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职场学习与绩效

2010-10-19 50页 ppt 1MB 49阅读

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职场学习与绩效nullBuilding Your Competence in Workplace Learning and Performance (WLP) Building Your Competence in Workplace Learning and Performance (WLP) By William J. Rothwell, Ph.D. Copyright 2001 by William J. Rothwell建立职场学习与绩效(WLP) 的专家能力 建立职场学习与绩效(WLP) 的专家能力 威廉·罗斯维尔博士...
职场学习与绩效
nullBuilding Your Competence in Workplace Learning and Performance (WLP) Building Your Competence in Workplace Learning and Performance (WLP) By William J. Rothwell, Ph.D. Copyright 2001 by William J. Rothwell建立职场学习与绩效(WLP) 的专家能力 建立职场学习与绩效(WLP) 的专家能力 威廉·罗斯维尔博士   威廉·罗斯维尔2001版权所有Part I: IntroductionPart I: Introduction第一部分第一部分简介 Purpose of the SessionPurpose of the Session Workplace Learning and Performance (WLP) is the latest generation of the field once called Human Resource Development (HRD) and, before that, Training and Development (T & D). How can you understand the field, the roles carried out by WLP practitioners, the competencies that are associated with successful performance in WLP now and in the future, and build your competencies as the WLP field changes in response to trends unfolding now? How might you apply this knowledge to year-end performance evaluation, compensation programs, and planning for the following year's HRD efforts? Use this two-day Workshop to build your competence as a WLP practitioner. 本期培训的目的本期培训的目的“职场学习与绩效(WLP)” 是曾经被称为“人力资源开发(HRD)”,之前曾被称作“培训与发展(T&D)”的这一领域发展的最新阶段。您怎样理解这一领域?您怎样理解这一领域?怎样理解WLP从业者所扮演的角色?怎样了解现在及将来都与WLP优良绩效有关的能力?在WLP领域的时代,怎样根据当今的趋势来增强自己的能力?您怎样把这些知识运用到年终的绩效考核、薪酬中及来年的人力资源开发工作中?通过这两天的培训,将会培养您作为一名WLP从业者的能力。 What Will You Take Away from the Session?What Will You Take Away from the Session? Upon completion of this two-day Workshop, you will be able to answer the following questions: What is Workplace Learning and Performance (WLP), and how does it compare to Training and Development, Human Resource Development, and Human Performance Improvement/Performance Consulting? What are the roles of the WLP practitioner, and why are these important for you to know about?您将从本期培训中 学到什么?您将从本期培训中 学到什么? 在结束这两天的培训后,您将能够回答下列问题: 什么是职场学习与绩效(WLP)?如何区分培训与发展(T&D)、人力资源开发(HRD)、员工绩效提升(HPI)与绩效咨询(HPC)等概念? 职场学习与绩效(WLP)从业者的角色是什么?为什么了解它对您很重要?What Will You Take Away from the Session?What Will You Take Away from the Session?What are competencies, and what competencies must the WLP practitioner demonstrate to be successful in today's dynamic work settings? What are outputs, and how does the WLP practitioner demonstrate these outputs to be successful? How can your organization's training department transition to become a WLP department, and why that might be worthy of consideration? What are your competencies in WLP, and how can you devise a professional development plan to build your competence as a WLP practitioner?您将从本期培训中 学到什么? 您将从本期培训中 学到什么? 什么是WLP能力?要在当今动态的工作环境中取得成功,WLP从业者必须具备什么样的能力? WLP的产出是什么?WLP从业者如何阐明这些产出是成功有效的? 怎样把您组织培训部门转变为一个职场学习与绩效(WLP)部门?为什么这种转变值得考虑? 您在WLP方面的能力如何?为了增强自己作为WLP从业者的能力,您怎样来设计自己的职业发展计划? What You Will Be Able to Do What You Will Be Able to Do Upon completion of this two-day Workshop, you will be able to do the following:  Explain how WLP is different from HRD, and why this difference is important Analyze human performance problems and identify root cause(s) Identify a range of possible interventions to close performance gaps and thereby address the underlying cause(s) of human performance problems您将能够做什么? 您将能够做什么? 