中英文对照people development知识点整理2004

The training needs analysis (TNA)

A

process

used

to

uncover

gaps

between

adequate and inadequate job performance.

A

six-stage

process

for

training

program

design

1.

Establish clear program objectives

2.

Consider

and

select

the

most

appropriate training method

3.

Plan the Program outline

4.

Collect relevant materials/resources

5.

Finalise program

6.

Test/Pilot presentation of program

一个培训方案设计六个阶段进行

1

。建立明确的计划目标

2

。考虑并选择最合适的训练方法

3

。计划的方案纲要

4

。收集有关材料

/

资源

5

。敲定方案

6

。测试

/

演 示程序试点

select the most appropriate training method/s

Some possible methods:

?

Induction training

?

On- the-job training

?

Off-the-job training

?

Competency based training

?

On-line training (computer based)

?

Distance training

一些可能的方法：

入职训练；在职培训；现成的在职培训

能力本位训练；在线培训（计算机基础）

远程培训

Program outline (plan)

计划大纲（计划）

determine required timing for delivery and assessment

of each section

divide program into sections (topics)

develop learning objectives (for each section)

indicate techniques for teaching and aids to be used

indicate

assessment

methods

(to

test

objectives

are

achieved)

确定每一部分的交付和评估所需的时间

计划将分节（主题）

制定学习目标（每节）

显示技术和辅助教学要使用

表明评价方法（来得以实现测试目标）

Collect relevant materials

?

identify

key

trainee

learning

points:

for (formative) testing?

?

consider

material/s

needed

(e.g.,

workbooks)

?

be

selective

to

avoid

blowout

in

materials

cost

and

confusion

for

learner

确定关键的学员学习要点：对于（形成）测试？

考虑

/

秒所需材料（例如，工作簿）

井喷是有选择性的，以避免在材料成本和学习者的

混 乱

5. Finalise program

produce read/write materials: scripts, written materials,

handbook and so on

produce

visual

materials:

overhead

transparencies,

slides

arrange

auditory

materials:

cassette

tapes,

video

(if

used)

include variation (consider learning preferences)

edit the program segments

5

。敲定方案

生产的读

/

写材料：脚本，书面材料，手册等

产生视觉材料：投影片，幻灯片

安排听觉材料：录音带，视频（如果使用）

包括变化（考虑学习偏好）

编辑程序段

6. Test/Pilot Presentation of the program

Are

the

program

and

learning

objectives

achieved?

(effectiveness of assessments)

Is the program logical, in sequence and of appropriate

duration?

Are the materials and content accurate?

Does the program hold the interest of the audience?

Does the program work?

Review and adjust

6

。测试

/

试点方案介绍

有计划和学习目标实现？

（分摊的效果）

是程序的逻辑顺序和适当的时间，？

是准确的材料和内容？

是否计划举行了观众的兴趣？

这个程序的工作？

审查和调整

1

There

are

two

broad

functions

for

training

evaluation

：

Results-oriented evaluation

Cost benefit evaluation

有两种培训评估广泛的职能

以结果为导向的评估

成本效益评估

‘

Results-

oriented’ Evaluation Function

Identify

overall

strengths

and

weaknesses

in

training

function

Determine who benefited most

Identify

the

appropriateness

of

training

solutions

to

organisational problems

结果为导向的评价功能：

确定整体优势和弱点在训练功能

决定谁最受益

确定合适的培训解决方案的组织问题

TYPES OF EVALUATION MODELS

Three main types:

Process:Recording and assessment of what

happened during development and

implementation of program

Outcome:Concerned with measuring the effects

on trainees and organisation

Validation:Concerned with whether program will

have desired

results, i.e., will it meet the identified needs?

评价模型的类型

三种主要类型：

过程：记录和在开发 过程中有什么计划执行情况评

估

结果：与测量对学员和组织的影响感到关切

验证：方案将与是否需要关注

结果，即，将它满足确定的需求？

Kirkpatrick’s Model/Framework

Reaction - what did trainees think of the

program?

Learning - what did participants learn from the

program?

Behaviour - how does their post-training

job- related behaviour compare with their

pre-training behaviour?

Results - how do on-the-job results compare with

pre and post training?

柯克帕特里克的模型

/

框架

反应

-

什么学员觉得这个节目？

学习

-

学员学到了什么的计划？

行为

-

如 何做他们的培训后就业有关的行为比较

前的训练行为？

结果

-

如何在在职结果与训练前，后比较？

GALVIN’S (CIPP) MODEL/FRAMEWORK

Four levels measured:

Context for training (needs analysis)

Input (resources such as budgets and

schedules)

Process (for conducting training)

Product (meeting program objectives)

高尔文的（

CIPP

模式）模型

/

框架

语境培训（需求分析）

输入（如预算和时间表资源）

流程（进行培训）

产品（会议计划目标）

BUSHNELL’S SYSTEMS APPROACH

Bushnell

的系统方法

F

ive sets of activities or ‘components’:

Inputs (learners)

Process (training program)

Outputs (successful learners)

Receiving system (job and the firm)

Outcomes (jobs performed to required standard)

Evaluates during and at completion of training

五类活动或

'

组件的集合：

输入（学习者）工艺 （培训计划）输出（成功的学

习者）接收系统（工作和公司）成果（完成工作所