Training-and-development-design-as-a-strategy

Training-and-development-design-as-a-strategy

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Bagaimana Mengembangkan Strategi Pelatihan Terlalu sering, pelatihan dan keberhasilannya dalam sebuah organisasi diukur dengan jumlah sesi pelatihan yang diberikan dan jumlah orang di kursi. Ini tidak cukup mewakili nilai pelatihan dalam sebuah organisasi. Pelatihan perlu berfokus pada peningkatan kinerja saat ini dalam sebuah organisasi, serta memastikan bahwa keahlian ada di antara karyawan untuk kompetensi masa depan yang dipersyaratkan oleh organisasi. Berikut adalah representasi grafis dari semua area konten yang dibahas dalam artikel ini untuk menjawab pertanyaan tentang bagaimana membangun sebuah proyek pelatihan dan pengembangan organisasi. Apa itu Strategi Pelatihan Strategi pelatihan adalah untuk pelatihan dan pengembangan dalam sebuah organisasi yang membutuhkan implementasi untuk mencapai kesuksesan. Ini adalah cetak biru yang perlu untuk mendukung optimalisasi sumber daya manusia dalam organisasi. Adalah penting bahwa strategi pelatihan disesuaikan dengan strategi organisasi dan memungkinkan visinya terwujud. Mengapa Strategi Pelatihan Banyak poin dapat diajukan untuk mendukung mengapa Anda memerlukan rencana pelatihan. Yang paling menarik sekalipun terletak pada hasil sebuah studi baru-baru ini terhadap 3.000 perusahaan yang dilakukan oleh para periset di University of Pennsylvania. Mereka menemukan bahwa 10 dari pendapatan - yang digunakan untuk perbaikan modal, meningkatkan produktivitas sebesar 3,9 yang dihabiskan untuk pengembangan modal manusia, meningkatkan produktivitas pada 8.5 Apa Komponen Bagaimana Penciptaannya Strategi yang dirancang namun tidak dilaksanakan tidak ada gunanya? Tentang hasil terbaik untuk strategi pelatihan, produk atau layanan pelatihan perlu dipasarkan dan dipromosikan dengan memanipulasi hal berikut: Jaga agar pelatihan tetap canggih dan fokus di masa depan. Pastikan ada pembelajaran praktis untuk belajar. Semua Pelatihan dan Pengembangan Pelatihan dan Pengembangan - atau pengembangan pengetahuan dan pengembangan yang banyak merujuknya sekarang - adalah salah satu aspek terpenting dalam kehidupan dan pekerjaan kita. (Banyak orang melihat quototasiquot sebagai aktivitas yang menghasilkan hasil atau hasil dari quotlearningquot - dan pembelajaran biasanya dipandang sebagai pengetahuan, keterampilan, kompetensi, atau kemampuan baru.) Dalam budaya kita, kita sangat menghargai pembelajaran. Namun, walaupun kami telah mengikuti banyak tahun di sekolah, banyak dari kita tidak tahu bagaimana merancang sebuah pendekatan pelatihan dan pengembangan dengan hati-hati. Topik ini di Perpustakaan memberikan berbagai informasi tentang pelatihan dan pengembangan, termasuk untuk menggambarkan bagaimana banyak aspek pelatihan dan pengembangan saling terkait satu sama lain. Juga, topik ini menjelaskan bagaimana pelatihan dan pengembangan dapat digunakan, secara informal atau formal, untuk memenuhi kebutuhan dan kebutuhan pembaca. Bagian Topik Ini Mencakup Apa itu Pembelajaran dan Pengembangan Mengapa Begitu Penting Berbagai Jenis Kegiatan Pelatihan dan Kegiatan Persiapan untuk Mengembangkan Program Pembelajaran dan Pengembangan Mengembangkan Program Pelatihan dan Pengembangan Sistematis Program Pembelajaran dan Pengembangan - Peran dan Sumber Daya Manajemen untuk Guru dan Pelatih Juga lihat Perpustakaan Terkait dengan Pelatihan dan Pengembangan Selain artikel di halaman ini, lihat juga blog berikut yang memiliki tulisan yang berkaitan dengan Pelatihan dan Pengembangan. Scan ke halaman blog untuk melihat berbagai posting. Juga lihat bagian quotRecent Blog Postsquot di sidebar blog atau klik pada quotnextquot di dekat bagian bawah sebuah posting di blog. Blog juga terhubung ke banyak sumber terkait gratis. Perpustakaan Manajemen Karir Perpustakaan Blog Sumber Daya Manusia Perpustakaan Blog Kepemimpinan Perpustakaan Blog Pengawasan Perpustakaan Blog Pelatihan dan Pengembangan Blog APA BELAJAR DAN PEMBANGUNAN MENGAPA TI SO PENTING Memahami Pembelajaran dan Pengembangan Sungguh menakjubkan betapa banyak kita menjalani bertahun-tahun bersekolah, namun memiliki Sedikit pemahaman tentang pembelajaran dan pengembangan. Sebelum membaca tentang banyak aspek pembelajaran dan pengembangan dalam topik ini di Perpustakaan, termasuk program pembelajaran dan pengembangan dan praktisi, yang terbaik adalah memulai dengan pemahaman dasar tentang pembelajaran dan pengembangan dan bagaimana memanfaatkannya dengan sebaik-baiknya. Selain itu, berguna untuk memahami istilah umum dan perbedaan yang terkadang tidak biasa di antara keduanya. Persyaratan Dasar dalam Pelatihan dan Pengembangan (Pengetahuan, Keterampilan, Pelatihan, Pembelajaran, dll.) Jika Anda akan melakukan pelatihan dan pengembangan dengan diri Anda sendiri (dan hampir setiap orang dewasa akan berada pada masa tertentu dalam kehidupan mereka) atau dengan orang lain, Anda harus tahu Perbedaan antara pelatihan anak-anak dan remaja versus pelatihan orang dewasa. Orang dewasa memiliki sifat dan kebutuhan yang sangat berbeda dalam latihan. Juga, ada beberapa kepercayaan umum tentang pelatihan yang hanya benar. Pahami kesalahpahaman itu sehingga Anda tidak membangun pelatihan seputar ilusi tersebut. Prinsip - dan Mitos Tentang - Pembelajaran Dewasa Teori Belajar dan Pengembangan Manfaat Pembelajaran dan Pengembangan Kita sering berpikir bahwa manfaat belajar terbesar adalah kita mendapatkan ijazah atau kredensial. Seiring kita semakin bijak, kita sadari ada lebih banyak manfaat dari itu. Mengetahui manfaat akan membantu memotivasi Anda untuk merancang rencana dan program pelatihan Anda sendiri, dan untuk memotivasi orang lain untuk berpartisipasi juga. Mungkin salah satu manfaat terbesar adalah apresiasi yang bisa Anda pelajari sepanjang waktu, bahkan jika Anda tidak mengikuti program pelatihan formal. Pelatihan dan Pengembangan Ketenagakerjaan: Alasan dan Manfaat Hubungan Pembelajaran dan Pengembangan dengan Kinerja Kita cenderung menganggap bahwa pelatihan mengarah pada pembelajaran, yang mengarah pada berbuat lebih baik dalam kehidupan dan pekerjaan kita - ini mengarah pada peningkatan kinerja. Namun, kemungkinan besar Anda akan mendapatkan lebih banyak dari pelatihan Anda dan lebih berhasil dalam mempromosikan pelatihan kepada orang lain jika Anda lebih mengerti tentang hubungan antara pelatihan dan kinerja. Pemahaman itu sangat berguna saat merancang pelatihan untuk meningkatkan kinerja atau mendesain ulang program pelatihan yang sepertinya tidak sesukses yang Anda inginkan. Mengikat Pelatihan untuk Kinerja (Performance Consulting dan HPT) JENIS PELATIHAN DAN KEGIATAN YANG BERBEDA Informal Versus. Pelatihan Formal, Self-Directed Versus Other-Directed Training Ada beragam bentuk dan bentuk pembelajaran dan pengembangan. Yang paling akrab dengan bentuk pembelajaran dan pengembangan formal dan lainnya, yang mencakup perhatian kuat terhadap struktur dan evaluasi sistematis pembelajaran dan pengembangan, terutama seperti yang digunakan di sekolah. Itu agak ironis, karena bentuk pembelajaran dan pengembangan yang paling umum bersifat informal dan self-directed - hal itu terjadi tanpa perhatian yang kuat terhadap desain dan evaluasi yang sistematis dan tanpa banyak ahli yang membimbing kita melalui pengalaman tersebut. Cara untuk Melihat Proses Pelatihan dan Pengembangan: InformalFormal dan Self-DirectedOrder-Directed Jenis Kegiatan untuk Pembelajaran dan Pengembangan Ada banyak pendekatan untuk pembelajaran dan pengembangan dan berbagai jenis kegiatan yang dapat dilakukan untuk belajar. Yang paling terbiasa memikirkan kegiatan formal dan diarahkan lainnya, seperti menghadiri kursus atau kuliah. Namun, sebagian besar jenis pembelajaran bersifat informal dan tidak terstruktur. Kesadaran akan jenis lain ini akan memperluas kemungkinan Anda untuk pembelajaran yang disengaja dan untuk merancang pelatihan untuk diri Anda dan orang lain. Berbagai Gagasan untuk Kegiatan Pembelajaran Bergerak dalam Pelatihan dan Pengembangan Organisasi Bidang (atau banyak berpendapat, profesi) pelatihan dan pengembangan telah mengalami peningkatan dramatis, terutama dengan masuknya teknologi berbasis komputer dan berbasis Web. Juga memperluas konsep belajar di luar pembelajaran individu - berpikir bahwa kelompok dan organisasi juga dapat belajar. (Meskipun topik organisasi belajar dan manajemen pengetahuan cukup baru dan masih populer, banyak orang akan tidak setuju bahwa mereka benar-benar belajar dan program pengembangan - orang-orang tersebut mungkin menegaskan bahwa mereka sebenarnya adalah bentuk manajemen kinerja organisasi. Namun, kedua topik tersebut masih Tampaknya begitu luas dan berubah, yang mereka maksudkan di sini sebagai gerakan.) Manajemen Pengetahuan Organisasi Belajar PERSIAPAN UNTUK MENGEMBANGKAN PROGRAM PELATIHAN DAN PEMBANGUNAN Contoh Program di Tempat Kerja Sebelum topik Library ini membahas bagaimana merancang dan mengembangkan program pelatihan, Berguna untuk mendapatkan kesan cepat dari berbagai jenis program pelatihan. Program pelatihan adalah kegiatan yang sengaja dirancang, (semoga) sangat terintegrasi yang disesuaikan untuk mencapai serangkaian hasil tertentu di antara peserta didik. Banyak dari kita mungkin tidak terbiasa memikirkan hal berikut sebagai program di tempat kerja, tapi memang begitu. Ikhtisar Berbagai Proses Pelatihan Formal Mengorientasi Karyawan Baru (Hirarko Baru, Asrama) Universitas Perusahaan Cara Memastikan Transfer Pelatihan - Pelatihan yang Sticks Salah satu perhatian terbesar pelatih - dan mereka yang membayar pelatihan - apakah pelajar Akan benar-benar memahami dan menerapkan informasi dan bahan baru dari kegiatan pembelajaran dan pengembangan, yaitu apakah informasi dan materi baru akan dialihkan ke peserta didik. Link berikut adalah banyak sumber dengan panduan untuk meningkatkan kemungkinan transfer pelatihan. Cara Memastikan Transfer Pelatihan - Cara Memperkuat Saran Pembelajaran untuk Memperkaya Kegiatan Belajar dan Pengembangan Sekarang juga ikat banyak panduan bersama menjadi seperangkat saran yang akan berguna, terutama saat menjalani atau merancang program pelatihan untuk diri sendiri dan orang lain. Tautan kedua adalah panduan yang bisa Anda pertimbangkan saat merancang program pelatihan. Saran untuk Memperkaya Pembelajaran Rencana Pelatihan dan Pengembangan Mengembangkan PROGRAM PELATIHAN DAN PENGEMBANGAN SISTEMATIK Desain Sistem Instruksional (ISD) dan Model ADDIE Pendekatan formal untuk pembelajaran dan pengembangan sering kali memiliki kemungkinan pengalihan pelatihan yang tinggi. Pendekatan formal untuk pembelajaran dan pengembangan biasanya mengikuti kerangka kerja yang sistematis dan konsisten. Sistematis berarti bahwa kerangka kerja ini dirancang untuk membimbing peserta didik untuk mencapai keseluruhan tujuan - tujuan untuk mengatasi kebutuhan atau situasi, kemudian menghubungkan tujuan dan aktivitas untuk mencapai tujuan keseluruhan tersebut, dan mengevaluasi aktivitas dan hasil untuk memastikan tujuannya tercapai. Tercapai Desain sistem instruksional (ISD) adalah kegiatan untuk memastikan bahwa desain pelatihan sangat berhasil dalam mencapai tujuan pelatihan. Salah satu model ISD yang paling umum adalah ADDIE, yang merupakan akronim untuk penilaian, perancangan, pengembangan, implementasi dan evaluasi - Anda dapat melihat dari akronim bahwa ADDIES adalah desain pelatihan yang sistematis. Proses Pelatihan Formal - Desain Sistem Instruksional (ISD) dan Contoh ADDIE untuk Merancang Rencana Pelatihan Anda ADDIE Tahap 1 - Menilai Kebutuhan Pelatihan Anda: Penilaian Kebutuhan terhadap Tujuan Pelatihan Hasil keseluruhan atau hasil apa yang harus dicapai oleh peserta didik Hasil tersebut biasanya diidentifikasi. Dari hasil penilaian. Atau pengukuran, dari apa yang seseorang atau tempat kerja perlu capai untuk mencapai tingkat kinerja yang diinginkan. Hasilnya mungkin kemampuan untuk melakukan pekerjaan yang kompleks. Penilaian dan Analisis Kebutuhan Pelatihan: Mengidentifikasi Tujuan Pelatihan ADDIE Tahap 2 - Merancang Rencana Pelatihan dan Tujuan Pembelajaran Tujuan pembelajaran apa yang harus dicapai oleh peserta didik untuk mencapai keseluruhan hasil, dan kegiatan apa yang harus dilakukan oleh pelatih dan peserta didik untuk mencapai tujuan tersebut. Integrasi keseluruhan hasil, tujuan dan kegiatan dan juga bagaimana evaluasi tersebut terdiri dari disain program pembelajaran dan pengembangan. Tujuan pembelajaran sering dijelaskan dalam hal pembelajaran baru - pengetahuan, keterampilan dan kompetensi baru. Merancang Rencana Pelatihan dan Tujuan Pembelajaran ADDIE Tahap 3 - Mengembangkan Kegiatan dan Materi Pelatihan Sekarang yang penting untuk mendapatkan lebih jelas lagi tentang sumber daya apa yang harus diperoleh dan dikembangkan untuk melakukan kegiatan untuk mencapai tujuan. Sumber daya mungkin mencakup keahlian, fasilitas dan teknologi tertentu. Pengembangan mungkin mencakup beberapa pelatih dan peserta didik yang meninjau rancangan pelatihan untuk memastikan sesuai dengan kebutuhan dan kebutuhan mereka. Mengembangkan Kegiatan dan Bahan Pelatihan ADDIE Tahap 4 - Melaksanakan Program Pelatihan Anda Sekarang Anda siap untuk memiliki pelatih dan peserta didik berpartisipasi dalam program ini, untuk melakukan kegiatan dan evaluasi pembelajaran. Implementasi sering kali menghasilkan penyempurnaan desain awal program pelatihan. Pelatihan Pelaksana: Melaksanakan Pelatihan dengan Peserta didik ADDIE Tahap 5 - Mengevaluasi Program Pelatihan Anda Saat pelatih dan peserta didik berpartisipasi dalam program ini, evaluasi harus dilakukan terhadap kualitas kegiatan dan tingkat pencapaian tujuan. Setelah program berlangsung, evaluasi harus dilakukan untuk menilai sejauh mana pencapaian tujuan keseluruhan program. Evaluasi mungkin berfokus pada hasil jangka pendek, menengah dan jangka panjang. Mengevaluasi Pelatihan dan Hasil (ROI of Training) PROGRAM PEMBELAJARAN DAN PEMBANGUNAN - PERAN DAN MANAJEMEN Pengelolaan Program dan Kegiatan Pembelajaran dan Pengembangan Kegiatan pembelajaran dan pengembangan harus dipandu dan dikelola dengan hati-hati - banyak orang berpendapat bahwa mereka tidak berbeda dengan fungsi lainnya dalam organisasi. , Seperti perencanaan, pemasaran dan pengelolaan keuangan. Peran berikut bisa dimanfaatkan, terutama di organisasi mapan dengan sumber daya yang luas. Sistem Manajemen Pembelajaran Peran Pejabat Kepala Pembelajaran Peran Manajemen dalam Pembelajaran dan Pengembangan Peran Peserta didik dalam Pelatihan dan Pengembangan Bagaimana Mengetahui Kapan Memfasilitasi, Melatih atau Melatih Praktisi dalam Pembelajaran dan Pengembangan Bentuk-bentuk Pembangunan (Pemimpin, Manajer, Supervisor, Tim, dll. .) Mungkin membantu memperluas pemahaman Anda tentang bagaimana pembelajaran dan pengembangan diterapkan dalam kehidupan dan organisasi dengan mempertimbangkan berbagai bentuk pembangunan. Pembangunan sering disebut sebagai kegiatan untuk meningkatkan kinerja seseorang, tim, proses atau organisasi ke tingkat yang lain. Pembangunan mencakup beragam bentuk pembelajaran dan pengembangan. Link berikut adalah untuk berbagai bentuk pembangunan pada orang dan organisasi. Pengembangan Organisasi Pengembangan Kepemimpinan Pengembangan Kepemimpinan Pengembangan Manajemen Pengembangan Tim Pengembangan Pembimbing Pengembangan Pribadi Pelatihan Penjualan Solusi Pelatihan untuk Konsep Manajemen Terbesar Sepanjang Masa1414 SUMBER DAYA UNTUK GURU DAN PELATIHAN Tip dan Alat untuk Pelatih dan Guru Sebelum membaca tentang tip dan alat yang lebih spesifik untuk pelatih dan guru , Penting untuk memiliki pemahaman dasar tentang pelatihan dan pengembangan, secara umum. Jadi, pastikan setidaknya memindai daftar topik yang tercantum di bagian atas halaman ini untuk memahami aspek pelatihan dan pengembangan yang lebih luas. Kemudian lihat Kiat dan Alat Pelatih untuk Memulai dan Memulai Bisnis Pelatihan Topik ini mengasumsikan bahwa Anda sudah memiliki beberapa keahlian dalam pelatihan dan berpikir untuk memulai bisnis menjadi pelatih profesional. Pedoman dalam topik ini difokuskan untuk membantu Anda memulai organisasi baru, memperluas organisasi saat ini, atau memulai layanan baru. Jika Anda belum memiliki keahlian dalam pelatihan, Anda harus meninjau sebagian besar isi topik Pelatihan dan Pengembangan. Dan tentu saja berlatih di