Talent training plan

With the rapid development of society, people are more and more widely aware of the importance of people among the four resources of organizations: people, money, materials, and information. The people-oriented concept has gradually become deeply rooted in the hearts of the people. Thomas Peters, a well-known American management scholar, once said: The only real resource of an enterprise or enterprise is people, and management is to fully develop human resources to do a good job. ① Employees are the blood of the organization. They may make your career vigorous or make you inactive. Competition between different organizations has become a competition for talents, and people have reached a certain understanding of this. Alfred Sloan, the former general manager of General Motors, once said, take away my assets - but Please leave me the talent in my company. In five years, I will regain everything I took away. ② Competition for talents among organizations will inevitably lead to the repositioning of talents. The characteristics of science, technology, and professional knowledge mastered by people in modern society are the main symbols, and the talent classification method uses the shape of letters or symbols to symbolize its main characteristics. The theory of XTI-type talents is proposed. X-type talents who systematically master two professional knowledge and have obvious major intersections and interfaces are more favored by people. However, they are obviously not satisfied by traditional school education. Employees who need to go out of school continue to seek their own development through training. The low penetration rate of higher education in my country determines that talents generated from practice need to receive new training to make up for their own knowledge deficiencies. Society is developing rapidly, and the ever-changing organizational environment also requires objectively. Every member of society must receive training at all times so as not to fall behind the times. The competition of organizations is ultimately based on the competition of talents, and the competition that adapts to social development Talent comes from employees who live, learn and receive lifelong training. Recognizing the importance of training does not mean that you can do a good job in training, because the completion of training depends on the training plan. A good training program does not necessarily have a good training effect, but to have a good training effect, you must have a good training program. When we were studying human resources on-the-job graduate students, we spent a lot of time discussing and researching the important knowledge point of talent training. Generally speaking, there are the following explanations about training:

Training: refers to the planned training and training that organizations use to adapt to the needs of business and talent cultivation through tutoring, further education, inspections, etc., so that they can adapt to the new situation. The requirements are to constantly update knowledge, have strong work ability, be more qualified for the current job, and be able to hold more important positions in the future, and adapt to the profound changes in knowledge structure, technical structure, management structure and cadre structure that the new technological revolution will inevitably bring. change. ③

Training: refers to any activity that teaches employees the knowledge and skills required for work. It is any form of work-related education. ④

Training: refers to creating an environment in which employees can acquire or learn specific knowledge, skills, abilities and attitudes closely related to job requirements. ⑤

Training: refers to the process of teaching new employees or existing employees the basic skills they need to complete their jobs. ⑥

In short, modern training refers to the continuous improvement of employees' knowledge, skills, and attitudes through learning, so as to maximize the matching of employees' functions with current or expected positions and increase work performance.

After the 1990s, organizational training can be said to have been an independent development stage without a fixed model. If modern organizations want to truly do a good job in training and education, they must understand today’s training development trends and make training work in line with the times. Synchronously, the training development trends in today's world can be briefly summarized as the following points.

First, the comprehensive nature of employee training. The training objects range from leaders to ordinary employees. This comprehensive employee training greatly improves the overall quality level of the organization's employees and effectively promotes the development of the organization. At the same time, managers not only have the responsibility to demonstrate that learning should be aligned with strategic goals and achieve results, but also have the responsibility to guide, evaluate, and enhance the learning of those they manage. In addition, the training content includes production training, management training, operation training and other aspects of the organization.

Second, the lifelong nature of employee training. A little bit of knowledge acquired through formal school education alone cannot meet the challenges of society. Life-long education must be implemented to continuously supplement new knowledge, new technologies, and new business theories.

Third, diversity of employee training. That is, the scope of training has expanded from enterprises to the entire society, forming a huge and complete employee training network integrating schools, enterprises, and society. Training methods include training organized by enterprises, part-time training organized by social organizations, and various training courses run by universities for enterprises.

