员工培训与开发重点(英文版)

1、Topic31. Discussthefivetypesoflearneroutcomes.?Verbalinformation?Intellectualskills?Motorskills?Attitudes?Cognitivestrategies.2. Explaintheimplicationsoflearningtheoryforinstructionaldesign.Fromatrainingperspective,reinforcementtheorysuggeststhatforlearnerstoacquireknowledge,changebehavior,ormodifys

2、kills,thetrainerneedstoidentifywhatoutcomesthelearnerfindsmostpositive(andnegative).TrainersthenneedtolinktheseoutcomestolearnersacquiringKSAsE.gBehaviormodificationAccordingtosociallearningtheory,learningisinfluencedbyaperson'self-efficacy,whichisonedeterminantofreadinesstolearn.Sociallearningt

3、heoryistheprimarybasisforbehaviormodelingtrainingandhasinfluencedthedevelopmentofmultimediatrainingprograms.Goalsettingtheoryinfluencestrainingmethodstobeconsidered.Goalsettingtheoryalsoisusedintrainingprogramdesignbecauseitsuggeststhatlearningcanbefacilitatedbyprovidingtraineeswithspecificchallengi

4、nggoalsandobjectivesneeds (Goaorientationtheoryisbelievedtoaffecttheamountofeffortatraineewillexpendinlearning(motivationtolearn).Learnerswithahighlearningorientationwilldirectgreaterattentiontothetaskandlearnforthesakeoflearningincomparisontolearnerswithaperformanceorientation.Needtheoriessuggestth

5、attomotivatelearning,trainersshouldidentifytraineescommunicatehowtrainingprogramcontentrelatestofulfillingtheseneeds?AnotherimplicationsofneedtheoryrelatestoprovidingemployeeswithachoiceoftrainingprogramstoattendExpectancytheorysuggeststhatlearningismostlikelytooccurwhenemployeesbelievetheycanlearnt

6、hecontentoftheprogram;learningislinkedtooutcomes;andemployeesvaluetheseoutcomes.Adultlearningtheoryisespeciallyimportanttoconsiderindevelopingtrainingprogramsbecausetheaudienceformanysuchprogramstendstobeadults,mostofwhomhavenotspentamajorityoftheirtimeinaformaleducationsetting.ImplicationsofAdultle

7、arningtheoryfortrainingasfollowing:self-concept,experience,readiness,timeperspective,orientationtolearning.Besidesemphasizingtheinternalprocessesneededtocapture,store,retrieve,andrespondtomessage,theinformationprocessingmodelhighlightshowexternaleventsinfluencelearning.3. Incorporateadultlearningthe

8、oryintothedesignofatrainingprogramAdultLearningTheorywasdevelopedoutofaneedforaspecifictheoryofhowadultslearn.ImplicationsofAdultlearningtheoryfortrainingDesignIssueImplicationsSelf-conceptMutualplanningandcollaborationininstructionExperienceUselearnerexperienceasbasisforexamplesandapplicationsReadi

9、nessDevelopinstructionbasedonlearnerinterestsandcompetenciesTimeperspectiveImmediateapplicationofcontentOrientationtolearningProblem-centeredinsteadofsubject-centereds4. Describehowlearnersreceive,process,store,retrieve,andactuponinformation.RetrievaljEncodingLong-Term<StorageJ'5. Discussthei

10、nternalconditions(withinthelearner)andexternalconditions(learningenvironment)necessaryforthetraineetolearneachtypeofcapability.LearningOutcomeInternalConditionsExternalConditionsVerbalInformation(Labels,facts,andpropositions)PreviouslylearnedknowledgeandverbalinformationStrategiesforcodinginformatio

11、nintomemoryRepeatedpracticeMeaningfulchunksAdvanceorganizersRecallcuesIntellectualSkills(Knowinghow)LinkbetweennewandpreviouslylearnedknowledgeCognitiveStrategies(ProcessofthinkingandRecallofprerequisites,similartasks,andstrategiesVerbaldescriptionofstrategyStrategydemonstrationlearning)Practicewith

12、feedbackVarietyoftasksthatprovideopportunitytoapplystrategyAttitudes(Choiceofpersonalaction)MasteryofprerequisitesIdentificationwithmodelCognitivedissonanceDemonstrationbyamodelPositivelearningenvironmentStrongmessagefromcrediblesourceReinforcementMotorSkills(Muscularactions)RecallofpartskillsCoordi