berbagai tempat, termasuk dengan evaluasi dari pelatih lain dan peserta pelatihan Anda. Bagaimana Memulai Bisnis Pelatihan Sumber Daya Umum untuk Kategori Pelatihan dan Pengembangan: Untuk melengkapi pengetahuan Anda tentang topik Perpustakaan ini, Anda mungkin ingin meninjau beberapa topik terkait, tersedia dari link di bawah ini. Masing-masing topik terkait mencakup sumber online gratis. Juga, pindai Buku-buku Rekomendasi yang tercantum di bawah ini. Mereka telah dipilih untuk relevansi dan sifatnya yang sangat praktis. Buku Petunjuk Dasar dan Informasi Umum Panduan Lapangan untuk Kepemimpinan dan Pengawasan dalam Bisnis oleh Carter McNamara, diterbitkan oleh Authenticity Consulting, LLC. Menyediakan panduan langkah-demi-langkah, sangat praktis untuk merekrut, memanfaatkan dan mengevaluasi karyawan terbaik untuk bisnis Anda. Termasuk panduan untuk memimpin Anda secara efektif (sebagai anggota dewan atau karyawan), individu, kelompok dan organisasi lainnya. Termasuk panduan untuk menghindari kelelahan - masalah yang sangat umum di kalangan karyawan usaha kecil. Banyak materi dalam topik Perpustakaan tentang staf ini disesuaikan dari buku ini. Panduan Lapangan untuk Kepemimpinan dan Pengawasan Staf Nirlaba oleh Carter McNamara, diterbitkan oleh Authenticity Consulting, LLC. Menyediakan panduan langkah-demi-langkah, sangat praktis untuk merekrut, memanfaatkan dan mengevaluasi anggota staf terbaik untuk nirlaba Anda. Termasuk panduan untuk memimpin Anda secara efektif (sebagai anggota dewan atau anggota staf), individu, kelompok dan organisasi lainnya. Termasuk panduan untuk menghindari kelelahan - masalah yang sangat umum di kalangan staf nirlaba. Banyak materi dalam topik Perpustakaan tentang staf ini disesuaikan dari buku ini. Buku berikut direkomendasikan karena sifatnya yang sangat praktis dan seringkali karena mencakup berbagai informasi tentang topik Perpustakaan ini. Untuk mendapatkan informasi lebih lanjut tentang setiap buku, cukup klik pada gambar buku. Juga, gelembung informasi mungkin ditampilkan. Anda bisa mengklik judul buku di gelembung itu untuk mendapatkan lebih banyak informasi juga. Orientasi dan Pelatihan Karyawan Buku-buku berikut direkomendasikan karena sifatnya yang sangat praktis dan seringkali karena mencakup berbagai informasi tentang topik Perpustakaan ini. Untuk mendapatkan informasi lebih lanjut tentang setiap buku, cukup klik pada gambar buku. Juga, gelembung informasi mungkin ditampilkan. Anda bisa mengklik judul buku di gelembung itu untuk mendapatkan lebih banyak informasi, tooplete Pedoman untuk Merancang Rencana Pelatihan Anda Peserta didik yang dapat mengarahkan diri menggunakan panduan ini untuk mengembangkan rencana latihan mereka sendiri. Apakah tujuan pelatihan mereka melibatkan pembelajaran topik dan keterampilan tertentu, peserta didik dapat memulai pembelajaran mereka dengan memulai perencanaan mereka. CATATAN: Jangan diintimidasi oleh panjang kerangka kerja ini. Jika Anda melihat daftar semua langkah yang diperlukan untuk berbelanja, kemungkinan besar Anda akan tinggal di rumah Anda dapat menyelesaikan panduan ini tanpa menjadi ahli. Yang Anda butuhkan hanyalah membuat komitmen dan membutuhkan beberapa jam waktu Anda untuk belajar, Bagian-bagian dari Topik Ini Juga Sertakan Blog Perpustakaan Terkait dengan Merancang Rencana Pelatihan dan Pengembangan Selain artikel tentang ini Halaman ini, juga lihat blog berikut yang mempunyai tulisan terkait dengan Merancang Rencana Pelatihan dan Pengembangan. Scan ke halaman blog untuk melihat berbagai posting. Juga lihat bagian quotRecent Blog Postsquot di sidebar blog atau klik pada quotnextquot di dekat bagian bawah sebuah posting di blog. Blog juga terhubung ke banyak sumber terkait gratis. Petunjuk untuk menggunakan panduan quotComplete. Quot Jika Anda merancang rencana pelatihan untuk meningkatkan pemahaman pengantar dan keterampilan dalam manajemen, kepemimpinan atau pengawasan, ikuti petunjuk dalam topik Manajemen Pengembangan yang sesuai. Pengembangan Kepemimpinan atau Pengembangan Pengawas. CATATAN: Dalam dokumen ini, istilah quotsupervisorquot digunakan untuk merujuk pada posisi yang langsung dilapor oleh peserta didik, misalnya, seorang kepala eksekutif melapor ke dewan direksi. Rancang rencana pelatihan Anda dengan mengikuti setiap langkah bernomor berikut dalam dokumen ini. Anda akan dipandu untuk menulis rencana pelatihan Anda menggunakan Kerangka untuk Merancang Rencana Pelatihan Anda. Persiapan Merancang Rencana Pelatihan Anda Jangan Khawatir Tentang Apakah Rencana Anda Sempurna atau Tidak - Rencananya adalah Panduan, Bukan Hukum Jangan khawatir apakah Anda benar-benar memahami persyaratan utama dalam pelatihan atau apakah rencana Anda adalah quotperfectquot atau tidak. Kuncinya adalah untuk memulai. Mulai sederhana, tapi mulailah. Lakukan yang terbaik yang bisa Anda lakukan untuk saat ini. Tidak ada rencana yang sempurna. Anda melakukan rencana sesuai dengan kebutuhan dan kebutuhan Anda sendiri. Juga, tidak penting untuk mengikuti rencana demi rencana tersebut. Rencananya kemungkinan akan berubah seiring berjalannya waktu. Itu baik-baik saja, asalkan Anda menyadari bahwa itu telah berubah dan mengapa. Ingat bahwa Pelatihan dan Pengembangan adalah Proses Seringkali ketika kita merancang sebuah rencana, rencananya menjadi akhir dan bukan sarana. Rencananya adalah panduan umum - harta sebenarnya yang ditemukan dari penerapan rencana Anda adalah pembelajaran yang Anda capai. Belajar adalah proses yang berkelanjutan. Lihatlah belajar sebagai sebuah proses dan Anda menikmati waktu yang lama selama perjalanan daripada waktu yang singkat di tempat tujuan. Dapatkan Rasa Dasar Persyaratan Dasar Anda Tidak perlu ahli dalam hal berikut - hanya mendapatkan pengertian umum tentang mereka. Mungkin ada topik berikut yang berguna bagi Anda saat ini dalam merancang rencana pelatihan Anda Menentukan Keseluruhan Tujuan Anda dalam Pelatihan Bagian ini membantu Anda mengidentifikasi apa yang ingin Anda lakukan sebagai hasil dari pelaksanaan rencana pelatihan Anda, misalnya memenuhi syarat Untuk pekerjaan tertentu, mengatasi masalah kinerja, memenuhi tujuan dalam rencana pengembangan karir Anda, dll. Peserta didik seringkali lebih baik bekerja paling banyak dua sampai empat sasaran dalam satu waktu. Opsional: Anda mungkin ingin meninjau kembali beberapa informasi berikut: Tujuan - Memilih Tujuan Pelatihan dan Pengembangan Apakah ada garis waktu yang harus Anda pertimbangkan dalam rencana Anda Apakah Anda harus menyelesaikan bidang pengetahuan atau keterampilan tertentu oleh Waktu tertentu Jika demikian, ini dapat mempengaruhi pilihan tujuan belajar dan aktivitas belajar Anda untuk mencapai tujuan. (Catat garis waktu Anda dalam Kerangka untuk Merancang Rencana Pelatihan Anda.) Apakah Anda mengikuti pelatihan dan pengembangan untuk mengatasi kesenjangan kinerja Kesenjangan kinerja biasanya ditunjukkan dari proses penilaian kinerja. Dokumen penilaian kinerja seharusnya sudah mencakup deskripsi yang cermat tentang bidang pengetahuan dan keterampilan yang harus Anda pelajari untuk meningkatkan kinerja Anda. Untuk memahami kesenjangan kinerja, lihat Manajemen Kinerja Pegawai Atau, apakah rencana Anda untuk mengatasi kesenjangan pertumbuhan Jika demikian, hati-hati kenali bidang pengetahuan dan keterampilan apa yang diperlukan untuk mencapai tujuan Anda dalam karir Anda. Pertimbangkan referensi pekerjaan, daftar kompetensi atau bahkan jejaring dengan orang lain yang sudah ada di posisi yang ingin Anda jangkau dalam waktu dekat. Tautan berikut mungkin bisa membantu Anda. Deskripsi Pekerjaan Kompetensi Jaringan Karir Perencanaan Pencarian Pekerjaan Atau, apakah rencana Anda untuk mengatasi kesenjangan kesempatan Jika demikian, hati-hati identifikasi bidang pengetahuan dan keterampilan apa yang diperlukan untuk melakukan pekerjaan atau peran yang mungkin segera tersedia bagi Anda. Sekali lagi, pertimbangkan uraian tugas, daftar kompetensi atau bahkan wawancara seseorang yang sudah ada di tempat kerja atau peran yang mungkin segera tersedia bagi Anda. Tautan berikut mungkin bisa membantu Anda. Deskripsi Pekerjaan Kompetensi Jaringan Karir Perencanaan Pencarian Pekerjaan Dapatkan umpan balik dari orang lain Mintalah saran dari teman, rekan kerja, supervisor Anda dan pihak lain. Mereka bisa menjadi harta yang nyata bagi umpan balik dunia nyata tentang Anda Misalnya, Anda (dan atasan Anda, berlaku) dapat bekerja sama untuk melakukan analisis SWOT (akronim), termasuk mengidentifikasi kekuatan, kekuatan, dan peluang Anda. Dan setiap hreats untuk mencapai tujuan yang Anda inginkan. Jika Anda melakukan penilaian sendiri Misalnya, Anda (dan atasan Anda, dapat diterapkan) dapat bekerja sama untuk melakukan analisis SWOT (akronim), termasuk mengidentifikasi kekuatan, daya, dan peluang Anda untuk mencapai Tujuan yang Anda inginkan Ada juga berbagai penilaian mandiri yang tersedia di Penilaian Diri (banyak penilaian sendiri) Adalah daftar kompetensi, uraian tugas atau analisis pekerjaan yang tersedia untuk membantu Anda mengidentifikasi tujuan pelatihan dan pengembangan Anda Daftar kompetensi adalah daftar dari daftar Kemampuan yang dibutuhkan untuk menjalankan peran tertentu. Daftar ini bisa sangat berguna bagi Anda saat mengidentifikasi tujuan pembelajaran Anda dalam rencana pelatihan dan pengembangan Anda. Lihat informasi di bagian Job Analysis Job Description Competencies Mulailah memikirkan berapa banyak uang yang akan Anda butuhkan untuk mendanai rencana Anda. Anda mungkin butuh uang, mis. Untuk membayar pelatih, mendapatkan fasilitas dan bahan untuk metode pelatihan, membayar gaji atau gaji untuk karyawan selama menghadiri acara pelatihan, dll. Mulailah mencatat perkiraan biaya Anda di bagian quotBudgetquot Kerangka untuk Merancang Rencana Pelatihan Anda. Identifikasi tujuan pelatihan Anda. Sekarang, Anda harus memiliki rasa yang kuat tentang apa tujuan pelatihan Anda, setelah mempertimbangkan setiap langkah di atas. Yang penting bahwa tujuan dirancang dan diberi kata untuk menjadi quotSMARTERquot (akronim), yaitu mudah, mudah, dapat diterima untuk dicapai, tidak terikat batas waktu, dengan kemampuan dan keuntungan Anda. kepadamu. (Untuk panduan lebih lanjut, lihat Sasaran dan Tujuan Seharusnya SMARTER.) Tuliskan tujuan pelatihan Anda dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Menentukan Tujuan dan Kegiatan Belajar Anda Tujuan dari bagian perencanaan Anda adalah merancang tujuan pembelajaran yang pada akhirnya mencapai tujuan keseluruhan pelatihan dan pengembangan Anda. Anda juga akan mengidentifikasi kegiatan belajar (atau metode) yang harus dilakukan untuk mencapai tujuan pembelajaran dan sasaran pelatihan secara keseluruhan. Anda mungkin ingin meninjau ulang informasi di bagian ini: Merancang Pelatihan (mengidentifikasi tujuan pembelajaran, metode untuk digunakan, dll.) Metode - Mengingat Beberapa Prinsip Dasar Mengenai Metode Pembelajaran Dewasa - Beberapa Kesalahan Dasar yang Harus Dihindari Saat Memilih Metode Metode - Membangun Lebih Belajar ke dalam Rencana Pelatihan dan Pengembangan Berbagai Gagasan untuk Cara Belajar Mengidentifikasi beberapa tujuan pembelajaran pendahuluan untuk setiap bidang pengetahuan atau keterampilan baru yang perlu Anda pelajari. Hati-hati mempertimbangkan setiap tujuan pelatihan Anda. Apa yang secara khusus harus dicapai (yaitu, tujuan apa yang harus dicapai) agar Anda dapat mencapai tujuan tersebut Manakah dari tujuan ini yang memerlukan pembelajaran bidang pengetahuan atau keterampilan baru Tujuan ini cenderung menjadi tujuan pembelajaran dalam rencana pelatihan Anda. Serupa dengan sifat tujuan pelatihan, tujuan pembelajaran harus dirancang dan diberi kata untuk menjadi quotSMARTERquot. (Lihat Pedoman Dasar dan Contoh untuk Menulis Tujuan Pembelajaran). Dalam urutan apa tujuan pembelajaran harus dicapai Biasanya, pembelajaran dibangun berdasarkan pembelajaran. Mungkin berguna untuk mempelajari bidang pengetahuan dan keterampilan tertentu sebelum mempelajari bidang baru. Pertimbangkan dengan cermat - Bila Anda telah mencapai semua tujuan pembelajaran Anda, apakah Anda benar-benar telah mencapai semua tujuan pelatihan Anda secara keseluruhan Sekarang, Anda membaca untuk menuliskan tujuan pembelajaran Anda dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Apa kegiatan belajar (metode) terbaik bagi Anda untuk mencapai tujuan pembelajaran Anda Apakah metode sesuai dengan gaya belajar Anda, mis. Membaca, melakukan atau mendengarkan Apakah metode meregangkan gaya Anda juga Metode yang mudah diakses oleh Anda Apakah metode tersebut memanfaatkan kesempatan belajar kehidupan nyata, mis. Gunakan kesempatan kerja on-the-job, masalah kehidupan nyata yang terjadi di tempat kerja, penggunaan proyek dan program di tempat kerja Perhatikan bahwa kegiatan belajar selalu sesuai dengan tujuan pembelajaran secara satu per satu. Anda mungkin mendapat keuntungan dari link berikut, Beberapa Cara Belajar yang Khas. Beberapa Cara Belajar yang Baru di Tempat Kerja dan Gaya Belajar.) Apakah kegiatan belajar Anda mencakup refleksi Anda yang sedang berlangsung tentang pembelajaran Anda Anda (dan atasan Anda, jika ada) akan mendapatkan keuntungan dari meluangkan waktu secara teratur untuk mundur dan menanyakan tentang apa yang sedang terjadi Dalam pelatihan Anda, apa yang Anda pelajari dan bagaimana, jika ada sesuatu yang harus diubah, dll. Keterampilan dalam refleksi sangat penting untuk pembelajaran berkelanjutan dalam kehidupan dan pekerjaan Anda. Pertimbangkan untuk menggunakan jurnal pembelajaran pribadi. Sekarang Anda membaca untuk menuliskan kegiatan belajar Anda dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Hasil yang dapat diamati, atau bukti pembelajaran, yang akan Anda hasilkan dari kegiatan belajar Anda yang dapat ditinjau untuk verifikasi pembelajaran Untuk gagasan tentang hasil apa yang akan disain ke dalam rencana Anda, lihat Contoh Hasil Peserta didik sebagai Sarana untuk Verifikasi Belajar. Sekarang Anda siap untuk menuliskan bukti pembelajaran Anda dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Siapa yang akan memverifikasi bahwa setiap tujuan pembelajaran Anda tercapai Idealnya, pembelajaran Anda dievaluasi oleh seseorang yang memiliki keahlian kuat dalam bidang pengetahuan dan keterampilan yang dibutuhkan untuk mencapai tujuan pelatihan Anda. Sekarang Anda siap untuk menuliskan evaluator Anda dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Sekarang setelah Anda mengetahui aktivitas apa yang akan dilakukan, pikirkan lagi tentang biaya yang akan dibutuhkan, mis. Untuk bahan, fasilitas, dll. Anda mungkin ingin memperbarui bagian quotBudgetquot dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Bagaimana Anda menangani masalah manajemen stres dan waktu sambil menerapkan rencana Anda Pengembangan profesional secara inheren mencakup kebutuhan untuk pengembangan diri juga. Oleh karena itu, Anda mungkin mempertimbangkan informasi di bagian Manajemen Waktu Manajemen Waktu Kerja-Saldo Hidup Keyakinan Diri Kecerdasan Emosional Mempertahankan Sikap Positif Mengembangkan Bahan Yang Mungkin Anda Butuhkan Tujuan tahap perencanaan Anda ini adalah untuk mendapatkan atau mengembangkan sumber daya apa pun yang Anda butuhkan untuk Lakukan aktivitas yang Anda pilih pada tahap sebelumnya dari rencana. Anda mungkin ingin meninjau informasi di bagian Mengembangkan Materi Pelatihan (mengembangkan fasilitas, dokumen, grafik, dll.) Pertimbangkan apakah Anda perlu memperoleh, atau mulai: Mendaftar di kursus, membeli buku, menjadwalkan waktu dengan para ahli, mendapatkan mentor, penjadwalan Waktu dengan atasan Anda, dan lain-lain. Sekarang setelah Anda memikirkan lebih dekat metode belajar dan materi terkait, pikirkan lagi tentang biaya yang akan dibutuhkan, misalnya Untuk bahan, fasilitas, dll. Anda mungkin ingin memperbarui bagian quotBudgetquot dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Jika salah satu metode pembelajaran terencana Anda diprediksi Jika Anda memiliki orang lain menggunakan metode dan berbagi kesan mereka tentang metode tersebut dengan Anda Sudahkah Anda meninjau ulang metodenya secara singkat, mis. Dokumentasi, biaya overhead, dll Apakah Anda mengalami kesulitan dalam memahami metode Perencanaan Pelaksanaan Rencana Pelatihan Anda Tujuan dari fase perencanaan Anda adalah untuk memastikan tidak ada kejutan selama tahap implementasi pelatihan