提高培训层次开发人力资源全面提高企业的整体素质

企业核心竞争力的提高是企业能够在激烈的市场竞争中站稳脚跟的关键,企业培训对提高核心竞争力尤为重要.核心竞争力的基础是人的素质,人的素质取决于学习力的高低.企业培训就是全面提高人的学习力的一种手段.人世后,我国企业面临国内和国际市场的竞争日益激烈,这种竞争是多方面的,也是多层次的,但最终都集中表现在人才的竞争上,表现在人力资源开发质量的竞争上,这就迫使所有的企业必须在人力资源开发的广度和深度上加大工作力度.传统的职工培训工作往往被看作是企业的一项成本支出,而现代"人力资本"学说认为,仅在生产中增加机械设备等物质投入的做法是不够的,在某种程度上,增加教育培训的投资来提高人的素质则效果更佳.这是发展生产的一种最有效、最合理和最简捷的投入,是一种高效、持久产生作用并能取得丰厚回报的投资行为.正确的行动首先来源于思想观念的转变,把职工培训提高到对人力资源开发的高度来认识,用全新的角度来思考、运作职工培训工作将大有裨益.     

员工培训是企业管理职能的第一要务

现代企业的竞争在某种意义上讲既是人才的竞争,又是企业教育培训的竞争.企业体制改革使得企业的竞争更加激烈,如何有效地开展职工教育培训管理工作,提高员工队伍的整体素质和核心竞争力成为企业应高度关注和着力解决的重要问题.为此本文结合当前企业职工教育培训管理工作进行了相关探讨.     

国内外知名企业教育培训典型案例评析及国际企业培训发展趋势探讨

在竞争空前激烈的知识经济时代,世界各国都将企业员工培训看作是企业竞争力的源泉.在员工培训上"百花齐放",体现了各自不同的特色.本文旨在通过评析摩托罗拉、西门子、松下、海尔等国内外知名企业的教育培训,来进一步探索国际企业教育的发展趋势.     

新时期员工培训管理形式的创新

通过对员工的培训,可以帮助其激发潜能、实现员工自身价值、增强员工对企业的责任感.而企业也可以提高整体素质、增强市场竞争力.本文主要围绕这个中心加以论述.     

基于战略视角开发人力资源培训

企业战略是一个动态的概念,它总是随着企业的成长与发展不断的调整和变化,企业能够适应环境,增强竞争力;而与每一发展阶段相对应的经营战略均有其显现或潜在的问题.培训需求的识别不仅要忠实地反映企业现行战略,而且应具有前瞻性,即通过培训预防或避免某些可能出现的问题,为企业战略的实现铺平道路,促进战略目标的最终实现.     

浅谈中小企业的员工培训

企业在市场中参与竞争的实质是企业员工品质、能力和心态的竞争.本文针对必须做好员工培训工作以提升中小企业竞争力这一因果关系入手,对中小企业员工培训的重要性、构建培训体系,确定培训方式、制定优化机制和培训师队伍的建立等进行了论述.     

如何提升企业核心竞争力

以海尔为例指出"以技术创新为核心"、"以信息为动力"、"以争创名牌为手段"、"以企业文化为后盾"是提升企业核心竞争力的重要渠道,同时说明了企业文化对于培育企业核心竞争力的重要性.     

高职教师培训模式的研究

教师的素质高低直接影响教学质量,教师的竞争力高低影响着学校的竞争力,关系到学校的生存.只有提高教师的素质和能力,才能培育出高质量的学生.本文对高职院校教师的培训进行研究;运用管理学理论和模型分析教师的培训模式,从而启发我们对高职教师培训的思路.     

突出培训教育 切实为企业搞好服务

培训是企业整体运行链条中最重要的一环。如何针对企业的发展和营销搞好职工培训是我们培训教育部门的中心任务。培训即是服务，服务对象即是本企业和全体员工。根据这一实际，如何搞好培训，打造企业核心竞争力，适应企业需求和发展，我们认为必须从以下几方面入手。     

创新培训理念提升职工素质

为应对企业发展对职工素质越来越高的要求,山钢集团莱钢运输部坚持"人人都是人才,人人需要培训"的育才理念,把不断提高职工素质做为职工培训的根本出发点,创新培训理念,多渠道全方位提升职工整体素质,有力提升了企业竞争力。     

实施培训创新提高员工专业技术素质

济钢燃气发电厂在对员工的培训过程中，实施了PDCA持续改进的闭环式培训全过程管理模式，在采取现代化培训手段的基础上．按需施教，结合员工自学，充分发挥主动参与、相互交流、经验共享的方法．以技术培训为重点，安全培训为支撑，各方面培训为辅助的全员全方位培训。提高了新员工的专业技术素质和团队精神．为燃气发电工程的正常运行提供了人力资源的支持。     

Clinical psychology specialist training in the Army.

In recent years, the problem of training the psychological worker who does not hold the doctorate has received considerable attention in the pages of the American Psychologist (3, 5). Owing to a shortage of clinicians with the PhD, the Army has utilized specialists, possessing limited but useful technical skills in clinical psychology, who work under the supervision of fully qualified psychologists. This paper is a report on the program conducted by the Army to train these specialists. It is offered as a contribution to the general discussion of subprofessional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Meta-Analytic Review of Behavior Modeling Training.

