifying gaps in the current body of literature (in the subsequent section of the paper),we hope to further illustrate how these criteria could be utilized in more thorough content analyses of scientific progress in this and other human resources management literatures.2.1.Constructs,measures,and relationshipsThe first scientific criterion is concerned with the extent to which training and development research has developed cogent theoretical models,in which core constructs are clearly supported,from both conceptual and empirical (measurement)standpoints,and solid rationale is provided in justifying the hypothesized relationships between constructs.This criterion is thus mostly about the construct validity and internal validity of research in the field.Perhaps the most influential model in the training and development literature is Goldstein's (1986,1991)instructional system design (ISD)model.Goldstein's ISD model suggests that,to be effective,training programs should rationally progress from needs assessment (i.e.,assessment of organizational,task and competencies,and personal needs and requirements),to the development of various instructional objectives and strategies,to the implementation and then explicit evaluation of training.Although Goldstein's ISD model has been challenged (e.g.,Dipboye,1997,questioned its likely applicability),reviews by both Salas and Cannon-Bowers (2001)and Kraiger (2003)suggest that a considerable body of research has provided support for components of the ISD model.For instance,research has shown that various instructional methods,such as computer-and web-based training (e.g.,Brown,2001),and the manner in which organizations frame training (e.g.,in terms of remedial vs.advanced training;Quiñones,1995)can have powerful influences on learning processes and outcomes.A meta-analysis by Arthur,Bennett,Edens,and Bell (2003)found that,on average,the effects of training needs analyses and various design features (e.g.,lecture,audiovisual,simulations,self-instruction)on training effectiveness indices are medium to large in magnitude.These studies provide support for the ISD model in demonstrating the linkages among personal needs and orientations,various instructional methods,and learning effectiveness.There is also a rich volume of research focusing on training evaluation and learning criteria.Kirkpatrick (1959)proposed a typology of training effectiveness,which included four levels of outcomes:affective reactions,learning (development of knowledge),behavior (skill acquisition),and results (impact of training on organizational outcomes).More recently,Kraiger,Ford,and Salas (1993)extended Kirkpatrick's by developing more theoretically-driven typology of learning outcomes,which included cognitive,behavioral,and affective outcomes.Specifically,building on 3G.Chen,R.J.Klimoski /Human Resource Management Review xx (2007)xxx –xxx4G.Chen,R.J.Klimoski/Human Resource Management Review xx(2007)xxx–xxxtheories of cognitive and instructional psychology,Kraiger et al.proposed that effective learning consists of changes inknowledge and skills,as well as adoption of certain attitudes and enhanced self-efficacy and motivation to use newlearning or ing meta-analytic techniques,Alliger,Tannenbaum,Bennett,Traver,and Shotland(1997)provided support for linkages among training outcomes,suggesting that different aspects of learning are related.Another influential theoretical model in the training literature was developed by Baldwin and Ford(1988).Theseauthors conceptualized transfer of training in terms of both maintenance and generalization of skills,and developed anormative model according to which training transfer is promoted by various learning indicators,as well as by moredistal individual and situational differences that either promote or prevent effective learning and transfer.Empiricalevidence has provided good support for Baldwin and Ford's model,suggesting that effective development ofknowledge,skill,and sense of confidence in these skills are particularly predictive of successful transfer(e.g.,Ford,Smith,Weissbein,Gully,&Salas,1998;Kozlowski et al.,2001).Colquitt,LePine,and Noe's(2000)meta-analysis hasfurther documented the unique influences of individual differences and situational characteristics on learning andtransfer outcomes.Collectively,work by Goldstein,Baldwin and Ford,Kraiger et al.,and related empirical evidence,has provided a solid foundation for core training and development predictor and criterion constructs,as well as therelationships between them.The training and development literature has also adopted effectively theories from other fields,in an effort to betterarticulate and explain learning phenomena in work settings.For example,Lord and Maher(1991)and Weiss(1990)discuss how more basic theories and principles developed in cognitive and instructional psychology can help enhanceour understanding of learning processes at work.For instance,following Anderson's(1983,1995)ACT⁎theory,we know that learning tends to progress through a series of stages that parallel the cognitive architecture of memory,fromdevelopment of declarative knowledge(i.e.,knowledge of facts),to acquisition of proceduralized knowledge(i.e.,knowing how),to greater mastery of the content domain that allows adaptation and generalization(see also Smith,Ford,&Kozlowski,1997).Further,Kanfer and Ackerman(1989)have integrated cognitive and individual differencetheories of skill acquisitions with goal setting theory,and proposed that general mental ability promotes learningduring early skill acquisition stages,whereas goal setting interventions promote performance only after individualshave mastered their skills.In addition,theories of motivation,such as Bandura's(1997)social cognitive theory andDweck's(1989)goal orientation theory have greatly advanced our understanding of how,why and when individualslearn more effectively.For instance,studies have shown that trainees'learning goal orientation positively promoteslearning outcomes,but that these relationships are mediated by various motivational states and processes,such astrainees'learning self-efficacy,choice of learning goals,and self-regulation of effort during learning(e.g.,see Chen,Gully,Whiteman,&Kilcullen,2000;Ford et al.,1998;Kozlowski et al.,2001;Phillips&Gully,1997;Stevens&Gist,1997).Finally,there are also multiple indications that the training and development literature has developed a battery ofvalid and reliable measures.For example,a recent study by Brown(2005)built on Kirkpatrick's(1959)conceptualwork in developing a measure of training reactions,and demonstrated its validity and utility.Likewise,Towler andDipboye(2003)developed a measure of trainees'learning styles,which successfully predicted preferences for variousinstructional methods.To examine the adequacy of measures employed in training and development research moreclosely,we examined a recent comprehensive meta-analysis of the training literature conducted by Colquitt et al.