Fourth, employee training is planned. That is, the organization has incorporated employee training into the organization's development plan, and has an employee training department within the organization, which is responsible for planned and organized employee training and education.

Fifth, the state intervention in employee training. Some Western countries not only stipulate through legislation that it is the right and obligation of public officials to participate in on-the-job training, but also use legislation to raise training funds.

How to design employee training programs

(1) Training needs analysis

As the main body of market competition, organizations must be rational and adopt the perspective of economic man Looking at everything, human resource management requires talents first, so training talents has become extremely important.

The cost of training activities is not low in terms of cost, time and energy. Training involves taking certain risks. Therefore, it is necessary to conduct a needs analysis before conducting training, and guide the formulation of training plans based on the needs, and it must be targeted. You cannot train simply for the sake of training.

Training needs analysis needs to be conducted from multiple dimensions, including organizational, work, and personal aspects. First, conduct an organizational analysis. Organizational analysis refers to the identification of organization-wide training needs to ensure that training programs are consistent with the organization's overall goals and strategic requirements. According to the organization's operating plan and vision plan, predict what changes the organization may have in technology and organizational structure in the future, understand the capabilities of existing employees and speculate on what knowledge and skills will be needed in the future, thereby estimating which employees are needed in which areas. Conduct training and the time it takes for this training to be truly effective to estimate the length of the training lead time and avoid digging wells. Second, conduct a job analysis. Job analysis refers to the skills and abilities that employees must master to achieve ideal job performance. Finally, conduct a personal analysis. Personal analysis is to compare the current level of employees with the expected future skill requirements of employees to find out whether there is a gap between the two. Study the difference between the worker's own work behavior and the expected behavioral standards. When the work ability is high, training is required to improve the employee's ability to achieve consistency between the employee's position and function. Both positions and functions are variables. When the function improves, the position needs to be developed to make the two consistent; when the position exceeds the ability, training and functions need to be developed to make the two consistent. Since the target of training is employees, whether they can do a good job depends on many factors. Training is not a panacea, and training must pay attention to cost-benefit. Therefore, it depends on whether the training can promote the desired changes in employees' personal behaviors. If someone is hired whose skills do not meet the requirements or has a bad attitude, etc., the problem cannot be solved by training and no training is required. If the existing problems can be solved by training, employee training will be conducted and a specific training plan will be designed.

(2) Analysis of the components of the training plan

The training plan is the training objectives, training content, training instructors, trainees, training date and time, training venue and equipment, and training An organic combination of methods. Training needs analysis is a guide for training program design. A detailed training needs analysis will roughly outline the outline of the training program. Based on the previous training needs analysis, the following will conduct a detailed analysis of each component of the training program.

1. Setting of training goals

The setting of training goals depends on training needs analysis. In training needs analysis, we talked about organizational analysis, job analysis and personal analysis. Through analysis, We have made it clear that employees need to work in a certain position in the future. If they want to work in this position, there will be a certain gap between the functions of existing employees and their expected positions. Eliminating this gap is our training goal. Setting training goals will provide clear direction and a structure for the training program to follow. Only with the goal can we determine the training objects, content, time, teachers, methods and other specific contents, and after the training, the effect can be evaluated against this goal. The overall training goal is macroscopic and abstract. It needs to be continuously refined at different levels to make it concrete and operable. To achieve training goals, employees are required to master some knowledge and skills through training. That is, what do you want employees to know after passing the training? What do you hope your employees will be able to do after receiving training? What changes do you hope your employees will make after receiving training? These expectations are based on training needs analysis. Through needs analysis, we can understand the current situation of employees, know what knowledge and skills they have, what kind of job functions they have, and what kind of knowledge and skills employees need for enterprise development. If the anticipated role is greater than the existing functions, training will be required. Understand the gap between employees' existing functions and expected job requirements, that is, determine the training goals, refine and clarify the training goals, and then transform them into specific goals at each level. The more specific the goals, the more feasible they are. The more operable it is, the more conducive it is to the realization of the overall goal.

