Ting's report on training of spa
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  • 1. - is the coordination andregulation of employees in acompany.
  • 2. With a good HR team doingtheir jobs well, a company/organization will often beultimately more efficient andcompetitive, generatingadditional revenue.
  • 3. If you think training is expensive, try
  • 4. - is the act ofincreasing theknowledge andskill of anemployee forperforming aparticular job
  • 5. INTERNAL EXTERNAL paid for by the company but Provided by provided off site the company through a 3rd party training firm Utilized when Utilizing existing skills are not internal resources already present and tools in the organization
  • 6. Develop the knowledge,skills, and attitudenecessary for effectiveperformance of the work.
  • 7. ..to MAINTAIN ..to UPGRADE ..to UPDATE SKILLS
  • 8. Maintain P• Good performance D• Right attitude R• Passion in teaching E O V F Upgrade E E • Teaching strategies L • Assessment tools S • Classroom management O S • Instructional materials P I M O EUpdate N N• Curriculum A• Educational issues, policies T and programs L
  • 9. - Thomas Henry Huxley
  • 10. It describes the educationthat employees must gothrough in order to learnhow to perform their jobscorrectly and to improve theirpractices.
  • 11. Training usually involvesteaching operational ortechnical employees howto do their jobs moreeffectively and/ orefficiently.
  • 12.  Responsibilities for training are generally assigned to the HR function. In general, training is intended to help the organization. Managers must be sure that productivity can be increased through training and that productivity gains are possible with existing resources.
  • 13. New Program ReasonsTurn-over of Cost Control Training Employee Promotion
  • 14.  Trainees should feel the need to learn, they are more responsive Learning is effective when reinforcement in the form of reward/ punishment is present Trainees need to be given feedback and guided into further action steps. There must be some means by which trainees practice and repeat behaviors on- the-job which they learn in training. The training material should be made as simple and easy-to-understand as possible.
  • 15. EVALUATE TRAINING IMPLEMENT TRAINING DESIGN TRAINING SET TRAINING GOALS ASSESS TRAINING NEEDS OBJECTIVES/ STRATEGIES“THE LADDER OF SUCCESS IS BEST CLIMBED BY STEPPING ON THE RUNGS OF OPPORTUNITY.”
  • 16.  It provides the clear guidelines and develops the training program in less time because objectives focus specifically on NEEDS It tells the trainee what is expected
  • 17.  TRAINER TRAINEE DESIGNER EVALUATOR
  • 18.  It is an educational approach for turning knowledge into learning. It is based on the needs of the organization, trainee, and task being performed. It should suit the audience content, business organization, and the learning objectives.
  • 19.  COGNITIVE METHODS1. lectures2. demonstrations3. discussions4. CBT (Computer Based- Training)
  • 20.  BEHAVIORAL METHODS GAMES AND SIMULATIONS - business games - role plays - in-basket technique - case studies
  • 21.  INDUCTION TRAINING SKILLS TRAINING REFRESHER TRAINING CROSS FUNCTIONAL TRAINING TEAM TRAINING TRAINING CREATIVITY TRAINING DIVERSITY TRAINING LITERACY TRAINING
  • 22. A needs assessment is theprocess of identifyingperformance requirementsand the "gap" betweenwhat performance isrequired and what presentlyexists.
  • 23. To identify performancerequirements and theknowledge, skills, and abilitiesneeded by an organization’sworkforce to achieve therequirements.
  • 24. • ORGANIZATIONAL ASSESSMENT• OCCUPATIONAL ASSESSMENT• INDIVIDUAL ASSESSMENT
  • 25. evaluates the level oforganizational performance• What is the problem?• Is it a training problem?
  • 26. examines the skills, knowledge,and abilities required for affected occupational groups- What skills and knowledgeshould be included in thetraining program?
  • 27. analyzes how well an individual employee is doing a job and determines the individualscapacity to do new or different work- Who needs to be trained?
  • 28. DATA COLLECTION METHODS:• Interviews• Surveys/ Questionnaires• Focus groups• Observation• Existing data
  • 29. Training policy Trained Top & mng.t’s professio- support nal and mngt trainers Diff. Components methods Willing Of of trainingtrainees Training and courses Venue and Training the procedure duration and Training of the feedback materials training such as posters, pictures, charts, slides etc.
  • 30. R N TRAINING PURPOSES
  • 31. • Increase productivity• Reduce wastage• Enhance competency of the work force• Increase in moral employee• Facilitate employee retention• Faster costumer service• Increase quality
  • 32.  SYSTEM MODEL INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL TRANSITIONAL MODEL
  • 33. ISD is concerned with the trainingneed on the job performance.This model also helps indetermining and developing thefavorable strategies, sequencingthe content, and delivering mediafor the types of training objectivesto be achieved.
  • 34. • ASSESSMENT - determine training needs - identify training objectives• IMPLEMENTATION - select training methods - conduct training• EVALUATION - compare training outcomes against criteria
  • 35. Training has to serve the purpose for which it isintended. It has to be EFFECTIVE. The outcomes ofthe TRAINING needs to be measured based on thefollowing four contexts:1. REACTION - trainee’s reaction to the training, trainer, methodology , etc.2. LEARNING - Did the trainee learn?3. BEHAVIOR - Has the trainee’s behavior change because of the training?4. RESULTS - Is he showing the changed behavior newer, better results?
  • 36. 1. Top management is unclear about what they need and they lack vision.2. The trainee is disinterested.3. The trainee is unclear or incompetent.4. The training module does not address the training gap.5. The training gap itself is not understood.6. Budgetary constraints make companies undercut on quality and focus on training.
  • 37. “If you want to teach people a new way of thinking, dont bothertrying to teach them. Instead, give them a tool, the use of which will lead to new ways of thinking.”― Richard Buckminster Fuller
  • 38. "Know this, my beloved brothers. Every man must be swift about hearing, slow about speaking, slow about wrath; James 1:19