(2000,Table1),and compared the observed average correlations to those corrected for unreliability in the predictor andcriterion measures.In the vast majority of their meta-analyzed relationships,the observed correlation closely matchedthe corrected correlation(the difference was rarely greater than.10of a correlation point),which suggests that trainingand development researchers have tended to employ reliable measures.The fact that Colquitt et al.were able togenerate a large set of meta-analyzed correlations is in and of itself indicative of a certain level of maturity in themeasurement of training-related constructs.Thus,we agree with Salas and Cannon-Bowers'(2001)assessment thattraining and development research found in our major journals has employed valid and reliable operationalizations ofvarious training and learning constructs.Summarizing,the evidence we summarized above provides examples of training and development research that hasmet the first scientific criterion well.These examples suggest that researchers have developed comprehensive modelsof training and transfer effectiveness,and used basic theories of individual differences in ability,motivation,andlearning to carefully justify their choice of constructs,measures,and relationships among them.However,as we willelaborate later in the article,more can be done to meet this scientific criterion;particularly,we will call for expansion ofthe nomological network of training constructs and phenomena.2.2.Boundaries conditions and delimitationsThe second major scientific criterion deals with the extent to which the training and development research generates knowledge that generalizes to different settings,populations,and levels of analysis,as well as the extent to which such boundaries impact learning phenomena and training effectiveness.In essence,thus,this criterion is concerned with the external validity of the training and development literature as a field.Quantitative and qualitative reviews of the field (Alliger et al.,1997;Colquitt et al.,2000;Kraiger,2003;Salas &Cannon-Bowers,2001)show that training and development research has been conducted using a wide variety of samples and in diverse settings (e.g.,younger and older adults,employees and managers at various organizational levels,civilian and military organizations,and different countries).There are also examples in which researchers explicitly specified and/or tested boundary conditions for generalizations in training research.For instance,work by Maurer and colleagues (Maurer,2001;Maurer,Weiss,&Barbeite,2003)suggests that older employees find it particularly challenging to develop new set of knowledge and skills,owing to their own lower learning-related attitudes and motivation and due to stereotypes others in the organization hold about older adults'ability to learn.In addition,research on the Pygmalion leadership style has shown across a variety of employment settings that training inter-ventions directed at boosting leaders'expectations of followers transferred well when leaders were unaware of their followers'true (and often quite average)level of competence (Eden,1992),but not when leaders were knowledgeable of their followers'actual level of competence (Eden et al.,2000).Additionally,research on attribute-treatment-interactions (ATIs)has adopted theories from educational psychology (e.g.,Snow,1986)to more explicitly considers the efficacy of training interventions for trainee with different characteristics.For instance,studies have demonstrated that instructional designs that encourage exploration and even committing errors during training are more effective for trainees who are less avoidant-oriented (Schmidt &Ford,2003),and possess higher levels of cognitive ability and openness to experience (Gully,Payne,Koles,&Whiteman,2002).Additionally,Towler and Dipboye (2001)found that goal orientation interacted with trainer expressiveness and lecture organization to influence learning performance,such that individuals with low learning orientation did not respond to trainer expressiveness and lecture organization,whereas individuals with high learning orientation learned the least from trainers'who were disorganized and inexpressive.Moreover,Kanfer and Ackerman (1989)found that trainee cognitive ability more positively related to learning when performance goals were not set early on in training,as compared to when goals were set early on.In addition to ATI research,there is a body of research that has focused on the extent to which situational factors other than training interventions affect learning processes (for review,see Mathieu &Martineau,1997).For instance,Mathieu,Tannenbaum,and Salas (1992)found that trainees react more positively to training programs when the decision to participate in a particular training program is made by themselves,rather than by their organization.There is also evidence that more supportive group and leadership climates can facilitate the relationships between learning and transfer outcomes (Smith-Jentsch,Salas,&Brannick,2001;Tesluk,Farr,Mathieu,&Vance,1995;Tracey,Tannenbaum,&Kavanaugh,1995).Thus,ATI and other cross-level studies have advanced our understanding of how various instructional designs and other situational characteristics combine with individual attributes of trainees to affect learning and transfer outcomes.Although the vast majority of training development theorizing and research has been conducted at the individual-level of analysis,in the past decade there has also been an emergence of research on team-level training and learning.Generalizing the concept of needs analysis,Tesluk,Zaccaro,Marks,and Mathieu (1997)have noted that analyses of task,role,and inter-role connections are required in order to more effectively train individuals to work in teams.Salas and Cannon-Bowers (1997)have also proposed that team-level training programs should attempt to develop