Introduction of training courses

(1) What are the ways and means of training?

Generally speaking, the methods of enterprise training are as follows:

1, teaching method:

The tra

(1) What are the ways and means of training?

Generally speaking, the methods of enterprise training are as follows:

1, teaching method:

The traditional training mode means that trainers systematically impart knowledge to trainees through language expression, hoping that these trainees can remember important concepts and specific knowledge.

2, job rotation method:

This is a method of on-the-job training, that is, trainees can change jobs within a predetermined time, so as to gain work experience in different positions, which is generally mainly used for new employees. Nowadays, in order to train young managers of new enterprises or future managers with management potential, many enterprises adopt the way of job rotation.

3, work guidance or counseling/internship methods:

This method is to train the trainees by an experienced technical expert or direct supervisor. If it is a single one-on-one on-site individual training, it is called mentoring training commonly used in our enterprise. The task of the coach in charge of guidance is to teach the teachers how to do it, put forward suggestions on how to do it well and encourage the students.

In addition, there are discussion method, audio-visual technology method, case study method, enterprise internal computer network training method and so on.

(1) Presentation of training courses to expand reading:

The effect of enterprise training depends largely on the choice of training methods. At present, there are many methods of enterprise training. Different training methods have different characteristics and their own advantages and disadvantages. Choosing an appropriate and effective training method needs to comprehensively consider the training purpose, training content, the characteristics of the training target and the training resources owned by the enterprise.

In the development of human resources, the main factors that often need to be considered are:

1, the goal of learning. Learning objectives have a direct impact on the choice of training methods. Generally speaking, if the learning goal is to know or understand general knowledge, then programmed teaching, multimedia teaching, speech, discussion, case analysis and other methods can be adopted; If the learning goal is to master some applied skills or special skills, demonstration, practice and simulation should be the first choice.

2. It takes time. Because of the different time required by various training methods, the choice of training methods is also affected by time factors. Some training methods need a long preparation time, such as multimedia teaching and video teaching; Some training takes a long time to implement, such as self-study, which requires choosing appropriate training methods according to the time that enterprise organizations, learners and trainers can invest.

3. Funds required. Some training methods require less funds, while others cost more. Such as lectures, brainstorming, group discussions, etc. The required funds are generally not too high, and travel and accommodation are the main expenses; However, audio-visual interactive learning and multimedia teaching are relatively expensive, such as purchasing various supporting equipment, which requires considerable investment. Therefore, we should consider the consumption ability and affordability of enterprises, organizations and students.

4. Number of students. The number of students also affects the choice of training methods. When the number of students is small, group discussion or role-playing will be a good training method; However, when the number of students is large, lectures, multimedia teaching and large-scale seminars may be more suitable. Because the number of students not only affects the training method, but also affects the training effect.

5. Characteristics of students. The number of basic knowledge and skills that learners have also affects the choice of training methods. For example, when students have no computer knowledge, computerized training or multimedia teaching is not appropriate; When students' educational level is low, the effect of autonomous learning will not be very good; When most students have poor analytical skills and are not good at expression, it is difficult to achieve the expected results through debate or group discussion. Therefore, the choice of training methods should also take into account students' own knowledge and coping ability.

6. Support of related technologies. Some training methods need the support of relevant scientific and technological knowledge or technical tools. For example, computerized training naturally needs the cooperation of computers; Audio-visual interactive learning requires at least computers and DVD players; Multimedia teaching needs the support of more acousto-optic equipment. Therefore, whether the training unit or organization can provide relevant technology and equipment will directly affect the adoption of high-tech training methods.

1. Trainers changed from "knowledge disseminators" to "knowledge producers".

Because most of the knowledge dissemination or transfer will be completed by modern electronic media system, educators and trainers can have time to update their knowledge and carry out teaching innovation. One is to process, process and package the original information or knowledge to make it a "product" form that people can easily and happily accept; The second is to put forward new ideas, theories and methods on the basis of comprehensive analysis of the original knowledge and create a new knowledge system. Therefore, education and training workers will change from "knowledge disseminators" to "knowledge producers".