13、nationprogramPracticeDemonstrationGradualdecreaseofexternalfeedback6. Discusstheconsiderationsindesigningeffectivetraining?Selectingandpreparingthetrainingsite?Selectingtrainers?Makingthetrainingsiteandinstructionconducivetolearning?ProgramdesignTopic5TrainingEvaluation1. Explainwhyevaluationisimpor

14、tant.Trainingevaluationreferstotheprocessofcollectingtheoutcomesneededtodeterminewhethertrainingiseffective.Thatinformationisveryimportanttoorganizationalperformanceoutcomesandhumanresourceoutcomes.Therearetwotypesofevaluation,formativeandsummativeevaluation.Bothareaimtoimprovethetrainingprogramstob

15、edesignedeffectively.Thus,thefollowingarereasonsforevaluation:- Toidentifytheprogram'sstrengthsandweaknesses.- Toassesswhetherthecontent,organization,andadministrationoftheprogramcontributetolearningonthejob.- Toidentifywhichtraineesbenefitmostorleastfromtheprogram- Toassistinmarketingprogramsco

16、ncernedwiththeinformationaboutparticipants.- Todeterminethefinancialbenefitsandcostsoftheprogram.- Tocomparethecostsandbenefitsofdifferenttrainingprogramstochoosethebestprogram.2. Discusstheprocessusedtoplanandimplementagoodtrainingevaluation.OverviewoftheEvaluationProcessconduct needsanalysisdevelo

17、pmeasurablelearningoutcomes andanalyze transferof trtainingdevelopoutcomemeasureschoose anevaluationstrategyplan and excutethe evaluationTherearefivestepsinvolvingintheevaluationprocess.-Thefirststepistoconductaneedsanalysis.Ithelpsidentifywhatknowledge,skills,behavior,orotherlearnedcapabilitiesaren

18、eeded.Italsohelpsidentifywherethetrainingisexpectedtohaveanimpact.Ithelpsfocustheevaluationbyidentifythepurposeoftheprogram,theresourcesneeded(human,financial,company),andtheoutcomes-Thesecondstepistodevelopmeasurablelearningobjectivesandanalyzetransferoftraining.Thisstepistoidentifyspecific,measura

19、bletrainingobjectivestoguidetheprogram.Analysisoftheworkenvironmenttodeterminetransferoftrainingcanbeusefulfordetermininghowtrainingcontentwillbeusedonthejob.-Thethirdstepistodevelopoutcomemeasures.Basedonthelearningobjectivesandanalysisoftransferoftraining,outcomemeasuresaredesignedtoassesstheexten

20、ttowhichlearningandtransferhaveoccurred.-Thefourthstepistochooseanevaluationstrategy.Thisstepistodetermineanevaluationstrategy.Factorssuchasexpertise,howquicklytheinformationisneeded,changepotential,andtheorganizationalcultureshouldbeconsideredinchoosingadesign.-Thefinalstepistoplanandexecutetheeval

21、uation.Planningandexecutingtheevaluationinvolvespreviewingtheprogram(formativeevaluation)aswellascollectingtrainingoutcomesaccordingtotheevaluationdesign.3. Identifyandchooseoutcomestoevaluateatrainingprogram.ReactionOutcomesLearningorCognitiveOutcomesBehavior&Skill-basedOutcomesAffectiveOutcome

22、sResultsOutcomesReturnonInvestmentKirkpatrick'seourmodel(seeTable6-1,p.201)suggeststrainingcanbeevaluatedonthefollowinglevels:1) Reactionslevel,whichfocusesontraineesatisfaction.2) Learninglevel,whichfocusesontheacquisitionofknowledge,skills,attitudesand/orbehaviors?3) Behaviorlevel,whichfocuses

23、onimprovementinjobperformanceorbehaviors.4) Resultslevel,whichfocusesonwhetherdesiredbusinessresultswereachievedasaresultofthetraining.a. Levels1and2measuresarecollectedbeforetraineesreturntotheirjobs.b. Levels3and4criteriameasuretheextenttowhichthetrainingtransfersbacktothejob.Trainingoutcomesarecl