learning outcomes parallel to those examined at the individual-level (cf.Kraiger et al.,1993).Significantly,empirical research on team training has provided initial support that some individual-level training principles do indeed generalize to teams.For instance,work by Marks,Sabella,Burke,and Zaccaro (2002),Marks,Zaccaro,and Mathieu (2000)suggests that certain instructional methods,such as cross-training of individuals,can promote team learning outcomes,and that team learning outcomes and post-training leadership climate can promote team transfer performance.Furthermore,Chen,Thomas,and Wallace (2005)and DeShon,Kozlowski,Schmidt,Milner,and Weichmann (2004)recently provided more direct evidence that models of training antecedents,learning processes,and learning and transfer outcomes can generalize from the individual to the team level.However,as we note later,there is still much more that we need to learn about the antecedents,contents,and outcomes of learning at higher (dyad,team,organization)levels of analysis.5G.Chen,R.J.Klimoski /Human Resource Management Review xx (2007)xxx –xxx6G.Chen,R.J.Klimoski/Human Resource Management Review xx(2007)xxx–xxx Theorizing by Kozlowski and his colleagues has also greatly enhanced our understanding of how learning occurs in multilevel organizational contexts.First,Kozlowski and Salas(1997)and Kozlowski,Brown,Weissbein,Cannon-Bowers,and Salas(2000)developed a comprehensive framework for understanding the multilevel antecedents and outcomes of learning.Their theoretical framework suggests that effective learning and transfer are most likely to occur when good alignment is created between individual-level and contextual antecedents of learning and transfer.For instance,individuals motivated to learn certain skills(e.g.,HTML programming)will likely exert greater effort in learning and transferring these skills when they know their organization and supervisor value such skills.This illustrates the importance of both horizontal(i.e.,individual-level)and vertical(i.e.,cross-level)alignment of training and transfer processes.A second important contribution of Kozlowski,Gully,McHugh,Salas,and Cannon-Bowers(1996),and Kozlowski et al.(1999)concerns the development of a team compilation model,which describes the processes through which learning can aggregate from individuals to teams.Extending basic theories of learning to the team-level,Kozlowski et al.have proposed that the content of learning in teams progresses from individuals,to dyads,to more complex networks of inter-member exchanges.Kozlowski et al.have also specified the various functions leaders should fulfill to develop their members personally and collectively,at different stages of team development(e.g.,focusing on personal support early on,and on helping the team make sense of their environment later on).This conceptual work has advanced our understanding of learning processes and outcomes in organizational contexts,as well as how learning may aggregate from individuals to teams.In sum,the training and development research summarized in this section has collectively advanced our knowledge regarding both the generalizability and boundaries of training principles and learning phenomena across populations, settings,and levels of analysis.This by no means indicates we have learned all there is to know about contextual influences on learning or the extent to which models of training and learning generalize across levels.Still,these conceptual and empirical works suggest that there is conscious effort in the training and development literature to test the boundaries and generalizability of our theories and principles.2.3.Practical and applied utilityThe third scientific criterion involves the extent to which the training and development literature has generated useful and practical knowledge,which can advance the effectiveness of work organizations.In particular,this criterion is concerned with the extent to which the training and development literature has generated knowledge that can advance our understanding of whether and how employee learning and training programs impact important outcomes in work organizations,such as improved job performance and even organizational performance.Colquitt et al.'s(2000)meta-analysis found the following correlations(averaged across studies and corrected for unreliability)between training outcomes and job performance:−.04between declarative knowledge and job perfor-mance,.44between skill acquisition and job performance,.29between affective training reactions and job performance, .14between post-training self-efficacy and job performance,and.59between training transfer and job performance. Thus,these findings suggest that skill acquisition and transfer are particularly predictive of individual job performance.There is also evidence that learning and training programs can impact performance at higher levels of analysis. Kirkman,Rosen,Tesluk,and Gibson(2006)recently found that average members'training proficiency in virtual (i.e.,geographically distributed)teams positively promoted team performance(measured by the satisfaction of teams' customers),but only when teams had high levels of team trust,technical support,and an experienced team leader.Two other studies found that the development of team members'knowledge pertaining to teamwork can translate into improved team performance,but that the impact of members'teamwork knowledge on team performance is partially mediated by teams'task proficiency(Hirschfeld,Jordan,Feild,Giles,&Armenakis,2006),and that the teamwork knowledge of more pivotal members has greater impact on team effectiveness(Ellis,Bell,Ployhart,Hollenbeck,& Ilgen,2005).The findings from these studies are encouraging with regard to the impact of individual learning on team effectiveness,but they also suggest that the impact of team members learning outcomes may not translate into improved team performance unless certain structural and social team systems and supports are in place.Other research has focused on the utility of training in terms of influences on organizational-level outcomes. Employing utility analyses,researchers have shown that training outcomes and initiatives can also translate into improved firm performance.Mathieu and Leonard(1987)showed that employing supervisory skill training in a bank led to substantial return on investment,and estimated that this return(in dollar amount)grew over several years of。