Second, the training mode has changed from "inheritance" to "innovation".

Since ancient times, the basic function of education and training is to impart the cultural heritage of ancestors and cultivate qualified talents to serve the reality. Traditional talent training methods have been difficult to adapt to the changing environment, and modern education and training need to be advanced. Its goal is not only to train realistic talents, but also to train future talents. The way of learning should be changed from "inheritance" to "innovation".

Third, the training content has changed from "filling vacancies" to "tapping potential".

Influenced by the traditional way of thinking, training has always followed the principle of "what is lacking, what is supplemented". For example, the training content of tourism enterprises focuses on what employees should know and learn, the mastery of operational skills, the application of basic knowledge and the ability to solve specific problems.

However, in the face of the challenge of knowledge economy and the increasingly fierce market competition, it is far from enough for training to "fill the gap". It is necessary to take tapping the potential as the focus of training, and incorporate thinking change, concept renewal and potential development into the training content, so that employees in the tourism industry can really learn to think and innovate from training and realize the effective release of personal potential.

(1) Training Course Presentation Mode Extended Reading: Network-Enterprise Training Mode

⑵ What kind of teaching form is the online training course for President Tengyue?

The teaching forms are quite rich, and the sources are

There are various forms of learning content for principals to learn online, such as video courses and audio courses.

There are also many popular articles related to education, and practical documents and PPT are its course forms.

More than 5,000 school-running dry goods,

It can help the headmaster solve the problem of running a school.

⑶ How to reasonably choose the teaching form of the training course?

You can also go to Sanmao human resources exchange platform to learn more. Many people on the platform shared their experiences on it. Personal sharing is as follows: 1, pure explanation, case, expansion, actual combat, video, e-learning, etc.

2. It is not absolute to arrange various methods according to the characteristics of the course.

A, pure explanation is generally used for technical training, such as new technology introduction and new product training. The advantage is that students can learn some knowledge systematically. Pure explanation training should be well outlined, emphasizing the logic of the whole system, so that the college can fully understand the training content, rather than remember it clearly.

B, case explanation is usually used to improve the comprehensive problem-solving ability training, such as market development, machine troubleshooting, training college overall thinking and problem-solving ability. The advantage is that it is impressive and has strong reference afterwards. Pay attention to the representativeness of the case.

C. Outward bound training is mostly outsourced training companies, mainly used for mentality training, such as responsibility, gratitude and team spirit. The advantage is that it can arouse the attention of the college and make students feel deeply, but it is not sustainable. The key to choosing outward bound training lies in the choice of trainers.

D, practical training is mostly used for direct operation training, such as front-line sales, machine operation, product assembly, etc. The advantage is that the effect is immediate, students can follow the samples immediately, and they need to combine systematic explanation and training to improve their understanding and learning efficiency on the basis of understanding the basic knowledge. Training requires that the environment and teaching tools conform to the actual situation.

E, video learning is more common, mostly manifested in some training experts or professionals watching video learning. The advantages are low cost and easy operation, but the effect is generally poor, so it is difficult to arouse students' enthusiasm.

E-Learning: The common performance is that learning websites are everywhere. This kind of training is most commonly used for the further study and study of professional skills, such as the study and examination of various professional qualifications such as human resources and accounting (I have been studying recently); There are also some comprehensive studies. Generally, the forms include website registered users, paid hours, self-study teaching videos, and sometimes online video training for branches is held.

Mode serves the content, and different content should adopt different modes and combinations of modes to achieve the best results.

(4) What are the teaching methods of training?

Training is taught in the following ways:

1, direct teaching and training method (lecture method, special lecture method)

2. Practical participatory training (demonstration and simulation, discussion/brainstorming)

3. Attitude training method (role-playing, outward bound training)

4. Training methods in the era of science and technology (audio-visual method, network training, video distance training)

5] What steps does a complete training course development include?

