[知识]柯克帕特里克四层评估模型

[知识]柯克帕特里克四层评估模型 You've arrived at a page of the businessballs free online training site. Click here for free online tools, tips, diagrams, materials and a full menu. kirkpatrick's learning and training evaluation theory Donald L Kirkpatrick's training evaluation model - the four levels of learning evaluation also below - HRD performance evaluation guide Donald L Kirkpatrick first published his ideas way back in 1959, in a series of articles in the US Training and Development Journal. the articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (1975), published by the American Society for Training and Development (ASTD), with whom Kirkpatrick still maintains (as at 2005) close connections, having previously served as president. Donald Kirkpatrick has written several other significant books about training and evaluation, and has consulted with some of the world's largest corporations. Kirkpatrick's book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities. The four levels of training evaluation model was later redefined and updated in Kirkpatrick's 1998 book, called 'Evaluating Training Programs: The Four Levels'. The four levels of Kirkpatrick's evaluation model essentially measure: , reaction of student - what they thought and felt about the training , learning - the resulting increase in knowledge or capability , behaviour - extent of behaviour and capability improvement and implementation/application , results - the effects on the business or environment resulting from the trainee's performance All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4. Quick Training Evaluation and Feedback Form, based on Kirkpatrick's Learning Evaluation Model - (Excel file) kirkpatrick's four levels of training evaluation This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this one, is the same thing with more detail. evalua tion evaluation examples of type description levevaluation relevance and (what and el tools and practicability is characteristimethods measucs red) , reacti, eg., on 'happy evaluasheets', tion is feedba, quick how ck and very the forms easy to delega, also obtain tes verbal , not reactiofelt 1 reactioexpensivn about n, e to the post-trgather or traininaining to g or surveys analyse learnior ng questioexperinnaires ence , typicall , learniy ng assess evaluaments , relatively tion is or tests simple to the before set up; measurand clear-cut ement after for learninof the the quantifia2 g increatraining ble skills se in , intervie, less easy knowlw or for edge - observcomplex before ation learning and can after also be used , behavi, observ, measurebehavi3 our ation ment of our evaluaand behaviou tion is intervier change the w over typically extent time requires of are cooperatapplierequireion and d d to skill of learniassess line-manng changeagers back , on the relevan job - ce of implemchange entatio, and n sustain ability of change , measur es are already , result, individua in place s lly not evaluavia difficult; tion is normal unlike managthe whole effect ement organisa resultson the systemtion 4 s and busine, process reportiss or must environg - the attributinnment challeng clear by the ge is to accountatrainee relate bilities to the trainee kirkpatrick's four levels of training evaluation in detail This grid illustrates