Hrm(training and development)report
- 2. Training- is the acquisition of knowledge,skills and competencies as a result of teaching. Development- teaches how to become more productive and effective at work and at the company.
- 3. Literacy Training Interpersonal Skills Training Technology Training Diversity or Sensitivity Training
- 4. Literacy Training-is training for things like reading, writing and problem-solving skills. Once the crew learned how to read, write and understand the written word to solve problems, they were better able to communicate with passengers. There are several benefits to literacy training for employees. Employees will be more likely to: Meet company goals Perform job tasks Understand work processes Work in teams Make decisions Learn technology
- 5. Interpersonal Skills Training-is training on how to maintain positive relationships, communicate better, resolve conflicts and build trust. This training was offered to every member of the company. There are several benefits to interpersonal skills training for employees. Employees will be more likely to: Get along with each other Exchange positive communication Minimize conflict Influence others to be positive
- 6. Technology Training-is training on computer software and hardware offered to specific crew members depending on their position. There are several benefits to offering technological training to employees. Employees will be more likely to: Perform at higher standards Have more self-confidence Develop higher skill levels Perform many different tasks
- 7. Diversity Or Sensitivity Training-In a business there is always a mix of many different cultures. This sometimes causes arguments amongst the employee. Sometimes employee fight because of their differences. In order to maintain civility and avoid mutiny, the employees must find a way to get along.
- 8. The Four Skills for Management Success: Leadership skills Communication skills Performance management skills Decision making and planning skills
- 9. Focusing on the essential elements in providing strong and effective leadership to employees. Evaluating leadership styles; recognizing strengths and areas for development Developing a basis of trust and confidence with employees Understanding the keys to successful motivation Implementing effective delegation techniques Empowering employees to take on more responsibility Removing barriers to enable employees to succeed Organizing and coordinating employees’ activities effectively
- 10. Gives supervisors and managers the techniques required to communicate effectively, both up and down, within the organization. In this course, participants will learn that communication is the art of expressing ideas to create action. Handling criticism without becoming defensive Defusing tense or explosive situations Becoming a better communicator by being a better listener Communicating your perspective with clarity and power Avoiding words and phrases that cost credibility
- 11. The Keys to Successful Performance Management Enabling supervisors and managers to develop their skills to raise productivity, improve worker morale, retain good employees, and enhance the workplace environment Setting and communicating specific expectations Working with job descriptions and position statements Coaching employees to acquire or develop job skills and knowledge Counseling employees through difficult performance issues Monitoring employee productivity Preparing meaningful performance evaluations
- 12. Enabling supervisors and managers to more effectively plan and implement the steps necessary to achieve goals and improve processes Decision-making styles Group versus individual decision making Identify team, department and organizational needs and goals SWOT analysis at the department level Developing realistic goals that have positive results Establishing the priority of activities to maximize their impact Analyzing processes to determine their effectiveness Improving processes – methods to eliminate wasteful steps
- 13. Audit -the general definition is a planned and documented activity performed by qualified personnel to determine by investigation, examination, or evaluation of objective evidence, the adequacy and compliance with established procedures, or applicable documents, and the effectiveness of implementation. Auditing is defined as a systematic and independent examination of data, statements, records, operations and performances (financial or otherwise) of an enterprise for a stated purpose. Audit work should be carried out by Staff who are qualified to do so having the right combination of the necessary skills, training and experience. It is important that the AOG recruit and deploy Staff that are suitably qualified and in the right number to carry out audit tasks so that it will be done efficiently.
- 14. The AOG also has to ensure that there is a suitable pool of Staff and that there is cross training in the Office, where Staff work at different state entities and not only at one so that if a Staff resigns or is unable to continue in employment for whatever reason, there will not be avoid in the AOG and someone else can continue right away where that person left off. This can also apply for different Departments in the AOG.
- 15. Types of Audit
- 16. Financial Audit are more accurate,an audit of financial statements, is the verification of the financial statements of a legal entity, with a view to express an audit opinion. The audit opinion is intended to provide reasonable assurance, but not absolute assurance, that the financial statements are presented fairly, in all material respects, and/or give a true and fair view in accordance with the financial reporting framework.
- 17. A future-oriented, systematic, and independent evaluation of organizational activities. Financial data may be used, but the primary sources of evidence are the operational policies and achievements related to organizational objectives. Internal controls and efficiencies may be evaluated during this type of review
- 18. This is a combination of an operational audit, department review, and IS audit application controls review. This type of review allows for a very comprehensive examination of a functional operation within the University.
- 19. This is an audit that takes place as a result of a report of unusual or suspicious activity on the part of an individual or a department. It is usually focused on specific aspects of the work of a department or individual. Follow-up Audit
- 20. These are audits conducted approximately six months after an internal or external audit report has been issued. They are designed to evaluate corrective action that has been taken on the audit issues reported in the original report.