24、assifiedintofivemajorcategories(seeTable6-2,p.202):1) Cognitiveoutcomesdemonstratetheextenttowhichtraineesarefamiliarwithinformation,includingprinciples,facts,techniques,procedures,andprocesses,coveredinthetrainingprogram.2) Skill-basedoutcomesassesstheleveloftechnicalormotorskillsandbehaviorsacquir

25、edormastered.Thisincorporatesboththelearningofskillsandtheapplicationofthem(i.e.,transfer).Skilllearningisoftenassessedbyobservingperformanceinworksamplessuchassimulators.Skilltransferistypicallyassessedbyobservingtraineesonthejobormanagerialandpeerratings.3) Affectiveoutcomesincludeattitudesandmoti

26、vationa. Reactionoutcomesrefertothetraineesperceptionsofthetrainingexperience,includingthecontent,thefacilities,thetrainerandthemethodsofdelivery(seesample,Table6-5,p.204).Theseperceptionsaretypicallyobtainedattheendofthetrainingsessionviaaquestionnairecompletedbytrainees,butusuallyareonlyweaklyrela

27、tedtolearningortransfer.b. Aninstructorevaluationmeasuresatrainer'sorinstructor'ssuccess.c. Otheraffectiveoutcomesincludetolerancefordiversity,motivationtolearn,attitudestowardsafety,andcustomerserviceorientation.Theattitudeofinterestdependsontrainingobjectives.4) Resultsarethoseoutcomesused

28、todeterminethebenefitsofthetrainingprogramtothecompany.Examplesincludereducedcostsrelatedtoemployeeturnoveroraccidents,increasedproduction,andimprovedqualityorcustomerservice.5) ReturnonInvestmentinvolvescomparingthetrainingprogram'sbenefitsinmonetarytermstotheprogram'scosts,bothdirectandind

29、irect.a. Directcostsincludesalariesandbenefitsoftrainees,trainers,consultants,andanyothersinvolvedinthetraining;programmaterialsandsupplies;equipmentandfacilities;andtravelcosts.b. Indirectcostsincludeofficesupplies,facilities,equipmentandrelatedexpensesnotdirectlyrelatedtothetrainingprogram;travela

30、ndexpensesnotbilledtooneparticularprogram;andtrainingdepartmentmanagementandstaffsalariesnotrelatedtoasingleprogram.c. Benefitsarethegainsthecompanyreceivesfromthetraining.4. Discussthestrengthsandweaknessesofdifferentevaluationdesigns.Typesofevaluationdesigns(seeTable6-7,p.212)varyastowhethertheyin

31、cludeapretestandposttest,acontrolorcomparisongroupandrandomization.Thechapterprovidesanexampleofeachdesign.1) Theposttestonlydesigninvolvescollectingonlyposttrainingoutcomemeasures.Itwouldbestrengthenedbytheuseofacontrolgroup,whichwouldhelptoruleoutalternativeexplanationsforchangesinperformance.2) T

32、hepretest/posttestdesigninvolvescollectingbothprerainingandposttrainingoutcomemeasurestodeterminewhetherachangehasoccurred,butwithoutacontrolgroupwhichhelpstoruleoutalternativeexplanationsforanychangethatdoesoccur.3) Thepretest/posttestwithcomparisongroupdesignincludesprettrainingandposttrainingoutc

33、omemeasurementsaswellasacomparisongroupinadditiontothegroupthatreceivestraining.Iftheposttrainingimprovementisgreaterforthegroupthatreceivestraining,aswewouldexpect,thisprovidesevidencethattrainingwasresponsibleforthechange.4) Thetimeseriesdesigninvolvescollectingoutcomemeasurementsatperiodicinterva

34、lspre-andposttraining.Acomparisongroupmayalsobeused.Timeseriesallowsforananalysisofoutcomes,e.g.,accidentrates,productivity,etc.,overtimetoobserveanychangesthatoccur(seeTable6.9,p.215).Thestrengthofthisdesigncanbeimprovedbyusingreversal,whichreferstoatimeperiodinwhichparticipantsnolongerreceivethetr

35、ainingintervention.5) TheSolomonFour-Groupdesigncombinesthepretest/posttestcomparisongroupdesignandtheposttest-onlycontrolgroupdesign.Itinvolvestheuseoffourgroups:atraininggroupandcomparisongroupforwhichoutcomesaremeasuredbothpre-andposttrainingandatraininggroupandcomparisongroupforwhichoutcomesarem