training and learning development

training and learning developmenttraining, coaching, mentoring, training and learning design - developing peopleConventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'.Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies.So, as soon as you've covered the basic work-related skills training that is much described in this section - focus on enabling learning and development for people as individuals - which extends the range of development way outside traditional work skills and knowledge, and creates far more exciting, liberating, motivational opportunities - for people and for employers.Rightly organisations are facing great pressure to change these days - to facilitate and encourage whole-person development and fulfilment - beyond traditional training.index - training areas and questions featured on this pageAdditional introduction and contextOverview of training processes and ideasPrioritising training when planning - including DIF Analysis (Difficulty, Importance, Frequency)Developing people - not just skillsSelf-study training design factorsMentoring - principles, costing, justification, establishingGeneral training tips and principlesRecognition of learning and development effort - encouragement, letters/emails examplesLeadership and management development pointersManagement and leadership training with no guaranteed career move afterwards Assessing and improving organizational training effectivenessPlanning training in organizationsConflict between HR/Training and Operational Management - managing and avoidingTraining groups of trainees with different abilities - simple preparation/policy statement often overlookedTraining resources ideas and types - resources are everywhere - how to build your own library/collection/toolboxAttributions and copyright, intellectual property, permissions, etc (included in above section)Starting your own training business - some quick tipsA note about spelling on this website: You may notice that the words organization/organisation (and variations) on this page are spelled the UK English way, organisation, and the US English way, organization. This is so people can find the materials easily when searching on the web. Other words such as colour, favour, optimise, prioritise, etc., tend to follow the UK English spelling, because I am English. Feel free to spell-check and amend these notes according to your preferences if you use them for your own situation, which for teaching and study is perfectly okay.introduction and contextAs with this website as a whole, this training guide is oriented chiefly around what's good for people, rather than chiefly what's profitable for organizations. The reason for this is that in terms of learning, training and development, what's good for people is good for the organizations in which they work. What's good for people's development is good for organizational performance, quality, customer satisfaction, effective management and control, and therefore profits too.This is central to a fairly balanced Psychological Contract in employment organizations.Profit is an outcome of managing and developing people well. People and their development enable profit. Enable people and you enable profit. Organizations which approach training and development from this standpointinevitably foster people who perform well and progress, and, importantly, stay around for long enough to become great at what they do, and to help others become so.Training is a very commonly used word, so it features heavily on this page, but learning is in many ways a better way to think of the subject, because learning 'belongs' to the learner, whereas training traditionally 'belongs' to the trainer or the organization.This is a significant difference in attitude, explained in more detail on the training or learning? page.Training should be about whole person development - not just transferring skills, the traditional interpretation of training at work.Whatever your role and responsibility, you might not immediately be able to put great new emphasis on 'whole person development'.Being realistic, corporate attitudes and expectations about what 'training' is and does cannot be changed overnight, and most organisations still see 'training' as being limited to work skills, classrooms and powerpoint presentations. However, when you start to imagine and think and talk about progressive attitudes to developing people - beyond traditional skills training - for example:∙'enabling learning'∙'facilitating meaningful personal development'∙'helping people to identify and achieve theirown personal potential'then you will surely begin to help the organisation (and CEO) to see and accept these newer ideas about what types of 'learning and development' really work best and produces class-leading organizations.N.B. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006, effective from 1st October 2006, make it unlawful to discriminate against anyone on the grounds of age. This has several implications for training, documents used, and the training of trainers and facilitators. For further guidance about the effects of Age Equality and Discrimination in training and developing people, (and in other aspects of managing people), see the Age Diversity information, which quite naturally relates to the subject of 'whole-person' development, given its connections with diversity and taking proper care of people.There are very many materials on this website with particular relevance to the design and delivery and management of learning and development. Here are some examples, which will lead you to others, aside from the general guidance on this page:Conscious Competence learning modelLearning evaluation methods - including training assessment toolsKirkpatrick's learning evaluation model - brilliant and simpleExperiential learning - and guide to facilitating experiential learning activities Role-playing - principles and guideKolb's Learning styles modelTraining or learning? - facilitating learning - rather than imposing training - ideas on whole-person development.The group selection recruitment/assessment centre design guide also contains some useful information for training and assessment design, especially the need to establish a clear specification (development/assessment criteria) before beginning to design training concepts, content, delivery and methods of assessment, incidentally illustrated by this outline process diagram:training process ideas and outline processHere is a relatively simple overview of typical reference models, processes and tools found in the effective planning and delivery of organizational training.There are many different training and development methods. On-the-job training,informal training, classroom training, internal training courses, external training courses, on-the-job coaching, life-coaching, mentoring, training assignments andtasks, skills training, product training, technical training, behaviouraldevelopment training, role-playing and role-play games and exercises, attitudinal training and development, accredited training and learning, distance learning - all part of the training menu, available to use and apply according to individual training needs and organisational training needs.Training is also available far beyond and outside the classroom. More importantly, training - or learning, to look at it from the trainee's view - is anything offering learning and developmental experience. Training and learning development includes aspects such as: ethics and morality; attitude and behaviour; leadership and determination, as well as skills and knowledge. Development isn't restricted to training - it's anything that helps a person to grow, in ability, skills, confidence, tolerance, commitment, initiative, inter-personal skills, understanding, self-control, motivation (see the motivation theory section), and more.If you consider the attributes of really effective people, be they leaders,managers, operators, technicians; any role at all, the important qualitieswhich make good performers special are likely to be attitudinal. Skills and knowledge, and the processes available to people, are no great advantage. What makes people effective and valuable to any organization is their attitude.Attitude includes qualities that require different training and learning methods. Attitude stems from a person's mind-set, belief system, emotional maturity, self-confidence, and experience. These are the greatest training and development challenges faced, and there are better ways of achieving this sort of change and development than putting people in a classroom, or indeed by delivering most sorts of conventional business or skills training, which people see as a chore.This is why training and learning must extend far beyond conventional classroomtraining courses. Be creative, innovative, and open-minded, and you will discover learning in virtually every new experience, whether for yourself, your team, oryour organization. If you want to make a difference, think about what reallyhelps people to change.Many of these methodologies are explained on this website. Explore them and enjoy them, and encourage others to do the same.All supervisors