Anda. Anda mungkin ingin meninjau informasi di bagian berikut Pelaksanaan - Melakukan atau Mengalami Pelatihan Selama pelatihan Anda, bagaimana Anda akan yakin bahwa Anda memahami informasi dan materi baru secara berkala melakukan tes singkat, mis. Setiap orang sesekali, coba ingat poin utama dari apa yang baru saja Anda pelajari, uji sendiri, dll. Jika Anda bingung, beritahu pelatih Anda sekarang. Apakah pembelajaran Anda akan menarik dan menyenangkan Apakah Anda yakin bahwa Anda akan menerima umpan balik, pembinaan, pendampingan, pelatihan, dll yang diperlukan selama kegiatan pelatihan dan pengembangan Anda Pertimbangkan informasi di bagian Sharing Feedback Coaching Mentoring Memotivasi Karyawan Konseling Memelihara Semangat Di mana Anda akan mendapatkan administrasi yang diperlukan Dukungan dan bahan-bahan gt Selama pelaksanaan, jika ada perubahan yang harus dilakukan terhadap rencana Anda, bagaimana mereka dilacak Bagaimana rencana tersebut akan didesain ulang Bagaimana dikomunikasikan dan orang yang tepat Perencanaan Pengendalian Mutu dan Evaluasi Rencana dan Pengalaman Pelatihan Anda Tujuan tahap perencanaan Anda ini adalah memastikan rencana Anda benar-benar memenuhi tujuan pelatihan Anda secara realistis dan efisien. Anda mungkin ingin meninjau informasi di bagian ini: Mengevaluasi Proses dan Hasil Pelatihan Siapa yang bertanggung jawab untuk menerapkan dan melacak keseluruhan rencana Anda Bagaimana Anda tahu jika rencananya ada di jalur atau perlu diubah Pertimbangkan untuk meminta pakar pelatihan lokal meninjau rencana tersebut. Pakar dapat meninjau, khususnya, apakah - sasaran pelatihan Anda akan memberikan hasil yang diinginkan oleh Anda (dan organisasi Anda, bila ada), - tujuan pembelajaran yang spesifik dan selaras dengan keseluruhan sasaran pelatihan Anda - metode terbaik dipilih untuk mencapai Tujuan belajar Anda, dan - pendekatan evaluasi Anda valid dan praktis. Anda mungkin ingin memperbarui bagian quotBudgetquot dalam Kerangka untuk Merancang Rencana Pelatihan Anda. Apakah pendekatan untuk evaluasi termasuk dalam semua tahap rencana Anda Misalnya, apakah metode Anda dipikirkan sebelum diterapkan Apakah Anda memahami metode yang sedang mereka terapkan Secara teratur memberikan umpan balik tentang seberapa baik Anda memahami materi Bagaimana Anda (dan atasan Anda , Jika ada) tahu apakah pelaksanaan rencana mencapai tujuan pelatihan yang diidentifikasi dalam rencana Apakah ada rencana untuk evaluasi tindak lanjut, termasuk menilai hasil Anda beberapa bulan setelah Anda menyelesaikan rencana Anda Tindak Lanjut Setelah Penyelesaian Rencana Anda Ini sering terjadi Bagian dari rencana yang terbengkalai. Dalam masyarakat kita, sering kali begitu terfokus untuk mengidentifikasi masalah berikutnya yang harus dipecahkan, bahwa hanya sedikit dari kita yang memiliki kemampuan untuk mengenali keberhasilan yang berhasil dan kemudian merayakannya. Desain dan rencana ini mungkin merupakan pengalaman yang sangat mencerahkan bagi Anda - sebuah pengalaman yang membawa perspektif untuk belajar bahwa Anda dapat menerapkannya dalam banyak arena lain dalam hidup Anda. Selamat Merupakan metode evaluasi tindak lanjut yang sedang dilakukan Apakah Anda (dan atasan Anda, jika berlaku) menyelesaikan sebuah pengalaman sukses untuk mengembangkan dan menerapkan rencana pelatihan dan pengembangan Apakah pencapaian ini sepenuhnya diakui Pertimbangkan informasi di bagian Sistem Reward Untuk Kategori Pelatihan dan Pengembangan: Untuk melengkapi pengetahuan Anda tentang topik Perpustakaan ini, Anda mungkin ingin meninjau beberapa topik terkait, tersedia dari link di bawah ini. Masing-masing topik terkait mencakup sumber online gratis. Juga, pindai Buku-buku Rekomendasi yang tercantum di bawah ini. Mereka telah dipilih untuk relevansi dan sifatnya yang sangat praktis. Buku Petunjuk Dasar dan Informasi Umum Panduan Lapangan untuk Kepemimpinan dan Pengawasan dalam Bisnis oleh Carter McNamara, diterbitkan oleh Authenticity Consulting, LLC. Menyediakan panduan langkah-demi-langkah, sangat praktis untuk merekrut, memanfaatkan dan mengevaluasi karyawan terbaik untuk bisnis Anda. Termasuk panduan untuk memimpin Anda secara efektif (sebagai anggota dewan atau karyawan), individu, kelompok dan organisasi lainnya. Termasuk panduan untuk menghindari kelelahan - masalah yang sangat umum di kalangan karyawan usaha kecil. Banyak materi dalam topik Perpustakaan tentang staf ini disesuaikan dari buku ini. Panduan Lapangan untuk Kepemimpinan dan Pengawasan Staf Nirlaba oleh Carter McNamara, diterbitkan oleh Authenticity Consulting, LLC. Menyediakan panduan langkah-demi-langkah, sangat praktis untuk merekrut, memanfaatkan dan mengevaluasi anggota staf terbaik untuk nirlaba Anda. Termasuk panduan untuk memimpin Anda secara efektif (sebagai anggota dewan atau anggota staf), individu, kelompok dan organisasi lainnya. Termasuk panduan untuk menghindari kelelahan - masalah yang sangat umum di kalangan staf nirlaba. Banyak materi dalam topik Perpustakaan tentang staf ini disesuaikan dari buku ini. Buku berikut direkomendasikan karena sifatnya yang sangat praktis dan seringkali karena mencakup berbagai informasi tentang topik Perpustakaan ini. Untuk mendapatkan informasi lebih lanjut tentang setiap buku, cukup klik pada gambar buku. Juga, gelembung informasi mungkin ditampilkan. Anda bisa mengklik judul buku di gelembung itu untuk mendapatkan lebih banyak informasi juga. Orientasi dan Pelatihan Karyawan Buku-buku berikut direkomendasikan karena sifatnya yang sangat praktis dan seringkali karena mencakup berbagai informasi tentang topik Perpustakaan ini. Untuk mendapatkan informasi lebih lanjut tentang setiap buku, cukup klik pada gambar buku. Juga, gelembung informasi mungkin ditampilkan. Anda dapat mengeklik judul buku itu dalam gelembung itu untuk mendapatkan lebih banyak informasi, juga melatih dan melatih pengembangan pembelajaran, pembinaan, pendampingan, pelatihan dan desain pembelajaran - orang-orang yang membangun Pelatihan konvensional diperlukan untuk mencakup keterampilan, teknik dan keterampilan penting yang terkait dengan pekerjaan. Pengetahuan, dan sebagian besar bagian ini membahas pendekatan positif progresif terhadap pelatihan tradisional semacam ini. Yang penting, cara yang paling efektif untuk mengembangkan orang sangat berbeda dari pelatihan keterampilan konvensional, yang memungkinkannya menghadapi banyak perhatian karyawan dengan sangat negatif. Mereka akan melakukannya tentu saja, tapi mereka tidak akan banyak menikmatinya karena tentang pekerjaannya, bukan tentang diri mereka sebagai manusia. Cara paling efektif untuk mengembangkan orang adalah untuk memungkinkan pembelajaran dan pengembangan pribadi. Dengan semua ini menyiratkan. Jadi, segera setelah Anda menyelesaikan pelatihan keterampilan terkait pekerjaan dasar yang banyak dijelaskan di bagian ini - fokuskan pada memungkinkan pembelajaran dan pengembangan bagi orang sebagai individu - yang memperluas jangkauan jalan pembangunan di luar keterampilan dan pengetahuan kerja tradisional, dan menciptakan jauh Kesempatan yang lebih menarik, membebaskan, dan memotivasi - untuk orang dan pengusaha. Organisasi yang benar menghadapi tekanan besar untuk berubah akhir-akhir ini - untuk memfasilitasi dan mendorong pengembangan dan pemenuhan seluruh orang - di luar pelatihan tradisional. Area pelatihan indeks dan pertanyaan yang ditampilkan di halaman ini Mentoring - prinsip, penetapan biaya, pembenaran, penetapan ide dan jenis sumber daya Pelatihan - sumber ada di mana - mana - bagaimana membangun perpustakaan Anda sendiricollectiontoolbox Catatan tentang ejaan di situs ini: Anda mungkin memperhatikan bahwa kata organisasi organisasi (Dan variasi) di halaman ini dieja cara Inggris Inggris, organisasi, dan bahasa Inggris AS, organisasi. Hal ini agar orang bisa menemukan bahan dengan mudah saat mencari di web. Kata lain seperti warna, disukai, dioptimalkan, diprioritaskan, dll. Cenderung mengikuti ejaan Inggris Inggris, karena saya orang Inggris. Jangan ragu untuk memeriksa ejaan dan mengubah catatan ini sesuai dengan preferensi Anda jika Anda menggunakannya untuk situasi Anda sendiri, yang untuk pengajaran dan kajiannya baik-baik saja. Pengenalan dan konteks Seperti halnya dengan situs web ini secara keseluruhan, panduan pelatihan ini sangat berorientasi terutama pada apa yang baik untuk orang, bukan terutama yang menguntungkan bagi organisasi. Alasannya adalah bahwa dalam hal pembelajaran, pelatihan dan pengembangan, apa yang baik untuk orang bagus untuk organisasi tempat mereka bekerja. Apa yang baik untuk pengembangan masyarakat adalah baik untuk kinerja organisasi, kualitas, kepuasan pelanggan, manajemen dan pengendalian yang efektif, dan karenanya juga menguntungkan. Ini penting bagi Kontrak Psikologis yang seimbang dalam organisasi ketenagakerjaan. Keuntungan adalah hasil pengelolaan dan pengembangan orang dengan baik. Orang dan perkembangannya memungkinkan keuntungan. Aktifkan orang dan Anda mengaktifkan keuntungan. Organisasi yang mendekati pelatihan dan pengembangan dari sudut pandang ini pasti menumbuhkan orang-orang yang berkinerja baik dan maju, dan yang terpenting, tetap tinggal cukup lama untuk menjadi hebat dalam apa yang mereka lakukan, dan untuk membantu orang lain menjadi begitu. Pelatihan adalah kata yang sangat umum digunakan, jadi fitur sangat banyak di halaman ini, namun pembelajaran ada banyak cara untuk memikirkan topik ini, karena belajar adalah pelajaran bagi pelajar, sedangkan pelatihan secara tradisional dimiliki oleh pelatih atau organisasi. Ini adalah perbedaan yang signifikan dalam sikap, dijelaskan secara lebih rinci pada halaman pelatihan atau pembelajaran. Pelatihan harus tentang pengembangan orang utuh - tidak hanya mentransfer keterampilan, interpretasi tradisional tentang pelatihan di tempat kerja. Apapun peran dan tanggung jawab Anda, Anda mungkin tidak segera bisa memberi penekanan baru pada pengembangan pribadi. Menjadi realistis, sikap dan harapan perusahaan tentang pelatihan dan kinerjanya tidak dapat diubah dalam semalam, dan sebagian besar organisasi masih melihat pelatihan terbatas pada keterampilan kerja, kelas dan presentasi powerpoint. Namun, ketika Anda mulai membayangkan dan berpikir dan berbicara tentang sikap progresif terhadap orang-orang yang sedang berkembang - melampaui pelatihan keterampilan tradisional - misalnya: memungkinkan pembelajaran memfasilitasi pengembangan pribadi yang bermakna membantu orang untuk mengidentifikasi dan mencapai potensi pribadi mereka, maka Anda pasti akan mulai membantu Organisasi (dan CEO) untuk melihat dan menerima gagasan baru tentang jenis pembelajaran dan pengembangan yang benar-benar bekerja paling baik dan menghasilkan organisasi kelas terdepan. N.B. Regulasi Ketenagakerjaan Inggris (konsisten dengan Eropa) 2006, yang berlaku efektif sejak 1 Oktober 2006, membuat undang-undang yang melanggar hukum untuk mendiskriminasi siapapun dengan alasan usia. Ini memiliki beberapa implikasi untuk pelatihan, dokumen yang digunakan, dan pelatihan pelatih dan fasilitator. Untuk panduan lebih lanjut tentang dampak Kesetaraan dan Diskriminasi di dalam pelatihan dan pengembangan orang, (dan dalam aspek pengelolaan orang lain), lihat informasi Keragaman Umur, yang secara alami berhubungan dengan perkembangan keseluruhan orang, mengingat hubungannya dengan Keragaman dan merawat orang dengan baik. Ada banyak sekali materi di situs ini dengan relevansi khusus dengan desain dan penyampaian dan pengelolaan pembelajaran dan pengembangan. Berikut adalah beberapa contoh, yang akan mengarahkan Anda kepada orang lain, selain panduan umum di halaman ini: Pembelajaran eksperiensial - dan panduan untuk memfasilitasi kegiatan belajar berdasarkan pengalaman Pelatihan atau pembelajaran - memfasilitasi pembelajaran - daripada menerapkan gagasan - gagasan tentang pengembangan orang secara keseluruhan. Panduan desain rekrutmen pemilihan kelompok juga berisi beberapa informasi yang berguna untuk rancangan pelatihan dan penilaian, terutama kebutuhan untuk menetapkan spesifikasi yang jelas (kriteria penilaian pembangunan) sebelum mulai merancang konsep pelatihan, isi, penyampaian dan metode penilaian, yang secara kebetulan digambarkan oleh garis besar ini. Diagram proses: ide proses pelatihan dan proses garis besar Berikut adalah ikhtisar yang relatif sederhana tentang model referensi, proses dan alat yang biasa ditemukan dalam perencanaan dan penyampaian pelatihan organisasi yang efektif. 1. Menilai dan menyetujui kebutuhan pelatihan 2. Membuat spesifikasi pelatihan atau pengembangan 3. Pertimbangkan gaya dan kepribadian pembelajaran 4. Merencanakan pelatihan dan evaluasi 5. Materi desain, metode dan memberikan pelatihan Lakukan semacam analisis kebutuhan pelatihan. Contoh metode lain untuk menilai dan memprioritaskan pelatihan adalah Analisis DIF. Hal ini biasa terjadi pada proses penilaian. Libatkan orang-orang dalam mengidentifikasi dan menyetujui pelatihan selaras yang relevan. Lihat juga proses rekrutmen Anda - tidak ada orang yang melatih orang jika mereka bukan orang yang tepat untuk memulai. Mengapa orang pergi juga membantu mengidentifikasi kebutuhan pembangunan. Setelah mengidentifikasi apa yang ingin Anda latih dan kembangkan pada orang lain, Anda harus memecah kebutuhan pelatihan atau pembelajaran menjadi elemen yang mudah diatur. Lampirkan standar atau ukuran atau parameter untuk setiap elemen. Kunjungilah peralatan analisis keterampilan dan alat pelatihan - mereka dapat membantu mengatur dan melatih penilaian elemen dalam skala besar. Gaya belajar masyarakat sangat mempengaruhi jenis pelatihan yang akan mereka temukan paling mudah dan paling efektif. Lihat juga tipe kepribadiannya. Ingat Anda berurusan dengan orang, bukan objek. Orang memiliki perasaan serta keterampilan dan pengetahuan. Model Erikson sangat bagus untuk memahami lebih banyak tentang ini. Pertimbangkan tim dan kelompoknya. Teori Adairs membantu Begitu juga model Tuckman. Pertimbangkan keefektifan pelatihan evaluasi. Yang meliputi pengukuran sebelum dan sesudah. Model Kirkpatrick terutama membantu Anda menyusun desain pelatihan. Pertimbangkan teori Bloom juga, sehingga Anda bisa memahami perkembangan seperti apa yang sebenarnya Anda hadapi. Lihatlah tip desain program belajar mandiri di bawah ini - internet menawarkan lebih banyak kesempatan daripada sebelumnya. Presentasi merupakan aspek penting dalam pengiriman. Teknik penulisan yang baik membantu dengan disain bahan. Begitu juga prinsip periklanan - semuanya tentang komunikasi yang berarti. Ada template seleksi penyedia pelatihan yang berguna di halaman pelatihan penjualan, yang dapat disesuaikan untuk semua jenis penyedia dan layanan. Ada banyak metode pelatihan dan pengembangan yang berbeda. Pelatihan di tempat kerja, pelatihan informal, pelatihan di kelas, kursus pelatihan internal, kursus pelatihan eksternal, pembinaan di tempat kerja, pembinaan hidup. Mentoring, tugas dan tugas pelatihan, pelatihan keterampilan, pelatihan produk, pelatihan teknis, pelatihan pengembangan perilaku, permainan peran dan permainan peran. Pelatihan dan pengembangan sikap, pelatihan dan pembelajaran terakreditasi, pembelajaran jarak jauh - semua bagian dari menu pelatihan, tersedia untuk digunakan dan diterapkan sesuai dengan kebutuhan pelatihan individual dan kebutuhan pelatihan organisasi. Pelatihan juga tersedia jauh melampaui dan di luar kelas. Yang lebih penting lagi, pelatihan - atau pembelajaran, untuk melihatnya dari pandangan trainee - adalah sesuatu yang menawarkan pengalaman belajar dan pengembangan. Pelatihan dan pengembangan pembelajaran mencakup aspek-aspek seperti: etika dan sikap moralitas serta kepemimpinan dan determinasi perilaku, serta keterampilan dan pengetahuan. Pengembangan tidak terbatas pada pelatihan - apapun yang membantu seseorang untuk tumbuh, dalam kemampuan, keterampilan, kepercayaan diri, toleransi, komitmen, inisiatif, keterampilan antar pribadi, pemahaman, pengendalian diri, motivasi (lihat bagian teori motivasi), dan lebih banyak lagi . Jika Anda mempertimbangkan atribut orang yang benar-benar efektif, apakah mereka pemimpin, manajer, operator, teknisi sama-sama berperan, kualitas penting yang membuat pemain bagus istimewa cenderung bersikap. Keterampilan dan pengetahuan, dan proses yang tersedia untuk orang, tidak ada keuntungan besar. Apa