hnd员工培训及开发1_金融证券-股票经典资料.pdf

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1、-word.zl-Individual Report A6HC34 Training and Developing the workforce Outcome 3 -word.zl-NAME:SCN:CLASS:Contents Introductory Preamble.3 a.Theories of Learning4 b.The Learning Cycle.4 c.Learning Style.5 How to conduct a Selection Interview.5 a.Preparing for the interview.6 b.Conducting the intervi

2、ew.7 c.Advantages and disadvantages of the interview.8 d.Discrimination and how to avoid it.9 Training Session Plan.10 Costs of Preparing and Delivering for Course.10 Evaluation12 -word.zl-Introductory Preamble The report includes human resource managers to prepare for training activities,and the tr

3、aining 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“How to conduct a selection interview.The report first introduces the learning method,a good learning method can support the trainin

4、g.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 di

5、scrimination 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

6、report in the form reflects 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:Preparing for the interview Conducting the interview Advanta

7、ges and disadvantages of the interview Discrimination and how to avoid it -word.zl-Training program is supported by three theories:Theories of learning The learning cycle Learning style.Theories of learning Learning is a process of active engagement with experience.It is what people do when they wan

8、t 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 peo

9、ple 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 exper

10、iences Formation of abstract concepts and generalization Testing the implication of concepts in new situations Observations and reflections-word.zl-Learning style There are four sessions in the learning style include activists,reflector,theorist，pragmatists.Learning styles refer to a range of compet

11、ing 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 conc

12、ept 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 l

13、ike to collect data 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

14、 techniques.They positively search out new ideas and take the first opportunity to experiment with applications.They tend to be impatient-word.zl-with ruminating and open-ended discussions.Training Session Plan Training of conducting a selection interview Overall objective:Interviewing people for pe

15、ople customer service roles Training Session Plan 1 Subject1:Preparing for the interview Length of Session:40 minutes Objective:To establish a fair atmosphere and an efficient working environment.Time Title Duration Method Resources 1:20pm-1:30 pm Arrange a final interview environment.10 minutes Tra

16、iner lecture Pens;Handouts;Water 1:30pm-1:40pm Ready to use hardware and software facilities 10 minutes Trainer lecture Pens;Handouts;Water;1:40pm-1:50pm List the questions in the interview 10 minutes Trainer lecture Pens;Handouts;Water;1:50pm-2:00pm Determine the number of people who 10 minutes Tra

17、iner lecture Pens;Handouts;Water;-word.zl-need to be interviewed.Training Session Plan 2 Subject2: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 2:00p

18、m-2:10pm Question 10 minutes Case study PC;PPT;Projection;Desks;2:10pm-2:20pm Listening 10 minutes Case study PC;PPT;Projection;Desks;2:20pm-2:40pm Observing 10 minutes Case study PC;PPT;Projection;Desks;Training Session Plan 3 Subject3:Advantages and disadvantages of the interview Length of Session

19、:20 minutes Objective:By understanding the participants to understand the interview to choose what advantage and disadvantage.Time Title Duration Method Resources-word.zl-2:40pm-2:50pm Analysis Advantage of interview 10 minutes Lecture Meeting room;Handouts;PC;PPT;Projection;2:50pm-3:00pm Analysis d

20、isadvantage of interview 10 minutes Lecture Meeting room;Handouts;PC;PPT;Projection;Training Session Plan 4 Subject4:Discrimination and how to avoid it Length of Session:30 hours Objective:Interviewers and participants should avoid the occurrence of discrimination.Time Title Duration Method Resource

21、s 3:00pm-3:20pm Training instructors tell the interviewer to avoid discrimination.The interviewer respects the interviewer.20 minutes Lecture PPT;Projection;Desks;Recording pen;Conference room-word.zl-3:20pm-3:40pm The interviewer ask questions.20 minutes Lecture PPT;Projection;Desks;Recording pen;C

22、onference room 3:40pm-4:00pm Trainer summary 20 minutes Trainer PPT;Projection;Desks;Recording pen;Conference room Evaluation Evaluation 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,projec

23、t 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-word.zl-degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed.The primary purp

24、ose 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 assessed by the learners perception of the training course.In the case,AG Bell Ltd.s managers should observe ho

25、w 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 Behav

26、ior: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 assess AG 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 esta

27、blished objectives.In this case,it can measure employee turnover and customer satisfaction.At the same time.The company can understand the companys advantages and disadvantages.-word.zl-Evaluation refers to the evaluation and demonstration of the program to determine whether or not to take.In the pr

28、ocess 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 Course List of appropriate cost(preparing part)Resource Cost Cost of buying relevant books 100 Brochures 100 Cost of Questionnaire 200 T

29、otal cost 400 List of appropriate cost(delivery part)Resource Cost Computer 900 Interactive whiteboards 100 Handout 100 Pen 50 Paper 50 Questionnaires 50-word.zl-Conference Room 200 PC 300 Trainer 600 Total cost 2350 Evaluation Evaluation is a systematic determination of a subjects merit,worth and s

30、ignificance,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/proposal,or any alternative,to help in decision-making;or to ascertain the degree of achievement or value in regard to

31、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 assessed by the l

32、earners 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 their training in-word.zl-what they have learned to carry out training.Level 4

33、Results:As a result of the training to what extent the results reflect the established 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 i

34、t is the goal of achieving the future.Reference Hallier,J.and Butts,S.(2000)Attempts to advance the role of training:process and 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.