and managers should enable and provide training anddevelopment for their people - training develops people, it improves performance,raises morale; training and developing people increases the health and effectiveness of the organization, and the productivity of the business.The leader's ethics and behaviour set the standard for their people's, whichdetermines how productively they use their skills and knowledge. Training isnothing without the motivation to apply it effectively. A strong capability to plan and manage skills training, the acquisition of knowledge, and the development of motivation and attitude, largely determines how well people perform in their jobs. Training - and also enabling learning and personal development - is essential for the organisation. It helps improve quality, customer satisfaction, productivity, morale, management succession, business development and profitability.As regards conventional work-related training planning, and training itself, these are step-by-step processes - see and download a free training process diagram. More free training tools are available for download at the free training tools and resources page.See for example the training planner and training/lesson plan calculator tool,which are templates for planning and organising the delivery of job skills training and processes, and transfer of knowledge and policy etc. See also the training induction checklist and planner tool.Use these tools and processes to ensure that essential work-related skills,techniques, and knowledge are trained, but remember after this to concentrate most of your 'training' efforts and resources on enabling and facilitating meaningful learning and personal development for people. There is no reason to stop at work-related training. Go further to help people grow and develop as people.Having said this, we do need to start with the essentials, for example inductiontraining for new starters. Induction Training is especially important for newstarters. Good induction training ensures new starters are retained, and then settled in quickly and happily to a productive role. Induction training is more than skills training. It's about the basics that seasoned employees all take for granted: what the shifts are; where the notice-board is; what's the routine forholidays, sickness; where's the canteen; what's the dress code; where the toiletsare. New employees also need to understand the organisation's mission, goals and philosophy; personnel practices, health and safety rules, and of course thejob they're required to do, with clear methods, timescales and expectations. Managers must ensure induction training is properly planned - an induction training plan must be issued to each new employee, so they and everyone else involved can see what's happening and that everything is included. You must prepare and provide a suitable induction plan for each new starter. Here's a free induction training checklist.These induction training principles are necessarily focused on the essential skills and knowledge for a new starter to settle in and to begin to do their job. However there is great advantage in beginning to address personal development needs, wishes, opportunities, particular strengths, abilities, talent, etc., during or very soon after the induction process. The sooner the better.An organisation needs to assess its people's skills training needs - by a variety ofmethods - and then structure the way that the training and development is to bedelivered, and managers and supervisors play a key role in helping this process. People's personal strengths and capabilities - and aims and desires and special talents (current and dormant) - also need to be assessed, so as to understand, and help the person understand, that the opportunities for their development and achievement in the organisation are not limited by the job role, or the skill-set that the organisation inevitably defines for the person.As early as possible, let people know that their job role does not define theirpotential as a person within or outside the organisation, and, subject toorganisational policy, look to develop each person in a meaningful relevant way that they will enjoy and seek, as an individual, beyond the job role, and beyond work requirements.If possible 'top-up' this sort of development through the provision of mentoringand facilitative coaching (drawing out - not putting in), which is very effective in producing excellent people. Mentoring and proper coaching should be used alongside formal structured training anyway, but this type of support can also greatly assist 'whole-person development', especially where the mentor or coach is seen as a role-model for the person's own particular aspirations.It's important that as a manager you understand yourself well before you coach,or train or mentor others:Are your own your own skills adequate? Do you need help or training in anyimportant areas necessary to train, coach, mentor others? What is your own style? How do you you communicate? How do you approach tasks? What are your motives? These all affect the way you see and perform see the training, coaching or mentoring role, and the way that you see and relate to the personthat your are coaching, or training, or mentoring. Your aim is to help the otherperson learn and develop - not to create another version of yourself. When you understand yourself, you understand how you will be perceived, how best tocommunicate, and how best to help others grow and learn and develop.And it's vital you understand the other person's style and personality too - howthey prefer to learn - do they like to read and absorb a lot of detail, do they prefer to be shown, to experience themselves by trial and error? Knowing the other person's preferred learning style helps you deliver the training in the most relevant and helpful way. It helps you design activities and tasks that the other person will be more be more comfortable doing, which ensures a better result, quicker. Various models and tests are available to help understand learning styles - look at the Kolb model. Look at multiple intelligences and the VAK learning model and free learning style tests.See also the Johari Window model and adapted theory - it's a useful explanationof the importance of open communications and strong mutual understandingamong staff in organizations, and for all situations where people work together.It's also a useful model for personal awareness and self-development. prioritising trainingGiven the vast range of skills and other competencies which can be developed in people it is useful for some sort of prioritising to take place so that training focuses on the areas which will yield best benefit, in other words, return on investment (typically in terms of organizational performance, although the needs of teams and individuals can also be very significant in prioritising training and development, depending on the situation.)In addition to the skill-sets and training needs analysis tools on this website, hereare three other examples of methods for prioritising training:Essential/Desirable - simply and quickly define each activity (skill, competency, whatever) according to whether it is essential or desirable for the job purpose and organizational performance. Training priority is obviously given to developing essential competencies.Importance/Competency matrix - the highest training priorities areobviously the activities (skills, competencies, whatever) which are highimportance (of task to organizational performance) and low competence (oftrainee skill level).DIF Analysis - DIF stands for Difficulty, Importance, Frequency. DIF Analysis isa sophisticated (and potentially very complex) method of assessing performance, prioritising training needs and planning training, based on three perspectives: Difficulty, Importance, and Frequency. The system looks at tasks and activities(or skills, competencies, whatever) rather than looking at development from apersonal individual perspective. DIF Analysis can be used in different ways: forexample as a flow diagram to consider each activity using a simple yes/no for each of the three factors in sequence of Difficulty (yes/no), Importance (yes/no) and Frequency (yes/no), which generates eight possible combinations. At a simple level, an activity that scores low on all three scales is obviously low priority; whereas an activity that scores high on all three scales is a high priority. Weighting (significance of each factor relative to the job purpose/aims) is required in order to optimise the usefulness and relevance of the system, especially if applied to a group or organization. Analysis can become extremely complex, so it is sensible to ensure that the level of analysis is appropriate for the situation before starting to build complex analysis systems. For such a potentially detailed system, DIF Analysis does not automatically take account of personal preferences and potential capabilities, and as such consideration to this aspect is wise where trainee commitment is influential upon development, which in most situations is the case. The Skill-set and TNA tools on this website could, given modest expertise in spreadsheets and logic, be