企业员工培训管理

对于企业来讲,人力资源开发战略与管理离不开培训体系的建立,建立良好的培训需求体系,才能使企业和员工更好地发展.建立与员工双赢的培训体系、职业发展体系已被很多的企业接受,也成为员工选择企业的重要条件.文章对我国企业目前的员工培训现状进行分析,阐述做好企业员工培训和培训工作发展对企业的影响及对策.     

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。     

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.     

企业员工培训应融入企业的经营管理中

企业员工的培训变得越来越重要，是因为培训能够为企业和员工带来种种益处；梅山公司的培训工作虽然取得很大成绩，但是培训工作要想满足企业的要求必须在项目开发、课程设置、师资队伍等方面不断改进和提高，以适应梅山公司生产经营飞速发展的需要。     

网络教学平台管理应用新探索

在企业培训信息化迅速发展的今天。怎样提高培训教师利用网络平台开展网络培训己成为许多大企业关注的重要问题。本文从企业所需的针对性和实用性的特点入手,结合公司的培训举措。讨论在培训中网络教学平台的应用效果,期望网络教学平台能在员工培训中提供一种新思路。     

企业如何做好新员工培训

根据企业的生产经营特点,介绍了做好新员工入职培训的方法与经验,帮助从事新员工培训工作的人员更好地开展工作.     

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.     

规避培训风险培养实用人才

员工培训是现代企业必不可少的投资活动,不仅有利于企业的经营管理和持续发展,也有利于员工职业生涯和潜能的开发.韶钢近年来的快速发展,低成本培养实用型人才是成功的关键要素之一.韶钢管理学院的培训决策、培训设计、培训实施、培训转化为企业实用型人才的培养探索出一条卓有成效培训之路.     

国有企业员工培训工作探讨

培训是企业的一项基础性、战略性的工作,是员工的权利,更是员工最大的福利,实践证明,员工培训是企业人力资源开发的一条重要途径,也是企业获取持续竞争力的源泉,搞好培训工作对企业和员工来说是双赢之举.本文通过对企业培训工作重要性的认识,结合工作实际,分析了发电企业在培训工作中存在的不足和问题,从转变观念、领导重视、培训工作要紧密结合工作实际、不断创新培训方法、重视培训基础工作等方面,对改进培训工作进行了探讨.     

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。     

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)     

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。     

A Personal Viewpoint on Training in Marital and Family Therapy.

In this article the author discusses some ideas about his philosophy of family therapy training, the place of the contextual approach in psychology, some of his experiences doing training in different settings, and some thoughts about national developments in family and marital therapy training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Devenir consultant: instrument autogéré de formation (Module d'apprentissage I et Dossier d'intervention II).

Reviews the book, Devenir consultant: instrument autogéré de formation (Module d'apprentissage I et Dossier d'intervention II by Robert Robert Lescarbeau, Maurice Rayette, and Yves St-Arnaud (1985). This book is a pedagogic tool intended to facilitate the consultation training. It is composed of two handbooks. The first, Modules of Training, constitute the basic text. The second, File of Intervention, are a collection of relevant instruments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

探索有效的培训方式,促进企业发展

通过培训达到提高职工队伍整体素质的目的,采用的培训形式有两种,一是因地制宜,立足企业内部力量进行培训;二是突出重点,"走出去,请进来",拓宽培训渠道.     

Riposte.

This refers to comments by Bergin et al. (American Psychologist, 1964, Vol. 19:845-846) criticizing the author's study, "Education for Psychotherapy," (1962) in which they impugn the accuracy of the data and the methodology. They argue that since, in their opinion, the data about Teachers College are inaccurate, all of the data must therefore be inaccurate. The author's survey compared training in psychotherapy in academic and nonacademic programs and under medical and nonmedical auspices. All of the data were derived from material sent by the training facility itself. Bergin et al. do make one valid point, and that is that a more comprehensive (and now more up-to-date) survey is now indicated, with the purpose of improving the quality of nonmedical training in psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicum training hours: Fact and fantasy.

Over the past five years, practicum experience has received increased attention as an important element in the sequence of training. Questions have arisen about the number of hours being counted and the activities occurring in practicum. This study examined the number of practicum hours accrued by comparing the actual number of direct service hours and total hours to an estimated length of time to complete those hours. Based on self-reports, it was estimated that graduate students spend between 2 and 7 years to accrue their practicum hours with 37.5 to 69.6% of that time in direct service. Implications for the profession, faculty, and students are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In favor of separation of academic and professional training.

"Academic or basic psychology and applied or professional psychology… have different goals and are appropriately judged by different criteria. Much confusion and pointless heat has resulted from judging applied activities by academic criteria and academic activities by applied criteria. Such confusion has been potentiated by failure to separate professional training from academic programs, a separation that would result in more efficient and competent training of both the professional and the basic research person. Rather than impoverishing psychology, separation of professional from academic training so that each group could focus sufficiently and in terms of its own criteria of excellence on its own goals should result in more rapid progress of both areas and a more productive, less conflictual, amount of cross-fertilization." (PsycINFO Database Record (c) 2010 APA, all rights reserved)