I希爾頓集團(tuán)管理意識培訓(xùn)手冊（全套英文）

1、MANAGEMENT AWARENESS PROGRAMMEFACILITATORS GUIDEFacilitatorsFacilitators GuideGuideAnAn introductionintroduction to to thethe programprogramMAP is a training and development program designed for managers of Hilton International, and therefore plays a key role in the overall strategy of the company.

2、It is a tool that reinforces Hilton Internationals commitment to developing its people at every level. This facilitators guide contains all the material you need to effectively run this course. The guide sets out the aims and objectives, the learning methodologies, preparation requirements and the c

3、ourse content.BEFORE RUNNING EACH MODULE, MAKE SURE YOU HAVE:Read all the information in this training kit so that you are familiar with it. You may also want to do a trial run before the actual presentations.Distributed any pre-work/pre-reading assignment to participants.Prepared overheads from the

4、 black and white masters provided in this kitSufficient copies of workbooks for participantsCopies of any handoutsA whiteboard and whiteboard pensA flipchart and pensDURING THE TRAINING SESSION:Try to create a friendly, informal atmosphere so that participants feel relaxed and confident about asking

5、 you questionsAllow the appropriate time for each module. Approximate times for each module are indicated at the start of each module. Make sure that you allow plenty of time and opportunity for questions and to clarify understanding.Make sure that seating is arranged so that everyone can see you an

6、d the overheads Hilton International 1999AimsAims & & ObjectivesObjectivesParticipants will:Receive a greater understanding of those skills that relate to performance management, team building and decision making.Determine their strengths and development areas in each of the topics addressed

7、 in the course.Develop their potential to play a more active leadership role in the running of the business.To practise the skills involved in managing themselves and their employees effectively.Be able to manage their own plans for applying these skills in the workplace.Hence, the course aims to de

8、velop our managers inMaximising their potential.Managing the business.Leading the people.Facilitators OverviewIt is important to emphasise that MAP is not a teaching activity, but an opportunity for participants to learn, especially from one another.Learning causes change to:SkillsKnowledgeAttitude

9、(which influences how much you increase your skill and knowledge)Activity (quantity, quality and direction)PreparationThe MAP consists of a substantial volume of training and a number of exercises and games. It therefore requires effective administration. Completing this properly is essential for a

10、successful course. Your role as an organiser is crucial to achieve this.Selecting ParticipantsThis course is designed to accommodate between 8 - 14 participants. Participants are selected in conjunction with department heads in response to their request to meet training needs identified by participa

11、nts or the HR Manager.The level of participant who would most benefit by attending is junior and senior managers.For example:Assistant Food & Beverage ManagerChief EngineerFront Office ManagerExecutive HousekeeperAssistant Finance ManagerDirector of SalesExecutive ChefRooms Division ManagerSched

12、uling ModulesThis course as with all others should be scheduled to run at a time which best suits the needs of the operation. Two modules weekly spread over eight weeks is probably the best solution.The course can be completed by conducting all of the modules together over eight days, however this i

13、s a heavy schedule for participants and the facilitator and limits learning effectiveness where an Action Learning approach is taken.The modules are in a given sequence for a purpose: To focus on the individual needs first, on business knowledge second and on managing others skills third. This is to

14、 reinforce the principle that self-organisation is an essential pre-requisite to managing the business, while effective self-management and business management are a pre-requisite to effectively managing others.Participants InformationA welcome letter containing all necessary information about the c

15、ourse, along with the course schedule, list of participants and learning styles questionnaire should be sent to participants 1 month in advance.Facilitators PreparationSpend double the estimated training time preparing yourself to lead a session for the first time.Anticipate questions, reactions or

16、areas of difficulty.Familiarise yourself completely with the subject matter at each session. Where necessary carry out your own reading and research to ensure you are confident and knowledgeable in each area.Learning MethodologiesVarious learning methodologies are used throughout the program.In orde

17、r to learn todays supervisors and managers need specific knowledge and skills as well as the ability to adapt to changes in the world around them.Learning is:A change in behaviour or performance as a result of experience.An individuals way of adapting to events.Is linked to how individuals perceive

18、events around them.One model of the learning process can be depicted as a four stage cycle. An event or incident that we experience is followed by thinking and reflective observation, which leads to contemplating how we can apply those concepts to achieve our objectives and in turn to implementing o

19、r experimenting through action which in turn leads to new experiences as the cycle repeats.We refer to these learning phases as the Action Learning Cycle. This action learning cycle is fundamental to the process of learning in Principles of Supervision.The Action Learning ApproachIn the same way as

20、Supervision in this program participants will be required to:A. Work in Action Learning Teams (ALTs). The members of each ALT can be determined prior to the course commencing. ALTs will be required to work together on activities during and after the program.B. Maintain an Action Learning Journal (AN