First, make clear the purpose of the course.

The purpose of curriculum development is to explain why employees should be trained. Because only by clarifying the purpose of the training course can we determine the goal, scope, object and content of the course.

Second, the training needs analysis

Training demand analysis is the first step for course designers to develop training courses. The purpose of training demand analysis is to meet the needs of the organization and its members, and to adjust and analyze from the organizational environment, individuals, positions and other levels, so as to judge whether the organization and individuals have training needs and what training needs exist.

Third, determine the objectives of the training course.

The goal of the training course is to explain the standards that employees should meet in training. According to the training purpose, combined with the above demand analysis, the training course objectives are formed.

Fourthly, the overall design of the course.

The overall curriculum design is a curriculum framework for the training needs of a certain topic or a certain type of people. The tasks of the overall curriculum design include determining the cost, dividing the curriculum units, arranging the curriculum and selecting the training place.

Fifth, curriculum design.

On the basis of the overall design of the course, the process of determining the teaching content, teaching methods and teaching materials of each unit in detail.

The quality of course unit design directly affects the training effect and students' evaluation of the course. In the process of training, as a relatively independent course unit, it should not be separated in time.

Six, phased evaluation and revision

After the course unit design is completed, it is necessary to evaluate and modify the demand analysis, course objectives, overall design and unit design in stages to lay the foundation for the implementation of course training.

Seven, the implementation of training courses

Even if a good training course is designed, it does not mean that the training can be successful. If there is no proper preparation in the training implementation stage, it is difficult to achieve the training objectives. The preparatory work for implementation mainly includes the selection of training methods, training venues, the application of training skills and appropriate course control.

In the process of training, mastering the necessary skills of cultivating continent is conducive to getting twice the result with half the effort.

Eight, the overall evaluation of the course (training effect evaluation)

Training course evaluation is the summary and judgment of the whole course after the implementation of the course. The key point is to determine whether the training effect has reached the expected goal and the students' satisfaction with the training effect.

[6] What steps does the development of training courses include?

General steps in the industry:

1, topic-what problem do you want to solve?

Step 2 study

3, material preparation

4. Data analysis

5, curriculum outline production-the core

6, course content writing-the key

7. Supplementary materials

8, PPT production

My own steps:

1, write the curriculum development schedule (when to complete the idea, when to complete the outline, when to complete the collection and preparation of materials, when to complete the content writing, when to complete the courseware production)-this is the first step, I think it is very practical.

2. ideas-core (What are the highlights of the course? What do you need to include? If you think of anything, write it down. )

3. Outline-key points (rough processing, arrangement and supplement of ideas)

4. Materials

5. Content writing

6, PPT courseware making

The course is basically completed in one go, ensuring efficient completion, rather than tinkering. This is my own understanding of developing more than 70 courses, which is not necessarily suitable, but can be used for reference.

Once how to develop enterprise training courses

To develop enterprise training courses, according to the curriculum development design of China Training Network, we need to pay attention to the following points:

In the course design, we should first keep the content and design scientific, that is, the content should be true, the system should be rigorous, and even every punctuation should be carefully revised. Don't talk big in PPT Because our readers generally don't like reading long paragraphs, it is better to express them concisely. If you want to use big words, you'd better put them in your notes. In addition, we should pay attention to the logical relationship between language and events. For some procedural traffic words, it is best to set it as traffic.

Secondly, we should pay attention to the novelty of curriculum design and content. If the trainer does not update the content and form of the course, the final knowledge system will be difficult to meet the needs of the students, and the trainer's career may eventually end. Observe what is happening around you at any time. Pay attention to the analysis and investigation of the needs put forward by customers, so that the curriculum design is targeted and practical.

