How To Pform Training And Performance

P > the effectiveness of human resource management is a reflection of the systematic combination of stages or modules, not the features of the one or two stages or modules.

However, in the human resource management system, the succession of training and performance is sufficient to show that the relationship between the two has been recognized by everyone.

< /p >

< p > < strong > HR management system: < /strong > /p >

< p > (1) from training to performance < /p >

< p > how to make an individual person and social person become an organization person, training is an essential process. Students without working experience are so. Professional managers who work long hours, even the founders of organizations.

At this time, training is a kind of expectation for performance or preparation for performance.

< /p >

< p > (2) from performance to training < /p >

After P performance appraisal, we do not even need to assess. As long as we promise to fulfill our performance goals, the gap between our expectations and actual implementation will follow. Our social cognition of this gap is different, but there is no qualitative difference.

Similarly, our social cognition of the gap between our quality and job demands is only different, but there is no qualitative difference.

Training at this time is a guarantee of performance or a correction of performance.

< /p >

< p > < strong > 1, the characteristics of performance < /strong > < /p >.

< p > (1) the multidimensional nature of performance, that is, performance is the result of behavior, is the behavior itself, and the quality conditions of forming behavior. These three elements are not related to each other, but exist a series of causal chains.

< /p >

< p > the result of behavior may be objective, material, such as quantity, quality, cost, safety, wind control and time. It may also be an index of immaterial satisfaction.

< /p >

< p > behavior itself refers to the performance of innovative behavior which is consistent with the standard performance specification of conventional work tasks and the completion of unconventional tasks. Two is the frequency and complexity of the support lines that are not related to the completion of the tasks but help the colleagues to complete their tasks.

< /p >

< p > the quality condition of behavior is actually the two major quality system of an individual: work ability system and work attitude system. The former includes general ability and special ability, and the latter includes values, motivation, emotion, personality and self-consciousness.

< /p >

< p > (2) the hierarchical modularity of performance. The behavior of an organization is divided into three levels, namely, individual, group and organization. The level here refers to the result of individual behavior is a part of the result of group action, and the result of group action is not the accumulation of individual behavior result, but the realization of group function.

Similarly, the functional module of a team is a module of the overall performance of an organization. The overall performance of an organization is not the accumulation of the performance of each team, but the integration of group functions.

< /p >

< p > in the organization, individual performance is the foundation, but the overall performance of the organization is the functional module of the group.

< /p >

< p > < strong > 2, training characteristics < /strong > < /p >

< p > learning is an attribute of self-renewal and adjustment of organism's own function.

Learning ability is not invariable, but presents a stage corresponding to physical growth and psychological maturity. As an individual, due to physical and mental conditions, a person does not need to say that his life is in a certain {page_break} < /p >

The content that can be learned in the period p is also limited, and the content that individual subordinate groups and organizations can learn at a certain time is far greater than that of a single individual, and the learning ability of each individual, group and organization in an individual subordinate society is infinite, and this infinite reality forms the heredity of social culture.

< /p >

< p > education is social. When individuals enter society, they always bear < a href= "//www.sjfzxm.com/news/index_z.asp > social education" /a ", from free and willful family education to fragmented social education, and orderly education at all levels.

The manifestation of individual learning ability has formed a social need. Education is the unification of social division of labor and individual learning needs.

The universality of education means that education is the process of socialization of individuals from the perspective of social development, rather than the social function of education based on individual special needs or interests.

The epochal nature of individual life and the continuity of social development is not only related to natural time, but rather to the cumulative effect or cultural inheritance of human social experience.

Society is a pluralistic value, but education is always value oriented. If there is no value orientation, it is also a kind of value orientation. This is the rational pursuit of social development.

< /p >

< p > training is a behavioral intervention method based on individual learning ability.

Training is enterprise oriented, and enterprises are made up of different individual members. These different individuals are not homogeneous, and their mutual influence forces are not equal. New entrants should accept baptism of organized or unwritten organizational membership. This baptism is not achieved overnight, but also changes with the development of the organization.

The standardization of organizational membership may come from the social interaction of individual members of an organization. It may also come from the generalization influence of the founder's personality, or the natural awakening under the mission pressure of the organization itself.

The purpose of establishing an organization is much the same, but the mission of an organization varies widely. The purpose of this relationship is to drive the goal orientation of organizational behavior. Each organization is pursuing its own goals and showing different means. These different means converge to form differences or changes in the social environment.