Training objectives are the navigation light for the implementation of the training program. With clear overall training goals and specific goals at each level, for the training instructor, the implementation of the teaching plan is determined and active teaching is carried out to achieve the purpose; for the trainees, only by knowing the purpose of learning can they avoid mistakes. Only by working multiple ways and working tirelessly towards the set goals can we achieve twice the result with half the effort. On the contrary, if the purpose is not clear, it will easily cause the instructor and trainees to deviate from the training expectations, resulting in a waste of manpower, material resources, time and energy, and improve Increases training costs, which may lead to training failure. Training objectives are organically combined with other factors of the training program. Only when the objectives are clear can it be possible to scientifically design other parts of the training program, making it possible to design a scientific training program.

2. Selection of training content

After clarifying the purpose of the training and the expected learning results, you need to determine the information that should be included in the training. Although the specific training content varies widely, generally speaking, training content includes three levels, namely knowledge training, skills training and quality training. Which level of training content should be selected should be based on the characteristics and training needs of each training content level. to choose.

Knowledge training, this is the first level in organizational training.

Employees only need to listen to a lecture or read a book to gain corresponding knowledge. In school education, most of what is gained is knowledge. Knowledge training is conducive to understanding concepts, enhancing the ability to adapt to new environments, and reducing obstacles and obstructions for companies to introduce new technologies, new equipment, and new processes. At the same time, if you want to systematically master a professional knowledge, you must carry out systematic knowledge training. If you want to become an X-type talent, knowledge training is a necessary way. Although knowledge training is simple and easy to implement, it is easy to forget. The organization only stays at the level of knowledge training, and poor results are foreseeable.

Skills training, this is the second level in organizational training. The so-called skills here refer to the operational ability to make certain things happen. Once a skill is learned, it is generally not easy to forget, such as cycling, swimming, etc. Recruiting new employees, adopting new equipment, and introducing new technologies inevitably require skills training, because abstract knowledge training cannot be immediately adapted to specific operations. No matter how excellent your employees are or how capable they are, generally speaking, It is impossible to operate well immediately without training.

Quality training is the highest level of organizational training. Quality here refers to whether an individual can think correctly. High-quality employees should have correct values, a positive attitude, good thinking habits, and high goals. Highly qualified employees may temporarily lack knowledge and skills. But he will learn knowledge and skills effectively and proactively to achieve his goals; while employees with low quality may not use them even if they have mastered the knowledge and skills.

The three levels of training content are introduced above. Which level of training content to choose is determined by the specific circumstances of different trainees. Generally speaking, managers prefer knowledge training and quality training, while general employees prefer knowledge training and skill training. It is ultimately determined by the difference between the trainee's function and the expected position.

3. Who will guide the training

Training resources can be divided into internal resources and external resources. Internal resources include the leadership of the organization and employees with special knowledge and skills; external resources refer to Professional trainers, schools, public seminars or academic lectures, etc. Among the many training resources, the choice of which resources will ultimately be determined by the training content and available resources.

Organizational leaders and employees with special knowledge and skills are important internal resources of the organization. Using internal resources can improve both trainees and trainers. The leader within the organization is a more suitable candidate. First, they have both professional knowledge and valuable work experience; second, they want their employees to succeed because it can demonstrate their own leadership skills; and finally, they are training their own employees, so they can definitely guarantee that the training is job-related. . Regardless of the training approach, the organization's leadership is an important internal training resource. Employees with special knowledge and skills can also guide training. When employees train employees, a team spirit is naturally formed in the organization due to frequent contact. Moreover, doing so also exercises the leadership skills of the training instructor.