- 21. Start with a training needs assessment- This is a systematic process to determinewho needs to be trained,what they need training on , and how the training process will be supported and aligned with strategic objectives. Identify and communicate purpose, objectives, and outcome: These are identified based on the results of the training needs assessment and must be communicated to trainees in a clear and easy-to-understand way. When communication includes a message on how the training will be applied and what the expected outcomes are, motivation to learn increases.
- 22. Relevant content: To be effective, training must include content that is directly linked to trainee job experiences. This makes intuitive sense, but when ignored it can reduce the impact of training on performance to zero. Just think about the training sessions you’ve attended that have been unrelated to your daily work-life. Active demonstration: Trainers need to actively demonstrate the specific skills and processes included in the training. Conducting these live demonstrations provides trainees with a model of desired behavior and results in greater learning and transfer of training, regardless of the topic. For example, if the training is on interpersonal communications the trainer might demonstrate active listening skills through a role-play with a willing participant. For an engine-repair class, the trainer might bring an engine and demonstrate how to bore out the cylinders.
- 23. Opportunities for practice- Effective training programs include multiple opportunities for trainees to practice the skills they’ve learned during class- time. By building application exercises into the training workshops themselves, you provide trainees with a safe place to try new skills, where they can make mistakes and not worry about consequences. Regular feedback during training: Trainers also need to give feedback to employees while they are practicing their new skills. Feedback should be given both during practice and after exercises have been completed . It should also be directly related to how the trainee performed the task and never be focused on personal characteristics.
- 24. Post-training environment- After training it is important that employees are given opportunities to perform the skills they’ve learned. If the post-training environment does not support this, research has shown that training will have little to no impact on trainee performance and organizational utility; that is, little or no ROI.
- 25. A successful training needs analysis will identify those who need training and what kind of training is needed. It is counter- productive to offer training to individuals who do not need it or to offer the wrong kind of training. A Training Needs Analysis helps to put the training resources to good use.
- 26. Organizational Analysis- An analysis of the business needs or other reasons the training is desired. An analysis of the organization's strategies, goals, and objectives. What is the organization overall trying to accomplish? The important questions being answered by this analysis are who decided that training should be conducted, why a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other management interventions.
- 27. Analysis dealing with potential participants and instructors involved in the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what is their learning style, and who will conduct the training. Do the employees have required skills? Are there changes to policies, procedures, software, or equipment that require or necessitate training?
- 28. Analysis of the tasks being performed. This is an analysis of the job and the requirements for performing the work. Also known as a task analysis or job analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure that the training which is developed will include relevant links to the content of the job.
- 29. Are the employees performing up to the established standard? If performance is below expectations, can training help to improve this performance? Is there a Performance Gap?
- 30. Analysis of documents, laws, procedures used on the job. This analysis answers questions about what knowledge or information is used on this job. This information comes from manuals, documents, or regulations. It is important that the content of the training does not conflict or contradict job requirements. An experienced worker can assist (as a subject matter expert) in determining the appropriate content.
- 31. Analysis of whether training is the desired solution. Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in its usage.
- 32. Analysis of the return on investment (ROI) of training. Effective training results in a return of value to the organization that is greater than the initial investment to produce or administer the training.
- 33. Systems, Processes and Culture: Results Mindset Trainability Commitment
- 34. CEOs and the rest of the leadership team come in all different sizes, shapes, styles, and backgrounds. Those variations influence how people behave, hiring practices, motivation schemes, degrees of accountability, amount of focus there is, strength of culture, and so on. This will have a direct influence on the success or failure on training initiatives.
- 35. There must be a results mindset to training. While this seems obvious, it is common to find training programs that are done for the sake of training. Many organizations have not thought through the “why” of training and, the outcomes they are trying to achieve, and how in the short- or long-term they intend to affect the top and bottom line. All training should have a positive impact on your bottom line. In addition, companies should determine the proper allocation of their cost structure to training.
- 36. When an organization does not like employee performance the first response is to throw them into training. However, would you send an accountant to medical school? Typically the best accountants would not make great doctors as they possess and were born with different talents. Talents cannot be taught in a training class. We can teach people skills and knowledge, but if they lack the core talents for a role, they will still underperform in that role. Very often companies have not done the proper job in the hiring process, and rather than taking the proper steps to acquire appropriate personnel, they are hoping that training will make their problems go away.
- 37. Just because an organization made a decision to do training does not mean there is a commitment to that decision. Typically for an organization, training equals change. Companies use outside trainers to gain access to methods that are typically better than what currently exists inside the company. There is a belief that the current internal system is inadequate. However, the new ideas conflict with the traditional belief systems of many of the employees and even the executive team.