HND员工培训与开发3

Individual ReportA6HC34Training and Developing the workforceOutcome 3NAME:SCN:CLASS:ContentsIntroductory Preamble⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..3a. Theories of Learning 4b. The Learning Cycle⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..4c. Learning Style⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯ (5)How to conduct a Selection Interview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..5a. Preparing for the interview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..6b. Conducting the interview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..7c. Advantages and disadvantages of the interview⋯⋯⋯⋯⋯⋯ .8d. Discrimination and how to avoid it⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..9 Training Session Plan⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯.10 Costs of Preparing and Delivering for Course⋯⋯⋯⋯⋯⋯⋯⋯.10 Evaluation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯12Introductory PreambleThe report includes human resource managers to prepare for training activities, and the training time is 2 to 3 hours.The report includes the resources used by human resources managers in training and the content of the interview.The theme of the training is“Howto conduct a selection interview . ”The report first introduces the learning method, a good learning method can support the training.The methods of study include theories of learning the learning cycle and learning style. The second part introduces the process of the interview. The content and process of the interview include Preparing for the interview conducting the interview advantages and disadvantages of the interview and discrimination and how to avoid it. Training interview must follow the principle of equality and respect, so the place must be carefully chosen and make choice. Reflect the importance of business professionals, as much as possible to ease the pressure, to create an equal, warm and harmonious atmosphere.The report in the form reflects the training arrangementsand resources used in the training, interview with what resources, training and training of the specific arrangements and resources used.The training program mainly consists of four parts:Preparing for the interviewConducting the interviewAdvantages and disadvantages of the interviewDiscrimination and how to avoid itTraining program is supported by three theories:Theories of learningThe learning cycleLearning style.Theories of learningLearning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve an increase in skills, knowledge or understanding, a deepening of values or the capacity to reflect. Effective learning will lead to change, development and a desire to learn more.The learning cycle:One theory of learning suggests that the process by which people learn is through the learning cycle. There are four main elements of the cycle and it is important to note that a learning process can begin at any point. It is also important for us to be aware that to complete the learning process learners need to work all the way around the cycle.Concrete experiencesTesting the implication of concepts Observations and reflectionsin new situationsFormation of abstract conceptsand generalizationLearning styleThere are four sessions in the learning style include activists, reflector, theorist，pragmatists.Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorized. A common concept is that individuals differ in how they learn.Activists: Although these people do not have learning experience, their learning style is modest, take action and consider the future impact. They are active learning.Reflectors:Their learning style is to observe the situation from different angles. They like to collect data and think about any conclusions before.Theorists:They think the problem through step by step. They consider learningnew knowledge through logical observation.Pragmatists:They acquire new knowledge by practice and practice. They take the initiative to acquire new ideas, theories and techniques.They positively search out new ideas and take the first opportunity to experiment with applications. They tend to be impatient with ruminating and open-ended discussions.Training Session PlanTraining of conducting a selection interview Overall objective: Interviewing people for people customer service rolesTraining Session Plan 1Subject1: Preparing for the interview Length of Session:40minutes Objective:To establish a fair atmosphere and an efficient working environment.Time Title Duration Method Resources 1:20pm-Arrange a final10Trainer lecture Pens;1:30 pm interview minutes Handouts;environment.Water1:30pm-1:40Ready to use10Trainer lecture Pens;pm hardware and minutes Handouts;software Water;facilities1:40pm-List the10Trainer lecture Pens;1:50pm questions in the minutes Handouts;interview Water;1:50pm-Determine the 10minutes Trainer lecture Pens;2:00pm number of Handouts;people who Water;need to beinterviewed.Training Session Plan 2Subject2: Conducting an interview Length of Session:40 minutes Objective:Ask questions about the participants, listen carefully to their answers, and record the key points.Time Title Duration Method Resources 2:00pm-2:10 Question10minutes Case study PC;PPT; pm Projection;Desks;2:10pm-2:20 Listening10Case study PC;PPT; pm minutes Projection;Desks;2:20pm-2:40 Observing10Case study PC;PPT; pm minutes Projection;Desks;Training Session Plan 3Subject3: Advantages and disadvantages of Length of Session:20minutes the interviewObjective:By understanding the participants to understand the interview to choose what advantage and disadvantage.Time Title Duration Method Resources 2:40pm-2:50Analysis10Lecture Meetingpm Advantage of minutes room;2:50pm-3:00pm interviewAnalysisdisadvantageof interview10minutesLectureHandouts;PC;PPT;Projection;Meetingroom;Handouts;PC;PPT;Projection;Training Session Plan 4Subject4:Discrimination and how to avoid Length of Session:30 hoursitObjective:Interviewers and participants should avoid the occurrence of discrimination.Time Title Duration Method Resources 3:00pm-3:20Training20Lecture PPT;pm instructors tell minutes Projection;the interviewer Desks;to avoid Recordingdiscrimination.pen;The interviewer Conferencerespects the roominterviewer.3:20pm-3:40The interviewer20minutes Lecture PPT;pm ask questions.Projection;Desks;Recordingpen;3:40pm-4:00 pm Trainersummary20minutes TrainerConferenceroomPPT;Projection;Desks;Recordingpen;ConferenceroomEvaluationEvaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realizableconcept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.Level 1 Reaction:This level is assessedby the learner's perception of the training course.In the case, AG Bell Ltd.?s managers should observe how learners feel.This level can assess the course response to company representatives.Level 2 Learning: The degree to which the participants in the training program got the knowledge and skills. In the case, the trainer of AG Bell Ltd.?s can learn the skills of the trainees through the test.Level 3 Behavior: Training in the work of the training, the trainers with their training in what they have learned to carry out training.In this case, this level can assessAG Bell Ltd.'s goals, which can assess financial progress.Level 4 Results: As a result of the training to what extent the results reflect the established objectives.In this case, it can measure employee turnover and customer satisfaction. At the same time. The company can understand the company's advantages and disadvantages.Evaluation refers to the evaluation and demonstration of the program to determine whether or not to take. In the process of designing a training programmer, human resource managers should assess whether it is the goal of achieving the future.Costs of Preparing and Delivering for CourseList of appropriate cost (preparing part)Resource CostCost of buying relevant books￡ 100Brochures￡ 100Cost of Questionnaire￡ 200Total cost￡ 400List of appropriate cost(delivery part)Resource CostComputer￡ 900Interactive whiteboards￡ 100Handout￡ 100Pen￡ 50Paper￡ 50Questionnaires￡ 50Conference Room￡ 200PC￡ 300Trainer￡ 600Total cost￡ 2350EvaluationEvaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realizableconcept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.Level 1Reaction:This level is assessedby the learner's perception of the training course.Level 2 Learning: The degree to which the participants in the training program got the knowledge and skills.Level 3 Behavior: Training in the work of the training, the trainers with theirtraining in what they have learned to carry out training.Level 4 Results: As a result of the training to what extent the results reflect theestablished objectives.Evaluation refers to the evaluation and demonstration of the program to determine whether or not to take. In the process of designing a training programmer, human resource managers should assess whether it is the goal of achieving the future.ReferenceHallier, J. and Butts, S. (2000) ,Attempts to advance the role of training: processand context?,Employee Relations, Vol. 22, No. 4, pp. 375-402.King, N. (1994), ,The qualitative research interview?, in Cassell, G., Symon, G. (Eds), Qualitative Methods in Organisational Research, Sage Publications, London.。