the Kirkpatrick's structure detail, and particularly the modern-day interpretation of the Kirkpatrick learning evaluation model, usage, implications, and examples of tools and methods. This diagram is the same format as the one above but with more detail and explanation: evalua tion evaluation examples of type description relevance levevaluation (what and and el tools and is characteristpracticability methods measuics red) , reacti, typically , can be on 'happy done evalusheets' immedi ation ately , feedback is how forms the the based on training delegends subjectiv ates e , very felt, personal easy to and obtain reaction their reaction reactito the 1 on persotraining feedbac nal experienck reactie , feedbac ons to , verbal k is not the reaction expensi trainiwhich ve to ng or can be gather learninoted or to ng and analyse experanalysed for ience, , post-traingroups for ing , importaexampsurveys nt to le: know or , did the that questionn traineepeople aires s like , online were and evaluationot enjoy n or upset or the grading disappoitraininby nted g? delegates , importa , did , subsequent that they nt verbal people considor written give a er the reports positive trainingiven by impressig delegates on relevato when nt? 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is famousl possible , did the y and easy trainee difficult experion a to ence group assess scale what , cost was , reliable, escalateintendclear s if scoring ed for systems and them are to measurepoorly experiments designeence? need to d, which be increase, what is the establishs work ed, so as extent required to limit of to advanthe risk of measurcemeninconsiste and ent t or analyse assessmechang e in nt the , hard-cop traineey, s after electronic the , online traininor g, in interview the style directiassessme on or nts are all area possible that was intend ed? , behav, observati, measuriour on and ement evaluinterview of ation over time behaviois the are ur extent required change to to assess is less which change, easy to the relevance quantify traineeof and s change, interpreapplieand t than behavi3 d the sustainabreaction our learniility of and ng change learning and evaluati, arbitrary changon snapshot ed assessme, simple their nts are quick behavnot responsiour, reliable e and because systems this people unlikely can be change in to be immeddifferent adequat iately e ways at and , cooperadifferent severation and times l , assessmeskill of monthnts need observes after to be rs, the subtle typically traininand line-mag, ongoing, nagers, depenand then are ding transferreimportaon the d to a nt situatisuitable factors, on: analysis and , did the tool difficult trainee, assessmeto s put nts need control their to be , managelearnindesigned ment g into to reduce and effect subjectivanalysis when e of back judgemeongoing on the nt of the subtle job? observer assessm , were or ents are interviewdifficult, the relevaer, which and nt is a virtually skills variable impossiand factor ble knowlthat can without edge affect a used reliability well-des and igned , was there consistensystem noticecy of from able measurethe and ments beginnimeasu, the ng opinion of rable , evaluati the changon of e in trainee, implemthe which is a entation activitrelevant and y and indicator, applicatiperforis also on is an