培訓員工員工培訓

1、員工培訓與開發(fā)本章學習目的：1理解培訓開發(fā)對組織的作用2了解培訓開發(fā)程序和開發(fā)方法3評估培訓的方式4了解提高培訓效果的因素5. 學習型組織6.1 培訓的目的與理論6.1.1 什么是培訓 培訓是一個組織采取的促進內部成員學習的正式步驟，以更使 培訓后的成員行為有助于組織目標的實現(xiàn)。 培訓是一個過程，是培訓專家和培訓管理者依據培訓政府的組織戰(zhàn)略目標，制定培訓政策，籌劃培訓項目，并付諸實施的過程。Trainingsystematic process of altering the behavior of employees in a direction to increase organizatio

2、nal goals.6.1.2 職工培訓的目的 1. 培訓可以支持組織目標 2. 培訓是一種管理工具 3. 培訓是為獲得理想的行為 4. 培訓為員工學習提供系統(tǒng)幫助Organisational ExpectationsBarrow and Loughlin 1993 to enable new technology and empower ability to adapt and learn new skills, take responsibility for own learning and keep up-to-date continuous quality improvement fl

3、exibility, multi-skilling and shift in management style departments with flatter, project/team structures. reduce supervision, set own objectives, monitor own performance, take corrective action manage interfaces and delight customers - external and internalDisappointment with TrainingTalk, expendit

4、ure and effort is committed to trainingMany have initiated training/development for others, contributing to or running training eventsEvidence of gains from training, coaching, secondments, learning from experience (success and failure) and from role models.Yet, T&D strategies have great capacity to

5、 disappoint. Why?What determines and influences training effectiveness? How do training needs become apparent?What factors hinder/help investment in T&D?Is training a strategic issue and whose purposes are served?6.1.3 培訓理論學習原理1 實踐分配原理 2 整體地學習對部 分學習3刺激強化理論刺激強化理論 4 學習結果反饋理 論5 促動因素原理 6 學習轉化原理 7實踐原理 8

6、連慣學習行為調整 組織行為調整（OBM） 正強化（positive reinforcement） 負強化（negative reinforcement） 懲罰（punishment） 消退（extinction） 當積極有價值的結果（如，提升）隨著對于激勵的反應到來時，正強化發(fā)生了，當行為引起了不想要的因素被去除時（如，愛嘮叨的老板），負強化發(fā)生了。當不想要的行為發(fā)生后緊跟的是令人不愉快的結果時（如工資的損失），懲罰發(fā)生了。在懲罰中，通過收回一些積極的東西，行為被弱化了。學習：學習：由于經驗而發(fā)生的相對持久的行為由于經驗而發(fā)生的相對持久的行為改變；學習包含著變化，這種變化應該改變；學習包含著變

7、化，這種變化應該是相對持久的，行為活動發(fā)生了變化。是相對持久的，行為活動發(fā)生了變化。Learning Theory（學習理論）學習理論 經典條件反射理論：經典條件反射理論：當某事發(fā)生時，我們一某種特定的方式進行反應。 操作條件反射理論操作條件反射理論：行為是結果的函數。如果人們的行為得到了積極的強化，則可能重復這種令人滿足的行為 社會學習理論：社會學習理論：個體不僅通過直接經驗進行學習，還通過觀察或聽取發(fā)生在他人身上的事情而學習。Knowledge of ProcessThe Learning CurveTimeLearning HighLowLearningPlateau學習理論在培訓中的應

8、用 實踐的機會 榜樣的示范 及時的反饋和強化6.2 培訓程序I前期準備階段前期準備階段 II 培訓實施階段培訓實施階段 III評價培訓階段評價培訓階段 1設計計劃設計計劃 1 確定標準確定標準 1 培訓需要分析培訓需要分析 目標目標 2 受訓者先測受訓者先測 學習原則學習原則 3 培訓控制培訓控制 2 確立目標確立目標 組織制約組織制約 4 針對標準評針對標準評 受訓者特點受訓者特點 5 價培訓結果價培訓結果 具體方法具體方法 6 工作效率工作效率 預算預算 變化評估變化評估 2 培訓實施培訓實施 6.2.1 培訓需要分析1組織需求分析2職位需求分析3個人需求分析4不同人口的需求分析Analy

9、sing training needs?Comprehensive? Is it necessary? For whom? examine ALL job facets: skills, knowledge & attitudes for every task define objectives, frequency, difficulty, performance standards and measurementsSelective? analyse key tasks, problems/difficulties. Is a training solution vital for per