adapted to manage DIF Analysis, although better dedicated DIF Analysis tools exist. If you have one to share please send it.Other methods exist for prioritising training. Choose or develop a method which is appropriate for your situation. Resist the tendency to become overly detailed. Analysis and detail should always be a means to an end (to achieve effective training and development), not an end in themselves.Ultimately the best way to prioritise training is can be simply to agree with the trainee what they are most keen to commit to. All the analysis and detail in the world will not guarantee trainee commitment, which is generally the most powerful force for effective training and development.Task-based analysis is important for organizational development measurement and planning, but approaching training prioritisation from purely a task perspective ignores the vital personal factor.developing people and capabilitiesMany organizations face the challenge of developing greater confidence, initiative, solutions-finding, and problem-solving capabilities among their people. Organisations need staff at all levels to be more self-sufficient, resourceful, creative and autonomous. This behaviour enables staff can operate at higher strategic level, which makes their organizations more productive and competitive. People's efforts produce bigger results. It's what all organizations strive to achieve.However, while conventional skills training gives people new techniques and methods, it won't develop their maturity, belief, or courage, which is so essential for the development of managerial and strategic capabilities.Again, focus on developing the person, not the skills.Try to see things from the person's (your people's) point of view. Provide learning and experiences that they'd like for their own personal interest, development and fulfilment. Performance and capability are ultimately dependent on people's attitude and emotional maturity. Help them to achieve what they want on a personal level, and this provides a platform for trust,'emotional contracting' with the organisation, and subsequentskills/process/knowledge development relevant to managing higher responsibilities, roles and teams.Participative workshops work well in beginning this type of attitudinal development. Involve people right from the start. Focus on what they want. You could also use a personal development questionnaire to begin to set the scene and provide examples of 'alternative' learning opportunities. It starts with the person, not the skills. It's about attitude and emotional maturity. The Emotional Intelligence principles and methodologies fit very well with modern approachesto developing people's belief, maturity and attitude.When people develop confidence, integrity, emotionally, they automatically become more proactive, solutions-focused, responsive, etc., which across a whole team has a cumulative effect. Johari is a useful model too. So many people at work are simply 'going through the motions', acting in a 'conforming' state, often because they feel insecure, lack confidence to do what they think is right, or are nervous about being bold, whereas boldness is absolutelyrequired for self-sufficiency, initiative, greater responsibility; in fact all of the behaviours that organizations strive to encourage.You can't 'teach' boldness - people have to experience things which enable them to feel bolder, to take risks, and to want to take risks.This means the rewards must be there too, or people have no reason to stick their necks out. And not just the prospect of financial reward. More importantly the Herzberg-type motivators - real extra responsibility, recognition, and involvement in new successful and interesting projects. This is the fuel of people's growth and change.designing self-study training and learning programmesThe same basic principles apply to designing self-study programs as to any other sort of training design.The internet enables self-study learning and development programs to be more useful, empowering and cost-effective than ever before.The only limits are those you imagine. Be creative and innovative. Look on the web for ideas and self-study and self-development resources, methods, groups, and technologies. There are many.This website is effectively a self-study program. It's not a particularly conventional one, nor an accredited or measurable one. Like any sort of learning it will appeal to some people but not others.The growing businessballs community contains many other different innovative, interesting and excellent ideas, providers, and free resources.You will find many other self-development offerings on the internet if you tap into relevant communities and portals.As ever consider what you seek to achieve, before you design how to achieve it. Know yourself as a trainer (and/or encourage this among your trainers), and help trainees and learners to know themselves. Then it is easier to decide how and what will help best.To help you structure and design and assess learning, read the training design and evaluation materials on this page and elsewhere on the website, for example the Kirpatrick evaluation and design model, the learning styles and multiple intelligence theories, and the Bloom learning domains taxonomy model.The group selection recruitment and assessment centre guide is also relevant. Assessment and development are tightly connected.To help you understand yourself read the materials relating to personality and motivation, such as Erikson's theory, the personality styles theories, and the ideas of Maslow, Herzberg, McGregor, etc.Designing a good self-study program should by its nature if possible involve the students.Involving people from the beginning increases ideas, relevance and commitment.mentoring linked to projects and objectives activitiesLinking mentoring with objectives and project tasks or activities is a highly productive and effective modern method of training and developing people in organizations, especially for staff in teams and departments, and for developing organizations themselves. The approach builds on management by objectives (MBO's) principles, but is more participative, voluntary and inclusive. By comparison, MBO's are a 'one-way street'; isolated and individually separate, prescribed along a single-channel towards a task focus. Well-facilitated 'activity focused mentoring' is consensual, team-orientated, with a personal development and team building focus, across multiple organizational interfaces, particularly to and between management/subordinate/peer levels. Activity focused mentoring methods also help develop systems (not IT and processes, but overall systems: ie., how an organization works), organizations, management and communications, in an open, dynamic, organic, three-dimensional way. The activity-mentoring approach uses several integrated techniques which produce more reliable and relevant training and learning outputs, in terms of individual skills, attitudinal development, and direct job and organizational performance improvement. The approach is facilitative rather than prescriptive, and broadly features:∙strategic assessment of organisational anddepartment priorities and 'high-yield' trainingneeds∙interpreted discussion with line-managers oftraining delegates and strategic managers ofthe organisation∙pre-training skills/behavioural needs-analysis- all training delegates - and pre-trainingpreparatory work∙small groups - practical workshops - shortsessions - highly participative andsituation/solution-based - focused onpractical job issues, individualpersonality/learning style and organisationalpriorities∙individually agreed tasks and assignments -focused on practical priorities and individualneeds (SMART and WIIFM factors)∙follow-up coaching and mentoring one-to-onesupport - giving high accountability andreliable deliverables∙ongoing feedback and review with line-managers and strategic managers -coaching/task notes for line managersThe process works on several different levels: individual, team, task, organisational and strategic. Activity focused mentoring also gives strong outputs in skills, behaviour and job priority areas, as well as being strongly motivational and where necessary resolving conflict and attitudinal issues.mentoring cost analysis and justificationMentoring can be provided in various ways and programmes take a variety of shapes. Mentoring can be external, where the mentoring is essentially provided by external people, or an internal activity, using mentors within the organisation. Due to the relative newness of mentoring as a formal organised process, and because mentoring programmes are so varied, statistics as to general costs and returns across industry are not easy to find. Here however are general cost indicators for a program essentially delivered by internally appointed mentors. The main elements of a mentoring programme that carry quantifiable cost would be:∙Training of mentor(s) - comfortablyachievable for £1,000/head - it's not rocketscience, but selection of suitable mentor isabsolutely critical - good natural mentorsneed little training; other people who are notready or able to help others can be beyondany amount of training.。