yang membuat orang efektif dan berharga bagi organisasi apa pun adalah sikap mereka. Sikap mencakup kualitas yang membutuhkan metode pelatihan dan pembelajaran yang berbeda. Sikap berasal dari pola pikir orang, sistem kepercayaan, kedewasaan emosional, kepercayaan diri, dan pengalaman. Inilah tantangan pelatihan dan pengembangan terbesar yang dihadapi, dan ada cara yang lebih baik untuk mencapai perubahan dan pengembangan semacam ini daripada menempatkan orang di kelas, atau memang dengan memberikan sebagian besar jenis pelatihan bisnis atau keterampilan konvensional, yang orang lihat sebagai sebuah tugas. Inilah sebabnya mengapa pelatihan dan pembelajaran harus jauh melampaui kelas pelatihan kelas konvensional. Jadilah kreatif, inovatif, dan berpikiran terbuka, dan Anda akan menemukan belajar di hampir semua pengalaman baru, baik untuk diri sendiri, tim Anda, atau organisasi Anda. Jika Anda ingin membuat perbedaan, pikirkanlah apa yang benar-benar membantu orang untuk berubah. Banyak dari metodologi ini dijelaskan di situs ini. Jelajahi mereka dan nikmati, dan dorong orang lain untuk melakukan hal yang sama. Semua supervisor dan manajer harus memungkinkan dan memberikan pelatihan dan pengembangan untuk orang-orang mereka - pelatihan mengembangkan orang, meningkatkan kinerja, meningkatkan pelatihan moral dan mengembangkan orang meningkatkan kesehatan dan efektivitas organisasi, dan produktivitas bisnis. Para pemimpin etika dan perilaku menetapkan standar untuk masyarakat mereka, yang menentukan seberapa produktif mereka menggunakan keterampilan dan pengetahuan mereka. Pelatihan bukan apa-apa tanpa motivasi untuk menerapkannya secara efektif. Kemampuan yang kuat untuk merencanakan dan mengelola pelatihan keterampilan, perolehan pengetahuan, dan pengembangan motivasi dan sikap, sangat menentukan seberapa baik kinerja orang dalam pekerjaan mereka. Pelatihan - dan juga memungkinkan pembelajaran dan pengembangan pribadi - sangat penting bagi organisasi. Ini membantu meningkatkan kualitas, kepuasan pelanggan, produktivitas, moral, suksesi manajemen, pengembangan bisnis dan profitabilitas. Mengenai perencanaan pelatihan terkait pekerjaan konvensional, dan pelatihan itu sendiri, ini adalah proses langkah demi langkah - melihat dan mendownload diagram proses pelatihan gratis. Alat pelatihan gratis tersedia untuk diunduh di alat pelatihan gratis dan halaman sumber daya. Lihat misalnya perencana pelatihan dan alat perencanaan kalkulator tanpa pelatihan. Yang merupakan template untuk merencanakan dan mengatur penyampaian pelatihan dan proses ketrampilan kerja, dan transfer pengetahuan dan kebijakan, dll. Lihat juga daftar periksa induksi pelatihan dan alat perencana. Gunakan alat dan proses ini untuk memastikan bahwa keterampilan, teknik, dan pengetahuan terkait pekerjaan yang penting, namun ingatlah setelah ini untuk memusatkan sebagian besar upaya pelatihan dan sumber daya Anda untuk memungkinkan dan memfasilitasi pembelajaran dan pengembangan pribadi yang bermakna bagi orang-orang. Tidak ada alasan untuk berhenti berlatih di tempat kerja. Pergilah lebih jauh untuk membantu orang tumbuh dan berkembang sebagai manusia. Setelah mengatakan ini, kita perlu memulai dengan hal yang hakiki, misalnya pelatihan induksi untuk pemula baru. Pelatihan Induksi sangat penting bagi pemula baru. Pelatihan induksi yang baik memastikan pemula baru dipertahankan, dan kemudian segera menyelesaikan peran produktif dengan cepat dan bahagia. Pelatihan induksi lebih dari sekadar pelatihan keterampilan. Its tentang dasar-dasar yang karyawan berpengalaman semua mengambil untuk diberikan: apa pergeseran adalah di mana papan pengumuman adalah whats rutin untuk liburan, sakit wheres kantin apa kode berpakaian di mana toilet. Karyawan baru juga perlu memahami misi organisasi, tujuan dan praktik personil fesyen, peraturan kesehatan dan keselamatan kerja, dan tentu saja pekerjaan yang harus mereka lakukan, dengan metode, rentang waktu dan harapan yang jelas. Manajer harus memastikan pelatihan induksi direncanakan dengan benar - rencana pelatihan induksi harus dikeluarkan untuk setiap karyawan baru, sehingga mereka dan orang lain yang terlibat dapat melihat apa yang terjadi dan bahwa semuanya disertakan. Anda harus mempersiapkan dan menyediakan rencana induksi yang sesuai untuk setiap starter baru. Heres daftar periksa latihan induksi gratis. Prinsip pelatihan induksi ini harus dipusatkan pada keterampilan dan pengetahuan penting bagi pemula baru untuk menyelesaikan dan memulai pekerjaan mereka. Namun ada keuntungan besar di awal untuk mengatasi kebutuhan pengembangan pribadi, keinginan, peluang, kekuatan, kemampuan, bakat, dll. Selama atau segera setelah proses induksi. Lebih cepat lebih baik. Suatu organisasi perlu menilai kebutuhan pelatihan keterampilan masyarakatnya - dengan berbagai metode - dan kemudian menyusun cara agar pelatihan dan pengembangan harus disampaikan, dan para manajer dan supervisor memainkan peran kunci dalam membantu proses ini. Kekuatan dan kemampuan pribadi orang - dan tujuan dan keinginan dan bakat khusus (saat ini dan yang tidak aktif) - juga perlu dinilai, agar dapat memahami, dan membantu orang tersebut mengerti, bahwa peluang untuk pengembangan dan pencapaian mereka dalam organisasi tidak terbatas Dengan peran pekerjaan, atau ketrampilan yang didefinisikan oleh organisasi pasti untuk orang tersebut. Sedini mungkin, biarkan orang tahu bahwa peran pekerjaan mereka tidak menentukan potensi mereka sebagai pribadi di dalam atau di luar organisasi, dan tunduk pada kebijakan organisasi, carilah untuk mengembangkan setiap orang dengan cara yang relevan yang sesuai yang akan mereka nikmati dan dapatkan, Sebagai individu, di luar peran pekerjaan, dan di luar persyaratan kerja. Jika mungkin top up pengembangan semacam ini melalui pemberian bimbingan dan pembinaan fasilitatif (draw out - tidak dimasukkan ke dalam), yang sangat efektif dalam menghasilkan orang-orang hebat. Pendampingan dan pembinaan yang tepat harus digunakan bersamaan dengan pelatihan terstruktur formal, namun jenis dukungan ini juga dapat membantu pengembangan orang secara keseluruhan, terutama di mana mentor atau pelatih dipandang sebagai model peran bagi aspirasi individu tersebut sendiri. Yang penting bahwa sebagai manajer Anda memahami diri Anda dengan baik sebelum melatih, melatih atau mentor orang lain: Apakah keahlian Anda sendiri memadai? Apakah Anda memerlukan bantuan atau pelatihan di area penting yang perlu dilatih, pelatih, mentor orang lain Apa gaya Anda sendiri? Bagaimana Anda berkomunikasi? Bagaimana Anda mendekati tugas Apa motif Anda Semua ini mempengaruhi cara Anda melihat dan melakukan melihat peran pelatihan, pembinaan atau pendampingan, dan cara Anda melihat dan berhubungan dengan orang yang Anda bimbing, atau pelatihan , Atau mentoring. Tujuan Anda adalah membantu orang lain belajar dan berkembang - bukan untuk menciptakan versi lain dari diri Anda sendiri. Bila Anda memahami diri Anda sendiri, Anda mengerti bagaimana Anda akan merasa, bagaimana cara terbaik untuk berkomunikasi, dan cara terbaik untuk membantu orang lain tumbuh dan belajar dan berkembang. Dan yang penting Anda juga memahami gaya dan kepribadian orang lain - bagaimana mereka lebih suka untuk belajar - apakah mereka suka membaca dan menyerap banyak detail, apakah mereka lebih suka ditunjukkan, mengalami sendiri dengan trial and error Mengetahui pilihan orang lain Gaya belajar membantu Anda memberikan pelatihan dengan cara yang paling relevan dan bermanfaat. Ini membantu Anda merancang aktivitas dan tugas yang orang lain akan lebih nyaman melakukannya, yang menjamin hasil yang lebih baik, lebih cepat. Various models and tests are available to help understand learning styles - look at the Kolb model. Look at multiple intelligences and the VAK learning model and free learning style tests. See also the Johari Window model and adapted theory - its a useful explanation of the importance of open communications and strong mutual understanding among staff in organizations, and for all situations where people work together. Its also a useful model for personal awareness and self-development. prioritising training Given the vast range of skills and other competencies which can be developed in people it is useful for some sort of prioritising to take place so that training focuses on the areas which will yield best benefit, in other words, return on investment (typically in terms of organizational performance, although the needs of teams and individuals can also be very significant in prioritising training and development, depending on the situation.) In addition to the skill-sets and training needs analysis tools on this website, here are three other examples of methods for prioritising training: EssentialDesirable - simply and quickly define each activity (skill, competency, whatever) according to whether it is essential or desirable for the job purpose and organizational performance. Training priority is obviously given to developing essential competencies. ImportanceCompetency matrix - the highest training priorities are obviously the activities (skills, competencies, whatever) which are high importance (of task to organizational performance) and low competence (of trainee skill level). high importance and low competence high training priority high importance and high competence low training priority low importance and low competence low training priority low importance and high competence zero training priority DIF Analysis - DIF stands for Difficulty, Importance, Frequency. DIF Analysis is a sophisticated (and potentially very complex) method of assessing performance, prioritising training needs and planning training, based on three perspectives: Difficulty, Importance, and Frequency. The system looks at tasks and activities (or skills, competencies, whatever) rather than looking at development from a personal individual perspective. DIF Analysis can be used in different ways: for example as a flow diagram to consider each activity using a simple yesno for each of the three factors in sequence of Difficulty (yesno), Importance (yesno) and Frequency (yesno), which generates eight possible combinations. At a simple level, an activity that scores low on all three scales is obviously low priority whereas an activity that scores high on all three scales is a high priority. Weighting (significance of each factor relative to the job purposeaims) is required in order to optimise the usefulness and relevance of the system, especially if applied to a group or organization. Analysis can become extremely complex, so it is sensible to ensure that the level of analysis is appropriate for the situation before starting to build complex analysis systems. For such a potentially detailed system, DIF Analysis does not automatically take account of personal preferences and potential capabilities, and as such consideration to this aspect is wise where trainee commitment is influential upon development, which in most situations is the case. The Skill-set and TNA tools on this website could, given modest expertise in spreadsheets and logic, be adapted to manage DIF Analysis, although better dedicated DIF Analysis tools exist. If you have one to share please send it. Other methods exist for prioritising training. Choose or develop a method which is appropriate for your situation. Resist the tendency to become overly detailed. Analysis and detail should always be a means to an end (to achieve effective training and development), not an end in themselves. Ultimately the best way to prioritise training is can be simply to agree with the trainee what they are most keen to commit to. All the analysis and detail in the world will not guarantee trainee commitment, which is generally the most powerful force for effective training and development. Task-based analysis is important for organizational development measurement and planning, but approaching training prioritisation from purely a task perspective ignores the vital personal factor. developing people and capabilities Many organizations face the challenge of developing greater confidence, initiative, solutions-finding, and problem-solving capabilities among their people. Organisations need staff at all levels to be more self-sufficient, resourceful, creative and autonomous. This behaviour enables staff can operate at higher strategic level, which makes their organizations more productive and competitive. Peoples efforts produce bigger results. Its what all organizations strive to achieve. However, while conventional skills training gives people new techniques and methods, it wont develop their maturity, belief, or courage, which is so essential for the development of managerial and strategic capabilities. Again, focus on developing the person . not the skills. Try to see things from the persons (your peoples) point of view. Provide learning and experiences that theyd like for their own personal interest, development and fulfilment. Performance and capability are ultimately dependent on peoples attitude and emotional maturity. Help them to achieve what they want on a personal level, and this provides a platform for trust, emotional contracting with the organisation, and subsequent skillsprocessknowledge development relevant to managing higher responsibilities, roles and teams. Participative workshops work well in beginning this type of attitudinal development. Involve people right from the start. Focus on what they want. You could also use a personal development questionnaire to begin to set the scene and provide examples of alternative learning opportunities. It starts with the person, not the skills. Its about attitude and emotional maturity. The Emotional Intelligence principles and methodologies fit very well with modern approaches to developing peoples belief, maturity and attitude. When people develop confidence, integrity, emotionally, they automatically become more proactive, solutions-focused, responsive, etc. which across a whole team has a cumulative effect. Johari is a useful model too. So many people at work are simply going through the motions, acting in a conforming state, often because they feel insecure, lack confidence to do what they think is right, or are nervous about being bold, whereas boldness is absolutely required for self-sufficiency, initiative, greater responsibility in fact all of the behaviours that organizations strive to encourage. You cant teach boldness - people have to experience things which enable them to feel bolder, to take risks, and to want to take risks. This means the rewards must be there too, or people have no reason to stick their necks out. And not just the prospect of financial reward. More importantly the Herzberg -type motivators - real extra responsibility, recognition, and involvement in new successful and interesting projects. This is the fuel of peoples growth and change. designing self-study training and learning programmes The same basic principles apply to designing self-study programs as to any other sort of training design. The internet enables self-study learning and development programs to be more useful, empowering and cost-effective than ever before. The only limits are those you imagine. Be creative and innovative. Look on the web for ideas and self-study and self-development resources, methods, groups, and technologies. Ada banyak. This website is effectively a self-study program. Its not a particularly conventional one, nor an accredited or measurable one. Like any sort of learning it will appeal to some people but not others. As ever consider what you seek to achieve, before you design how to achieve it. Know yourself as a trainer (andor encourage this among your trainers), and help trainees and learners to know themselves. Then it is easier to decide how and what will help best. To help you structure and design and assess learning, read the training design and evaluation materials on this page and elsewhere on the website, for example the Kirpatrick evaluation and design model. the learning styles and multiple intelligence theories. and the Bloom learning domains taxonomy model. The group selection recruitment and assessment centre guide is also relevant. Assessment and development are tightly connected. To help you understand yourself read the