模块化培训项目课程建构与应用

“让合适的员工参加合适的培训”,有助于提高员工培训的有效性、针对性.基于工作过程导向的模块课程理论,探讨了模块化培训项目课程的建构;通过介绍韶钢培训课程的开发与实践,阐述了建构模块化培训项目课程有利于组织有效的培训,实现员工和企业双赢的局面.     

浅谈企业员工的培训

企业员工培训是提高员工素质、提升企业竞争力及企业发展的需要，应充分认识员工培训的重要性，员工培训要有高素质的培训工作人员和先进实用的培训计划．可以采用送培研究生、举办培训班及系列科技讲座等多种形式．济钢结合企业实际对员工进行培训，提升了济钢的人才竞争优势。     

基于产学研结合的企业培训体系构建

宝钢集团广东韶关钢铁有限公司(以下简称"韶钢")以企业发展为导向,积极探索产学研结合的企业培训体系。以工程硕士培训班、博士后工作站科研项目团队等培训形式为载体,为企业创新和可持续发展培养了大批人才,在产学研结合的培训体系构建方面积累了一定的经验。     

适应企业发展需求 构建合理的人才结构

培养适应企业发展需求的技能人才,构建合理的技能人才结构,是企业培训部门的当务之急。要实现技术工人队伍的高素质,必须在提高员工专业知识和技能水平的基础上,同时提高其岗位技能、方法技能和学习技能,扩大员工“心智技能”发展空间,要实现高技能人才队伍的有效发展,必须以“重在技能、兼顾学历”的模式开展培训工作。     

韶钢青年人才培养实践

青年人才培养是企业之魂,创业之本.韶钢结合科研、技术、生产和人才现状的实际,制定并实施了师傅带徒弟方案.通过有效组织,严格考核,收到了良好效果,加快了青年人才的健康成长.     

试论工会在企业人才培养方面的几种模式

国家的进步需要人才,企业的发展也需要人才,只有企业具备雄厚的人才资源优势,才可以在激烈的竞争中立于不败之地.新时期的工会就担负着为企业培养高效人才的任务.文章主要论述了当前工会进行人才培养的三种模式:一、课堂面授培训;二、在线培训模式;三、企业教练模式.并简单分析了三种模式各自的特点及不足.     

针对企业需求探讨园林专业实用型人才的培养

从"蚁族"这个现实群体的出现入手,分析了当今高校园林专业学生的培养模式,通过调研了解企业对园林专业人才的需求,并探讨了如何改变传统的培养模式,使高校为企业和社会输出实用型人才.     

浅论如何加强事业单位员工的培训

事业要发展,企业要前进.人才是最主要的人力资源,有了人才,才能推动企业发展,一个单位的员工培训进修不是他个人技术服务水平提高的问题,而是单位的发展问题.单位要想生存、发展,就必须重视员工培训.如此可见,事业单位员工的培训越来越显示出其重要性来.     

关于新员工入职培训的思考

新员工培训是雕琢人才的关键一步,对新员工及时转换角色、尽快成长至关重要.企业愿景、企业精神、职业意识、价值观、意志力、规章制度等内容培训对引导新员工价值取向.激发新员工工作热情,规范新员工行为方式,调整新员工心智模式,有重要作用.     

构建学习型组织的培训模式与创新

随着科学技术的迅猛发展,以创造性人才为核心的智力资源成为各国企业竞争的焦点,培养和提高全员整体素质的员工培训理论出现新的发展趋势,而创建学习型组织的员工培训模式便成为响应学习时代要求的重要之举。文章通过对企业员工培训现状的分析,依据学习型组织理论及其与企业培训的关系,构建出学习型组织的员工培训模式,提出了学习型组织的培训模式创新的具体策略。     

A narrative and meta-analytic review of helping skills training: Time to revive a dormant area of inquiry.

The authors review previous narrative and meta-analytic reviews on the effectiveness of overall helping skills training programs. The authors then review narrative reviews and conduct a new meta-analysis of specific methods used to teach helping skills within these programs. Our meta-analysis found that, in the aggregate, training methods substantially outperformed no training conditions, and that effect sizes did not vary as a function of trainee educational level (graduate vs. undergraduate students) or the type of criterion measure (interview-based vs. analogue-based empathy measures). Direct comparison of the training methods revealed that modeling outperformed instruction and feedback, and multimethod outperformed single-method training. The authors critique the literature and suggest that the studies in the helping skills literature generally fail to meet contemporary methodological standards, thereby limiting the conclusions that can be drawn. The authors appeal for better research on helping skills training, especially as it is currently practiced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specificity effects in training and transfer of speeded responses.