Unit 6 Training and Development - 广东外语外贸大学

Key words
task analysis A detailed study of a job to identify the skills required so that an appropriate training program may be instituted. instituted. performance analysis Verifying that there is a performance deficiency and determining whether that deficiency should be rectified through training or through some other means (such as transferring the employee). employee).
Training and Developing Employees
Behavioral Objectives After studying this chapter, you should be able to: to: Describe the basic training process. process. Explain the nature of at least five training techniques. techniques. Discuss what management development is and why it’s important. important. Describe the five on-and onoff-theoff-the-job development techniques. techniques. Explain why training evaluation is important and how it is best accomplished. accomplished.

关于培训的英语作文

关于培训的英语作文Training is an essential component of personal and professional growth. It equips individuals with the necessary skills and knowledge to excel in their respective fields. In this essay, we will explore the importance of training, the various types of training available, and the impact it has on individual performance and organizational success.Firstly, training is crucial for keeping up with the rapid pace of technological and industry advancements. As new technologies emerge and industry standards evolve, continuous training ensures that professionals stay relevant and competitive. For instance, IT professionals must undergo regular training to keep abreast of the latest software and programming languages.Secondly, training fosters a culture of learning and development within an organization. When employees are provided with opportunities to learn and grow, it not only improves their job satisfaction but also increases their loyalty to the company. This is particularly important in today's job market, where talented individuals have numerous career options.There are several types of training that can be undertaken, including on-the-job training, workshops, seminars, online courses, and formal degree programs. On-the-job training is particularly effective as it allows employees to learn whilethey work, applying their new skills in real-time situations. Workshops and seminars offer a more structured learning environment, often focusing on specific skills or topics. Online courses provide flexibility and can be tailored to fit an individual's schedule, making them an attractive optionfor busy professionals.The impact of training on individual performance is significant. It can lead to increased productivity, as employees become more efficient and effective in their roles. Additionally, training can boost confidence and morale, as employees feel more capable and valued. This, in turn, canlead to improved job satisfaction and reduced staff turnover.At the organizational level, training can lead to better customer service, as employees are better equipped to handle customer inquiries and issues. It can also contribute to innovation, as a well-trained workforce is more likely tocome up with new ideas and solutions to problems. Furthermore, a commitment to training can enhance a company's reputation, making it an employer of choice for top talent.In conclusion, training is a vital investment for both individuals and organizations. It not only enhances theskills and knowledge of employees but also contributes to the overall success and sustainability of a business. As theworld continues to change at a rapid pace, the importance of continuous training will only grow, making it a key factor in staying ahead in the competitive global market.。

培训英文作文模板

培训英文作文模板Training is essential for personal and professional development. It helps individuals to acquire new skills, knowledge, and expertise. It also provides an opportunity to learn from experienced professionals and experts in the field.The benefits of training are numerous. It enhances productivity, improves job satisfaction, and boosts morale. It also helps individuals to stay updated with the latest industry trends and best practices. Additionally, training can lead to career advancement and increased job opportunities.There are various types of training programs available, such as on-the-job training, workshops, seminars, and online courses. Each of these programs has its own advantages and can cater to different learning styles and preferences.Effective training should be interactive, engaging, and relevant to the participants' needs. It should provide practical knowledge and skills that can be applied in real-life situations. Moreover, feedback and assessment are crucial components of a successful training program.In conclusion, training plays a crucial role in personal and professional growth. It equips individuals with the necessary tools and knowledge to succeed in their careers. Therefore, it is important to invest time and resources in continuous learning and development.。

培训英文作文开头结尾

培训英文作文开头结尾英文：Training is an essential part of personal and professional development. It helps us acquire new skills, knowledge, and expertise that can be applied in our daily lives. In this essay, I will discuss the importance of training and provide examples of how it has benefited me in my career.To begin with, training is crucial for career development. It enables us to stay up-to-date with the latest trends and technologies in our field. For instance, I work in the IT industry, and I have to attend regular training sessions to keep myself updated with the latest software and hardware technologies. This has helped me to perform my job more efficiently and effectively.Moreover, training helps us to acquire new skills that can be applied in our personal lives as well. For example,I attended a communication skills training program, which helped me to improve my interpersonal skills. This has helped me to build better relationships with my colleagues and family members.In addition, training provides us with opportunities to network with other professionals in our field. This canhelp us to learn from their experiences and share our own knowledge and expertise. For instance, I attended a leadership training program, where I met other managersfrom different organizations. We shared our experiences and learned from each other's successes and failures.In conclusion, training is a vital part of personal and professional development. It helps us to acquire new skills, knowledge, and expertise that can be applied in our daily lives. Therefore, it is essential to attend regulartraining sessions to stay up-to-date with the latest trends and technologies in our field.中文：培训是个人和职业发展的重要组成部分。

培训英文作文模板范文

培训英文作文模板范文I recently attended a training session at my workplace and it was a great experience. The trainer was very engaging and the content was relevant to my job. I learned a lot of new skills that I can apply in my daily work.The training session was very interactive and we got to participate in group activities and discussions. It was a great opportunity to share experiences with my colleagues and learn from each other. I also appreciated the chance to ask questions and get clarifications on the spot.One thing that stood out to me was the practical nature of the training. The trainer didn't just lecture us, but actually showed us how to apply the concepts in real-life situations. It made the learning experience much more valuable and I feel more confident in using the new skills I acquired.I also enjoyed the networking aspect of the training. Igot to meet people from other departments and exchange contact information. It's always good to expand my professional network and I'm sure I'll benefit from these new connections in the future.Overall, the training session was a success and I'm looking forward to applying what I've learned in my work. I appreciate my company's investment in employee development and I'm eager to continue learning and growing in my role.。