10、formance? Identify nature/causes of each problem competencies (KSA in performance) to handle it. learner involvement - “what type of training would you find most effective?”. individual and group needs best training media and methodsBlanket training: Brief/train all according to level. New legislati

11、on, strategy/policy drive. Self-organised learning opportunities or cop-out?sample question training needs survey(1) Please indicate in the blanks the extent to which you have a training need in each specific area. Use scale below. To what extent do you need training in the following areas?To no to

12、a very extent 1 2 3 4 5 large extent sample question training needs survey(2)Basic Management Skills Setting goals and objectives Developing realistic time schedules to meet work Identifying and weighting alternative solutions Organizing work activitiessample question training needs survey(3)Interpe

13、rsonal Skills Resolving interpersonal conflicts Creating a development plan for employees Identifying and understanding individual employee needs Conducting performance appraisal reviews Conducting a discipline interviewsample question training needs survey(4)Administrative Skill Maintaining equipme

14、nt, tools, and safety controls Understanding local agreements and shop rules Preparing work flowcharts Developing department budgetssample question training needs survey(5)Quality Control Analyzing and interpreting statistical data Constructing and analyzing charts, tables and graphs Using statistic

15、al software on the computerThe Training/Learning Needs GapThe Personknowledge, skills, orientation, motivationThe Jobknowledge, skills, orientation, motivationIndividualLearner/traineeWhat needs to belearnt? Changes inperformanceDifficulties andpreferences. Learning style?Ability gap - job competenc

16、e required minus present performance competenceSelection/training - fit the person to the jobJob counselling, job re-design - fit the job to the person6.2.2培訓計劃（5W1H）1.Why are someone trained2.Who Participates in Training3.Who Conducts the Training4.What Types of Skills are to be Acquired5.Where is

17、the Training Conducted, and How budgetTraining policy & programmesrecruitment,redundanciesredeploymentMissionStaffing planSkills auditPerformance reviewDevelopment actionDemand for skillsData for auditData to integrate individual & organisational needsKnow-how for competitive advantage and performan

18、ceSkill gapsDeveloptneedsCurrent performanceImproved capability, competence + motivationTraining, seminars, delegation, coaching, private study, day release, learning company1. Business Strategy and TrainingSample: Company Statement for training We face competitive world markets and rapidly changing

19、 technology. We need flexibility to innovate with products, open or close facilities and redeploy the workforce. Whilst tenure in any one job or even future employment for all is never certain, our aim is to ensure that everyone is fully employable and in demand for new jobs - here and elsewhere. We

20、 aim torecruit people with potential for increased competencetap creativity and offer learning opportunities of all kindsprovide challenging growth-oriented work assignmentsre-train to avoid obsolescence of skills and abilitiesrecognise achievements and build reputations internally and externallypro

21、vide internships and sabbaticals find job opportunities in our customer-supplier network 2. Trainee Groupsyoung and older staffskilled, semiskilled, unskilled, manual and non-manualgraduates, professionals, technologists and ITsecretarial and clericalteam supervisors, department and project managers

22、strategic and international managerswomencustomers and suppliersminoritiesdisabledWhose purposes are served?Training Sponsors Top managers (“l(fā)ack of know-how is jeopardising performance”)? Line Managers? HRD specialists who speak for, develop/deliver T&D activity? Employer attitudes to training. Inv

23、estors in People. Investment in team, group, culture. The individual Well placed (job demands + aspirations) to evaluate development needs (SWOT)? But is time & effort invested? Perception of“market” gaps, demands, relevance, support and learning opportunities?Market and institutional factors? Educa

24、tional, life-style and cultural factors? Occupational competencies of UK workforce vs. international competition. Changing industrial structure. Univs, colleges, training firms, recruitment agencies, TU as training centre/providers? Training ManagerPlanning, organising, directing & controlling. Stra

25、tegy & programmes. Mere service provider or change agent?Maintainer-InstructorReactive proactive. Delivers T&D to requirements. Conforms to expectations within existing brief, structure & culture. Change Agent (Facilitator)Proactive & consultancy. Define problems. Facilitate organisational and indiv

26、idual learning, innovation & cultural change. Difficult to gain acceptanceRole in transition?from provider to change agentin-house or out-sourcedSuccessful Trainer Traits Knowledge of subject Adaptability Sincerity Sense of Humor Interest Clear Instructions Individual Assistance Enthusiasm6.2.3 培訓實施

27、評估1. 確定標準：與目標為基礎，與計劃目標相一致2. 受訓者先測：3. 培訓控制4. 評價培訓結果Hamblin (1974) Five Levels of Training Evaluationthe training approach, methods, learner reaction to these?the learning - what is learnt, is it meaningful for the individual? Is the training meeting its objectives?changes in job performance - do thes