mance subjectivextremeof the e and ly traineeunreliableimportas when , and so nt back in needs to assessmtheir be ent - roles? measurethere is , was d in a little the consistenpoint in changt defined a good e in way reaction behavi, 360-degrand our ee good and feedback increase new is useful in level method capabilitof and need y if knowlnot be nothing edge used changes sustaibefore back in ned? training, the job, because therefor, would the respondee trainee nts can evaluatibe make a on in able to judgemethis transfent as to area is r their change vital, learninafter albeit g to training, challenganotheand this ing r can be , behaviopersonanalysed ur ? for change , is the groups of evaluatitrainee respondeon is aware nts and possible of trainees given their , assessmegood changnts can support e in be and behavidesigned involveour, around ment knowlrelevant from edge, performaline skill nce managelevel? scenariosrs or , and trainees specific , so it is key helpful performato nce involve indicators them or criteria from , online the and start, electronic and to assessmeidentify nts are benefits more for difficult them, to which incorporalinks to te - the level assessme4 nts tend evaluati to be on more below successfu l when integrate d within existing manage ment and coaching protocols , self-asses sment can be useful, using carefully designed criteria and measure ments , result, it is , individus possible ally, evaluthat results ation many of evaluatiis the these on is not effect measures particulon are arly the already in difficult; businplace via across ess or normal an envirmanageentire onmement organisnt systems ation it resultiand become resultsng reporting s very 4 from , the much the challenge more is to improvchalleng identify ed ing, not perforwhich least mance and how because of the relate to of the trainee to the reliance - it is trainee's on the input and line-ma influence acid nagemetest , therefore nt, and , measuit is the res important frequenwould to cy and typicallscale of identify y be changinand busineagree g ss or accountastructurorganibility and es, sationrelevance responsial key with the bilities perfortrainee at and mance the start roles, indicatof the which ors, training, complicsuch so they ates the as: understaprocess , volumnd what of es, is to be attributivalues, measureng clear percend accounttages, , this ability timescprocess , also, ales, overlays external return normal factors on good greatly investmanageaffect ment, ment organisand practice - ational other it simply and needs businesquantif iable linking to s aspectthe performs of training ance, organiinput which sation, failure to cloud al link to the true perfortraining cause of manceinput good or , for type and poor instantiming results ce; will numbegreatly rs of reduce the ease compl by which aints, staff results turnovcan be er, attributed attritioto the n, training failure, for senior s, people wastaparticular ge, ly, annual non-coappraisal mplians and ce, ongoing quality agreeme ratingsnt of key , business achievobjective ement s are of integral to standa rds measurin and g accredbusiness itationresults s, derived growtfrom h, training retenti on, etc. Since Kirkpatrick established his original model, other theorists (for example Jack Phillips), and indeed Kirkpatrick