两天的课程结束之后,您将能够进行下列工作: 阐明WLP和人力资源开发(HRD)的区别,并说明这样区别的重要意义 分析员工绩效问题并识别其根源 确认为缩小这种绩效差距而可能采取的干预措施,由此探寻员工绩效问题潜在的深层次原因What You Will Be Able to Do What You Will Be Able to Do Select one or more interventions that are most appropriate for closing performance gaps Implement interventions successfully, using proven methods of project management and change management Evaluate the financial and no financial results of an intervention Review ways to apply new-found knowledge about WLP to year-end employee performance evaluations, compensation decisions, and planning for the following year's HRD/WLP efforts. 您将能够做什么 您将能够做什么 选择最适合缩小绩效差距的一种以上干预措施 利用已经过验证的项目管理和变革管理方法,顺利实施干预措施 评价干预措施的财务和非财务成果 评价将新发现的WLP知识运用于年终的员工绩效评估、薪酬决策及来年HRD/WLP工作的方法 The Organization of the WorkshopThe Organization of the Workshop 培训的内容结构 培训的内容结构Part II: What Is WLP, and Why Is It Important to You?Part II: What Is WLP, and Why Is It Important to You?第二部分第二部分什么是职场学习与绩效(WLP)? 为什么了解它对您很重要? Overview of this PartOverview of this PartThis part examines: The background: What precedes WLP? What is Workplace Learning and Performance (WLP)? Why is WLP important?本部分概述 本部分概述 该部分考察了: 背景:职场学习与绩效(WLP)之前的阶段是什么? 什么是职场学习与绩效(WLP)? 职场学习与绩效(WLP)的重要性何在?What Precedes WLP?What Precedes WLP?There have been five generations of the field originally called “training and development.” It is important to understand them because they provide a backdrop against which to understand WLP. 什么是WLP的来源?什么是WLP的来源?最初被称为“培训与发展”的这一领域,共有五个发展阶段 了解这五个阶段很重要,因为这几个阶段为我们提供了了解WLP的背景 Generation 1: Training Generation 1: TrainingThis generation focused on one activity—that is, training Training changes individuals by equipping them with the knowledge, skills and attitudes they need to perform successfully Competency studies consolidate and codify a generation Two competency studies were key to this generation: Pinto & Walker (1978) and McLagan (1983) 第一阶段:培训第一阶段:培训这一阶段的中心是一种活动—即培训 通过为个人提供其顺利完成工作所需的知识、技能和态度,培训改变了个人 能力研究巩固并形成了这一阶段 对这一阶段而言,有两项能力研究是关键: Pinto和Walker的研究 (1978) McLagan的研究 (1983) Generation 2: Human Resource Development Generation 2: Human Resource DevelopmentHuman Resource Development (HRD) is defined as the integrated use of training, organization development and career development HRD changes individuals through activities both at present (through training) and in the future (through career development) as well as changes the work environment (OD) The competency study that codified and defined this generation was McLagan, P. (1989). Models for HRD practice. 4 vols. Alexandria, VA: The American Society for Training and Development. 第二阶段: 人力资源开发 第二阶段: 人力资源开发 人力资源开发(HRD)被定义为:对培训、组织发展和职业生涯发展的整合运用 通过改变现在(借助培训)和未来(借助职业开发)的行为,HRD改变个人,也改变了工作环境(OD) 形成和确立这一阶段的能力研究者是McLagan, P. (1989)《人力资源开发实务模型》. 共四册, Alexandria, VA:美国培训与发展协会 Generation 3: Human Performance ImprovementGeneration 3: Human Performance ImprovementHuman Performance Improvement (HPI) is the process of identifying the root cause(s) of human performance problems and finding solutions or interventions to address those causes HPI is interested in results, not activities HPI uses any or all means to achieve results The competency study defining this generation was Rothwell, W. (1996). ASTD models for human performance improvement. Alexandria, VA: The American Society for Training and Development.第三阶段: 员工绩效提升第三阶段: 员工绩效提升员工绩效提升 (HPI)是识别员工绩效问题之根源、并且找到消除这些原因之解决办法或干预措施的过程 HPI 关心的是效果,而不是活动 HPI利用任何或一切方式去取得效果 形成和确立这一阶段的能力研究者是威廉·罗斯维尔 (1996).。《ASTD 员工绩效提升模型》. Alexandria, VA: 美国培训与发展协会. Generation 4: Workplace Learning and PerformanceGeneration 4: Workplace Learning and Performance WLP is defined as “the integrated use of learning and other interventions for the purpose of improving human performance, and addressing individual and organizational needs. It uses a systematic process of analyzing and responding to individual, group, and organizational performance issues. It creates positive, progressive change within organizations by balancing humanistic and ethical considerations” (Rothwell, Sanders & Soper, 1999, p. 121).