28、e stem from the training experience? changes in organisational performance? Are the training objectives the right objectives?is the organisation now making a different wider contribution ?6.4 培訓與開發(fā)類型一、立方體培訓模型員工學習的三個維度：實踐性（X）：沿此軸越靠近原點1，則學習的內容就越抽象化、概念化和理論化，越難以具體描述；交往性（Y）：沿此軸越靠近原點1，則學習越是個人獨立進行，與其他員工學習個

29、體經常相隔離；自主性（Z）：沿此軸越靠近原點1，越沒有學習的自主性，培訓者對學習者的監(jiān)控就越具體，指導越頻繁。 Y軸交往性 2 3 5 8 X軸：實踐性 1 6 7 Z軸：自主性 1模式：典型的“一人堂”式培訓，培訓者按照既定的教學程序，進行結構式的課堂講授，學生只是聽和記，沒有相互之間的交流，沒有對課堂講授內容的實踐； 8模式：培訓者不參與，靠學生自己通過實踐去構建知識體系和實踐技巧，由學生之間進行相互的切磋和討論。 案例：追求企業(yè)培訓的實踐性、自主性和交往性 斯圖倫納得奶制商店斯圖倫納得奶制商店訪問競爭對手的培訓方式， 盡量找出一件讓競爭對手比我們干的好的事。 關鍵是無情地剖析自己，基層或

30、者中層管理人員也是專家，通過肉眼觀察分析去抓住那些雖小但立刻可以做到的事情，對于提高中層管理人員的素質和敏銳的經營神經將十分有效。二、精英培訓計劃 （一）企業(yè)領導人成長培訓 態(tài)度維度：計劃性、成就動機、自信心、自知力、自我激勵、敢冒風險和挫折忍耐力情商維度：認識自己的情緒、管理自己的情緒、認識他人的情緒、人際關系管理和為了長遠目標犧牲目前的利益。有效性維度：生物鐘、節(jié)時習慣、節(jié)時方法、授權、善于學習和立即行動。二、精英培訓計劃 （二）企業(yè)職能領域的骨干人員培訓 專業(yè)技能培訓：對有關管理人員進行所管理領域的專業(yè)或者專家技能培訓 綜合能力培訓：思維能力、創(chuàng)新能力、觀察能力、想象力和交際能力等，目的

31、是要求管理崗位的人具有多方位的素質，對工作中的各種困難能有效、及時和合理的應變和處理能力。 職業(yè)道德培訓：如松下電器在許多年前已要求全體員工具備“先做人，再做事”的理念。 企業(yè)中現(xiàn)有職業(yè)道德考察合格的管理人員，一般處于以下三種典型狀態(tài) ：“”管理人員：專業(yè)精，但知識面窄，綜合能力弱；重點加強綜合能力的培訓 、“”型管理人員，專業(yè)不精，但知識面寬，綜合能力強；重點提升專業(yè)技能 、“”型管理人員，專業(yè)精，知識面寬，綜合能力強；關注提升管理層次的可能。 經過培訓后，企業(yè)對人才的目標可以達到“”字型人才的要求，即全面或復合型。三、崗位輪換制、加強新員工入職前對企業(yè)的了解；、培養(yǎng)中層管理人員和后備管理人

32、員；、克服疲鈍傾向，提高企業(yè)整體效率，發(fā)揮創(chuàng)新精神。崗位輪換要注意的問題： 、在輪崗前應建立完整的各職務的崗位說明書和作業(yè)流程書； 、一般在同一管理層級或同一作業(yè)區(qū)進行崗位輪換； 、工作性質不同的職位不宜進行輪換，過于敏感或有高度機密性的職位不適合輪換； 、崗位輪換前要征求員工意見，就崗位輪換的目的進行妥善的交流。四、IBM接班人計劃 強調接班人的遴選是當任經理的重要職責，必須將接班人的培養(yǎng)提高到企業(yè)發(fā)展的戰(zhàn)略高度。 IBM認為：找不到接班人的經理將得不到升遷，而他也不是一位合格的經理人。 計劃的目的是培養(yǎng)、鍛煉和選擇有潛質的后備人才。 培訓方式：領導力培訓和“導師”培訓計劃Training

33、Programmes and InterventionsNew recruits induction to firm and job, familiarization -comprehensive job trainingDevelop and up-date know-how for live situations. Technical: product, procedure and specialism training e.g. for IT, for machine operation, for a medical technique for end-of-year accounts.

