Training,
coaching, and mentoring needs
The creation of
this program stems from the needs that are detailed below:
Mentoring needs arise because operational positions for which they are recruited these employees require a dynamic and reciprocal relationship where mentors act as a guide, model, teacher, sponsor of these employees with less experience. There is need for these employees to have mentors who model their management experience. Mentors are senior executives and retirees from other companies in the same purposes as our means. The funds come from internal locations and the United States.
The need for coaching is useful because employees should be directed, instructed and trained individually and in groups, in order to be able to develop specific skills and improve their performance to meet the goals and the tasks you will work on the company.
Training is another necessary process to be continuous work, systematic and organized way that arises from the need to develop in our employees the skills, knowledge and skills necessary to perform their work efficiently. It is assumed that training complete the selection process because we instruct the new employee on their own duties for the proper learning skills characteristics.
Areas that need work are:
Mentoring needs arise because operational positions for which they are recruited these employees require a dynamic and reciprocal relationship where mentors act as a guide, model, teacher, sponsor of these employees with less experience. There is need for these employees to have mentors who model their management experience. Mentors are senior executives and retirees from other companies in the same purposes as our means. The funds come from internal locations and the United States.
The need for coaching is useful because employees should be directed, instructed and trained individually and in groups, in order to be able to develop specific skills and improve their performance to meet the goals and the tasks you will work on the company.
Training is another necessary process to be continuous work, systematic and organized way that arises from the need to develop in our employees the skills, knowledge and skills necessary to perform their work efficiently. It is assumed that training complete the selection process because we instruct the new employee on their own duties for the proper learning skills characteristics.
Areas that need work are:
·
Analysis of the value chain
·
Accounting and Finance
·
Innovation
·
Marketing
·
Logistics
·
Operations
·
Strategic Planning
·
Sales
Objectives
of the training, coaching, and mentoring program
The coaching
process aims to create a space for review, analysis and development of our new
project, where our new employees receive coaching and are accompanied in the
design of the specific actions that will facilitate the achievement of expected
results that our company.
The mentoring process targets a defined business plan and can enrich the business model on which we are working.
The mentoring process targets a defined business plan and can enrich the business model on which we are working.
Performance
standards
These
parameters allow us to make more objective measurements. Job analysis, which
highlights the specific performance standards by analyzing the work, will be made.
It is based on the responsibilities and duties in the job description for the
post, our analyst can decide which elements are essential and should be
evaluated in all cases. In the absence of this information, standards are
developed from direct comment on the post or direct talks with the immediate
supervisors of contracted employees.
Performance measurement systems will score each work. They are easy, reliable use and describe the essential elements that determine performance. The observations of the performance are performed directly. We prefer direct observations because indirect observations such as written tests and simulations are less reliable because they evaluate scenarios.
Objective measures of the performance of our employees are verifiable by others. As a rule of our company, objective measures should be quantitative. They are based on aspects such as:
Performance measurement systems will score each work. They are easy, reliable use and describe the essential elements that determine performance. The observations of the performance are performed directly. We prefer direct observations because indirect observations such as written tests and simulations are less reliable because they evaluate scenarios.
Objective measures of the performance of our employees are verifiable by others. As a rule of our company, objective measures should be quantitative. They are based on aspects such as:
·
the number of units produced
·
the number of defectives
·
material savings rate
·
amount sold in financial terms
·
any other matter which may be expressed as mathematically
precise
Subjective
measures are unverifiable qualifications, which may be regarded as opinions of
the evaluator. It is our company policy to use this type of measurement, unless
there is reasonable cause, previously approved by senior management of the
company.
Delivery
methods
The program
provides participants with the following methods to reach:
·
Ten (10) contact hours per week over a period of two
weeks - Various issues through individual supervision sessions and in small
groups. Supervision offers participants the opportunity to learn about their
training practices and engage in reflective form of learning experience.
·
Online Resources - Participants will have access to
seminars and online forums , provided by the library robust online provider .