36、easuredonlyaftertraining.Thisdesignprovidesthemostcontrolsforinternalandexternalvalidity,butisalsothemostdifficulttoemploy5. Conductacost-benefitanalysisforatrainingprogram.(orDeterminingtheReturnonInvestment)Cost-benefitanalysisoftrainingistheprocessofdeterminingtheneteconomicbenefitsoftrainingusin

37、gaccountingmethods.Trainingcostinformationisimportantforseveralreasons:1) Tounderstandtotalexpendituresfortraining,includingdirectandindirectcosts.2) Tocomparethecostsofalternativetrainingprograms.3) Toevaluatetheproportionofthetrainingbudgetspentonthedevelopmentoftraining,administrativecosts,andeva

38、luationaswellashowmuchisspentonvarioustypesofemployeese.g.,exemptversusnonexempt).4) Tocontrolcosts.Determiningcosts1) Theresourcerequirementsmodelcomparesequipment,facilities,personnel,andmaterialscostsacrossdifferentstagesofthetrainingprocess(needsassessment,development,trainingdesign,implementati

39、on,andevaluation).2) Therearesevencategoriesofcostsources:costsrelatedtoprogramdevelopmentorpurchase;instructionalmaterials;equipmentandhardware;facilities;travelandlodging;andsalaryofthetrainerandsupportstaffalongwiththecostofeitherlostproductivityorreplacementworkerswhiletraineesareawayfromtheirjo

40、bsforthetraining.Determiningbenefitscanbedoneviaanumberofmethods,including:1) Technical,practitionerandacademicliteraturesummarizesbenefitsoftrainingprograms.2) Pilottrainingprogramsassessthebenefitsfromasmallgroupoftraineesbeforeacompanycommitsmoreresources.3) Observingsuccessfuljobperformerscanhel

41、ptodeterminewhatsuccessfuljobperformersdodifferentlythanunsuccessfulperformers.4) Askingtraineesandtheirmanagerstoprovideestimatesoftrainingbenefits.Othermethodsofcost-benefitanalysis1) Utilityanalysisassessesthedollarvalueoftrainingbasedonestimatesofthedifferenceinjobperformancebetweentrainedandunt

42、rainedemployees,thenumberofemployeestrained,thelengthoftimetheprogramisexpectedtoinfluenceperformance,andthevariabilityinjobperformanceintheuntrainedgroupofemployees.Thisisahighlysophisticatedformulathatrequirestheuseofpretestandposttestwithacomparisongroup.2) Othertypesofeconomicanalysisevaluatetra

43、iningasitbenefitsthefirmorgovernmentusingdirectandindirectcosts,incentivespaidbythegovernmentfortraining,wageincreasesreceivedbytraineesasaresultofthetraining,taxrates,anddiscountrates.Topic6(a)1. Discussthestrengthsandweaknessesofpresentationmethods.Presentationmethodsarethosemeansoftrainingdeliver

44、yinwhichtraineesarethepassiverecipientsofinformation,suchasfactsorinformationaboutprocessesorproblemsolvingmethods.Therearetwotypesofpresentationmethods,lectureandaudiovisualinstruction.-Alectureisthemethodoftrainingdeliveryinvolvingatrainerverballycommunicatingthematerialthetraineesaretolearn.Advan

45、tages:1)Lectureisrelativelyinexpensive,andanefficientwaytocoveralargeamountofinformationand/ortoalargegroup.-2)LecturecanbeusedtosupportothermethodsofdeliveryaswellDisadvantagesofthelecturemethodincludethelackoftraineeinvolvement,lackoffeedback,andthepotentiallyweakconnectiontotheworkenvironment,all

46、ofwhichinhibittransferoftraining.Thuslectureisoftensupplementedwithothermoreparticipativemethods.?Audiovisualinstructionincludesoverheads,slides,andvideotapes.Advantages:1)Videoisoneofthemostpopulartrainingmethods,butisrarelyusedaloneitisusuallyusedincombinationwithlectures.Itcanbehighlyeffectivefor

47、addressingcommunicationskills,interviewingskills,customer-serviceskills,andforillustratingstep-by-stepproceduresorgivingreal-lifeexamplesofmaterialcoveredvialectureorothermethods.2) Theadvantagesofvideosincludetheflexibilityincustomizingthevideosession;theabilityofvideotoshowthingsthatcannotbeeasily