34、 Social skills e.g. handling demanding interpersonal situations Corporate initiative training for all e.g. for ISO9000 or new safety policySupervisory and management training leadership and team building, communications, meetings, decision-making, project management, interviewing, corporate analysis

35、 and managing change. Action learning Customer, dealer and supplier trainingFace-to-face vs. package training - from manuals to computer-basedThe Company University - Ford, McDonalds, LotusU?6.5 增加培訓效果最大化Why learning outcomes?Competencies (staff know-how and situational mastery). What learners shoul

36、d know, be able to do, feel at the end (nb. learning transfer).Problems of taxonomic definition (Blooms taxonomy) Agree specific targets/learning contracts. Verify progressMore systematic training design. Define content, structure, methods, aids, programme/timetable. Relevance seen - added-value, ta

37、ngibles/intangibles. Identify size, level, timing of problem.Achieved on-the-job vs. off-the-job?The problem may be business planning, competition, products, methods, conflicts and relationships, job change, technology etc. - not training.Learning Curves and Competence?What are competencies?Time - A

38、ssociativeCognitiveAutomatic- autonomousDevelopment tonext level?Competence level/standardPerformance e.g. in output units, quality indicators,completion of project etcCWSAdequacy vs. masteryConditions under which performance is required?LearningCan we measure learning - degree of behaviour change?A

39、ssess - individual progress and performanceCompare - performance and progress between individualsEstablish norms or standard levels of performance or progress for a variety of planning and control applications6.5.1Setting the Stage for Learning Provide clear task instructions Model appropriate behav

40、ior 6.5.2Increasing Learning during Training Provide for active participation Increase self-efficacy Match training techniques to trainees; self-efficacy Provide opportunities for enactive mastery Ensure specific, timely, diagnostic, and practical feedbackProvide opportunities for trainees to practi

41、ce new behaviors6.5.3 Maintaining performance after training develop learning points to assist in knowledge retention set specific goals identify appropriate reinforcers train significant others in how to reinforce behavior teach trainees self-management skills“monitoring the training function and i

42、ts activities to establish its social and financial benefits and costs”Why Evaluate?If we can measure the effectiveness of the instruction, then we have information to improve the effectiveness of later or even current instruction evidence of the training functions contribution which can confirm is

43、value and increase its influenceevaluation process itself often generates further benefitWhat is involved? Who does it? What techniques?Evaluation Techniquesreactions one-to-one and group reactions. Direct and indirect feedback. Survey methods (rating against criteria + open-ended responses)learning

44、 end of training tests, demonstrations, examinations, simulators, role play. job behaviour (transfer and application) incidents, staff appraisal reviews, project outcomesorganisation improved production and service quality indicators, survey feedback of organisational climate/cultureoverall value co

45、st-benefit reviews, human resource accountingEvaluation of T&D ProcessesMethods - validity, reliability, utility?Quantifiable e.g. drop-out rates, absenteeism, wastage, complaints, time saved, cost savings. Happy sheets? The questions? Halo effect? Pre-course survey of needs/aims. Post- survey of ac

46、hievement + transfer to work. Experience, reflection, planning, implementation, review. Evaluate course and tutor methods vs. the learningPerformance tests (pre/post). Quizzes. Examinations. On-job demonstrations . InspectionsTrainee and line-manager observationAppraisal Coaching/counsellingValidati

47、onobserve results of the course. Measure whether the training objectives are metEvaluationcompare actual costs of the scheme against assessed benefits obtainedCost benefits? redesign or withdraw the scheme.培訓評估：組織培訓的成本收益分析 訓練成本： 直接成本：培訓師的費用、培訓的交通費、材料費、餐費； 間接成本：培訓的管理費、員工和管理者的工資和福利、培訓前面的學習教材等； 收益分析：產品

48、淘汰（廢品）率、環(huán)境衛(wèi)生、事故發(fā)生率；員工態(tài)度、人際關系技巧、缺勤率等培訓成功的四種決策培訓成功的四種決策管理者做好培訓的前提管理者做好培訓的前提：高層領導的了解和支持。高層領導對培訓的重視程度決定學員對培訓的重視程度。學員如果重視培訓，全身心地投入到培訓中，培訓就會成功；如果學員不重視，抱著試試看的態(tài)度，培訓必定會失敗?！景咐咐恳晃恢袊嘤枎煘橐粋€日本公司做培訓，一位中國培訓師為一個日本公司做培訓，這家公司的總經理和若干副總經理無一缺席，這這家公司的總經理和若干副總經理無一缺席，這些日本經理每人旁邊都坐著翻譯。即使只能聽懂些日本經理每人旁邊都坐著翻譯。即使只能聽懂一少半，但是一直都堅持認