Electronic resources and tools provider supporting various activities such as:
·
Library or online databases full of books or magazines in
your field
·
Personal or telephone support for services
·
Collaborative research that allows teachers to monitor
students with common research interests living in different parts of the
country.
·
Group discussion forums that allow participants of each
group on the ease of communicating academic, administrative and personal issues
of common interest.
Content
for training, coaching, and mentoring
Training
Content
(Group workshops about strategies and modern methods for
specific fields)
|
|
Coaching
Content
(Individualized and Team Assistance)
|
|
Mentoring
Content
(Individualized
Simulation Scenarios)
|
|
Time
frame
· Duration of (2) weeks
o Five (5) days a
week
o Two (2) hours
daily
o
Will complete ten (10) contact hours
detailed as follows:
Day
|
Type of Intervention
|
Contact Hours
|
Mondays
|
Coaching - (Team
Assistance)
|
2
|
Tuesdays
|
Coaching - (Individualized
assistance)
|
2
|
Wednesdays
|
Mentoring - (Individualized
Simulation Scenarios)
|
2
|
Thursdays
|
Workshops include:
·
Items
·
Agenda
·
Pre-test / Post-Tests
·
Testimonials
|
2
|
Fridays
|
Measuring learning, academic and
professional gain. (Assessment Methods)
|
2
|
TOTAL WEEKLY CONTACT HOURS
|
10
|
Evaluation methods
The evaluation
of our employees has two main aspects:
·
Determine to what extent the training program actually
produced the desired changes in employee behavior.
·
Demonstrate whether training results presented regarding
the achievement of the goals of the company.
Order of the
evaluation process of participating employees:
·
Pre- course test (Pre- test)
·
Training of participants
·
Post-course test (Post- test)
·
Tracking
The criteria (levels)
used to evaluate the effectiveness of training, according is based on results
relating to:
·
Reactions: Was Liked the program participants?
·
Learning: What and how much participants learned?
·
Behavior: What behavior changes have resulted from the
program work?
·
Results: What were the tangible results of the program?
·
ROI: - benefit of a training program’s return on investment,
through which the cost ratio is measured.
Feedback
Measuring the
results of training is difficult, but possible. With regard to this criterion
our company thinks in terms of the usefulness of the training programs. Some of
the results rely on the criteria used to evaluate training and these criteria
include:
·
Increased productivity
·
Fewer complaints from employees
·
Reduced costs and wastage
·
Profitability
Our
organization seeks long -term support of a strategy for change, rather than
short-term financial returns for their investments. That is, we perceive the
training in terms of future investment. According to these criteria, our
company measures the impact of training on the results or organizational
objectives. The tools we will use in this case , both before and after training
are:
·
Questionnaires
·
Indicators
·
cost benefit ratios
Our company
also uses benchmarking model to evaluate our own practices and services ,
comparing ourselves with companies of recognized competence in order to
identify areas for improvement. This benchmarking process allows our employees
to :
·
Planning
·
Ask
·
Check
·
Acting
Alternate
avenues for employees who need further development
The company has
the tools and mechanisms designed to maintain control over the implementation of the actions envisaged in the development
plan and thus was able to detect, if any, potential weaknesses and areas of
opportunity for those employees who require greater emphasis on professional
development process. Among these tools we can mention:
·
Creating additional monitoring instruments necessary
·
Provide resources and suppliers to give technical support
and correct faults
·
Track progress on a weekly basis
·
Making sure they get the support, coaching and mentoring
appropriate
·
Report the level of performance of assigned duties,
responsibilities and skills developed for measuring progress
Order of the top information on the partial
results in proposing amendments when applicable and notify the Human Resources
Department.
References
Brockbank,
W. & Ulrich, D. (2003) Competencies for the New HR, Society for Human
Resource
Management, Alexandria, VA
Cascio,
W., (2005) Managing Human Resources – Human Resources in a Globally Competitive
Business Environment; Mc Graw-Hill
Companies, New York N.Y.
Richino, S.V. (2000). Selección de personal.
Buenos Aires, Argentina: Gráfica MPS.
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