A meta-analysis of 117 studies evaluated the effects of behavior modeling training (BMT) on 6 training outcomes, across characteristics of training design. BMT effects were largest for learning outcomes, smaller for job behavior, and smaller still for results outcomes. Although BMT effects on declarative knowledge decayed over time, training effects on skills and job behavior remained stable or even increased. Skill development was greatest when learning points were used and presented as rule codes and when training time was longest. Transfer was greatest when mixed (negative and positive) models were presented, when practice included trainee-generated scenarios, when trainees were instructed to set goals, when trainees' superiors were also trained, and when rewards and sanctions were instituted in trainees' work environments. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Internship Training: Do Models Really Matter?

During the past 50 years, a number of models of training (scientist-practitioner, practitioner-scholar, clinical scientist) have been developed. This study examined how these models are conceptualized and implemented at internship and postdoctoral training programs. Surveying 248 internship programs (42% response rate), the authors found that the model name (i.e., scientist-practitioner) was not related to how programs were conceptualized or how their training was implemented, raising questions about accreditation requirements. Implications for training sites and the American Psychological Association Committee on Accreditation are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of video-based therapy preparation targeting experiential acceptance or the therapeutic alliance.

Preparation for psychotherapy may enhance the psychotherapeutic process, reduce drop-outs, and improve outcomes, but the effective mechanisms of such preparation are poorly understood. Previous studies have rarely targeted specific processes that are associated with positive therapy outcomes. This randomized experiment compared the effects of preparatory videos that targeted either the Therapeutic Alliance, Experiential Acceptance, or a Control video on early therapeutic process variables in 105 patients seen in individual therapy. Participants watched the videos just before their first therapy session. No significant differences were found between the Alliance and Experiential Acceptance videos on patient recommendations, immediate affective reactions, or working alliance and attrition after the first session. However, the Therapeutic Alliance video produced an immediate increase in negative mood relative to the Control video, whereas the Experiential acceptance video produced a slight increase in positive mood relative to the Alliance video. Surprisingly, patients who viewed the Alliance video were rated significantly lower than the control group on therapist-rated alliance after the first session. These findings suggest there may be specific process effects in the early phase of treatment based on the type of pretraining material used, and also indicate that video-based pretraining efforts could be counterproductive. Furthermore, this research contributes to the literature by providing insights into methodological considerations for future work on the use of technology in psychotherapy and challenges associated with preparing people for successful psychotherapy. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Introduction to the special section on cognitive training in later adulthood.

This article introduces the special section on cognitive training in later adulthood. The section focuses on the topics of cognitive training studies, training improvements, and cognitive research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Committee on Subdoctoral Education. The training of technical workers in psychology at the subdoctoral level.

After having considered many previous statements and reports concerning the training of psychological workers at the subdoctoral level "… the committee's best collective judgment on certain issues" is made explicit in several statements. Among these are: "A. Professional training in psychology at the subdoctoral level is desirable… . B. Appropriate distinctions as to role and title should be made between the subdoctorally trained psychological worker and the doctorally trained psychologist." Eight recommendations are made concerning subdoctoral training. Implications and expected orientations of the recommendations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Clinical psychology training in Canada: Its development, current status, and the prospects for accreditation": Response to Conway.

Comments on J. B. Conway's (see record 1985-10567-001) history of clinical psychology in Canada. The discussion focuses on the sources of support for and opposition to the establishment of applied psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring the contribution of supervisors to intervention outcomes.

Supervision has been identified as perhaps the most important mechanism for developing competencies in therapists in training. However, there is scant research on the effect of supervisors on client outcome. Moreover, in a relatively recent review of the existing literature, significant methodological concerns were raised that attenuate the interpretability of the existing reported findings. The current study therefore sought to address such methodological concerns. Crosstabulation of supervisors by client outcome categories (i.e., recovered, reliably improved, no reliable change, deteriorated) indicated that supervisors are significantly related to client outcome, generating a moderate effect. Training programs are therefore encouraged to routinely track client outcomes as an objective indicator of quality supervision. Additional implications for training programs and suggestions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing the transfer of computer-assisted training proficiency in geographically distributed teams.

The authors examined factors that determine whether knowledge gained from computer-assisted (i.e., technology-based) team training in a geographically distributed team (GDT) context transfers to organizational results. They examined the moderating effects of team trust, technology support, and leader experience on the relation between teams' average individual training proficiency on a computer-assisted (i.e., CD-ROM-based) training program and team performance as assessed by team customer satisfaction ratings. Using data collected from 40 GDTs in a high-technology company, the authors found that the relation between teams' average training proficiency and team performance was complex and moderated by several factors. In particular, teams' average training proficiency had a positive association with customer satisfaction when GDTs were higher, rather than lower, in both trust and technology support and when team leaders had longer, rather than shorter, levels of tenure with their specific team. (PsycINFO Database Record (c) 2010 APA, all rights reserved)