49、真聽講。公司員工普一少半，但是一直都堅持認真聽講。公司員工普遍反映培訓效果很好，原因在于總經理以身作則。遍反映培訓效果很好，原因在于總經理以身作則。所以，企業(yè)培訓應盡量獲得總經理的了解和支持，所以，企業(yè)培訓應盡量獲得總經理的了解和支持，培訓管理者應讓總經理了解各種培訓內容、方法培訓管理者應讓總經理了解各種培訓內容、方法及必要性等。及必要性等。 點評：優(yōu)秀公司的員工往往能夠從培訓中真正學到知識，始終如一，堅持學習，原因在于優(yōu)秀企業(yè)對培訓自下而上地重視。獲得培訓成功有四個不可缺少的決策獲得培訓成功有四個不可缺少的決策：員工培訓證書都由總經理發(fā)放和簽字，能夠對員工的積極性起到極大鼓動作用。 讓總經理

50、了解培訓課的情況，可以采取拍攝和張貼培訓照片的辦法體現(xiàn)高層管理者對培訓的重視繼而起到轟動效果，并請總經理做培訓課的開場白和結束語。總經理了解培訓情況之后就會更多地支持培訓，比如在公司開會的時候，有意或無意地提到公司的培訓。總經理提到培訓的次數越多，到培訓現(xiàn)場的次數越多就意味著重視程度越高。2.做好培訓的七個條件做好培訓的七個條件 七件事：七件事：調動員工學習的意愿、營造良好的培訓環(huán)境、學習調動員工學習的意愿、營造良好的培訓環(huán)境、學習績效評估、角色演練、解決現(xiàn)實問題（充分利用現(xiàn)實案例）、績效評估、角色演練、解決現(xiàn)實問題（充分利用現(xiàn)實案例）、建立非正式環(huán)境、應用不同方法。建立非正式環(huán)境、應用不同方

51、法。 調動員工學習意愿：調動員工學習意愿：改變員工的意愿，手段包括：薪資福利、職業(yè)生涯規(guī)劃和企業(yè)文化。 營造良好培訓環(huán)境營造良好培訓環(huán)境：建立輕松、舒適、優(yōu)越的培訓環(huán)境。很多公司都寧愿提高成本在高級酒店里進行培訓，因為培訓本身非常重要，比如兩天培訓用三萬元，但是如果為了節(jié)省三千元的會議室場地費，那么培訓效果就會隨培訓場所檔次的降低而降低百分之三十，等于浪費了公司一萬元，也就等于更大的浪費。此外教室內部格局、禮品擺放、溫度都是營造良好培訓環(huán)境需要考慮的問題。 學習績效評估：把績效評估和培訓、把職業(yè)生涯與培訓聯(lián)系起來推動員工學習，調動其意愿。培訓效果的好壞，不在于培訓師，而在于員工的投入程度。 角

52、色演練：在行為培訓中請學員反復演練所學的各種行為技巧。 在諾基亞的培訓評估表上，有一個項目就是考查員工在培訓課上是否參與了演練活動，并以此來定性該員工的培訓收獲。 解決現(xiàn)實問題：任何知識只有用于指導工作才能體現(xiàn)其價值。培訓的目的是為了解決現(xiàn)實問題，在培訓過程中應列舉員工工作中的實例，講員工工作中的話，這樣才能使員工接受起來更加容易。 建立非正式環(huán)境：是與正式環(huán)境相對而言的。非正式環(huán)境是指講究桌椅板凳的擺放、茶點設置、注意出席情況等。 應用不同方法：培訓師可以利用的方法有：演講、演示、提問、小組討論、游戲、角色演練、案例分析等。在培訓過程中，培訓管理者不是做培訓，而是對培訓進行引導和甄選，在此過程中，一個值得注意的問題就是培訓的方法要求多樣化。組織學習與學習型組織（一）背景：知識經濟時代的到來（一）背景：知識經濟時代的到來 知識經濟是建立在知識和信息的生產、分配和使用上的經濟。知識包括人類迄今為止所創(chuàng)造的一切知識，其中科學技術、管理和行為科學的知識是最重要的知識。 特征：（1）科學技術的研發(fā)成為知識經濟的重要基礎；（2）信息和通信技術在知識經濟的發(fā)展過程中處于中心地位；（3）服務業(yè)在知識經濟中扮演主要角色；（4）