第四阶段:职场学习与绩效 第四阶段:职场学习与绩效 职场学习与绩效(WLP) 被定义为:“为了提升个人和组织绩效、满足个人和组织需求,而对学习和其它干预措施综合运用。WLP采用绩效分析和解决个人、群体和组织绩效问题的一整套系统,通过对员工、道德等问题的协调,在组织内创造积极而进步的变革。” (罗斯维尔、Sanders和Soper合著,1999年版, 第121页) Why Is WLP Important? Why Is WLP Important?WLP reinvents HRD in light of HPI WLP emphasizes learning as a tool for achieving improved work performance in organizational settings Unlike training, which is done to people, learning is something that is done by people The competency study defining this generation was Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development.职场学习与绩效为什么这样重要? 职场学习与绩效为什么这样重要? 职场学习与绩效(WLP)借助员工绩效提升(HPI),赋予人力资源开发(HRD)了新的内涵 WLP强调:把学习作为在组织环境下提升工作绩效的一个工具 与培训不同的是,培训是作用于人,而学习是通过人产生作用 形成和确立这一阶段的能力研究者是威廉·罗斯维尔、 Sanders, E., & Soper, J. (1999).《ASTD 职场学习与绩效模型》. Alexandria, VA: 美国培训与发展协会 Generation 5: The Workplace Learner Generation 5: The Workplace LearnerWL focuses on individual change through learning, not through training Learning is a means to achieve an end of improved performance A focus on learning implies a new role for the trainer, HRD professional, HPI practitioner, or WLP practitioner The competency study defining this generation is in the works第五阶段:职场学习者 第五阶段:职场学习者 职场学习者(WL)关注的是:通过学习,而不是培训来改变个人 学习是实现绩效提升目的一种手段 对学习的关注则意味着,对培训者、人力资源开发专职人员、员工绩效提升从业者或职场学习者的全新角色定位 定义这一阶段的能力研究工作仍在进行Activity: What Are the Implications of These Generations?Activity: What Are the Implications of These Generations?Divide up into small groups of 3-5 people each Appoint a spokesperson for your group Spend about 15 minutes on this Activity For each generation of the field listed in the left column in the Activity found in your Participant Guide, list some activities that you believe you should be doing if you are focusing on that generation There are no "right" or "wrong" answers in any absolute sense. However, some answers may be better than others. When your group is finished, your spokesperson should be prepared to list the activities that your group identified活动:这些阶段的 联系是什么? 活动:这些阶段的 联系是什么? 按照3—5人为一组的分法,进行分组 每组指定一个发言人 花15分钟的时间来讨论这一活动 针对《学员手册》 “活动”的左栏所列出的每一个阶段,请列出您对该阶段的工作将会采取的一些行动 虽然不存在绝对“正确”或绝对“错误”的答案,但是,确实有些答案可能比另一些更好 当小组讨论完以后,各组的发言人应该准备把本组确认的那些工作列出来 Activity Debrief Activity DebriefCould I have spokespersons for each group report on their groups’ answers?活动汇报活动汇报请各组的发言人把您那个小组的成果汇报一下。 Part III: What Are the Roles, Competencies, and Outputs of WLP Practitioners, and What Results Are Expected from Them?Part III: What Are the Roles, Competencies, and Outputs of WLP Practitioners, and What Results Are Expected from Them?第三部分 第三部分 从事职场学习与绩效(WLP)工作的人扮演什么角色?应具备什么能力?有什么样的产出?期望从中获得什么结果? Overview of this Part Overview of this PartThis Part examines: What is a role? What roles are associated with WLP? What is a competency? What competencies are related to WLP? What are outputs? 本部分概述 本部分概述 该部分考察了: 什么是角色? 与职场学习与绩效(WLP)相关的角色有哪些? 什么是能力? 与职场学习与绩效(WLP)相关的能力有哪些? 什么是产出? Active Lecture Activity Active Lecture ActivityI am about to begin a lecture on WLP. Since lectures can be boring, the goal of this Activity is to make the lecture more exciting than usual I would like 3 teams to form Team 1: Your role is to come up with examples from your own work experience that are related to the material of the lecture Team 2: Your role is to come up with a list of questions about the lecture Team 3: Your role is to come up with a list of points in which you disagree with what I am saying in the lecture I will give you about 3 minutes to form and organize your teams, and you must be prepared to enact your roles after the lecture活跃课堂的活动 活跃课堂的活动 我将开始讲授职场学习与绩效(WLP)。由于讲解可能会很枯燥乏味,所有这次活动的目的就是要使它比平时生动些。 