hnd员工培训及开发.doc

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1、-Individual ReportA6HC34 Training and Developing the workforceOutcome 3NAME:SCN:CLASS:ContentsIntroductory Preamble.3a. Theories of Learning4b. The Learning Cycle.4c. Learning Style.5How to conduct a Selection Interview.5a. Preparing for the interview.6b. Conducting the interview.7c. Advantages and

2、disadvantages of the interview.8d. Discrimination and how to avoid it.9Training Session Plan.10Costs of Preparing and Delivering for Course.10Evaluation12Introductory PreambleThe report includes human resource managers to prepare for training activities, and the training time is 2 to 3 hours.The rep

3、ort includes the resources used by human resources managers in training and the content of the interview.The theme of the training isHow to conduct a selection interview. The report first introduces the learning method, a good learning method can support the training.The methods of study include the

4、ories of learning the learning cycleand 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.

5、 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

6、 the training arrangements and resources used in the training, interview with what resources, training and training of the specific arrangements and resources used.The training program mainly consists of four parts:l Preparing for the interview l Conducting the interview l Advantages and disadvantag

7、es of the interviewl Discrimination and how to avoid itTraining program is supported by three theories:l Theories of learningl The learning cycle l Learning style.Theories of learningLearning is a process of active engagement with e*perience. It is what people do when they want to make sense of the

8、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 throu

9、gh 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 e*periencesObservatio

10、ns and reflectionsTesting the implication of concepts in new situationsFormation of abstract concepts and 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

11、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

12、differ in how they learn.Activists: Although these people do not have learning e*perience, 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

13、 and think about any conclusions before.Theorists:They think the problem through step by step. They consider learning new knowledge through logical observation.Pragmatists:They acquire new knowledge by practice and practice. They take the initiative to acquire new ideas, theories and techniques.They

14、 positively search out new ideas and take the first opportunity to e*periment with applications. They tend to be impatient with ruminating and open-ended discussions.Training Session PlanTraining of conducting a selection interviewOverall objective: Interviewing people for people customer service ro

15、lesTraining Session Plan 1Subject1: Preparing for the interviewLength of Session:40 minutesObjective:To establish a fair atmosphere and an efficient working environment.TimeTitleDurationMethodResources1:20pm-1:30 pmArrange a final interview environment.10 minutesTrainer lecturePens; Handouts;Water1:

16、30pm-1:40pmReady to use hardware and software facilities10minutesTrainer lecturePens; Handouts;Water; 1:40pm- 1:50pmList the questions in the interview10 minutesTrainer lecturePens; Handouts;Water; 1:50pm- 2:00pmDetermine the number of people who need to be interviewed.10 minutesTrainer lecturePens;

17、 Handouts;Water; Training Session Plan 2Subject2: Conducting an interview Length of Session: 40 minutesObjective:Ask questions about the participants, listen carefully to their answers, and record the key points.TimeTitleDurationMethodResources2:00pm-2:10pmQuestion10 minutesCase study PC; PPT; Proje

18、ction; Desks;2:10pm-2:20pmListening10minutesCase studyPC; PPT; Projection; Desks; 2:20pm-2:40pmObserving 10minutesCase studyPC; PPT; Projection; Desks;Training Session Plan 3Subject3: Advantages and disadvantages of the interviewLength of Session: 20 minutesObjective:By understanding the participant

19、s to understand the interview to choose what advantage and disadvantage.TimeTitleDurationMethodResources2:40pm-2:50pmAnalysis Advantage of interview10 minutesLectureMeeting room;Handouts;PC; PPT; Projection; 2:50pm-3:00pmAnalysis disadvantage of interview10 minutesLectureMeeting room;Handouts;PC; PP

20、T; Projection;Training Session Plan 4Subject4:Discrimination and how to avoid itLength of Session: 30 hoursObjective:Interviewers and participants should avoid the occurrence of discrimination.TimeTitleDurationMethodResources3:00pm-3:20pmTraining instructors tell the interviewer to avoid discriminat

21、ion. The interviewer respects the interviewer.20 minutesLecturePPT; Projection; Desks; Recording pen; Conference room3:20pm-3:40pmThe interviewer ask questions.20 minutesLecturePPT; Projection; Desks; Recording pen; Conference room3:40pm-4:00pmTrainer summary20 minutesTrainerPPT; Projection; Desks;

22、Recording pen; Conference roomEvaluationEvaluation is a systematic determination of a subjects merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realizable concept/p

23、roposal, 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 e*isting initiatives

24、, is to enable reflection and assist in the identification of future change.Level 1 Reaction: This level is assessed by the learners 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 representat

25、ives.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 i

26、n what they have learned to carry out training.In this case, this level can assess AG Bell Ltd.s goals, which can assess financial progress.Level 4 Results: As a result of the training to what e*tent the results reflect the established objectives.In this case, it can measure employee turnover and cu

27、stomer satisfaction. At the same time. The company can understand the companys 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 asse

28、ss 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 900Int

29、eractive whiteboards 100Handout 100Pen 50Paper 50Questionnaires 50Conference Room 200PC 300Trainer 600Total cost 2350EvaluationEvaluation is a systematic determination of a subjects merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program,

30、project or any other intervention or initiative to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary p

31、urpose of evaluation, in addition to gaining insight into prior or e*isting initiatives, is to enable reflection and assist in the identification of future change.Level 1 Reaction: This level is assessed by the learners perception of the training course.Level 2 Learning: The degree to which the part

32、icipants in the training program got the knowledge and skills.Level 3 Behavior: Training in the work of the training, the trainers with their training in what they have learned to carry out training.Level 4 Results: As a result of the training to what e*tent the results reflect the established objec

33、tives.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: process and conte*t, 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. z.