48、demonstrated;itsconsistencyuponrepeateduse;anditcanbeusedtorecordtrainees'performanceforthemtoreview.Disadvantagesincludetoomuchcontentfortraineestoabsorb;poordialogueorpooractingcouldhinderthemessageand/orthecredibilityofthemessage;overuseofmusicorhumor;anddramathatmakesitconfusingforthetrainee

49、tounderstandtheimportantlearningpointsemphasizedinthevideo.2. Discussthestrengthsandweaknessesofhands-onmethods.?Hands-OnMethodsarethosethatrequirethetraineetobeactivelyinvolvedinthelearningprocess,includingon-the-jobtraining(OJAT),self-directedlearning,apprenticeship,simulation,casestudy,businessga

50、mes,roleplays,andbehaviormodeling.?On-the-jobtraining(OJT)involvesneworinexperiencedemployeeslearningbyobservingtheirpeersormanagersatworkandtryingtoemulatetheirbehaviors.Advantages:OJT,whichtakesanumberofformsincludingapprenticeshipsandself-directedlearning,requireslesstimeormoneyinvestment;itutili

51、zesexpertiseamongpeersandmanagers;andcanbeeffectiveforcross-trainingemployeeswithinadepartmentorteam.ThedisadvantagesofOJTincludethatitistypicallyunstructuredand,therefore,managersandpeersmaynotusethesameprocesstocompletethesametask;badhabitsmaybepassedon;demonstrationmaybeflawedandtheopportunitiesf

52、orpracticeandfeedbacknotprovided-allresultinginpoorlytrainedemployees.?Self-directedlearningisanapproachtotrainingthatplacesresponsibilityforlearningontheemployee/learner,e.g.,whenthelearningwilltakeplaceandwithwhom.Theadvantagesofself-directedlearningincludetheflexibilityfortraineestolearnattheirow

53、npaceandtoreceivefeedbackabouttheirlearning;itrequiresfewertrainingstaff;reducesthecostsoffacilitiesandtravel;itallowsforconstantaccesstotrainingmaterials;andmakesmultiple-sitetrainingmorerealistic.?Thepotentialdisadvantagesofself-directedlearningincludetheresponsibilityitplacesontrainees,requiringt

54、hemtobewilling,able,andmotivatedtolearnontheirown.Thismaynotbecomfortableformanyemployees.Italsotendstohavehigherdevelopmentcostsintermsoftimeandmoney.?Apprenticeshipisawork-studytypetrainingmethodinvolvingbothon-the-jobtrainingandclassroomandtypicallysponsoredeitherbythecompanyorbytheunion.?Advanta

55、gesofapprenticeshipsincludethefactthatlearnersarepaidwhiletheylearn,withwagestypicallyincreasingastheirskillsdo;theeffectivecombinationoflearningprinciplesintheclassroomandhavingtheopportunitytopracticewhatthey'velearnedonthejob;andthattheytypicallyresultinfull-timeemploymentfortrainees.?Thedisa

56、dvantagesofapprenticeshipsincludethehistoricallyrestrictedaccesstoapprenticeshipprogramsforwomenandminorities;thelackofguaranteethatemploymentwillfollowcompletionoftheprogram;andthesomewhatnarrowskillfocusofcurrentapprenticeships(i.e.,onecraftortrade).?Asimulationisatrainingmethodthatrepresentsareal

57、-lifesituation;withtrainees;decisionsresultinginoutcomesthatmirrorwhatwouldhappeniftheywereonthejob.?Advantagesofsimulationincludeallowingtraineestolearnproductionandprocessskillsfirsthandwithoutbeingengagedintheactualflowofproductionandwithoutthefearofmakingamistakeintheactualworkenvironment;andall

58、owingfortheobservationandevaluationoftrainees'performancefollowedbyfeedback.?Disadvantages:Simulatorsneedtohavehighfidelitytotheworksituation,i.e.,theyneedtohaveidenticalelementstothoseonthejob;theyareexpensivetodevelopandrequirecontinuousmaintenanceandupdating.?Acasestudyisadescriptionabouthowemployeesoranorganizationdealtwithadifficultsituation.Traineesarerequiredtoanalyzeandcritiquetheactionstaken,indicatingtheappropriateactionsandsuggestingwhatmighthavebeendonedifferently.?Advantages:Thecasesareusuallyappropriatefordevelopinghigher-orderintellectualsk