21、J). The ANJ is for recording learning experiences and relating those experiences in a structured way to the concepts learned in the program. Participants will be required to use an exercise book to make entries. The program also provides a Journal Template which participants can use for tracking the

22、ir learning journey. The ANJ forms the basis for assessment of participants doing the course.Action Learning JournalThe purpose of the Action Learning Journal is to record events and reflect upon the significance in terms of participants learning.The Action Learning Journal will provide participants

23、 with the opportunity to consider the relevance of the subject material to their work, and to identify and articulate new ways of behaving at work.Why should participants keep a journal?It is considered a necessary part of the learning process for participants to record their responses to events and

24、 integrate their learning in a journal. It provides the means whereby participants can reflect upon issues for future actions, and thereby plays a critical role in their development.The journal is an aid to the participants learning process and follows a learning cycle. In this cycle there are four

25、stages to learning:ReflectionConceptualizationImplementationExperiencingReflection involves pondering events to understand why they occurred and how we would like the future to unfold.Conceptualization is about contemplating how we can apply the principles we have learnt to achieve our objectives.Im

26、plementation entails taking action to try to influence people and change situations.Experiencing means being involved in the outcomes of implementing our plans.AssessmentThe Action Learning Journal is utilised to provide an assessment of each participants progress in the course. Participants are req

27、uired to maintain their journal for each topic covered in the course.CourseCourse ModulesModules1.Introduction & Review of Learning Styles(to be included with the first module)180 mins2.Time Management210 mins3.Delegation (Optional)240 mins4.Team Working 180 mins5.Performance Management 210 mins

28、6.Influencing & Persuading 210 mins7.Managing Conflict 180 mins8.Problem Solving & Decision Making 270 mins9.Negotiation (Optional)270 mins10Behavioural Interviewing(to be included with either Appraising Employees or Managing Discipline)120 mins11.Appraising Employees (Optional)300 mins12.Ma

29、naging Discipline 330 /minsPreparationPreparation1. Intro & Review of Learning StylesPre-course assignment - Learning Styles Questionnaire2. Time ManagementPost work - Action Learning Journal entry3. Delegation (Optional)Post work assignment - Delegation PlanPost work - Action Learning Journal e

30、ntry4. Team BuildingPre-workshop reading - Johari WindowAction Learning Plan5. Performance ManagementBusiness based objective formSample objectives6. Influencing & PersuadingPre-workshop reading - Influencing Others & NegotiatingVideo camera & monitor7. Managing Conflict8. Problem Solvin

31、g & Decision MakingAction Learning Journal entry9. Negotiation (Optional)10. Behavioural Interviewing (to be included with either Appraising Employees or Managing Discipline)Action Learning Journal work11. Appraising Employees (Optional)12. Managing DisciplineLearningLearning StylesStyles Questi

32、onnaireQuestionnaireIt will probably take you about 15-20 minutes to complete. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick next to it ( ). If you disagree more than you agree put a

33、cross next to it ( x ). Be sure to mark every item with either a tick or a cross.1.I have strong beliefs about what is right and wrong, good and bad.2.I often act without considering the possible consequences.3.I tend to solve problems using a step-by-step approach.4.I believe that formal procedures

34、 and policies restrict people.5.I have a reputation for saying what I think, simply and directly.6.I often find that actions based on feelings are as sound as those based on careful thought and analysis.7.I like the sort of work where I have time for thorough preparation and implementation.8.I regul

35、arly question people about their basic assumptions9.What matters most is whether something works in practice.10.I actively seek out new experiences.11.When I hear about a new idea or approach I immediately start working out how to apply it in practice.12.I am keen on self-discipline, such as watchin

36、g my diet, taking regular exercise, sticking to a fixed routine, etc.13.I take pride in doing a thorough job.14.I get on best with logical, analytical people and less well with spontaneous, irrational people.15.I take care over the interpretation of data available to me and avoid jumping to conclusi

37、ons.16.I like to reach a decision carefully after weighing up many alternatives.17.Im attracted more to novel, unusual ideas than to practical ones.18.I dont like disorganised things and prefer to fit things into a coherent pattern.19.I accept and stick to laid down procedures and policies so long a

38、s I regard them as an efficient way of getting the job done.20.I like to relate my actions to a general principle.21.In discussions I like to get straight to the point.22.I tend to have distant, rather formal relationships with people at work.23.I thrive on the challenge of tackling somethin new and

39、 different.24.I enjoy fun-loving, spontaneous people.25.I pay meticulous attention to detail before coming to a conclusion.26.I find it difficult to produce ideas on impulse.27.I believe in coming to the point immediately.28.I am careful not to jump to conclusions too quickly.29.I prefer to have as

40、many sources of information as possible - the more data to think over the better.30.Flippant people who dont take things seriously enough usually irritate me.31.I listen to other peoples points of view before putting my own forward.32.I tend to be open about how Im feeling.33.In discussions I enjoy

41、watching the manoeuvrings of the other participants.34.I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.35.I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc.36.It worries me

42、 if I have to rush out a piece of work to meet a tight deadline.37.I tend to judge peoples ideas on their practical merits.38.Quiet, thoughtful people tend to make me feel uneasy.39.I often get irritated by people who want to rush things.40.It is more important to enjoy the present moment than to th

43、ink about the past or future.41.I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition.42.I tend to be a perfectionist.43.In discussions I usually produce lots of spontaeous ideas.44.In meetings I put forward practical realistic ideas.45.