When an organization's business is busy and there is no manpower available within the organization to design and implement employee training programs, external training resources are required. A person who does a good job may not necessarily train an employee who also does a good job, because teaching has its own laws, and most of the external training resources happen to be trainers who are familiar with adult learning theory. External training personnel can be tailored to the organization and can provide a newer perspective and a broader perspective than internal resources. However, external training resources also have their shortcomings. On the one hand, external personnel need to spend time and energy understanding the situation of the organization. and specific training needs, which will increase training costs; on the other hand, using external personnel for training, the leadership of the organization is not responsible for the specific training process and evades responsibility for the development of employees.

External resources and internal resources each have their own advantages and disadvantages, but in comparison, internal training resources are still recommended first. Only when the organization's business is really busy and cannot be separated from manpower, or the internal training resources really lack suitable candidates. External training resources can be selected only when necessary, but even so, it is best to use external resources in conjunction with internal resources.

4. Determine the trainees

According to the organization's training needs analysis, different needs determine different training contents, thereby generally determining different training objects, that is, trainees.

Pre-job training is to introduce the organization’s rules, regulations, culture, business and employees to new employees. When new employees come to the company and face a new environment, they do not know much about the history and culture of the organization. , do not understand the organization’s operating plan and long-term plan, do not understand the company’s policies, do not understand their job responsibilities, and are not familiar with their bosses, colleagues and subordinates. Therefore, new employees will be more or less nervous when entering the company. In order to To eliminate tension among new employees and enable them to quickly adapt to the environment, enterprises must conduct pre-job training in all aspects mentioned above. The trainees determined by the content of pre-job training can only be new employees of the organization. For old employees, these trainings are It is meaningless.

For employees who are about to be promoted, employees who are changing jobs, or employees who cannot adapt to their current positions, their functions are different from their existing positions or expected positions, and their positions are greater than their functions. , they need to be trained.

They can use on-the-job training or off-the-job training, and no matter which training method is adopted, it is based on knowledge training, skills training and quality training, and different contents of knowledge training, skills training and quality training determine different trainees. . After the specific training needs analysis, the specific training content will be determined based on the needs. Based on the needs analysis, it is also determined which employees lack which knowledge or skills. Those who are consistent with the training content and the lack of knowledge and skills are the trainees.

Although the training content determines the general trainees, it does not mean that these are the trainees. Whether the trainees are suitable for training should also be judged from the perspective of these general trainees. First of all, it depends on whether these people are interested in training. If they are not interested, it will not be easy for them to be trained, because there is no enthusiasm, and the effect will definitely not be very good. On the other hand, it depends on their personality characteristics. Some personalities are innate, even after training. If he can master the required knowledge and skills, but he is still not suitable for the job, then he needs to change his position rather than need training. After considering both the training content and the trainees, the trainees are finally determined.

5. Selection of training date

Selection of training date. It is obvious to train whenever you need it, but in fact, it is not easy to do this, but it often leads to some misunderstandings. The following approach is a misunderstanding. Many companies tend to provide training when the time is more convenient or the training cost is cheaper. For example, many companies are sure to schedule their training during the off-season to prevent production from being affected, but they do not know that their failure to train in time has resulted in a large number of defective products, waste products or other accidents, which is more costly. Another example is that some companies schedule their training at a time when training costs are cheaper. , and there is actually no need for training at this time, but I don’t know that retraining when training is needed will incur the cost of retraining. Employee training programs must be designed to ensure when training is needed. Normally, training is required when one of the following four situations occurs.

First, new employees join the organization. Most new employees must be familiar with the organization's work procedures and behavioral standards through training. Even if the new employees have excellent work skills when they enter the organization, they must also understand some differences in the organization's operations. Few employees have just entered the organization. You have all the skills the organization needs.

Second, employees are about to be promoted or rotated. Although employees have become old employees of the organization and are very familiar with the organization's rules and regulations, organizational culture and current job responsibilities, when they are promoted to new positions or rotated to new positions and engage in new work, new requirements will arise. Although employees perform very well in their original positions, they may not be fully prepared for the new position. In order to adapt to the new position, employees are required to be trained.