himself, have referred to a possible fifth level, namely ROI (Return On Investment). In my view ROI can easily be included in Kirkpatrick's original fourth level 'Results'. The inclusion and relevance of a fifth level is therefore arguably only relevant if the assessment of Return On Investment might otherwise be ignored or forgotten when referring simply to the 'Results' level. Learning evaluation is a widely researched area. This is understandable since the subject is fundamental to the existence and performance of education around the world, not least universities, which of course contain most of the researchers and writers. While Kirkpatrick's model is not the only one of its type, for most industrial and commercial applications it suffices; indeed most organisations would be absolutely thrilled if their training and learning evaluation, and thereby their ongoing people-development, were planned and managed according to Kirkpatrick's model. For reference, should you be keen to look at more ideas, there are many to choose from... , Jack Phillips' Five Level ROI Model , Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product) , Robert Stake's Responsive Evaluation Model , Robert Stake's Congruence-Contingency Model , Kaufman's Five Levels of Evaluation , CIRO (Context, Input, Reaction, Outcome) , PERT (Program Evaluation and Review Technique) , Alkins' UCLA Model , Michael Scriven's Goal-Free Evaluation Approach , Provus's Discrepancy Model , Eisner's Connoisseurship Evaluation Models , Illuminative Evaluation Model , Portraiture Model , and also the American Evaluation Association Also look at Leslie Rae's excellent Training Evaluation and tools available on this site, which, given Leslie's experience and knowledge, will save you the job of researching and designing your own tools. evaluation of HRD function performance If you are responsible for HR functions and services to internal and/or external customers, you might find it useful to go beyond Kirkpatrick's evaluation of training and learning, and to evaluate also satisfaction among staff/customers with HR department's overall performance. The parameters for such an evaluation ultimately depend on what your HR function is responsible for - in other words, evaluate according to expectations. Like anything else, evaluating customer satisfaction must first begin with a clear appreciation of (internal) customers' expectations. Expectations - agreed, stated, published or otherwise - provide the basis for evaluating all types of customer satisfaction. If people have expectations which go beyond HR department's stated and actual responsibilities, then the matter must be pursued because it will almost certainly offer an opportunity to add value to HR's activities, and to add value and competitive advantage to your organisation as a whole. In this fast changing world, HR is increasingly the department which is most likely to see and respond to new opportunities for the support and development of the your people - so respond, understand, and do what you can to meet new demands when you see them. If you are keen to know how well HR department is meeting people's expectations, a questionnaire, and/or some group discussions will shed light on the situation. Here are some example questions. Effectively you should be asking