44、More often than not, rules are there to be broken.46.I prefer to stand back from a situation and consider all the perspectives.47.I can often see inconsistencies and weaknesses in other peoples arguments.48.On balance I talk more often than I listen.49.I can often see better, more practical ways to

45、get things done.50.I think written reports should be short and to the point.51.I believe that rational, logical thinking should win the day.52.I tend to discuss specific things with people rather than engaging in social discussion.53.I like people who approach things realistically rather then theore

46、tically.54.In discussions I get impatient with irrelevances and digressions.55.If I have a report to write I tend to produce lots of drafts before settling on the final version.56.I am keen to try things out to see if they work in practice.57.I am keen to reach answers via a logical approach.58.I en

47、joy being the one who talks a lot.59.In discussions I often find I am the realist, keeping people to the point and avoiding wild speculation.60.I like to ponder many alternatives before making up my mind.61.In discussions with people I often find I am the most dispassionate and objective.62.In disuc

48、ssions Im more likely to adopt a low profile than to take the lead and do most of the talking.63.I like to be able to relate current actions to a longer term, bigger picture.64.When things go wrong Im happy to shrug it off and put it down to experience.65.I tend to reject wild, spontaneous ideas as

49、being impractical.66.Its best to think carefully before taking action.67.On balance I do the listening rather than the talking.68.I tend to be tough on people who find it difficult to adopt a logical approach.69.I believe the end justifies the means most of the time.70.I dont mind hurting peoples fe

50、elings so long as the job gets done.71.I find the formality of having specfic objectives and plans stifling.72.Im usually one of those people who puts life into a party.73.I do whatever is expedient to get the job done.74.I quickly get bored with methodical, detailed work.75.I am keen on exploring t

51、he basic assumptions, principles and theories underpinning things and events.76.I am always interested in finding out what people think.77.I like meetings to be run on methodical lines, sticking to a laid down agenda, etc.78.I steer clear of subjective or ambiguous topics.79.I enjoy the drama and ex

52、citement of a crisis situation.80.People often find me insensitive to their own feelings.Now use the following self-scoring sheet to identify your scores for each learning style and plot these on the diagram.(Reproduced by kind permission of Honey and Mumford) Honey and Mumford 1986Learning Styles Q

53、uestionnaire - ResultsHaving completed the questionnaire, log your answers on the chart below.You score one point for each item you ticked ( ). There are no points for items you crossed ( X ). Simply indicate on the lists below which items were ticked.271541339615811101612191725142123281827242920353

54、2312237343326443836304940394250434147534546515448525756585561596460636571626869726675707467777379767880TotalsActivistReflectorTheoristPragmatistPlot the scores on the arms of the graph:20ActivistReflectorTheoristPragmatist51015510152051015205101520Introduction to MAPAnd an overview of learning style

55、sIntroduction and WelcomeWelcome participants to this one hour module which introduces MAP and reviews what we know about learning styles.Introduce self - background, qualificationsHousekeeping - breaks, toilets etc.MAP OverviewThis is not a teaching activity; this is an opportunity for us all to le

56、arn especially from one another.Learning causes change to:SkillKnowledgeAttitude (which influences how much you increase your skill and knowledge)Activity (quantity, quality and direction)MAP runs over a period of between six and eleven weeks. There are 11 sessions that run for between 2 and 6 hours

57、. The rest of the time is spent reflecting on situations that relate to the concepts we learn and experimenting with what we have discussed back in the workplace.Review of Learning MethodologiesExplain to the group the learning methodologies that will be used throughout the programs.In order to lear

58、n todays managers need specific knowledge and skills as well as the ability to adapt to changes in the world around them.Learning is:A change in behaviour or performance as a result of experience.An individuals way of adapting to events.Is linked to how individuals perceive events around them.One mo

59、del of the learning process can be depicted as a four stage cycle. Walk participants through the cycle.An experience we encounter is followed by thinking and reflective observation, which leads to contemplating how you can apply your concepts to achieve your objectives and in turn to active or exper

60、imenting through action which in turn leads to new experiences as the cycle repeats.The action learning cycle is fundamental to the process of learning in MAP and throughout your management career.The course consists of 11 sessions.Clarify dates, times, venues, importance of attendance, punctuality, coffee, lunch, dinner (if applicable).C