我想将大家分为三个组 小组1:任务是从自己的工作经历中找出与本课内容有关的例子 小组2:任务是列出与本课程有关的问题清单 小组3:任务是列出您不同意我在课中所讲的内容的要点 我会给大家3分钟左右的时间来分组,而各组在我讲授之后必须准备去扮演各自的角色 What Is a Role?What Is a Role?A role is a part played. Roles may vary by organization size and type. Not all roles are played by all practitioners. Roles are versatile, permitting discussion across organizations.什么是角色?什么是角色?角色即扮演的人物 角色可能随着组织规模和形式的不同而不同 并不是所有的角色都是由所有的专业人员来承担的 角色不是多面手,允许在组织中磋商 WLP Roles WLP RolesManager Analyst Intervention Selector Intervention Designer and Developer Intervention Implementor Change Leader Evaluator 职场学习与绩效(WLP) 角色 职场学习与绩效(WLP) 角色 管理者 分析师 干预措施的选择者 干预措施设计与开发者 干预措施实施者 变革领导者 评估者 WLP RolesWLP Roles “Plans, organizes, schedules, monitors, and leads the work of individuals and groups to attain desired results; facilitates the strategic plan; ensures that WLP is aligned with organizational needs and plans; and ensures accomplishment of the administrative requirements of the function” (Rothwell, Sanders & Soper, 1999, p. 43).Manager职场学习与绩效(WLP)的角色 职场学习与绩效(WLP)的角色 “为取得希望的结果而制定计划、组织人员、确定时间、控制并引导个人和群体的工作;推进战略规划;确保WLP与组织需求和计划是整合在一起的;确保职能部门行政的执行。” (罗斯维尔、Sanders和Soper,1999年版,第43页)。管理者 WLP RolesWLP Roles “Troubleshoots and isolates the causes of human performance gaps or identifies areas for improving human performance” (Rothwell, Sanders & Soper, 1999, p. 43).Analyst职场学习与绩效(WLP)的角色 职场学习与绩效(WLP)的角色 “分析并解决员工绩效差距存在的起因,或者是识别员工绩效提升的范围。” (罗斯维尔、Sanders和Soper,1999年版,第43页)分析师WLP RolesWLP Roles “Chooses appropriate interventions to address root causes of human performance gaps” (Rothwell, Sanders & Soper, 1999, p. 43).Intervention Selector职场学习与绩效(WLP)的角色 职场学习与绩效(WLP)的角色 选择恰当的干预措施,以消除员工绩效差距的根源。” (罗斯维尔, Sanders & Soper, 1999, 第43页)。 干预措施 的选择者 WLP RolesWLP Roles “Creates learning and other interventions that help to address the specific root causes of human performance gaps” (Rothwell, Sanders & Soper, 1999, p. 43).Intervention Designer and Developer职场学习与绩效(WLP)的角色 职场学习与绩效(WLP)的角色 “制定学习和其它干预措施,帮助解决的员工绩效差距的具体根源。” (罗斯维尔, Sanders & Soper, 1999年版, 第43页)。 干预措施设计 与开发者WLP RolesWLP Roles “Ensures the appropriate and effective implementation of desired interventions that address the specific root causes of human performance gaps” (Rothwell, Sanders & Soper, 1999, p. 43).Intervention Implementer职场学习与绩效(WLP)的角色 职场学习与绩效(WLP)的角色 “确保合理的干预措施得以恰当而有效地实施,探寻员工绩效差距的具体根源。” (罗斯维尔, Sanders & Soper, 1999年版,第43页)。干预措施 实施者WLP RolesWLP Roles “Inspires the workforce to embrace the change, creates a direction for the change effort, helps the organization’s workforce adapt to the change, and ensures that interventions are continuously monitored and guided in ways consistent with stakeholders’ desired results” (Rothwell, Sanders & Soper, 1999, p. 43).Change LeadernullWLP 角色 “鼓舞员工支持变革、确定变革工作的方向、帮助组织员工适应变革、确保干预措施受到了连续的监控和引导,而且其监控和引导方式是与相关利益者所期望结果一致的” (Rothwell, Sanders & Soper, 1999年版, 第43页)。变革领导者WLP RolesWLP Roles “Assesses the impact of interventions and provides participants and stakeholders with information about the effectiveness of the intervention implementation” (Rothwell, Sanders & Soper, 1999, p. 43).EvaluatornullWLP 角色 “评价干预措施的作用,为参与者及相关利益者提供有关于这些措施实施效果的信息” (Rothwell, Sanders & Soper, 1999年版,第43页)。评估者nullRelationship Between the HPI Process and WLP RolesSource: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 44.nullHPI流程与 WLP角色之间的关系资料来源: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 44.HPI 流程的步骤WLP的角色绩效分析管理者分析师原因分析干预措施选择干预措施实施变革管理评估干预措施选择者干预措施设计开发者干预措施实施者变革领导者评估者图4.1:HPI流程模型与WLP角色的关系 Activity on WLP Roles Activity on WLP RolesDivide up into small groups of 3-5 people each Appoint a spokesperson for your group Spend about 15 minutes Identify the roles you play now Identify roles you think you should be playing—and why you think you should be playing them When you finish, your spokesperson should be prepared to report the answers of your group关于WLP角色的活动关于WLP角色的活动按每3—5个人为一个小组,进行分组 各组指定一个发言人 花15分钟讨论这一行动 确认您现在扮演的角色 确认您认为应该扮演的角色—说明为什么您认为应该扮演这些角色 当小组活动完以后,各组的发言人应准备报告本组的成果 Activity DebriefActivity DebriefCould I have spokespersons for each group report on their groups’ answers?