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1、Individual ReportA6HC34 Training and Developing the workforceOutcome 3 NAME: SCN: CLASS: ContentsIntroductory Preamble.3a. Theories of Learning4b. The Learning Cycle.4c. Learning Style.5How to conduct a Selection Interview.5a. Preparing for the interview.6b. Conducting the interview.7c. Advantages a
2、nd disadvantages of the interview.8d. Discrimination and how to avoid it.9Training Session Plan.10Costs of Preparing and Delivering for Course.10Evaluation12Introductory PreambleThe report includes human resource managers to prepare for training activities, and the training time is 2 to 3 hours. The
3、 report includes the resources used by human resources managers in training and the content of the interview. The theme of the training is “How to conduct a selection interview”. The report first introduces the learning method, a good learning method can support the training. The methods of study in
4、clude theories of learning the learning cycleand learning style. The second part introduces the process of the interview. The content and process of the interview include Preparing for the interview conducting the interview advantages and disadvantages of the interview and discrimination and how to
5、avoid it. Training interview must follow the principle of equality and respect, so the place must be carefully chosen and make choice. Reflect the importance of business professionals, as much as possible to ease the pressure, to create an equal, warm and harmonious atmosphere. The report in the for
6、m reflects the training arrangements and resources used in the training, interview with what resources, training and training of the specific arrangements and resources used.The training program mainly consists of four parts:l Preparing for the interview l Conducting the interview l Advantages and d
7、isadvantages of the interviewl Discrimination and how to avoid itTraining program is supported by three theories:l Theories of learningl The learning cycle l Learning style.Theories of learningLearning is a process of active engagement with experience. It is what people do when they want to make sen
8、se of the world. It may involve an increase in skills, knowledge or understanding, a deepening of values or the capacity to reflect. Effective learning will lead to change, development and a desire to learn more.The learning cycle:One theory of learning suggests that the process by which people lear
9、n is through the learning cycle. There are four main elements of the cycle and it is important to note that a learning process can begin at any point. It is also important for us to be aware that to complete the learning process learners need to work all the way around the cycle.Concrete experiences
10、Observations and reflectionsTesting the implication of concepts in new situationsFormation of abstract concepts and generalizationLearning styleThere are four sessions in the learning style include activists, reflector, theorist，pragmatists. Learning styles refer to a range of competing and conteste
11、d theories that aim to account for differences in individuals learning. These theories propose that all people can be classified according to their style of learning, although the various theories present differing views on how the styles should be defined and categorized. A common concept is that i
12、ndividuals differ in how they learn.Activists: Although these people do not have learning experience, their learning style is modest, take action and consider the future impact. They are active learning.Reflectors: Their learning style is to observe the situation from different angles. They like to
13、collect data and think about any conclusions before. Theorists: They think the problem through step by step. They consider learning new knowledge through logical observation.Pragmatists: They acquire new knowledge by practice and practice. They take the initiative to acquire new ideas, theories and
14、techniques. They positively search out new ideas and take the first opportunity to experiment with applications. They tend to be impatient with ruminating and open-ended discussions.Training Session PlanTraining of conducting a selection interviewOverall objective: Interviewing people for people cus
15、tomer service rolesTraining Session Plan 1Subject1: Preparing for the interviewLength of Session: 40 minutesObjective: To establish a fair atmosphere and an efficient working environment.TimeTitleDurationMethodResources1:20pm-1:30 pmArrange a final interview environment.10 minutesTrainer lecturePens
16、; Handouts;Water1:30pm-1:40pmReady to use hardware and software facilities10minutesTrainer lecturePens; Handouts;Water; 1:40pm- 1:50pmList the questions in the interview10 minutesTrainer lecturePens; Handouts;Water; 1:50pm- 2:00pmDetermine the number of people who need to be interviewed.10 minutesTr