Finally, we should pay attention to the interactivity of curriculum design. /kloc-There must be at least one teacher-student interaction every 0/5 minutes. According to the survey of relevant institutions, adults' attention to learning is generally around 15 minutes. Only by using interaction can the information of teachers' teaching be presented here, so that students can absorb and apply knowledge. Scenario simulation and role-playing can be used, and round-table discussion can be used if conditions permit. In addition, curriculum design should include curriculum outline, curriculum exercises, curriculum teaching manuals and student learning manuals. But at present, most trainers have few teaching manuals. For the newly developed courses, we must find ways to teach them so that those non-professionals can understand them, and they should be concise and easy to understand.

How to make the training course more flexible?

How to make the course "flexible"?

Traditional courses often focus on the live part of classroom demonstration, but due to the limitation of classroom time and situation, the expected training effect can not be achieved well. We can consider expanding the curriculum and gradually break through the border barriers of "before, during and after class" to make the curriculum more "flexible" (as shown in figure 1). The key lies in "between taking and putting", focusing when taking, diverging when putting, and putting forcefully and naturally.

Next, we will introduce the specific operation method from the three stages of the course (Figure 2).

Before class-"before class"

"Pre-preparation" refers to the preparation and publicity work before the start of the course. By designing a series of pre-class preparation activities, students are guided to understand the objectives, background and basic contents of the course, and at the same time provide reference information for further optimization of the course.

We can strengthen it through the following links (as shown in Figure 3):

The pre-class part starts with six links: "course publicity, registration screening, stimulating learning motivation, investigating course objectives, course background information and course form content", and forms four groups of springs according to their respective receiving and publishing characteristics to improve the flexibility of the course. For your convenience, you can refer to the following formula:

Course publicity, registration and screening, careful consideration;

Learning motivation depends on stimulation, and research objectives are indispensable;

Know yourself as a contrast, the content information has long been known.

Course publicity (broadcast)

The goal of course promotion is to let the target students know the course arrangement and basic information. Specific operations can be presented in a diversified and three-dimensional way through the combination of online system and offline media, such as making posters, brochures, issuing WeChat course notices, and sending electronic invitations.

Registration Screening (Collection)

Combined with the course objectives and scope of application, the students of the course are preliminarily screened through the combination of online registration and offline registration, and their background information (such as gender, department, rank, proportion of learning style, etc.). ), so as to provide reference for the implementation and optimization of the course.

Stimulate learning motivation (release)

Through the way of "pre-class test+lecture", students' interest in learning is stimulated before class, the learning atmosphere of the course is created in advance, students' expectations for the on-site part of the course are improved, and students' learning motivation is strengthened. (The "pre-class test" in this session is a non-evaluative test, mainly to stimulate students' interest, such as personality test and proficiency test. )

Research course objectives (closed)

Through the way of "pre-class demand survey+classroom data sharing", we can know the curriculum needs of students and their superiors in advance, and then improve the accuracy and friendliness of the curriculum from two aspects: "curriculum optimization" and "on-site data sharing". At the same time, it can achieve the expected goal of "let students think ahead before concentrating collectively".

Course Background Information (Play)

Through the way of "learning materials before class+case creation", students are integrated into the curriculum design before class, which improves the learning efficiency in class on the one hand, and the cases taught are easier to be understood and accepted by students on the other hand, thus effectively improving the transformation effect of training.

The formal content of the course (games)

For content that does not require on-site classroom training, especially simple lecture courses (such as rules and regulations, etc. ), students can learn the content in advance through the way of "learning before class+classroom assessment and answering questions", thus effectively improving the attractiveness and practicality of classroom scenes and further improving students' attention and participation in classroom scenes.

Classroom part-"teaching" and "practice"

"Coaching" refers to teaching and practicing flexibly in the course implementation, guiding students to fully participate in the course with a more accurate and systematic experience, and then trying to apply what they have learned to lay the foundation for the transformation of training effect.