活动汇报 活动汇报 请各组发言人报告本组的成果。 What Is a Competency? What Is a Competency? A competency: Is any characteristic that underlies successful performance Is any characteristic necessary to carry out work activities and achieve work results Is Broader than the notion of knowledge, skills or attitudes May include traits, bodies of knowledge, and even levels of motivationCompetency definedSource: Dubois, D., & Rothwell, W. (2000). The competency toolkit. 2 vols. Amherst, MA: Human Resource Development Press.什么是能力? 什么是能力? 能力 是成功绩效的基础特质 是执行工作并取得成果的必备特质 含义比知识、技能和态度更广 可能包括品质特性、知识结构甚至动机层次 能力的定义 资料来源:Dubois, D., & Rothwell, W. (2000). The competency toolkit. 2 vols. Amherst, MA: Human Resource Development Press.Why Are Competencies Important?Why Are Competencies Important?Work activities change, but competencies are enduring Work activities focus on what people do, not on what results they achieve Knowledge, skill and attitude do not encompass everything required to achieve results and tend to minimize the importance of attitudes, feelings, beliefs, values, and motivation为什么能力如此重要? 为什么能力如此重要? 工作活动是变化的,但能力却是持久的 工作活动集中关注应该做什么,而不是关注应该取得什么 知识、技能和态度没有包括达到目标所需的一切,而且往往把态度、情绪、信仰、价值观和动机的重要性降到最低 6 Categories of WLP Competencies6 Categories of WLP CompetenciesAnalytical: Creation of new understandings through the synthesis of data (19 total) Business: Understanding of organizations as systems, processes, and operational units (11 total) Interpersonal: Understanding the methods that produce effective interactions of people and groups (5 total)Source: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52.WLP的六类能力 WLP的六类能力 分析能力:通过对资料的综合处理,产生新的见解(共19种) 经营能力:将组织视为系统、流程和运作单元(共11种) 人际关系的能力:理解使个人和群体之间产生有效互动的方法(共5种)资料来源: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52.6 Categories of WLP Competencies6 Categories of WLP CompetenciesLeadership: Influencing, enabling, or inspiring others to act (7 total) Technical: Understanding existing knowledge or processes (6 total) Technological: Understanding current or emerging technologies (4 Total)Source: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. WLP的六类能力 WLP的六类能力 领导能力:影响、促动或激励他人采取行动(共7种) 技术能力:了解现存的知识或流程(共6种) 科技能力:了解现有和新出现的科技(共4种) 资料来源: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52.Analytical CompetenciesAnalytical CompetenciesAnalytical Thinking Analyzing Performance Data Competency Identification Intervention Selection Model Building Performance Gap Analysis Performance TheorySource: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 分析能力 分析能力 分析思考法 分析绩效资料 识别能力 干预措施选择 构建模型 绩效差距分析 绩效理论 资料来源: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Business Competencies Business CompetenciesAbility to See the “Big Picture” Business Knowledge Cost/Benefit Analysis Identification of Critical Business Issues Industry Awareness Project ManagementSource: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 经营能力 经营能力 领会“整体情况”的能力 业务知识 成本/收益分析 识别重大的经营问题 行业意识 项目管理 资料来源: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Interpersonal Competencies Interpersonal CompetenciesCommunication Communication Networks Consulting Coping Skills Interpersonal Relationship BuildingSource: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 人际关系的能力 人际关系的能力 沟通 沟通网络 咨询 人际关系处理技巧 人际关系建立 资料来源: Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Leadership Compe
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