In 3 experiments, participants, on signal, moved a cursor from a central position to 1 of 8 numerically labeled locations on the circumference of a clock face. Movements were controlled by a mouse in 1 of 4 conditions: vertical reversal, horizontal reversal, combined reversals, or normal (i.e., no reversals). Participants were trained in 1, 2, or 3 of these conditions and were tested 1 week later with either the same or a different condition. There were improvements across training and perfect retention across the delay. There was little or no transfer, however, even when training involved combined reversals or multiple conditions. These results illustrate severe specificity of training and are interpreted in terms of acquired inhibition of normal responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Telephone-based coping skills training for patients awaiting lung transplantation.

Impaired quality of life is associated with increased mortality in patients with advanced lung disease. Using a randomized controlled trial with allocation concealment and blinded outcome assessment at 2 tertiary care teaching hospitals, the authors randomly assigned 328 patients with end-stage lung disease awaiting lung transplantation to 12 weeks of telephone-based coping skills training (CST) or to usual medical care (UMC). Patients completed a battery of quality of life instruments and were followed for up to 3.4 years to assess all-cause mortality. Compared with UMC, CST produced lower scores on perceived stress, anxiety, depressive symptoms, and negative affect and improved scores on mental health functioning, optimism, vitality, and perceived social support. There were 29 deaths (9%) over a mean follow-up period of 1.1 year. Survival analyses revealed that there was no difference in survival between the 2 groups. The authors conclude that a telephone-based CST intervention can be effectively delivered to patients awaiting lung transplantation. Despite the severity of pulmonary disease in this patient population, significant improvements in quality of life, but not somatic measures or survival to transplant, were achieved. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of training between quickened and unquickened tracking systems.

Positive transfer of training was found to occur in switching from unquickened (knowledge of results delayed due to a loose display-control relationship) tracking system to a quickened (knowledge of results is instantaneous) tracking system, or in switching from a quickened to an unquickened system. Different amounts of training provided no difference in the extent of transfer, however, and transfer between the two systems was not complete. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

包钢巴润矿业分公司培训体系的创新与实践

文章主要介绍了巴润分公司培训体系的创新与实践,按照矿山企业存在的问题,分析问题、解决问题的思路对该现状进行分析,并提出了改进意见,为培训体系的创新提供了理论依据。     

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)     

Common Problems of Training.

Discusses the major points covered at the fifteenth International Congress of Psychology, held in Brussels July 28-August 3, 1957, in which the topic was "the theoretical and professional training of the psychologist." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historically grounding the practice of psychology: Implications for professional training.

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can training in a real-time strategy video game attenuate cognitive decline in older adults?

Declines in various cognitive abilities, particularly executive control functions, are observed in older adults. An important goal of cognitive training is to slow or reverse these age-related declines. However, opinion is divided in the literature regarding whether cognitive training can engender transfer to a variety of cognitive skills in older adults. In the current study, the authors trained older adults in a real-time strategy video game for 23.5 hr in an effort to improve their executive functions. A battery of cognitive tasks, including tasks of executive control and visuospatial skills, were assessed before, during, and after video-game training. The trainees improved significantly in the measures of game performance. They also improved significantly more than the control participants in executive control functions, such as task switching, working memory, visual short-term memory, and reasoning. Individual differences in changes in game performance were correlated with improvements in task switching. The study has implications for the enhancement of executive control processes of older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reconsidering assumptions: Half-time internships in their historical context.

The historical assumptions that have influenced internships in professional psychology need to be reconsidered to articulate what actually happens in current training programs and what the graduate students gain. Beginning with the historical and intellectual context, the authors discuss internship models and pedagogies along with competencies and the cultures of programs. The differing emphases on the production of science are seen as less important than stated in current regulations. Internship politics, prejudices, and economics are critically evaluated from various perspectives. The 5 current types of internships are described. Conclusions, implications, and practical next steps are offered with an emphasis on the development of innovative internship models, including half-time internships, which may better suit the needs of many current graduate students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)