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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-dateHND员工培训与开发3(1)HND员工培训与开发3(1)Individual ReportA6HC34 Training and Developing the workforceOutcome 3 NAME: SCN: CLASS: ContentsIntroductory Preamble.3a. Theories of Learning4b. The Learni
2、ng Cycle.4c. Learning Style.5How to conduct a Selection Interview.5a. Preparing for the interview.6b. Conducting the interview.7c. Advantages and disadvantages of the interview.8d. Discrimination and how to avoid it.9Training Session Plan.10Costs of Preparing and Delivering for Course.10Evaluation12
3、Introductory PreambleThe report includes human resource managers to prepare for training activities, and the training 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
4、selection interview”. The report first introduces the learning method, a good learning method can support the training. The methods of study include theories of learning the learning cycleand learning style. The second part introduces the process of the interview. The content and process of the inte
5、rview include Preparing for the interview conducting the interview advantages and disadvantages of the interview and discrimination 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
6、 of business professionals, as much as possible to ease the pressure, to create an equal, warm and harmonious atmosphere. The 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 an
7、d resources used.The training program mainly consists of four parts:l Preparing for the interview l Conducting the interview l Advantages and disadvantages of the interviewl Discrimination and how to avoid itTraining program is supported by three theories:l Theories of learningl The learning cycle l
8、 Learning style.Theories of learningLearning is a process of active engagement with experience. It is what people do when they want 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
9、lead to change, development and a desire to learn more.The learning cycle:One theory of learning suggests that the process by which people 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
10、also important for us to be aware that to complete the learning process learners need to work all the way around the cycle.Concrete experiencesObservations and reflectionsTesting the implication of concepts in new situationsFormation of abstract concepts and generalizationLearning styleThere are fou
11、r sessions in the learning style include activists, reflector, theorist，pragmatists. Learning styles refer to a range of competing 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
12、learning, although the various theories present differing views on how the styles should be defined and categorized. A common concept 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 conside
13、r the future impact. They are active learning.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 learning new knowledge through log
14、ical observation.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 tend to be impatient with ruminating an
15、d open-ended discussions.Training Session PlanTraining of conducting a selection interviewOverall objective: Interviewing people for people customer service rolesTraining Session Plan 1Subject1: Preparing for the interviewLength of Session: 40 minutesObjective: To establish a fair atmosphere and an
16、efficient working environment.TimeTitleDurationMethodResources1:20pm-1:30 pmArrange a final interview environment.10 minutesTrainer lecturePens; Handouts;Water1:30pm-1:40pmReady to use hardware and software facilities10minutesTrainer lecturePens; Handouts;Water; 1:40pm- 1:50pmList the questions in t
17、he interview10 minutesTrainer lecturePens; Handouts;Water; 1:50pm- 2:00pmDetermine the number of people who need to be interviewed.10 minutesTrainer lecturePens; Handouts;Water; Training Session Plan 2Subject2: Conducting an interview Length of Session: 40 minutesObjective: Ask questions about the p
18、articipants, listen carefully to their answers, and record the key points.TimeTitleDurationMethodResources2:00pm-2:10pmQuestion10 minutesCase study PC; PPT; Projection; Desks;2:10pm-2:20pmListening10minutesCase studyPC; PPT; Projection; Desks; 2:20pm-2:40pmObserving 10minutesCase studyPC; PPT; Proje
19、ction; Desks;Training Session Plan 3Subject 3: Advantages and disadvantages of the interviewLength of Session: 20 minutesObjective: By understanding the participants to understand the interview to choose what advantage and disadvantage.TimeTitleDurationMethodResources2:40pm-2:50pmAnalysis Advantage
20、of interview10 minutesLectureMeeting room;Handouts;PC; PPT; Projection; 2:50pm-3:00pmAnalysis disadvantage of interview10 minutesLectureMeeting room;Handouts;PC; PPT; Projection;Training Session Plan 4Subject 4:Discrimination and how to avoid itLength of Session: 30 hoursObjective: Interviewers and
21、participants should avoid the occurrence of discrimination.TimeTitleDurationMethodResources3:00pm-3:20pmTraining instructors tell the interviewer to avoid discrimination. The interviewer respects the interviewer.20 minutesLecturePPT; Projection; Desks; Recording pen; Conference room3:20pm-3:40pmThe
22、interviewer ask questions.20 minutesLecturePPT; Projection; Desks; Recording pen; Conference room3:40pm-4:00pmTrainer summary20 minutesTrainerPPT; Projection; Desks; Recording pen; Conference roomEvaluationEvaluation is a systematic determination of a subjects merit, worth and significance, using cr
23、iteria 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 the aim and o
24、bjectives 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 learners p
25、erception of the training course. In the case, AG Bell Ltd.s managers should observe how 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 t
26、rainer of AG Bell Ltd.s can learn the skills of the trainees through the test. Level 3 Behavior: 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
27、 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 turnover and customer satisfaction. At the same time. The company can understand the companys advantages and disadvantages.Evaluation refers to
28、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 it is the goal of achieving the future.Costs of Preparing and Delivering for CourseList of appropriate cost (preparing
29、 part)Resource CostCost of buying relevant books 100Brochures 100Cost of Questionnaire 200Total cost 400List of appropriate cost(delivery part)Resource CostComputer 900Interactive whiteboards 100Handout 100Pen 50Paper 50Questionnaires 50Conference Room 200PC 300Trainer 600Total cost 2350EvaluationEv
30、aluation 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, project or any other intervention or initiative to assess any aim, realizable concept/proposal, or any alternative, to help in de
31、cision-making; or to ascertain the degree of achievement 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 gaining insight into prior or existing initiatives, is to enable reflection and assist in th
32、e identification of future change.Level 1 Reaction: This level is assessed by the learners 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 trainer
33、s with their training in what they have learned to carry out training.Level 4 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
34、 designing a training programmer, human resource managers should assess whether it is the goal of achieving the future.ReferenceHallier, 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.-