We can strengthen it through the following links (as shown in Figure 4):

Part of the class begins with "focusing on course objectives, strengthening learning motivation, video detonation, exclusive case explanation, on-site assessment &; Question and answer and knowledge/operation card ",combined with the content before and after class, according to their respective characteristics, four groups of springs are combined respectively to improve the flexibility of the course. For your convenience, you can refer to the following formula:

On-the-spot goal to achieve * * * knowledge, and then strengthen motivation to help;

Video detonated manufacturing hotspots, and the exclusive case was strong;

On-site assessment solves confusion, with the focus on cards to help recall.

Pay attention to the course objectives (closed)

By sharing the information and data of pre-class demand research and the course structure, the course objectives are defined, so that students can achieve * * * understanding. The key to this link is to understand the course objectives. When explaining, we should pay attention to the correlation and consistency between information data and curriculum objectives and structure, and try our best to avoid the phenomenon of disconnection, which will affect the positioning of curriculum objectives and needs.

Strengthen learning motivation (closed)

Ways to stimulate learning motivation by coping before class (such as personality test, level test, etc. ), can satisfy students' curiosity, and can also strengthen the curriculum to meet students' individual needs, thus improving the friendliness and transformation effect of the curriculum.

Video Detonation (Receiving)

According to the actual needs of the course, we can expand the scope of classroom situational awareness by making videos or editing existing video materials, and at the same time lead out the theme or sub-links of the course in the most intuitive and impactful way to enhance the attraction of the course.

Exclusive case explanation (release)

By sorting out and processing the cases collected before class, a class-specific case is formed. At the same time, according to the needs of the course, guide students to discuss the content and solutions of the case on the spot, and then deepen the explanation of the content points through comments, so as to deepen students' understanding and application of the course content.

Site assessment &; Answer the question (receive &; Put)

For purely didactic courses (such as rules and regulations, etc. ), you can use the method of "assessment+answer" for classroom demonstration. Self-study before class and on-site assessment can not only improve teaching efficiency, but also enhance students' autonomy in the course; At the same time, the interaction of question-and-answer session can make up for the understanding deviation of systematic explanation and improve the satisfaction of the course to students' individual needs.

Knowledge/operation scorecard (put)

The actual drill in the classroom is the key to the training transformation, but the time in the classroom is often limited, which will give students a feeling of just trying. The embarrassing situation of "everyone is forced to stop as soon as they find the feeling" is very unfavorable to the later training transformation.

By making knowledge/operation cards, the actual on-site drills can be extended to after class, on the one hand, the time of actual drills can be extended; On the other hand, students with card tips will not forget the knowledge/operation points, which is convenient for practicing anytime and anywhere in combination with the working environment.

After class-"Help" and "Comment"

"Help and evaluation" refers to providing students with an environment of continuous support after the end of the course, helping them to transform the training effect, evaluate the training effect and continuously optimize the course.

We can strengthen it through the following links (as shown in Figure 5):

After-class part starts with six links: content review, support and guidance, mutual help community, course evaluation, evaluation feedback and result marketing. Combined with the content of the course, according to the characteristics of receiving and releasing, three groups of springs are combined respectively, which improves the flexibility of the course. For your convenience, you can refer to the following formula:

Content review and refocusing, support and guidance can not be less;

Mutual aid community promotes growth, and the result evaluation is effective;

Feedback summary is helpful to optimization, and the continuous marketing effect is good.

Content review (receipt)

By changing the traditional examination-based learning effect acceptance method to the content review method based on online learning or content card, students can recall the course content and try to apply it to the work situation.

Support, guidance (release)

When students return to work from the classroom, due to the different working environment and classroom exercise, there are often some problems in the application process, which affect the change of behavior. It is embodied in the following four aspects:

◇ Too busy to stop, no time to apply;

◇ Forget what you have learned;

I don't know when it should be applied;

I don't know how to apply it in the work environment.

On the basis of helping students recall the contents of the course, we should provide continuous and effective support and guidance to students in the practical application process, and effectively promote students to realize real changes in behavior. In the process of guidance and feedback, you can refer to the following points:

◇ Clear requirements and inform the key points in advance;

Show the important steps of success and help students build confidence;

◇ Confirm whether the trainees' understanding is correct;

◇ immediate feedback, positive feedback;

Evaluate the effect of the exercise.

