HND員工培訓與開發(fā)3

1、IlIn dividual ReportA6HC34 Training and Develop ing the workforceOutcome 3NAME:SCN:CLASS:ZZ I II li-1 liiCon te ntsIn troductory Preamble . .3a. Theories of Learning .4b. The Learning Cycle . .4c. Learning Style . 5How to con duct a Selectio n In terview. .5a. Prepari ng for the in terview. .6b. Con

2、 duct ing the in terview . .7c. Adva ntages and disadva ntages of the in terview. .8d. Discrim in ati on and how to avoid it. .9Training Sessi on Pla n . .10Costs of Prepari ng and Deliveri ng for Course. .10Evaluation . 12ZZ I II li-1 liiIn troductory PreambleThe report in eludes huma n resource ma

3、n agers to prepare for trai ning activities, and the training time is 2 to 3 hours. The report in cludes the resources used by huma n resources man agers in trai ning and the content of the in terview. The theme of the trai ning is to con duct a selectio n in terview” . The report first in troduces

4、the lear ning method, agood lear ning method can support the training. The methods of study in clude theories of learning the learning cycle and learning style. The second part introduces the process of the in terview. The content and process of the in terview in clude Prepari ng for the in terview

5、con duct ing the in terview adva ntages and disadva ntages of the in terview and discrimi natio n and how to avoid it. Trai ning in terview must follow the prin ciple of equality and respect, so the place must be carefully chose n and make choice. Reflect the importa nee of bus in ess professi on al

6、s, as much as possible to ease the pressure, to create an equal, warm and harm onious atmosphere. The report in the form reflects the training arran geme nts and resources used in the training, in terview with what resources, training and training of the specific arran geme nts and resources used.Th

7、e training program mainly con sists of four parts:Prepari ng for the in terviewCon duct ing the in terviewAdva ntages and disadva ntages of the in terviewDiscrimination and how to avoid itTraining program is supported by three theories:Theories of lear ningThe lear ning cycleLear ning style.IlCon cr

8、ete experie ncesTheories of lear ningLearning is a process of active engagement with experienee. It is what people do when they want to make sense of the world. It may invo lve an in crease in skills, kno wledge or un dersta nding, a deepe ning of values or the capacity to reflect. Effective lear ni

9、ng will lead to cha nge, developme nt and a desire to lear n more.The lear ning cycle:One theory of lear ning suggests that the process by which people lear n is through the learning cycle. There are four main elements of the cycle and it is important to note that a lear ning process can beg in at a

10、ny poin t. It is also importa nt for us to be aware that to complete the learning process learners need to work all the way around the cycle.Testi ng the implicati on of con ceptsObservatio ns and reflecti onsin new situati onsFormati on of abstract con cepts and gen eralizati onLear ning styleThere

11、 are four sessions in the learning style include activists, reflector, theorist, pragmatists.Lear ning styles refer to a range of compet ing and con tested theories that aim to acco unt for differe nces in in dividuals lear ning. These theories propose that all people can be classified according to

12、their style of learning, although the various theories prese nt differi ng views on how the styles should be defi ned and categorized. A com mon con cept is that in dividuals differ in how they learn.Activists: Although these people do not have learning experienee, their learning style is ZZ I II li

13、1 liimodest, take action and consider the future impact. They are active leanning.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

14、 learning new kno wledge through logical observati on.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 te

15、nd to be impatie nt with rumin at ing and ope n-en ded discussi ons.Trai ning Sessi on Pla nTrai ning of con duct ing a selecti on in terviewOverall objective: In terviewi ng people for people customer service rolesTraining Session Plan 1Subjectl: Prepari ng for the in terviewLen gth of Sessi on: 40

16、 minu tesObjective: To establish a fair atmosphere and an efficient working environment.TimeTitleDurati onMethodResources1:20pm-Arrange a final10Trainer lecturePen s;1:30 pmin terviewmi nu tesHan douts;en vir onment.Water1:30pm-Ready to use10Trainer lecturePen s;1:40pmhardware andmi nu tesHan douts;