materials relating to personality and motivation, such as Eriksons theory. the personality styles theories. and the ideas of Maslow. Herzberg. McGregor. etc. Designing a good self-study program should by its nature if possible involve the students. Involving people from the beginning increases ideas, relevance and commitment. mentoring linked to projects and objectives activities Linking mentoring with objectives and project tasks or activities is a highly productive and effective modern method of training and developing people in organizations, especially for staff in teams and departments, and for developing organizations themselves . The approach builds on management by objectives (MBOs) principles, but is more participative, voluntary and inclusive. By comparison, MBOs are a one-way street isolated and individually separate, prescribed along a single-channel towards a task focus. Well-facilitated activity focused mentoring is consensual, team-orientated, with a personal development and team building focus, across multiple organizational interfaces, particularly to and between managementsubordinatepeer levels. Activity focused mentoring methods also help develop systems (not IT and processes, but overall systems: ie. how an organization works), organizations, management and communications, in an open, dynamic, organic, three-dimensional way. The activity-mentoring approach uses several integrated techniques which produce more reliable and relevant training and learning outputs, in terms of individual skills, attitudinal development, and direct job and organizational performance improvement. The approach is facilitative rather than prescriptive . and broadly features: strategic assessment of organisational and department priorities and high-yield training needs interpreted discussion with line-managers of training delegates and strategic managers of the organisation pre-training skillsbehavioural needs-analysis - all training delegates - and pre-training preparatory work small groups - practical workshops - short sessions - highly participative and situationsolution-based - focused on practical job issues, individual personalitylearning style and organisational priorities individually agreed tasks and assignments - focused on practical priorities and individual needs (SMART and WIIFM factors ) follow-up coaching and mentoring one-to-one support - giving high accountability and reliable deliverables ongoing feedback and review with line-managers and strategic managers - coachingtask notes for line managers The process works on several different levels: individual, team, task, organisational and strategic. Activity focused mentoring also gives strong outputs in skills, behaviour and job priority areas, as well as being strongly motivational and where necessary resolving conflict and attitudinal issues. mentoring cost analysis and justification Mentoring can be provided in various ways and programmes take a variety of shapes. Mentoring can be external, where the mentoring is essentially provided by external people, or an internal activity, using mentors within the organisation. Due to the relative newness of mentoring as a formal organised process, and because mentoring programmes are so varied, statistics as to general costs and returns across industry are not easy to find. Here however are general cost indicators for a program essentially delivered by internally appointed mentors. The main elements of a mentoring programme that carry quantifiable cost would be: Training of mentor(s) - comfortably achievable for pound1,000head - its not rocket science, but selection of suitable mentor is absolutely critical - good natural mentors need little training other people who are not ready or able to help others can be beyond any amount of training. Mentor time away from normal activities - needs to be a minimum of an hour a month one-to-one or nothing can usefully be achieved, up to at most a couple of hours a week one-to-one, which would be intensive almost to the point of overloading the mentoree. That said, there may be occasions when the one-to-one would necessarily involve a whole day out for the mentor, for instance client or supplier visits. Say on average a day a month including the associated administration work, particularly where the mentoring is required to be formalised and recorded. Overseeing the program, evaluating and monitoring activity, progress and outputs - depends on the size of the program, ie. number of mentors an number of mentorees - if the mentoring is limited to just a single one-to-one relationship then its largely self-managing - if its a programme involving several mentors an mentorees then estimate an hour per quarter (3 mths) per one-to-one mentoring relationship - probably the responsibility of an HR or training manager. If this person with the overviewmonitoring responsibility needs external advice youd need to add on two or three days external training or consultancy costs. ( Mentoree time away from normal activities - effective mentoring should ideally integrate with the mentorees normal activities, and enhance productivity, effectiveness, etc. so this is arguably a credit not a debit.) mentoring principles and techniques Rather than simply give the answers, the mentors role should be to help the mentoree find the answers for himherself . While giving the answers is usually better than giving no help at all, helping the mentoree to find the answers for himherself provides far more effective mentoring, because the process enables so much more for the mentoree in terms of experience of learning . Give someone the answers and they learn only the answers instead mentors need to facilitate the experience of discovery and learning. The mentor should therefore focus mentoring effort and expectations (of the person being mentored especially, and the organisation) on helping and guiding the mentoree to find the answers and develop solutions of hisher own. Accordingly, many of the principles of mentoring are common to those of proper coaching, which are particularly prominent within life coaching. You should also refer to aspects of NLP (Neuro-Linguistic Programming). and Sharon Drew Morgens Facilitative Questioning methodology. Mentors need to be facilitators and coaches, not tutors or trainers. Mentorees need simply to open their minds to the guidance and facilitative methods of the mentor. The mentor should not normally (unless in the case of emergency) provide the answers for the mentoree instead a mentor should ask the right questions (facilitative, guiding, interpretive, non-judgemental) that guide the mentoree towards finding the answers for himherself. If a mentor tells a mentoree what to do, then the mentoree becomes like the mentor, which is not right nor sustainable, and does not help the mentoree to find hisher own true self. The mentors role is to help the mentoree to find hisher own true self to experience their own attempts, failures and successes, and by so doing, to develop hisher own natural strengths and potential. We can see parallels in the relationship between a parents and a child. If a parent imposes his or her ways, methods and thinking upon a child, the child becomes a clone of the parent, and in some cases then falsifies his or her own true self to please and replicate the model projected by the parent. The true self might never appear, or when it begins to, a crisis of confidence and purpose occurs as the person tries to find and liberate his or her true self. When we mentor people, or when we raise children, we should try to help them develop as individuals according to their natural selves . and their own wishes . not ours. tips on establishing a mentoring service or programme There are very many ways to design a mentoring programme, whether within an organization, or as a service or help that you provide personally to others. Here are some questions that you should ask yourself. The answers will move you closer to what you seek to achieve: What parameters and aims have you set for the mentoring activity What will your mentoring programme or service look and feel like What must it achieve and for whom What are your timescales How will the mentoring programme or activity be resourced and managed and measured What type of design and planning approach works best for you (It makes sense to use a design and planning approach that works for you.) What are your main skills and style and how might these influence the programme design What methods (phone, face-to-face, email, etc) of communication and feedback are available to you, and what communications methods do your customers need and prefer What outputs and effects do you want the programme to produce for you, and for the people being mentored How might you build these core aims, and the implied values and principles, into your programme design How can you best measure and agree that these outputs - especially the agreed expectations of the people being mentored - are being met. How can you best help people in matters for which you need to refer them elsewhere What skills, processes, tools, experience, knowledge, style do you think you will need that you do not currently have What do your customers indicate that they want in terms of content, method and style or mentoring - in other words what does your target market need. and what parts of those requirements are you naturally best able to meet Mentoring is potentially an infinite demand upon the mentor so you need to have a clear idea of the extent of your mentoring offering. Establishing clear visible parameters enables proper agreement of mutual expectations. general training tips These tips apply essentially to traditional work-related training - for the transfer of necessary job- or work-related skills or knowledge. These tips do not apply automatically to other forms of enabling personal development and facilitating learning, which by their nature involve much wider and various development methods and experiences. When planning training think about: your objectives - keep them in mind all the time how many people you are training the methods and format you will use when and how long the training lasts where it happens how you will measure its effectiveness how you will measure the trainees reaction to it When you you give skills training to someone use this simple five-step approach: prepare the trainee - take care to relax them as lots of people find learning new things stressful explain the jobtask, skill, project, etc - discuss the method and why explain standards and why explain necessary tools, equipment or systems provide a demonstration - step-by-step - the more complex, the more steps - people cannot absorb a whole complicated task all in one go - break it down - always show the correct way - accentuate the positive - seek feedback and check understanding have the trainee practice the job - we all learn best by actually doing it - (I hear and I forget, I see and I remember, I do and I un derstand - Confucius) monitor progress - give positive feedback - encourage, coach and adapt according to the pace of development Creating and using progress charts are helpful, and are essential for anything complex - if you cant measure it you cant manage it. Its essential to use other training tools too for planning, measuring, assessing, recording and following up on the persons training. Breaking skills down into easily digestible elements enables you to plan and manage the training activities much more effectively. Training people in stages, when you can build up each skill, and then an entire role, from a series of elements, keeps things controlled, relaxed and always achievable in the mind of the trainee. Establishing a relevant skill set is essential for assessing and prioritising training for any role. It is not sufficient simply to assess against a job description, as this does not reflect skills, only responsibilities, which are different. Establishing a behaviour set is also very useful, but is a more difficult area to assess and develop. More information and guidance about working with Skill-Sets and Behaviour Sets, and assessment and training planning see training evaluation. and performance appraisals. and other related linked articles on this site. Using Skill-Sets to measure individuals skills and competencies is the first stage in producing a training needs analysis for individuals, a group, and a whole organisation. You can see and download a free Skill-Set tool and Training Needs Analysis tool the free resources page. This will not however go beyond the basic work-related job skills and attributes development areas. These tools deal merely with basic work training, and not with more important whole person development, for which more sophisticated questioning, mentoring and learning facilitation methods need to be used. Psychometric tests (and even graphology - handwriting analysis) are also extremely useful for training and developing people, as well as recruitment, which is the more common use. Psychometric testing produces reliable assessments which are by their nature objective, rather than subjective, as tends to be with your own personal judgement. Your organisation may already use systems of one sort or another, so seek advice. See the section on psychometrics. Some of these systems and tools are extremely useful in facilitating whole-person learning and development. Some tips to make training (and learning, coaching, mentoring) more enjoyable and effective: keep instructions positive (do this rather than dont do this) avoid jargon - or if you cant then explain them and better still provide a written glossary you must tailor training to the individual, so you need to be prepared to adapt the pace according to the performance once training has begun encourage, and be kind and thoughtful - be accepting of mistakes, and treat them as an opportunity for you both to learn from them focus on accomplishment and progress - recognition is the fuel of development offer praise generously be enthusiastic - if you show you care you can expect your trainee to care too check progress regularly and give feedback invite questions and discussion be patient and keep a sense of humour Induction training tips: assess skill and knowledge level before you start teach the really easy stuff first break it down into small steps and pieces of information encourage pride cove r health and safety issues fully and carefully try to identify a mentor or helper for the trainee As a manager, supervisor, or an organisation, helping your people to develop is the greatest contribution you can make to their well-being. Do it to your utmost and you will be rewarded many times over through greater productivity, efficiency, environment and all-round job-satisfaction. Remember also to strive for your own personal self-development at all times - these days we have more opportunity and resource available than ever to increase our skills, knowledge and self-awareness. Make use of it all. recognise and acknowledge training and development achievements - letter examples As an employer or manager, take the time to recognise and thank employees for successfully (or unsuccessfully) completing training and development courses, projects or challenges. Receiving recognition is a powerful motivator and stimulant towards further training and personal development. And yet the opportunity to acknowledge peoples achievements is often overlooked. A simple letter of congratulations - especially in this age of disposable emails, or a mention in a company magazine or newsletter is often all that it takes to give people a huge boost. An email, or even a verbal well done or pat on the back is better than nothing at all, but a letter is a very powerful indeed. Think about it: A letter, sent to the home address, is special. Its on official letterheaded paper. Its personally signed. It took time and care to write, sign and send. Its something people tend to keep. It is likely to be opened so that the partner or family sees it too, which dramatically adds to the power of the recognition. So, an email is good, but not nearly so impactful as a letter. Heres are some short examples of simple sample letters of congratulations or encouragement for completing training