Third, due to changes in the environment, it is required to continuously train old employees. Continuous training of older employees is required for a variety of reasons. For example, when new equipment is introduced, old employees are required to be trained on new technologies; when new software is purchased, employees are required to learn how to install and use it. In order to adapt to changes in market demand, organizations are constantly adjusting their business strategies, and after each adjustment, employees need to be trained.

Fourth, meet the need for remediation. Because employees do not have the basic skills required for their jobs, training is required to remedy the situation. Remedial training must be carried out in the following two situations: first, due to labor market shortages or administrative intervention or other reasons, you have to recruit employees who do not meet the requirements; second, when the recruitment seems to be qualified, but Its performance in actual use is unsatisfactory.

When doing training needs analysis, determine what knowledge and skills need to be trained. Based on past experience, make a schedule for training on these knowledge and skills to see how much time it takes and how long it takes for the training to be truly effective. time, thereby inferring the length of the training lead time, and ultimately determining the training date based on when these knowledge and skills are needed and the lead time.

6. Selection of appropriate training methods

There are many ways to organize training, such as lecture method, demonstration method, case method, discussion method, audio-visual method, role-playing method, etc. Various training methods have their own advantages and disadvantages. In order to improve the quality of training and achieve the purpose of training, it is often necessary to combine various methods and use them flexibly. The following focuses on the analysis of three common methods: lecture method, demonstration method, and case method. In training You can choose one or multiple combinations according to the training method, training content, and training purpose.

(1) Lecture method

The lecture method means that the lecturer systematically imparts knowledge to the trainees through language expression, hoping that these trainees can remember the important concepts and specific concepts. Knowledge. The requirements for the lecture method when used in teaching are: ① The teaching content must be scientific, which is the primary condition to ensure the quality of teaching; ② The teaching must be systematic, clear and focused; ③ The language during teaching must be clear, vivid and accurate; ④ Necessary Use blackboard writing when writing.

Although the lecture method is the most widely used method in training, it has obvious advantages and many shortcomings. The advantages of the teaching method: ① It helps trainees to systematically accept new knowledge; ② It is easy to master and control the progress of learning; ③ It helps to deepen the understanding of difficult content; ④ It can educate and train many people at the same time.

Its disadvantages are: ① The teaching content is mandatory and trainees have no right to choose the learning content independently; ② The learning effect is easily affected by the level of the teacher's teaching; ③ It is just the teacher teaching without feedback; ④ The trainees cannot discuss among themselves, which is not conducive to promotion. Understand; ⑤The knowledge learned is not easy to be consolidated.

(2) Demonstration method

The demonstration method uses certain physical objects and teaching aids to enable trainees to understand how a certain thing is completed through on-the-spot demonstration. Demonstration method requirements: ① Prepare all utensils before the demonstration and put them neatly; ② Allow each trainee to see the demonstration object clearly; ③ After the demonstration, let each trainee have a try; ④ Check each trainee's Give immediate feedback on every try.

The demonstration method also has advantages and disadvantages when used in teaching. Its advantages are: ① It helps to stimulate the trainees' interest in learning; ② It can use multiple senses to combine seeing, listening, thinking and asking; ③ It is helpful to acquire perceptual knowledge and deepen the impression of the content learned. The disadvantages of the demonstration method are: ① The scope of application is limited, and not all content can be demonstrated; ② The demonstration device is inconvenient to move, which is not conducive to the change of teaching venues; ③ A certain amount of cost and energy are required to prepare before the demonstration.

(3) Case method:

A case refers to an objectively existing real situation described using certain audio-visual media, such as text, audio recording, video, etc. As a research tool, it has long been widely used in social science research work. Since the 1920s, Harvard Business School first used cases in management teaching, which is called case teaching method. There are three basic requirements for cases to be used in teaching: ① The content should be real, no fiction is allowed. In order to keep the names of relevant persons, units, and places secret, pseudonyms can be used, which is called concealment, but the basic plot must not be false. The relevant numbers can be enlarged or reduced by multiplying by a certain concealment coefficient, but the proportions cannot be changed; ② Should be used in teaching It contains certain management issues, otherwise there will be no value for learning and research; ③Teaching cases must have a clear teaching purpose, and their preparation and use serve certain established teaching purposes.