people to say how well HR or HRD department has done the following: , helped me to identify, understand, identify and prioritise my personal development needs and wishes, in terms of: skills, knowledge, experience and attitude (or personal well-being, or emotional maturity, or mood, or mind-set, or any other suitable term meaning mental approach, which people will respond to) , helped me to understand my own preferred learning style and learning methods for acquiring new skills, knowledge and attitudinal capabilities , helped me to identify and obtain effective learning and development that suits my preferred style and circumstances , helped me to measure my development, and for the measurement to be clear to my boss and others in the organisation who should know about my capabilities , provided tools and systems to encourage and facilitate my personal development , and particularly helped to optimise the relationship between me and my boss relating to assisting my own personal development and well-being , provided a working environment that protects me from discrimination and harassment of any sort , provided the opportunity for me to voice my grievances if I have any, (in private, to a suitably trained person in the company whom I trust) and then if I so wish for proper consideration and response to be given to them by the company , provided the opportunity for me to receive counselling and advice in the event that I need private and supportive help of this type, again from a suitably trained person in the company whom I trust , ensured that disciplinary processes are clear and fair, and include the right of appeal , ensured that recruitment and promotion of staff are managed fairly and transparently , ensuring that systems and activities exist to keep all staff informed of company plans, performance, etc., (as normally included in a Team Briefing system) , (if you dare...) ensuring that people are paid and rewarded fairly in relation to other company employees, and separately, paid and rewarded fairly when compared to market norms (your CEO will not like this question, but if you have a problem in this area it's best to know about it...) , (and for managers) helped me to ensure the development needs of my staff are identified and supported This is not an exhaustive list - just some examples. Many of the examples contain elements which should under typical large company circumstances be broken down to create more and smaller questions about more specific aspects of HR support and services. If you work in HR, or run an HR department, and consider that some of these issues and expectations fall outside your remit, then consider who else is responsible for them. I repeat, in this fast changing world, HR is increasingly the department which is most likely to see and respond to new opportunities for the support and development of the your people - so respond, understand, and do what you can to meet new demands when you see them. In doing so you will add value to your people and your organisation - and your department. See also: Howard Gardner and multiple intelligences theories Bloom's Taxonomy of Learning Domains 360 degree appraisals tips employment termination, dismissal, redundancy, letters templates and style exit interviews, questions examples, tips grievance