17、ainer lecturePens; Handouts;Water; Training Session Plan 2Subject2: Conducting an interview Length of Session: 40 minutesObjective: Ask questions about the participants, listen carefully to their answers, and record the key points.TimeTitleDurationMethodResources2:00pm-2:10pmQuestion10 minutesCase s
18、tudy PC; PPT; Projection; Desks;2:10pm-2:20pmListening10minutesCase studyPC; PPT; Projection; Desks; 2:20pm-2:40pmObserving 10minutesCase studyPC; PPT; Projection; Desks;Training Session Plan 3Subject 3: Advantages and disadvantages of the interviewLength of Session: 20 minutesObjective: By understa
19、nding the participants to understand the interview to choose what advantage and disadvantage.TimeTitleDurationMethodResources2:40pm-2:50pmAnalysis Advantage of interview10 minutesLectureMeeting room;Handouts;PC; PPT; Projection; 2:50pm-3:00pmAnalysis disadvantage of interview10 minutesLectureMeeting
20、 room;Handouts;PC; PPT; Projection;Training Session Plan 4Subject 4:Discrimination and how to avoid itLength of Session: 30 hoursObjective: Interviewers and participants should avoid the occurrence of discrimination.TimeTitleDurationMethodResources3:00pm-3:20pmTraining instructors tell the interview
21、er to avoid discrimination. The interviewer respects the interviewer.20 minutesLecturePPT; Projection; Desks; Recording pen; Conference room3:20pm-3:40pmThe interviewer ask questions.20 minutesLecturePPT; Projection; Desks; Recording pen; Conference room3:40pm-4:00pmTrainer summary20 minutesTrainerP
22、PT; Projection; Desks; Recording pen; Conference roomEvaluationEvaluation is a systematic determination of a subjects merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any ai
23、m, realizable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior
24、or existing initiatives, is to enable reflection and assist in the identification of future change.Level 1 Reaction: This level is assessed by the learners perception of the training course. In the case, AG Bell Ltd.s managers should observe how learners feel. This level can assess the course respon
25、se to company representatives.Level 2 Learning: The degree to which the participants in the training program got the knowledge and skills. In the case, the trainer of AG Bell Ltd.s can learn the skills of the trainees through the test. Level 3 Behavior: Training in the work of the training, the trai
26、ners with their training in what they have learned to carry out training. In this case, this level can assess AG Bell Ltd.s goals, which can assess financial progress.Level 4 Results: As a result of the training to what extent the results reflect the established objectives. In this case, it can meas
27、ure employee turnover and customer satisfaction. At the same time. The company can understand the companys advantages and disadvantages.Evaluation refers to the evaluation and demonstration of the program to determine whether or not to take. In the process of designing a training programmer, human r
28、esource managers should assess whether it is the goal of achieving the future.Costs of Preparing and Delivering for CourseList of appropriate cost (preparing part)Resource CostCost of buying relevant books 100Brochures 100Cost of Questionnaire 200Total cost 400List of appropriate cost(delivery part)
29、Resource CostComputer 900Interactive whiteboards 100Handout 100Pen 50Paper 50Questionnaires 50Conference Room 200PC 300Trainer 600Total cost 2350EvaluationEvaluation is a systematic determination of a subjects merit, worth and significance, using criteria governed by a set of standards. It can assis
30、t an organization, program, project or any other intervention or initiative to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has b
31、een completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.Level 1 Reaction: This level is assessed by the learners perception of the training course.Level 2 Learning:
32、The degree to which the participants in the training program got the knowledge and skills.Level 3 Behavior: Training in the work of the training, the trainers with their training in what they have learned to carry out training.Level 4 Results: As a result of the training to what extent the results r
33、eflect the established objectives.Evaluation refers to the evaluation and demonstration of the program to determine whether or not to take. In the process of designing a training programmer, human resource managers should assess whether it is the goal of achieving the future.ReferenceHallier, J. and Butts, S. (2000) Attempts to advance the role of training: process and context, Employee Relations, Vol. 22, No. 4, pp. 375-402.King, N. (1994), The qualitative research interview, in Cassell, G., Symon, G. (Eds), Qualitative Methods in Organisational Research, Sage Publications, London.
