2018-12-08

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Sherman Chui

2018-2019-1

GUANGDONG UNIVERSITY OF FOREIGN STUDIES

Human

Resource

Management

HR Management Syllabus

Week 1 Course Introduction + note taking

Week 2 HRM Overview

Week 3 Job Analysis & Job Requirement

Week 4 Leadership (10.7 补课）

Week 5 Recruitment

Week 6 What Counts Factor

Week 7 Staff Grading (ATM)

Week 8 Interview

南校G201 Thur. 18:30-19:50 20:00-21:20

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HR Management Syllabus

Week 8 Interview

Week 9 Salary & Benefit

Week 10 Performance Appraisal

Week 11 Staff Training & Politics

Week 12 CSR Sharing

Week 13 Sexual Harassment + Racial Discrimination

Week 14 China Labor Law

Week 15 Ethics and cultures

Week 16 Course Review

南校G201 Thur. 18:30-19:50 20:00-21:20

Staff Training

• System Model of Training• Designing the Training Program

Instructional ObjectivesTrainee Readiness and MotivationPrinciples of Training

•Implementing the Training ProgramTraining Methods for Nonmanagerial EmployeesMethods for Management Development

• Evaluating the Training Program 4 Criteria Reactions, Learning, Behaviors, Results:

• Special Topics in Training and DevelopmentOrientation Training/ Basic Skill TrainingTeam Training/ Cross TrainingEthics Training/ Diversity Training

• Learning Curve

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Many new employees come equipped with most of the KASs needed to start work.

Others require extensive training before they are ready to make much of a contribution to the organization.

1. System Model of Training

• Phrase 1: Needs Assessment

• Phrase 2: Design

• Phrase 3: Implementation

• Phrase 4: Evaluation

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Phrase 1. Needs Assessment

• Organization Analysis-where to emphasize training.

• Task Analysis-determine the KASs needed.

• Person Analysis-who needs training.

Phrase 2. Designing the Training Program

•Instructional Objectives

•Trainee Readiness

•Learning Principles

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Instructional Objectives

• Desired outcomes of a training program.

Trainee Readiness and Motivation

• Trainee readiness refers to both maturity

and experience of trainees.

• Trainee motivation implies that trainees must realize they need new knowledge or skills and maintain a desire to learn as the training progress.

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6 Essential Strategies-to create a conductive learning training environment

• 1. Use positive reinforcement.

• 2. Eliminate threats and punishment.

• 3. Be flexible.

• 4. Have participants set personal goals.

• 5. Design interesting instruction.

• 6. Break down physical and psychological obstacles to learning.

Principles of Learning

Goal setting Individual difference

Modeling

Active practiveand repetition Whole vs part learning

Massed vs distributed learning

Feedback and reinforcement

Meaningfulness of presentation

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3. Implementing the Training Program( Phrase 3. Implementation )

•Training Methods for Nonmanagerial Employees

•Training Methods for Management Development

Methods for Nonmanagerial Employees

• On-the-job training

• Apprenticeship training

• Cooperative training

• Internship programs

• Blended learning

• E-learning

• Just-in-time training

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Methods for Management Development

• On-the-job experience

• Seminars or conference

• Case studies

• Management games and simulations

• Role-playing

• Behavior modeling

4. Evaluating the Training Program( Phrase 4. Evaluation )

• 4 Evaluating Criteria:

Reactions

Learning

Behavior

Results

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(1). Reactions

• One of the simpliest and most common approaches to evaluate a trainig progress is assessing participants' reactions.

• Trainee can critique the instrctors or make suggestions about participant interactions, feedbacks, and the like.

• Examples of potential quesitons:

Did you achieve them?Did you like this program?Should the organization continue to offer it?What suggestions do you have for imporving the program?

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(2). Learning

• Testing the knowledge and skills of trainees before and after a training program will help determine their improvement.

(3). Behavior

• Transfer of learning-Effective application of principles learned to what is

required on the job.

AcquiredKnowledge

Practice

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(4). Results, or Return on Investment (ROI)

• A company's ROI refers to the benefits it derives from training its employees relative to the costs it incurs.

4. Special Topics in Training and Develpoment

•Orientation Training

•Basic Skills Training

•Team Training

•Cross Training

• Ethics Training

• Diversity Training

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• Orientation Training

• The pformance process of familiarizing new employees with the organization, their jobs, and their work units.

• Basic Skills Training

• List of basic skills:

• Reading• Writing • Computing• Speaking• Listening• Problem-solving• Managing oneself/ self-doscipline• Knowing how to learn• Working as part of a team• Leading others

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•Team Training

• Process Dynamics• meeting skills

• brainstorming

• negotiation skills

• project planning

• decision making

• ...

• Behavior Dynamics• building turst• establishing norms• conflict resolution• member communication• features of good teams• ...

Teamwork behaviors that differentiate effective teams:

•Cross Training

• The process of training employees to do multiple jobs within an organization.

Task A

Task B Task C Task D

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Ethics Training

• Ethics training becomes more prevalent in companies following various high-profit corporate scandals.

•Diversity Training

2 kinds of diversity training:

• Awareness building:

- helps the employees appreciate the benefits of diversity training.

• Skill building:

- provides the employees with the KASs.

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Learning Curve

DEFINITION OF 'LEARNING CURVE'A concept that describes how new skills or

knowledge can be quickly acquired initially, but

subsequent learning becomes much slower.

At first, a minimal investment of resources yields

significant results, but the payback from continuing

effort is smaller.

The learning curve was first described by

psychologist Hermann Ebbinghaus in 1885 and

elaborated by psychologist Arthur Bills in 1934.

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Learning a Skill All Skills are Acquired Some take Less Time than Others Better Coaching will Shorten Learning

Mastering a Skill Level 5: Professional

(10,000 hours)

Level 4: Expert

(2500 hours)

Level 3: Amateur

(800 hours)

Level 2: Apprentice

(300 hours)

Level 1: Novice

(100 hours)

Level 0: Beginner

(0 hour)

Professional

Expert

AmateurApprentice

NoviceBeginner

Level 0Level 1

Level 2Level 3Level 4Level 5

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Learning a Musical Instrument Violin (10+ years)

Piano (8+ years)

Guitar (6+ years)

Saxophone (4+ years)

Tambourine (2 weeks)

Conclusion

• System Model of Training• Designing the Training Program

Instructional ObjectivesTrainee Readiness and MotivationPrinciples of Training

•Implementing the Training ProgramTraining Methods for Nonmanagerial EmployeesMethods for Management Development

• Evaluating the Training Program 4 Criteria Reactions, Learning, Behaviors, Results:

• Special Topics in Training and DevelopmentOrientation Training/ Basic Skill TrainingTeam Training/ Cross TrainingEthics Training/ Diversity Training

• Learning Curve