Mutual aid community (released)

In addition to the guidance and help of lecturers, we can also build a mutual aid community for students, build a platform for learning and communication, keep abreast of students' learning status and problems after class, create a positive and continuous learning atmosphere, and use the power of groups to promote individual behavior practice.

Course evaluation (closed)

According to different evaluation needs, the course effect is evaluated in corresponding ways.

Response level (students' preference for training)

Online learning management system (online assessment)

◇ Learning level (the degree to which trainees study and train)

Online learning management system (online assessment)

◇ Behavior level (the extent to which trainees use training knowledge)

Observation, interview and behavioral reflection tools

◇ Result level (improvement degree of operating results)

Interview, business data analysis

Evaluation Feedback (Upload)

According to different course contents, choose the appropriate time period for feedback of course evaluation. For different feedback objects, select the corresponding feedback methods, which can refer to the following types:

Overall project feedback

Feedback target: the management of the company

Feedback content: project background introduction, project introduction, course satisfaction evaluation results (response level), students' learning evaluation results (learning level), students' direct superiors' evaluation results on students' behavior changes (behavior level), positive effects of the course (result level), suggestions on course improvement and promotion, etc.

Feedback mode: evaluation report

◇ Feedback to students' superiors

Feedback target: students' superiors

Feedback content: course background review, course introduction, evaluation of students' learning effect, next-stage training demand survey, thank-you letter, etc.

Feedback methods: evaluation report and interview.

Feedback to students.

For all the students

Feedback target: all students

Feedback content:

Review of course objectives, review of learning process (including application process), feedback of overall effect, encouragement and gratitude to students, etc.

Feedback methods: course review activities and emails.

For individual students

Feedback target: individual students

Feedback content:

Review of course objectives, review of content points, summary and reflection in the application process, evaluation and feedback from direct superiors, investigation of training needs in the next stage, encouragement and gratitude to students, etc.

Feedback method: E-mail

Results Marketing (Release)

After the course is over, the marketing of the course results should be carried out in time. Through the mode of "point divergence" and "system connection", it provides regenerative blood and nutrients for the learning organizational atmosphere and ecological learning circle.

Feedback target: all employees of the enterprise (including those who did not attend the course)

Feedback content:

Course introduction, wonderful review, management comments, student feedback, business department feedback, etc.

Feedback methods: internal publications and WeChat platform.

Finally, let's review the flexible setting formula of the course as a whole (as shown in Figure 6):

Courses can be "flexible". When we establish this mode of thinking, we will find more space to play and more spatial connections, which will help us to create a learning organizational atmosphere and learning ecosystem more systematically and creatively.

How to design the internal courses of enterprise training

Training and training of trainers in TTT enterprises, striking PPT presentation skills: system, curriculum structure design and development: Edition, creating a lively classroom atmosphere: application of teaching methods in training: guidance, curriculum content design and development: Edition, TTT- classroom presentation skills, TTT- curriculum development and design, training system construction and training.

See which one you want.

⑽ What are the ways of enterprise training?

The purpose of enterprise management is to achieve work objectives more efficiently and make maximum use of resources.

Management has different management levels, so all kinds of managers have different requirements for enterprise management.

Management is a science, and the main tools of management are reasonable management systems, such as setting goals, making plans, implementing, assessing, encouraging and punishing measures.

Management is also an art, and the object of management is people, not machines. Therefore, some aspects need the wisdom, morality, humanistic care and creative culture of managers.

Management needs both theory and practice.

Management is a developing discipline, and there are differences in management between eastern and western cultures.

Method 1: Establish a standardized and scientific training system.

Method 2: The training mode of enterprises is developing from single to diversified and scientific.

Method 3: attach importance to thought and support in action.

Method 4: Do a good job of demand analysis before training.

Method 5: Enterprises change from focusing on the cultivation of employees' ability to focusing on improving the overall quality of employees.