procedures letters samples for employees group selection recruitment method induction training checklist, template and tips job interviews - tips, techniques, questions, answers job descriptions, writing templates and examples performance appraisals - process and appraisals form template team briefing process training evaluation processes training and developing people - how to and lots more on the main businessballs website if you are not already there The use of this material is free provided copyright (Donald Kirkpatrick's Learning Evaluation model; review, remaining material, design and code Alan Chapman 1995-2006) is acknowledged and reference or link is made to the www.businessballs.com website. This material may not be sold, or published in any form. Disclaimer: Reliance on information, material, advice, or other linked or recommended resources, received from Alan Chapman, shall be at your sole risk, and Alan Chapman assumes no responsibility for any errors, omissions, or damages arising. Users of this website are encouraged to confirm information received with other sources, and to seek local qualified advice if embarking on any actions that could carry personal or organisational liabilities. Managing people and relationships are sensitive activities; the free material and advice available via this website do not provide all necessary safeguards and checks. Please retain this notice on all copies. ? Donald Kirkpatrick's Learning Evaluation model; review, remaining material, design and code Alan Chapman 1995-2006 柯克 评价 LEC评价法下载LEC评价法下载评价量规免费下载学院评价表文档下载学院评价表文档下载 理论学习和培训 拉姆斯公升柯克训练评估模型的四个层次的学习评 价 也低于人力绩效评估指南 唐纳德首次发表他的想法左旋柯克早在1959年,在系列文章,在美国训练与发展 杂志. 其后条款列入柯克图书培训考核(1975年),美国出版的<训练与发展协会 (astd)与之柯克帕特里克仍保持密切联系(截至2005年),曾任总统. 拉姆斯柯克 写的书,其他几个重要的训练与考核,并征询一些世界上最大的公司. 柯克考核培训图书出版思路确定自己原来1959,从而进一步提高他们使他的理 论可以说已成为流行最广泛采用的模式和评估训练与学习. 柯克四个层次模型 现已成为全国行业 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 和人力资源培训社区. 四个层次的培训和更新,重新评估 模型后来在柯克1998书所谓'培训考核:四个层次'. 柯克帕特里克四个层面评估模式基本上措施: , 反应的学生怎么想、感受训练 , 学习知识或能力随之增加 , 行为程度提高行为能力和执行/应用 , 成果对经商环境造成学员的表现 所有这些措施都是推荐全力组织学习和有意义的评估,虽然应用广泛增加复杂性 和成本通常是通过一级,一级1-4. 培训形式评价和反馈快,根据柯克学习评价模型(Excel文件) 柯克评价四个层次培训 这说明网格的基本结构柯克帕特里克一瞥. 二格,底下这一块是一回事更多细节. 评价 级型(什评估工具和方法相关性和实用描述和评价特点 别 么是范例 性 衡量) , 例如.'快, 很容易, 与会的反乐片',反得到快应是如何馈表 速 一评价训练, 还口头反反应 , 不算贵月 或学习经应、培训搜集或验的感受 后的问卷分析 调查,还是 , 相对简 , 一般评估单设置; , 学习评价或测试训鲜明的 是衡量增练前后 量化技二学习 长知识前巧 , 也可以采月 后 用访谈或, 不容易 观察 学习复 杂 三, 行为评价, 观察与评, 计量行行为 月 是应用程估面试时为改变 度的学习间须改变,通常需 回到工作相关变革要合作 落实 和可持续和技术 性转变 线经理 , 通过正常, 个别并 的措施已不困难; , 结果评价经到位的不像整 是对学员 管理制度 档案管理制度下载食品安全管理制度下载三类维修管理制度下载财务管理制度免费下载安全设施管理制度下载 个组织 四结果 的经商环和报告-面, 要明确月 境 临的挑战责任归 是关系到咎于进 实习生 程 柯克详细评价四个层次培训 这说明电网柯克结构细节,尤其现代诠释柯克帕特里克学习评价模型,用法含义及 实例工具和方法. 这是图一以上为相同的格式更详细的解释,但: 评价 型 级(什评估工具和方法相关性和实用描述和评价特点 别 么是范例 性 衡 量) , 与会代表, 典型的快, 马上可 认为是如乐片' 以做的 何评价反, 基于个人训练结一反应 应、个人主观形式束 月 反馈反应反应训练, 很容易 训练的经或学习经得到反 验,例如: 验 馈反应 , 当时学员, 言语反应, 收集反 训练一可说和分馈并不 样,享受? 析 昂贵或, 何曾考虑, 培训后的群体分 相关培问卷调查,析 训? 还是 , 没有人, 它是利用, 在线等级知道重 好自己的评价或代要底价 时间? 表 或失望 , 他们喜欢, 随后口头, 重要的 的场地,或书面报是,人们 风格、时告,获得与的印象 机、女佣会经理人是正面 等? 的饭碗回 的经验,, 参与程度 当他们, 安逸经验 与其他, 一级必须人可能 作出最大决定是 努力的学否经验 习 同一 , 自觉学习 的实用性 和应用潜 力 , 学习评价, 一般评估, 设置相 是衡量增或测试训对简单, 加知识或练前后 但更需 智力能力要思考, 面试或可 的学习经用于观测和投资 验,从以虽然是前比反应 前到以后费时可评价 二后: 以不一致 , 很强的学习 月 , 学员学习, 评估方式针对性 什么打算需要加以和鲜明 做什么来密切相关的某些 教导? 的学习目技术技, 当时学员标 能培训 经验让他, 测量和分等量化 们体验什析可能容或 么打算? 