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30-10-2009, 04:11 PM
| | | | Join Date: Apr 2007 Location: Indonesia |
| | The tools of a competency-based career path system include:
- a description of the tasks required by target and feeder jobs eventually broken down by job families
- a competency model for the target and feeder job system
- a dictionary of behavioral descriptions of each competency in the model
- performance indicators that provide the material for a competency-based evaluation program and a computerized skills bank
- a competency profile grid for either internal or external recruiting and selection of candidates
- a career map of the organization, identifying which jobs are the key feeders to higher-level positions
- a competencies' gap analysis showing main differences required to flow through the job system to reach high-level jobs
- recommendations for training in or selecting for each competency in the path. | |
05-11-2009, 08:05 AM
| | | | Join Date: Apr 2007 Location: Indonesia |
| | Every job is now subject to a "make or buy" decision. Because of the flexibility and cost savings involved in using contract employees, vendors, and temporary employees to do the work previously done by downsized employees, your workers must understand that they may now be competing with these outside resources. This means they have to continually prove their value. Their only security lies in their ability to continually retool themselves to remain valuable to their employer. This is why continuous learning is so important to all workers today. All employees should also consider that their next opportunity may lie in becoming an outside resource themselves. | |
06-11-2009, 06:18 AM
| | | | Join Date: Apr 2007 Location: Indonesia |
| | Productive communication requires listening, not one-way message delivery. The previous seven attributes of supportive communication all focus on message delivery, where a message is initiated by the coach or counselor. But another aspect of supportive communication is at least as important as delivering supportive messages, and that is listening and responding effectively to someone else's statements. As Maier, Solem, and Maier (1973, p. 311) stated: "In any conversation, the person who talks the most is the one who learns the least about the other person. The good supervisor therefore must become a good listener." | |
08-11-2009, 06:15 AM
| | | | Join Date: Apr 2007 Location: Indonesia |
| | Designing the course involves actually deciding on a plan of action, i.e. a lesson or session plan. This provides you with the orderly procedures for conducting or facilitating a session efficiently. It should not be long (two pages at the most) but should be complete and practical. It should be written or sectioned in a format that is helpful and meaningful to you, the trainer, and it should give you confidence— not only is it proof that you have prepared adequately, but it is your 'prop' if you need it. | |
11-11-2009, 07:29 AM
| | | | Join Date: Apr 2007 Location: Indonesia |
| | A concise message saves time and expense for both sender and receiver. Conciseness is saying what you have to say in the fewest possible words without sacrificing the other C qualities. Conciseness contributes to emphasis. By eliminating unnecessary words, you help make important ideas stand out.
To achieve conciseness try to observe the following suggestions:
• Eliminate wordy expressions.
• Include only relevant statements.
• Avoid unnecessary repetition. | |
13-11-2009, 03:41 AM
| | | | Join Date: Apr 2007 Location: Indonesia |
| | The learning approach to strategy
By this we mean that company policy and strategy formation, together with implementation, evaluation and improvement, are consciously structured as a learning process. In that sense it is not a gung-ho approach, but one that allows business plans to be developed, formulated and revised as you go along. Managerial acts are thus seen as conscious experiments, rather than set solutions. Deliberate small-scale experiments and feedback loops are built into the planning process to enable continuous improvement in the light of experience. (Interestingly, the words 'experiment' and 'experience' come from the same root.) | |
14-11-2009, 03:21 AM
| | | | Join Date: Apr 2007 Location: Indonesia |
| | It involves feeling. Work-based learning entails emotional involvement in the context itself. We care about what we do and what we have accomplished. We feel the learning as well as possess it intellectually.
• It is continual. Once work-based learning becomes natural to the learner, it becomes a never-ending process. We are always open to surprises, to new ways of doing things. Change is accepted as a given in life; hence, learning becomes part of our very being.
• It is reflective. We become not just more aware of our own learning processes, but also more aware of (and more interested in publicly commenting on) the processes of others. | |
14-11-2009, 10:31 AM
| | | | I am looking for training material for a programme on Communication Skills through some stories | |
16-11-2009, 04:28 PM
| | | | Join Date: Nov 2009 Location: Mumbai |
| | hi can u send me the presentation to measure ROI of training. at  |
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