培训英文作文模板英语

培训英文作文模板英语Training is an essential part of personal and professional development. It helps individuals to acquire new skills, knowledge, and competencies that are necessary for their growth and success in their careers. Training can be in the form of workshops, seminars, online courses, oron-the-job training.One of the benefits of training is that it helps individuals to stay updated with the latest developments in their field. This is particularly important in fast-paced industries where new technologies and trends emerge frequently. By participating in training programs, individuals can enhance their expertise and remain competitive in the job market.Moreover, training provides an opportunity for individuals to network with professionals in their industry. This can lead to new job opportunities, collaborations, and partnerships. Building a strong professional network iscrucial for career advancement and personal growth.In addition, training can boost individuals' confidence and motivation. When they acquire new skills and knowledge, they feel more capable and empowered to take on new challenges and responsibilities. This can lead to improved performance and job satisfaction.Furthermore, training can help individuals to adapt to changes in their work environment. Whether it's a new software system, a change in company policies, or a shiftin industry practices, training can equip individuals with the necessary skills to navigate these changes effectively.In conclusion, training plays a vital role in personal and professional development. It provides individuals with the opportunity to acquire new skills, stay updated with industry trends, expand their professional network, boost their confidence, and adapt to changes in the workplace. Therefore, investing in training is an investment in one's future success.。

培训英文作文范文

培训英文作文范文Training is an essential part of personal and professional growth. It helps individuals to acquire new skills and knowledge that can be applied in their daily lives or work. In this essay, I will share my thoughts on training and its importance.Firstly, training helps individuals to improve their skills and knowledge. It provides them with the opportunity to learn new things and acquire new perspectives. For example, if someone takes a training course on public speaking, they can improve their communication skills and become more confident in delivering speeches. This can be beneficial for their personal and professional growth.Secondly, training can help individuals to stay updated with the latest trends and technologies. In today's fast-paced world, things are constantly changing, and it's essential to keep up with the latest developments. For instance, if someone is working in the field of digitalmarketing, they need to be aware of the latest social media trends and algorithms. By taking training courses, they can stay updated and improve their skills.Thirdly, training can help individuals to network and build relationships. It provides them with the opportunityto meet new people and connect with like-minded individuals. This can be beneficial for their personal and professional growth as they can learn from others and gain valuable insights.In conclusion, training is an essential part ofpersonal and professional growth. It helps individuals to improve their skills and knowledge, stay updated with the latest trends and technologies, and build relationships. Therefore, it's important to invest in training and take advantage of the opportunities that it provides.。

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。

培训英文作文模板英语

培训英文作文模板英语英文：Training is an essential part of personal and professional development. It is a process of acquiring new knowledge, skills, and competencies to improve one's performance. There are various types of training, including on-the-job training, classroom training, online training, and self-directed learning.On-the-job training is a type of training that takes place in the workplace. It is usually conducted by a supervisor or a more experienced colleague. This type of training is beneficial as it allows the trainee to learn while performing their job duties. Classroom training, on the other hand, is more formal and structured. It is conducted in a classroom setting and is usually led by a trainer or an instructor. This type of training is idealfor learning new concepts and theories.Online training is becoming increasingly popular as it allows individuals to learn at their own pace and convenience. It can be accessed from anywhere with an internet connection, and there are a variety of courses available on different topics. Self-directed learning is another type of training that involves individuals taking responsibility for their own learning. This can be done through reading books, attending seminars, or participating in online forums.中文：培训是个人和职业发展的重要组成部分。

新编剑桥商务英语中级第三版答案

新编剑桥商务英语中级第三版答案【篇一：新编剑桥商务英语(中级)课文翻译】1、we wanna hold your hand 我们愿与你携手创业带着浓厚的经营意识，加上一些进取精神，再来瞧瞧，哈!你拥有了一家连锁店!如果想自己开店、大展身手却又苦于缺乏经验，同时又不想在这个充满风险的昙花一现的独立法人世界中立足，那么开家连锁店不失为一个明智之举。

然而你必须明白自己将从事何种性质的经营，这是至关重要的。

特许经营就是由一方(授予特许经营者)授权允许另一方(加盟特许经营者)使用其商标或商号，并使用其一揽子经营理念。

当然如果你下定决心，白手起家地单干，你随时可以从总店分离出去，另立门户，发展特许经营店。

阿齐尔说，想要设立特许经营店的新公司数目与日俱增。

“加入这个队伍的人数多得令人难以置信，他们年龄越来越小，投资越来越少，他们获得回报后进行更大的风险投资。

”如果能够募集到起步经费，开设自己的特许经营店，就为冒险家一展身手提供了理想机会2、not sold on sales相比之下，销售则意味着挨家挨户推销，进行不期而至的拜访或拨打不期而至的电话。

不过这完全是误导人的印象。

在英国，从事销售职业的人数比营销人员多出大约20万人。

其中部分原因是那些投身销售工作的人们意识到销售工作根本不像传言中说的那么可怕。

要点解析：(1) shake off its unglamorous image摆脱其乏味的形象。

shake off摆脱，例如：shake off responsibility摆脱责任。

(2) associations with something rather dishonest本意为“和某种不诚实守信的因素紧紧相联”，在这个语境中可以翻译为“与无商不奸的概念紧紧相联”。

unglamorous单调的，乏味的，例如：unglamorous environment单调的环境。

(3) retain an air of glamour 显得很风光，retain an air of 带着??的样子，例如retain an air of cheerfulness保持一种欢喜的样子。