and development aims, successfully, and also encouragement for unsuccessful effort, when some people need a boost more than ever. Letters of recognition and congratulations are appropriate from line managers, and higher up the organisation especially. An individual signed letter of congratulations from the MD or CEO is a hugely motivational event in most employees lives. Peoples valiant failures deserve recognition too, and often help the person to keep positive, and keep striving to succeed in the future. Remember that training and development is not restricted to training courses. Projects, delegated tasks, job-swaps, temporary postings and other responsibilities can all be forms of learning and development and are worthy of recognition when carried out well, or encouragement when a brave effort fall short. Adapt these examples to give encouragement to people when they are striving to improve and achieve. It can make the difference between them wanting to try again or not. sample letter of congratulations (name, home address, date) My warmest congratulations to you on your completion of your. training courseprogramme on (date). Your achievement (of. qualificationaccreditation) is richly deserved, and is a great example for others to follow. I encourage you to continue to strive towards further personal development. Best wishes, etc. sample letter of recognition of successful effort (name, home address, date) I am writing to give you my personal appreciation for a job well done when you recently. I recognise this was a tough challenge for you. The way you handled the demands and pressures is an inspiring example to others. You will I suspect go on from this to greater challenges and achievements in the future. Keep up your excellent efforts. Best wishes, etc sample letter of recognition of unsuccessful effort (name, home address, date) I realise that your recent failure to achievecomplete. qualificationcourse will have been a disappointment to you. However, I wanted to let you know that I was greatly impressed by your efforts and attitude in approaching your challenges, and I have every faith that you will succeed on your next attempt. The lessons we learn from our failures are often even more valuable than the experience we gain from our successes. Keep up your excellent efforts. Best wishes, etc leadership and management training and development - processes overview Heres an overview of some simple processes for training and developing management and leadership skills, and any other skills and abilities besides. Use your own tools and processes where they exist and are effective. Various tools are available on the free resources section to help with this process, or from the links below. Refer also to the coaching and development process diagram. Obtain commitment from trainees for development process. Commitment is essential for the development. If possible link this with appraisals and career development systems. Involve trainees in identifying leadership qualities and create skillbehaviour-set that you seek to develop. Training and development workshops are ideal for this activity. Assess, prioritise and agree trainee capabilities, gaps, needs against the skillbehaviour-set individually and as a group, so as to be able to plan group training and individual training according to needs and efficiency of provision. Use the skillbehaviour-set tool for this activity. Use the training needs analysis tool for assessing training needs priorities for a group or whole organization. Design andor source and agree with trainees the activities, exercises, learning, experiences to achieve required training and development in digestible achievable elements - ie break it down. Use the training planner to plan the development and training activities and programmes. Record training objectives and link to appraisals. Establish and agree measures, outputs, tasks, standards, milestones, etc. Use the SMART task model and tool. Training and development can be achieved through very many different methods - use as many as you need to and which suit the individuals and the group. Refer to the Kolb learning styles ideas - different people are suited to different forms of training and learning. Exercises that involve managing project teams towards agreed specific outcomes are ideal for developing management and leadership ability. Start with small projects, then increase project size, complexity and timescales as the trainees abilities grow. Here are examples of other types of training and development. Training need not be expensive, although some obviously is much of this training and development is free the only requirements are imagination, commitment and a solid process to manage and acknowledge the development. The list is not exhaustive the trainer and trainees will have lots more ideas: on the job coaching mentoring delegated tasks and projects reading assignments presentation assignments job deputisation or secondment external training courses and seminars distance learning evening classes hobbies - eg voluntary clubcommittee positions, sports, outdoor activities, and virtually anything outside work that provides a useful personal development challenge internal training courses attending internal briefings and presentations, eg lunch and learn format special responsibilities which require obtaining new skills or knowledge or exposure video internet and e-learning customer and supplier visits attachment to project or other teams job-swap accredited outside courses based on new qualifications, eg NVQs, MBAs, etc. management training with no guarantee of a management job Training people, especially graduates, young rising stars and new recruits, is commonly linked to the veiled promise of or allusion to management opportunity. But what happens when the organisation is unable to offer a management promotion at the end of the training programme This is a familiar pattern and challenge in many organisations. How can you encourage people into a management development programmes, with no assurance of a promotion into management at the end of it The problem lies in the mismatched expectations at the outset: the trainee hopes (which develops into an expectation) for promotion. The organisation cannot (quite rightly) guarantee that a management job will be offered. No wonder that it often ends in tears, and what should have been (and actually still is) a positive experience, namely the learning and experience achieved, turns into a crisis for HR to diffuse, because the trainee feels let down and disappointed. Heres a different way to approach management development: First, come back a few stages and consider the values, beliefs and real nature of the emotional, spiritual and personal development that these people (the management trainees) might need and respond to most. Then youll find it easier to define an honest set of expectations on each side (the graduates and the employer). If the training is positioned as a possible step towards a management promotion, people will become focused on the wrong expectations and aims, and when, as most of them will do, people fail to achieve a promotion they will feel they have failed, and the experience turns sour. Better to design the learning as a significant personal development experience in its own right, with absolutely no promise of a job or a promotion at the end of it. That way everyones (employer and employees) expectations match openly and honestly, and people are all focused on enjoying and benefiting from the learning as the central aim, rather than continually hoping that the management job happens, or in the case of the employer and program manager, preparing to defend and appease folks at the end when theres no job. Added to which, by defining and designing the programme as personal development, enrichment, experience, life-learning, etc (there are many highly appealing and worthy ways to specify and describe a programme like this) - and not being afraid of doing so - you will attract the right sort of people into it ie. the more emotionally mature and positive ones, who want to do it for the learning and experience, rather than purely for the chance of a promotion into management. The irony of course is that students who respond to a learning and personal enrichment opportunity per se, with no guarantees or allusions to management promotion, will be the best management candidates of all. tips for assessing organizational training effectiveness Look at and understand the broad organizational context and business environment: the type, size, scale, spread, geography, logistics, etc. of the business or organization. This includes where and when people work (which influences how and when training can be delivered). Look also at the skills requirements for the people in the business in general terms as would influence training significance and dependence - factors which suggest high dependence on training are things like: fast-changing business (IT, business services, healthcare, etc), significant customer service activities, new and growing businesses, strong health and safety implications (chemicals, hazardous areas, transport, utilities). Note that all businesses have a high dependence on training, but in certain businesses training need is higher than others - change (in the business or the market) is the key factor which drives training need. Assess and analyse how training and development is organized and the way that training is prioritised. Think about improvements to training organization and planning that would benefit the organisation. Review the business strategypositioningmissionplans (and HR strategy if any exists) as these statements will help you to establish the central business aims. Training should all be traceable back to these business aims, however often it isnt - instead its often arbitrary and isolated. Assess how the training relates to the business aims, and how the effectiveness of the training in moving the business towards these aims is measured. Often training isnt measured at all - it needs to be. Look at the details and overview of what training is planned for the people in the business. The training department or HR department should have this information. There should be a clear written training plan, including training aims, methods, relevance and outputs connected to the wider aims of the business. Look also at how training relates to and is influenced by appraisals and career development also recruitment, and general ongoing skillsbehavioural assessment. There should be process links between these activities, particularly recruitment and appraisals, and training planning. Detailed training needs should be driven substantially by staff appraisals. (It goes without saying that there should be consistent processes and application of staff appraisals, and that these should use suitable job performance measures that are current and relevant to the operations and aims of the business.) Look particularly at management training and development. The bigger the business, generally the bigger the dependence on management training and development. Look at new starter induction training - its critical and typically a common failing in situations where anything higher than a low percentage of new starters leave soon after joining. Look for the relationships between training, qualifications, job grades and payreward levels - these activities and structures must be linked, and the connections should be visible to and understood by all staff. Look especially at staff turnover ( per annum of total staff is the key indicator), exit interviews, customer satisfaction surveys, staff satisfaction surveys (if they exist) for other indicators as to staff development and motivational needs and thereby, training deficiencies. Look for any market research or competitor analysis data which will indicate business shortcomings and weaknesses, which will imply staff training needs, obviously in areas of the most important areas of competitive weakness in relation to the business positioning and strategy. Look to see if there is director training and development - many directors have never been trained for their roles, and often hide from and resist any effort to remedy these weaknesses. Base training recommendations and changes on improving training effectiveness in terms of: relevance to organizational aims methods of staff assessment training designsourcing training type, mix and suitability, given staff and business circumstances (consider all training options available - there are very many and some are relatively inexpensive, and provide other organizational benefits in-house, external training courses and seminars, workshops, coaching, mentoring, job-swap, secondment, distance-learning, day-release, accreditedqualification-linked, etc) remedies for identified organizational and business performance problem areas, eg. high staff turnover, general attrition or dissatisfaction levels, customer complaints, morale, supplier retention and relationships, wastage and shrinkage, legal and environmental compliance, recruitment difficulties, management and director succession, and other key performance indicators of the business (which should be stated in business planning documents) comparative costs of different types of training per head, per staff typelevel measurement of training effectiveness, and especially feedback from staff being trained: interview departmental heads and staff to see what they think of training - how its planned, delivered, measured, and how effective it is measuring and increasing training days or hours per person Measuring training hours per person as an average across the organization, typically per year, is often a useful training and development KPI (Key Performance Indicator) of the training function - more training acronyms here. If you cant measure it you cant manage it, the saying goes. The degree of difficulty in measuring training time per person depends on what you define as training: training time per person on training courses is relatively easy to measure, but on-the-job coaching, informal mentoring, personal reading and learning - these are less quantifiable - youd normally need to get this data from the employees via a survey or other special report. It is possible to manage training time per person aims and data via annual appraisals, when training past and future could be quantified - this could be a relatively simple add-on to whatever appraisal system you are using currently, and could relatively easily be cascaded via managers. Your previous years total training course time - i.e. person-days spent on training courses - divided by number of employees in the organization is an easy start point. This will give you the average training course time per employee, and if you have no other benchmarks is as good a start point as any. Then perhaps agree a sensible target uplift on this, assuming the training requirement is linked to organisational aims and personal development, rather than training for the sake of it just to increase the hours per person. You can make this calculation for a team, a job grade, a department or a whole organization. You could also survey the managers as to their estimate of how much on-the-job-coaching they provided per person as an average during a week. This gives another benchmark, albeit it an estimate, for which you can target an uplift and then monitor via managers reporting back every month or quarter. Remind managers to include, and if possible to categorise all the different sorts of training and coaching that takes place, as they will tend to forget or ignore certain types, for example job cover, training at meetings, taking on new tasks and responsibilities, delegated tasks, shadowing, etc. Training comes in various forms - if you are measuring it make sure you dont underestimate the level of activity. training planning factors These guidelines essentially deal with conventional work skills training and development. Remember that beyond this, issues of personal development and learning, for life, not just work, are the most significant areas of personal development to focus on. To plan traditional training of work skills and capabilities that links to