Case teaching is becoming more and more popular among people, but as a teaching method, it inevitably has its advantages and disadvantages. Advantages of the case method: ① It provides a systematic thinking model; ② During the learning process of case studies, other management-related knowledge and principles can be obtained through training; ③ As a simple method, it is conducive to making trainees Participate in solving practical problems of the enterprise. The shortcomings of the case method are: ① Each case serves an established teaching purpose, lacks universal applicability, and may not necessarily fit well with the training purpose; ② The number of cases is limited and cannot satisfy every problem. The needs of corresponding cases; ③ No matter how real the case is, it allows the trainee to consider it from the perspective of the client, so he does not have to bear any responsibility and cannot bear the various pressures like the client, and distortion is inevitable.

7. Selection of training venues and equipment

Training content and training methods determine the training venues and equipment. Training venues include classrooms, conference rooms, work sites, etc. If skills training is the content, the most suitable place is the work site, because the specificity of the training content requires the specificity of information transfer, and many work equipment cannot Advance to the classroom or conference room. Training equipment includes teaching materials, notebooks, pens, models, and some also require slide projectors, video cameras, etc. Different training content and training methods ultimately determine the training venue and equipment.

Employee training is an organic combination of training goals and expected results, training content, training instructors, trainees, training dates, training methods, training venues and equipment. Achieving goals and results is the fundamental purpose , and then each component will use it as the starting point. After weighing the pros and cons, making decisions, a system plan guided by the training objectives and results will be developed, instead of separate processing of each component and arbitrary combination. Although a systematic training program is not necessarily an effective training program, an effective training program must be a systematically considered training program.

(3) Evaluation and improvement of training plan

Start from training needs analysis to design training plan, from setting training objectives to selecting training methods and finally formulating a systematic training plan , this does not mean that the design of the training program has been completed, because any good training program must be a process of formulation → evaluation → modification → re-evaluation → modification... → implementation. Only continuous evaluation and modification can it be implemented. The training program is perfect. The evaluation of training programs is examined from three dimensions. Examine the training program from the perspective of itself and refine it into three indicators: 1. Content validity, to see whether the components of the training program are reasonable and systematic. From the perspective of the training program itself, analyze whether it is In line with the training needs analysis, whether all elements are coordinated before and after is the best choice; 2. Response validity, it depends on the trainee's reaction, whether the trainee is interested in this training, and whether it can meet the needs of the trainee. If not, find out Reasons; 3. Learning validity. Use this program to train and see whether the information imparted can be absorbed by the trainees. If not, you must consider various factors such as the teaching method and the trainees' learning characteristics to improve it.

Examine from the perspective of the trainee to see whether the change in the trainee's behavior before and after training is consistent with expectations. If it is not consistent, it should be considered whether the training effect is unsatisfactory or there is a lack of opportunities to apply the content learned in the training, or it is due to the influence of habits that the training The effect has not been shown yet and the investigation time needs to be extended. Finally, examine the actual effect of training, that is, analyze the cost-benefit ratio of training. The cost of training should include the cost of training needs analysis, the cost of designing the training plan, the cost of implementing the training plan, and the trainee's salary and benefits during the training period. The benefits of the training program include explicit benefits and implicit benefits. Explicit benefits refer to measurable gains such as increased output, reduction of scrap and defective products, savings in production methods using more raw materials, and reduction of production accidents. The benefits; implicit benefits refer to the generation of corporate team spirit, improvement of corporate image and other unquantifiable benefits.

If the cost is lower than the benefit, it proves that the solution is feasible. If the cost is higher than the benefit, it proves that the solution is bankrupt. You should find out the reasons for the failure and design a better solution.