It is difficult for the members of the realities to support organizational goals step by step. Organizations need to assimilate individual behaviors and organizational behaviors, individual goals and organizational goals of organizational members. Even in order to gain more relative advantages in complex social changes, organizations need individual behaviors of sub organization members to lead organizational behavior, and individual goals lead organizational goals.

The influence of organization is ultimately within the organizational context. Organizational members constitute elements of the organizational environment or organizational system, which carries the responsibilities, rights and interests of organizations, and the impact of organizations sometimes exceeds the boundaries of organizations to form social influences or education, but its binding force is weak.

< /p >

< p > < strong > 3, training effect on < a href= > http://pop.sjfzxm.com/popimg/xm/index.aspx > performance > /a > /strong > /p >

< p > training is a means of intervention for organizational behavior. The organizational behavior here includes individual, group and organization as a whole.

The multidimensional nature of performance precisely illustrates the causal chain of organizational behavior - the quality conditions of behavior that produce behavioral performance in suitable environment, while behavior performance results in the result of organizational platform structure.

Once the result is formed, it is a fait accompli and irreversible.

The variability of behavior results from behavioral performance, quality of behavior, interaction between environment and organizational platform.

The environment and organizational platform are also factual. It is convenient for individuals, teams and organizations to change themselves than to change the external environment and organizational platform. Sometimes the external environment and organizational platform can not be changed or even changed.

< /p >

< p > (1) the impact of training content < /p >

< p > the influence of training contents is actually the requirement of training objectives.

One kind of training is to teach people to do things, from simple OFFICE to complex new technologies, new processes, new methods and new ideas, and skills training. The purpose is very clear, that is, to solve the current problems.

Another kind of training is to teach people how to behave. That is what the saying goes, "learn to be a man first and learn to do things after school".

The management says that the former is work oriented, and the latter is personnel oriented or people-oriented.

Actually, the difference between fish and fish.

But emphasize "fish" < a href= "http://pop.sjfzxm.com/popimg/xm/index.aspx" > organization training < /a > purpose is not "giving people fish instead of fishing", but "fish, fish, fish......"

As for "fishing", it is the quality of employees themselves.

{page_break} < /p >

< p > from the performance chain, there are employees' quality first and then employee behavior, but the change of employee behavior will directly result in performance - the result of behavior, changing the quality of employees will bring indirect performance - the change of behavior quality, and the pformation of staff quality into performance must be pformed two times. On the one hand, employees need to enhance their initiative and self-consciousness. On the other hand, the two pformation may have the risk of pformation difficulty and unsuccessful pformation.

From a training point of view, teaching people to do something is directly changing the behavior of employees, while teaching people to behave is to train the quality of their employees. This is actually an old topic of management -- the choice or balance between short-term goals and long-term goals.

< /p >

< p > (2) the influence of training mode < /p >

< p > the way of training is actually how the trainees accept external influences. This is the different way of expression of the same problem.

According to different standards, training methods are divided into different categories.

Finally, according to the degree of participation of trainees in the training process, a variety of training methods can be divided into two main categories: theoretical listening and situational perception. The specific training method is only one of them, and the difference is multidimensional.

< /p >

< p > training mode is actually subordinated to training content or purpose, and there is a cross influence.

That is, the way to teach people to do things can be either theoretical listening or situational.

Theoretical listening teaching can be divided into classroom teaching and topic discussion. Situational experience can also be divided into experiential and action learning.

In this way, the influence of training mode is actually the matching degree of training mode and training purpose.

< /p >

< p > due to the natural characteristics of information perception, situational experience training is better than theoretical listening. However, from the perspective of performance, theoretical listening style can directly produce performance, because how to do it directly can be implemented directly, and situational experience needs to be summarized from my understanding.

< /p >

< p > (3) the influence of training level < /p >

< p > the influence of individuals in an organization is not equal. When individuals or teams with decision-making power in the organization receive training, no matter their own quality or behavior changes, they will produce more integrated performance forces.

Relatively speaking, no matter what training the front-line employees receive, the first is the direct adjustment of their training behavior, and then resonates with other employees.

From the perspective of performance, the training effect is the best, but the relevant coordination procedure is needed as a guarantee.

< /p >