organizational performance improvement you must first identify the organizational performance needs, gaps, and priorities. These are examples of typical training drivers which give rise to training needs. It is rare to use all of these aspects in determining training needs - select the ones which are most appropriate to your own situation, the drivers which will produce the most productive and cost-effective results, in terms of business performance and people-development: examples of training drivers Customer satisfaction surveys Business performance statistics and reports. Financial reports and ratios. Competitor analysis and comparison, eg SWOT analysis. Management feedback on employee needs, including from appraisals. Training audits, staff assessment centres. Staff feedback on training needs. Director-driven policy and strategic priorities. Legislative pressures. Relevant qualification and certification programmes. Use the results and indicators from the chosen driver(s) to produce prioritised training needs per staff type, which will logically enable staff and management to achieve improvements required required by the organization. There are several free training needs analysis and planning tools on the free resources section which might help you assess and analyse staff training needs, and then construct training plans. potential conflict between HRtraining function and business management Conflict can arise between HRTraining and other parts of the organization, commonly due to differing priorities among performance management functions within a business, and notably relating to training, development and welfare of staff. If so, you need to identify conflict and manage it. Conflict is often caused by the different aims of the departments, and you need to facilitate understanding and cooperation on both sides. This is especially important in order to achieve successful training needs assessment, training design, planning, delivery and optimal take-up and implementation. Aside this there are very much deeper implications for organizations seeking to be truly cohesive, joined-up, and aligned towards common set of corporate aims and values. If you see any of the following symptoms of conflict, consider the root cause and facilitate strategic discussion and agreement, rather than limit your activity to simply resolving or responding only to the symptom. management resisting release of staff for training due to day-to-day work demands short-term needs of performance management vs long-term outlook of HR HR have no line authority over trainees therefore cannot control training take-up Training is rarely well followed-through once delegates are back in jobs, despite HR efforts to achieve this via managers HR budgets are often cut if profits come under pressure Generally conflict would stem from the values and priorities of directors, managers and staff involved, and the aims and processes of the different HR functions. Here are some subject headings that serve as a checklist to see that the aims and priorities of HRTraining align optimally with those of other departments (the list is not exhaustive but should enable the main points of potential misalignment to be addressed): profit, costs, budgets well-being of staff ethics and morality in treatment of staff legal adherence business strategy training and development needs (skills, knowledge, EQ, etc) succession planning assessment and appraisals promotion recruitment age, gender, disability policies harassment counselling workforce planning management structure decision-making and approval processes outsourcing contracts of employment corporate mission and values acquisitions and divestments premises pay and remuneration plans and market positioning use of agencies advertising and image positioning statement and introduction to training courses and materials for groups of mixed abilities In many training and teaching situations it is not possible to identify and assemble groups of delegates whose needs, experience and ability levels closely match each other. Groups will therefore often comprise of trainees and learners who have different levels of experience, andor abilities, styles, expectations, needs, aims, etc. This places additional demands on the training providerfacilitators to ensure that the needs of all delegates are met, while not causing any frustration or boredom for delegates who already know or possess certain parts of the information and abilities (or think they do) that the teaching seeks to transfer. As such it is often helpful for trainers and delegates to acknowledge and accept this situation at the beginning of the course or training session, with the purpose of reducing potential frustrations and negative reactions and effects as far as possible. Here is a suggested introductory statement, which aims to achieve a commitment to understand the needs of others. You will notice that the statement is designed to appeal to the mature and responsible nature that exists in virtually all people. The challenge is to tap into this at the outset, in order to set a positive constructive atmosphere and standard of behaviour for the training. Adapt it to suit your own situation. This special training introduction is additional to any other introduction that youll be using to outline the training aims, domestic arrangements, fire-drill, etc. The statement or an adapted version can also be included within the introduction section of training course notes and manuals. Example training introduction for groups of mixed abilities and needs: Training Introduction - Please help to make this coursesession as positive and helpful for all delegates While every effort has been made to design this coursesession to appeal to the needs of all delegates, it is almost inevitable that each of you will have slightly (and in some cases significantly) different past experiences, levels of ability and knowledge, personal skills and styles, and needs and expectations. Therefore during this coursesession some of the learning might already be known or familiar to you. Please bear in mind that this will not be the case for all of your fellow delegates. We are all different. As such we would greatly appreciate your cooperation, tolerance and awareness as to the needs of others on this course. If you find yourself thinking that youve heard at all before please take a few moments to think: Have you really heard it all before, or are you overlaying your own experiences onto some new ideas This is not an unusual reaction among very capable people when confronting new ideas, so first its good to test your initial reaction - it would be a pity to miss out. If you are convinced that the training is covering an area that you know well please then consider how to make the best of this situation. If you know the area well, look for opportunities to make constructive suggestions and to provide helpful examples to the group. Trainers and facilitators have a tough job to do and will generally appreciate constructive help and participation from senior or experienced members of the group. If you find yourself completing exercises much quicker than your fellow delegates, look to help others, especially if the trainer or facilitator is working alone with a large group, and especially if other members are struggling. If you find yourself knowing the answers to lots of the questions that arise during the training, consider if less experienced delegates will benefit from working out the answers for themselves, with some prompting from you if helpful. Nobody ever learned much from answering an easy question, but we learn a lot from helping someone else who finds a question difficult. Delegates who help the group as well as learn new things for themselves, invariably get the most from training courses. Thank you in anticipation of your understanding and contribution towards making this a helpful session for everyone. Adapt this training course introduction to suit the situation. It is more relevant to mixed groups of delegates from different experience and skills backgrounds than to groups which have been selected according to closely matching needs and ability levels. This sort of statement can be included at the beginning of course notes, or given as a separate handout (as a sort of philosophical scene-setter), andor explained and discussed verbally with the group. In any event its good also to seek agreement from the group that the concept of making the most constructive use of time and everyones ability to contribute, is the right and proper approach. The message to training course delegates is effectively: that learning new things is an enjoyable rewarding part of life and personal development, and so too is helping others to do the same. resources for training and development - building your own resources - and helping others do so We all need to maintain and develop our value in the marketplace. Then we will always be in demand. Two generations ago, jobs were for life - now some careers last just five or ten years. The world is changing faster. Organisations, and everyone individually, must be able to assess their capabilities, and re-skill when necessary. Trainers, teachers, coaches, managers and leaders are central to these assessing and re-skilling processes. Whether you are a trainer, specialist, manager, leader, entrepreneur, whatever, building your own resources will enable you to maintain and grow your capabilities and value, and to help others do the same. Here are some questions and answers about building training and development resources. building training and development resources (I am grateful to Dawn Barclay of Potential Developments for raising the subject of building personal resources, prompting this additional section and the QampA format.) Q. What do we mean by resources in the context of learning and development A. Resources are - materials and tools of various types, which: describe define explain summarise teach andor enable the acquisition, improvement, or delivery of - skills knowledge methods techniques attitude andor behaviour and thereby, performance, results, fulfilment, well-being, and other good outcomes. Resources can therefore be all sorts of things. For example, a single tiny inspirational quotation is a resource. And a big organisational learning and development manual is a resource. More example of resources are: teambuilding games or exercises testing instruments for individuals and teams (psychometrics and other assessments) guides to a concepts or theories or models spreadsheets or other analytical tools case studies and best practice examples (good case studies are always in demand) samples and examples - of anything relevant to your field or specialism templates and forms surveys and especially survey results statistics and reports contracts and legal documents manuals and guides specifications and project briefs plans of all sorts diagrams, pictures, cartoons books, magazines, journals, newsletters and newspapers (especially newspaper cuttings) films, videos and clips pieces of music puzzles, tricks, and games quizzes and questions and answers websites or a webpages (favourites or links) CDs and DVDs physical props - real samples, or props as metaphors like a hammer or a lemon items of curiosity and collectibles - diversity and history are powerful perspecti ves for teaching and learning personal contacts, or a network of contacts - yes people are resources too. Daftarnya terus berlanjut. Anything which helps you andor others to learn or improve is a resource . The most powerful resources are those which enable significant relevant improvement quickly and easily - whether for yourself or for others, and especially for others. Q. Who canshould build resources - just trainers and teachers - or everyone A. Everyone can and should build their personal learning and development resources. If you are a trainer, teacher, coach, manager or leader, you will already be building resources of various sorts to help yourself and to help others. If your work does not obviously involve helping and developing others, it could do one day, and meanwhile you canshould build resources to develop your own capabilities and your market value. Q. Why build your personal resources A. Because we all need to learn and develop in order to maintain our personal relevance and value. As we grow we have increasing opportunities to help others, and whether you pursue these opportunities as an informal mentor, or in a formal people-development or leadership role, you will be more helpful and valued if you have good resources. Having good resources gives you a greater chance of providing answers, solutions, ideas, examples and tools. People who build personal resources tend to attract respect and followers. Resources are also tools which enable positive change. People who have resources and know how to use them become to central to any group or organised activity. Consider the many people who dont really bother to keep or collect or refine personal resources. To whom do these people turn when they need help. They turn to the ones with the resources. Q. What about raw and finished resources A. Note: Permissions and attributions are significant in the use of certain resources. The difference between raw and finished resources is important: A raw resource is anything you think will be useful but is not yet refined or focused for a particular purpose. A raw resource is not yet packaged or re-written or presented in a polished way. It might be an idea written in a notebook. A cutting from a newspaper or magazine is a simple example of a raw resource. A book, from which you might later extract data or excerpts or quotes, is also a simple example of a raw resource. An old photocopied diagram is a raw resource. And more up-to-date, so is a webpage from Wikipedia, or a slideshow full of useful facts, research, statistics and graphs. Often you will not know precisely what a particular resource will eventually be used for. You might only need a small part of it. Within reason, its easy to keep and store resources these days because many resources are already digitised, and most resources that are not digitised can be. Resources can be refined, focused, packaged or re-packaged, extracted, updated, re-oriented - whenever and however you need them. Given todays modern desktop editing and publishing technologies, even the rawest of resources can swiftly be converted into effective finished resources. This is even easier when you have a designer or creative agency at your disposal. Not all raw resources are converted into learning and development aids: Many raw resources find their way into reports, business plans, sales presentations, or into the systems of organisations and teams. Some raw resources find their way into best selling books. Other resources help to make the ethos and strategies of world-beating new corporations. The expression was: Knowledge is Power. The truth is now: Resources are Empowering Start building your resources now. Q. What formats and types of media are best A. Raw resources can be in any format and media. Convert them into a format useful for keeping and finding them if you can do so easily. Finished resources need to be in a format and media type appropriate and friendly for the audience or learners or users . The format and media of finished resources should also be appropriate for your delivery or operating strategy . If resources are refined and developed they can become an offering or business in their own right. Many information-based websites began in this way. The modern digital age provides wide-ranging possibilities for the production and offering of finished resources. Mobile technology especially offers amazing potential for the delivery of finished resources. Ultimately consider your audienceusers needs, and ensure your chosen media works well for your operating methods and strategy. Q. Where can you find resources A. Resources can be found everywhere. The web, especially websites offering reliable reference materials and tools. University websites are usually an excellent source of reliable resources. Libraries - although nowadays much under-used, libraries are fantastic places for resources. Bookshops and