易一批规, 不容易 , 什么程度模 学等较提高或改, 可靠、清为复杂变学员经晰、测量得的态度,培训、该分需要建即以言方向或地立,借以限词难以区的用制风险评评估 意? 估不一致 , 如果制 , 硬拷贝、电度设计 子、风评都不当成 在网上或本升高, 播出访谈 增加工 作必须 测量和 分析 , 在多大程, 观察与评, 计量行度上是行估面试时为改变为评价学间须改变,是难以员的学习相关变革量化评和运用改和可持续价、解释变自己的性转变 和学习行为,这过的反, 快照任意 可以立刻变动评估应 和几个月不可靠,因, 简单快的训练为人们以速反应后,视情不同的方系统未况: 式在不同必有充 三, 当时学员时期 分 行为 学以致用月 , 须含蓄而, 观察家赛前当回正在进行合作和事? 评估,然后技巧,通 再转到合常线经, 有相关的 适的分析理,都是技术和知 识用于 工具 重要因 , 有明显变, 须评估旨素,而难化的活在减少主以控制 动,并衡观判断或, 管理与量学员表观察员访评估分 析正在现在民国谈这是一 进行微演什么角个可以影 色? 响可变因妙难,几 , 为行为改乎不可素可靠性 变、新的能在没和一致性 知识水平测量 有良好持续? , 学员认为,的 制度 关于办公室下班关闭电源制度矿山事故隐患举报和奖励制度制度下载人事管理制度doc盘点制度下载 , 学员将学这是一个设计,从习才能转有关指标,一开始 让给他也是主观, 实施评人? 和可靠,所价和应 , 学员认识以需要加用,是一到自己是以衡量的个极为行为的改一贯方式重要的变、知识、界定 评估点技能水, 360度反毫无反平? 馈是必要应良好 和有益的如果没 方法,不得有良好 使用前训的增长 练、因为受能力,改 访者能作变回来 判断,改变工作,所 后的培训,以在这 这可以分方面的 析受访群评价是 体及学员 至关重 , 围绕相关要的,尽 的评估可管挑战 以设计表, 行为改 现了2016变可能 年和具体给予很 指标或标好的评 准 价是由 , 网上电子各级管 评估将更理人员 难-评估时的支持 往往是比和参与 较成功的或受训 现有综合这样有 管理和教利于让 练议定书 他们从 , 自我评估一开始, 可以非常并确定 有用,使用他们的 精心设计福利,连的标准和接到4测量 级以下 的评价 , 它可能是 许多这些, 结果评价, 个体、评措施已经是对经商价结果到位通过环境因表并不是正常管理现改善学特别困制度和报员-这是难;横跨告 一个严峻整个组, 目前的挑的考验 织变得战是,如何, 通常企业更为严找出其中或组织措峻不仅涉及到学施主要性仅是因员的投入能指标,为依赖和影响 如: 线管理、, 因此,我们, 册,价值,频率、规必须找出比率,时模结构并同意责间尺度,转变、职四任制和相投资回报结果 责和作月 关的培训和其他组用,而复学员在开织可以量杂的过始,所以要化方面的程交代了解什么表现,例清楚分是测量 如;号码数 , 这个过程申诉,员, 同时,外正常重叠工流动部因素好的管理率、减员、影响极方式,它只失败、流大的组是需要连失、不符织和经接到训练合质量等营成果,投入 级、标准真正原, 不连接型、和认证实因云好投入训练现增长,坏结果 的时间将保存等 大大减少, 减轻了成 绩归结到 训练 , 资深人士 尤其年度 考核和持 续经营的 目标是一 致的关键 业绩所得 积分来衡 量训练 柯克帕特里克成立以来原模型,其他理论家(例如杰克菲利普斯)、柯克帕特里克确实自己提到可能第五级,即音(投资回报). 在我看来,容易被列入感兴趣柯克原第四级'的结果. 列入第五级和相关性,因此若说只有相关的评估投资回报否则可能被忽视或遗忘时指纯粹'结果'的水平. 学习评价是一种广泛研究领域. 这是可以理解的,因为这个问题是根本的生存和教育表现全世界同样的大学,其中当然大部分的研究者和作家. 而柯克模式不是唯一的方式,大多数工业和商业应用它足以;事实上,如果多数团体将是十分兴奋的培训和学习的评价,从而不断人为开发经过规划和管理,依照柯克帕特里克的模型. 供参考,如果你渴望更多的想法来看,还有很多选择:: , 杰克菲利普斯'五个层次模型感兴趣 , 丹尼尔敎的CIPP模式(背景、输入、过程、产品) , 罗伯特股权的回应评价模型 , 罗伯特股权的余应变模式 , 考夫曼的五个层次评价 , 仙乐(背景、输入、反应、结果) , PERT(计划评审技术) , alkins'示范分校 , 迈克尔scriven的目标--自由评价办法 , provus的差异模型 , 艾斯纳的鉴赏评价模式 , 照明评估模型 , 肖像模型 , 美国评估协会也 莱斯利还看评审的评价和良好的训练工具,这个网站浏览,其中莱斯利获得的经验和知识,将会节省您的工作,研究和设计自己的工具. 人力资源功能绩效评价 如果你是负责内部人力资源和服务功能和/或外部客户你可能会觉得有用超越柯克评价培训和学习,提高员工的满意评价也/客户提供人力部的整体表现. 参数这种评价最终要靠你们什么功能是负责人力资源--换言之,据评估期望. 喜欢什么,首先必须先评估客户满意升值(内部)明确顾客的期望. 期望商定,题,刊登与否提供依据各类客户满意的评价. 如果人们期望超越人力部的声明和实际责任那么要追查因为几乎肯定会提供机 在这个瞬息万会增值小时的活动中,价值和竞争优势,加上贵组织作为一个整体. 变越来越多的人力资源处最容易看到和应对新的机遇和支持你们开发的人怎么回应,理解,你可以做什么,以满足新的需求,当你看到他们. 如果你渴望知道人力部会的预期,一份问卷,和/或分组讨论会揭示一些情况. 以下是一些例子提问. 有效地说,你应该要求人们如何做人力资源或人力资源处: , 帮我查明,认识,识别和优先发展的需要和个人意愿,在:技能、知识、经验 和态度(或个人福祉,或情绪成熟度,或者心情,或者心态,精神病或其他适 当方式意义而言,人们会回应) , 帮助我了解自己喜欢的学习风格和学习方法学习新技能、知识和态度能 力 , 帮我找出有效的学习和发展,并取得适合我国情况和首选风格 , 帮我发展,我来衡量,要明确和计量等我老板来了谁知道我的组织能力 , 提供工具和体系,鼓励和促进个人发展 , 尤其是有助于更好的关系,我和我的老板关于协助我个人的发展和福祉 , 我提供了一个工作环境,保护任何种类的歧视和性骚扰 , 只要让我有机会,如果我有任何不满,(私下受过适当训练的人员来我公司 信任),然后想如果我做适当的考虑并给他们的回答是该公司 , 我提供了机会,接受辅导和咨询活动,我需要帮助和支持民营这类,再从受 过适当训练的人,我相信该公司 , 确保惩戒程序清晰、公平、包括诉权 , 确保招聘管理人员和促进公正和透明 , 确保系统存在和活动的所有工作人员随时了解公司的计划,演出等(通常 在一队通报制度) , (如果你敢:)确保人们付出相当的报酬,并与其它公司雇员,另外,薪和奖励 规范 编程规范下载gsp规范下载钢格栅规范下载警徽规范下载建设厅规范下载 市场颇为相比(总裁不会喜欢你这个问题,但如果你有这方面的问题 也最好知道::) , (经理)帮我发展的需要,保证和支持我的工作人员发现 这不是无遗--只是一些例子. 许多的典型事例含有一些大公司的情况下,应该可以创造更多、破裂小问更具体的支持和人力资源方面的服务. 如果你在人力资源工作,或者开办了人力资源处并认为其中一些问题和期待属于你职权然后考虑谁应该负责. 我再说一次,在这个瞬息万变越来越多的人力资源处最容易看到和应对新的机遇和支持你们开发的人怎么回应,理解,你可以做什么,以满足新的需求,当你看到他们. 这样你会增值你和你的人民团体和贵处. 又见: 嘉纳与多元智能理论 布鲁姆的分类学领域 360度考核小费 终止雇用、解雇、裁员、信件模板、风格 离职面谈,提问的例子,小费 申诉程序封样的雇员 77选拔招聘方式 入职培训量表,模板及小费 面试尖端技术的问题,答案 工作说明,写作格式及范例 考绩过程及考核表模板 团队工作简报 培训评估过程 培养和发展人-如何