17、Ilsoftware facilitiesWater;1:40pm-1:50pmListthequesti ons in the in terview10mi nu tesTrainer lecturePen s;Han douts;Water;1:50pm-2:00pmDetermine the nu mberofpeople who n eed to be in terviewed.10mi nu tesTrainer lecturePen s;Han douts;Water;Trai ning Sessi on Pla n 2Subject2: Con duct ing an in te

18、rviewLen gth of Sessi on: 40 minu tesObjective: Ask questions about the participants, listen carefully to their answers, anc record the key poi nts.TimeTitleDurati onMethodResources2:00pm-2:10pmQuesti on10mi nu tesCase studyPC;PPT;Projectio n;Desks;2:10pm-2:20pmListe ning10mi nu tesCase studyPC;PPT;

19、Projectio n;Desks;2:20pm-2:40pmObserv ing10mi nu tesCase studyPC;PPT;Projectio n;Desks;Training Session Plan 3Subject 3: Adva ntages and disadva ntages of Len gth of Sessi on: 20 minu tesIlthe in terviewObjective: By un dersta nding the participa nts to un dersta nd the in terview to choose what adv

20、a ntage and disadva ntage.TimeTitleDurati onMethodResources2:40pm-2:50pmAn alysisAdva ntage ofin terview10mi nu tesLectureMeet ing room;Han douts; PC;PPT;Projectio n;2:50pm-3:00pmAn alysis disadva ntage of in terview10mi nu tesLectureMeet ing room;Han douts; PC;PPT;Projectio n;Training Session Plan

21、4Subject 4: Discrimination and how to avoid itLen gth of Sessi on: 30 hoursObjective: In terviewers and participa nts should avoid the occurre nee of discrim in atioTimeTitleDurati onMethodResources3:00pm-3:20pmTrai ninginstructors tell the in terviewer toavoiddiscrim in ati on.The in terviewer resp

22、ects the20 mi nu tesLecturePPT;Projectio n;Desks;Record ing pen;Conference roomIlin terviewer.3:20pm-3:40pmThe in terviewer ask questi ons.20mi nu tesLecturePPT; Projectio n;Desks;Record ing pen;Conference room3:40pm-4:00pmTrai ner summary20mi nu tesTrai nerPPT;Projectio n;Desks;Record ing pen;Confe

23、rence roomEvaluati onEvaluatio n is a systematic determ in ati on of a subjects merit, worth and sig ni fica nee, 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 con cept/proposal, or

24、 any alter native, to help in decisi on-mak ing; or to ascerta in the degree of achieveme nt 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 gai ning in sight into prior or exist ing in itiatives,

25、is to en able reflect ion and assist in the identification of future change.IlLevel 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 canassess the course resp onse to compa ny repres

26、e ntatives.Level 2 Learning: The degree to which the participants in the training program got theknowledge and skills. In the case, the trainer of AG Bell Ltd. s can learn the skillsthe train ees through the test.Level 3 Behavior: Training in the work of the training, the trainers with their trainin

27、g in what they have learned to carry out training. In this case, this level can assess AG Bell Ltd.s goals, which can assess finan cial 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 turno ver

28、 and customer satisfact ion. At the same time. The compa ny can un dersta nd the compa nys adva ntages and disadva ntages.Evaluatio n refers to the evaluati on and dem on strati on of the program to determ ine whether or not to take. In the process of designing a training programmer, human resource

29、managers should assess whether it is the goal of achieving the future.Costs of Prepari ng and Deliveri ng for CourseList of appropriate cost (prepari ng part)ResourceCostIlCost of buying releva nt books 100Brochures 100Cost of Questio nn aire 200Total cost 400List of appropriate cost(delivery part)R

30、esourceCostComputer 900In teractive whiteboards 100Han dout 100Pen 50Paper 50Questi onn aires 50Conference Room 200PC 300Trai ner 600Total cost 2350Evaluati onEvaluatio n is a systematic determ in ati on of a subjects merit, worth and sig ni fica nee, using criteria governed by a set of standards. I

31、t can assist an organization, program, project or any other intervention or initiative to assess any aim, realizable con cept/proposal, or any alter native, to help in decisi on-mak ing; or to ascerta in the degree of achieveme nt 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 gai ning in sight into prior or exist ing in itiatives, is to en able reflect ion and assist in theZZ I II l