online booksellers, including used books, which can be remarkably inexpensive. Institutes and associations and societies. Every field or trade has its own governing or representative organisation. These tend to be centres of expertise and knowledge. Most have their own libraries too. Work tools that you use or create - spreadsheets and templates especially - can be very useful resources for the future. Many resources come free and very easy, for example, ironically, junk mail can be a useful source of good and bad examples of all sorts of business and communications. Training courses and classes of all sorts naturally contain many resources that can be re-used, adapted and re-cycled. Resources of a socialhistorical or amusing nature can be found easily and cheaply at Sunday car-boot markets or jumble sales, or when you next clear out an old attic or your childhood toybox. Use your imagination. Training and teaching becomes immensely more enjoyable when quirky (but still relevant) props and materials are introduced into proceedings. That last point illustrates the wide range of things which can be resources. Not all resources must be academic and business-like many can be entertaining, fun and quirky. Avoid habitually using only the web for resources. Only a fraction of the worlds knowledge and information is on the world wide web. Often the best and resources are found off the beaten track so to speak, especially if you seek resources in a particularly specialised field. Be creative, imaginative and original. Q. How can resources be developed A. Your personal resources - whether for yourself or for helping others - can be an extension of you and how you want to be, and what you seek to become. So try to develop your resources so that they say something about you. Selektif You obviously cant keep everything of potential use or youd not have time to do anything else. Devise a way of keeping resources which is manageable and searchable. Chucking everything into a big cardboard box is probably better than not collecting anything at all, but there are better ways of organising things in terms of space and finding what you need later. Devise a system that works for you. Develop your resources like you would build a team or organisation around you, to help you achieve your aims and goals in life. Develop resources that will help you to go where you want. Imagine to yourself: If I were doing my ideal future job what sort of personal resources would I need Build your resources to fit your aims. Give yourself time. A world-beating (aim high) set of resources in any field takes a while to build. In a few months you could be better resourced than anyone you know personally in your field. In a year or two you could be better resourced in your field than anyone else anywhere. This is achievable if you focus and truly put your mind to the task. You can, as the saying goes, stand on the shoulders of giants. Q. What about permissions and attributions A. Since copyright law is complex and cannot be covered in depth quickly and easily, here broadly are some simple guidelines for using resources in the context of learning and development: If you wish to use any resource created by someone else you must consider whether you should seek permission for your particular usage. Many resources, especially if extracted in part, are free to use for teaching and training and self-development, however if you publish or sell material (intellectual property - IP as commonly called) which belongs to somebody else, then this would normally require permission and perhaps licensing and payment. In general, the more you exploit somebody elses IP, then quite understandably the more likely that the somebody will require something in return. Showing some trainees a newspaper cutting to illustrate a point on a training course would be highly unlikely to attract any issues copyright or permission. On the other hand, using a 5,000 word training guide written by someone else, in your own training manual, without suitable permission from the writer, is not a good thing to do and could create a potential liability for you. If in doubt ask. And if you cannot ask then take some time to understand copyright law as it applies in your situation, (there are free guides to copyright law available on the web) and make your own judgement. The use of material without proper permission andor attribution undermines the credibility and integrity of the user, and can lead to more serious problems if an IP owner considers that their rights have been seriously breached. That said, permissions and attributions can generally be resolved if approached positively and sensibly. Whatever, there are countless resources which attract no liability at all, so if you find a great resource but it contains challenging IP implications, then find something else to use instead. Q. What about accuracy - checking and researching - and currency (being up-to-date) A. Accuracy and reliability are very important aspects of teachingtraining resources. Check your facts. Do not rely on the web alone for crucial data. The web can be wrong - and if the web is wrong on one page, it can be wrong on other pages too, given the tendency for web-based information to be copied. Books can be wrong too of course, but good reference books are generally far more reliable than the web. A useful approach to gathering information resources is to use the web for the bulk of the research, and then to check the crucial facts in a suitable reliable reference book. Certain resources are time-sensitive - that is to say, they become obsolete or unhelpful or worse, if not updated. Conversely, many other resources are timeless. It also depends on your usage. A 1995 guide to using the internet would be useless as a modern guide to using the internet, but as a resource to illustrate how the internet changes, it would be quite useful. The ease by which you can establish accuracy and maintain currency (up-to-dateness) should be a big factor in your consideration of what sort of resources to collect. The area in which you work has a bearing on these aspects: Certain areas - like law, finance, safety, for example - are strongly sensitive to whether resources are current. Other disciplines - like motivation and coaching - are far less sensitive to whether resources are current, but are arguably more sensitive to whether resources are entertaining and unique. Accuracy and reliability are important for all resources, unless the obsolete or inaccurate nature of the resource is the purpose of its use (for irony, example of how not to.., etc). Currency (up-to-dateness) of resources is crucial for certain materials and tools, but not so for others. Use your judgement. Be aware of the pitfalls, and avoid them by considering currency and accuracy when you gather and develop your resources. Q. What about building connections with experts A. As suggested above, people are resources too. Experts and good quality people of all sorts can help you build more and better resources. They can help you adapt and develop resources, and give vital feedback when you wish to expand your activities. Experts and good quality people can also help you with using and implementing your activities and plans. This item doesnt focus on the value of people networks and networking, because thats big different subject, nevertheless, the development of contacts is an important part of your own development, so try to do it. Successfully building and maintaining good connections with experts and good quality people must be based on your giving them what they need in return, whatever that might be (different people want and need different things - provided its legal and ethical). So ask experts and good contacts what they want from you and what you can do to help them. People who take only, and give nothing in return, never build and sustain good connections with anyone. Consider that high-achieving expert people are not generally interested in money or material gain. They are more interested in growth and self-actualization motivators. See the theories of Maslow. Herzberg. etc. Building and maintaining good quality relevant resources will help you become independent and self-sufficient - in work and life. This is because people who have great resources tend to be: Well-developed individuals - knowledgeable, skilled, up-to-date - with answers to other peoples questions. Capable of teaching, training, mentoring and leading others. Capable of enabling and assisting change in groups and organisations - using clever tools and materials. Able to convey to others the enjoyment and advantages of always seeking and finding answers and solutions. Resources help answer questions, which is one of the essential needs of life and work. Resources - of one sort or another - are generally required for improvement in anything - whether a small improvement or realisation for a single individual, or the development and launch of the mightiest corporation. If you build effective relevant resources, you naturally become more relevant and effective yourself. tips for starting your own new training business Here are some simple tips for starting your own new training business. Much more detailed business start-up help is available on other pages, listed below. These are just a few important tips especially for starting a new training businesses. When choosing the type of training to offer think carefully about it and avoid making assumptions or being drawn into too many areas. Starting your own training business is in some ways a simple transition from being employed as a trainer, coach, team leader, manager, etc. however a big difference is now that you have to find the work before you can do it. On this point, your previous employer can easily be a prime prospect for you. Even if you leave on less than perfect terms, a previous employer is a good opportunity for securing freelance training work, not least because when people leave an organization, there is usually a gap and a period of uncertainty regarding the leavers previous responsibilities. Lots of employers fail to ask leavers if they can fill in for a while on a contract basis. Meminta. In any event, especially if you were well-regarded know their systems, youll be a safe choice for them if they need some help, so keep in touch and (assuming you are not immediately stacked out with work from other customers) let your previous employer know you are happy to fill gaps in provision after youve gone. Expect to negotiate a (sometimes significantly) higher freelance day-rate compared with your previous employed wage. Organizations account for ad-hoc freelance training quite differently to employed staff costs. Many newly self-employed trainers offer themselves too cheaply. See the negotiation page. If in doubt, see what they offer before you suggest a rate - you could be very pleasantly surprised, particularly if they are in a bit of a panic and need a safe pair of hands quickly. Aside from your previous employer(s), finding new training contracts or selling training courses entails marketing and advertising - in competition with others operating in the same market place. This could be a new and significant consideration for you. Marketing and selling training is different to designing and delivering training, and involves different issues. You must now consider what you can market and sell successfully, as well as it being something that you can design and deliver successfully. This requires you to consider the market place, not just the quality of your training. So when you choose what training to offer and especially how to package, describe and deliver it, ask yourself questions based on the following points, so that you develop training types, services, offerings and delivery which: you can offer with very appealing uniqueness and passion ideally have good and increasing demand are not strongly served by competitors are relevant to industries you are comfortable with, and can be marketed in a very specific focused way, to decision-makers that you can reach cost-effectively. Whether a website and online marketing will feature strongly in your business approach or not, Google Trends, and Googles Adwords keywords tracker (to access it open an Adwords account), are two excellent tools for evaluating online search trends and relative volumes in training (and for anything that people look for), which greatly assists answering some of the questions above, especially understanding demands, trends and what people are looking for and how they describe it (all of which can be quite different to what you imagine). From a vital personal perspective, also look at the passion-to-profit processtemplate on this website because this helps consider how best to combine your greatest personal potential with a business proposition. You may choose not to use the process in detail, but consideration of its underlying meaning is fundamentally important towards building a sustainable thriving business in any area of productservice provision. Choose a business name carefully. Many people successfully use their own name along with a generic word or a few words related to training, because: this usually avoids any future problems with copyright (especially the potentially disastrous and easily made mistake of breaching someone elses rights or trademark) and it says that you are the boss and have the confidence and integrity to have your name as the business name. If you choose a clever or obscure business name, think very carefully about it because it will have risks (like this website name, which might have failed without the luxury of many years to become established), either or both in terms of copyright protectionbreach, andor misinterpretation or confusion. Although copyright and trademark law is complex, broadly descriptive business names are less easy to protect, and also less likely to breach someone elses trademark. Non-descriptive business names need to be checked against existing use, especially registered names, which means that when secured they tend to be easier to protect. The UK government intellectual property website is a useful information and reseach resource. Contrary to lots of advice youll see from financial and legal folk, becoming freelance (self-employed in other words) is very easy in terms of legal and regulatory set-up. I refer to the UK. In some other nations it will be a little more difficult, in others even easier. In the UK you do not need a limited company. You do not need a VAT number. You simply need to inform your tax office, which actually is a good source of advice about starting up. If you have plans of substantial scale then seek qualified legal and financial advice, but for many new training business start-ups a freelanceself-employed approach is perfectly adequate for the authorities and the market place, as well as being very quick and inexpensive for the freelancer. Public liability insurance is advisable because without the protection of a limited company you have unlimited personal liability for any damages arising against you. Many customers and venues insist on trainers having public liability insurance anyway. Its not necessarily very expensive, and is different to professional liability insurance of the sort that lawyers and doctors and high-powered consultants typically need, when potential liabilities run to poundmillions rather than a few poundthousands. That said, insurance is a personal matter for you to decide and resolve as you think reasonable. I merely offer general pointers. When starting a new business, especially from a marketingadvertising viewpoint, its usually more effective to focus on a small number of strong unique specialisms - or even just a single very powerful offering - than to offer a one-stop shop or wide catch-all range. A good specialist will usually beat a widely-spread generalist in any single area. Networking is a useful marketing method for new businesses - look at the processes for effective business networking. For starting a new training business see also the tips and methods for new business start-up and planning explained in other relevant sections of this website, notably:
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